Module 3 Task 15
SITUATION 10:
A professor from Spain delivered a lecture on educational issues for doctoral students at a university in Latvia. After the lecture, the doctoral students applauded, as is customary in Latvia after guest lectures. The professor then asked if the PhD students had any questions; only two responded. When everyone had left, a Latvian professor approached the Spanish professor and expressed appreciation, saying that the doctoral students were delighted to have had the opportunity to attend such a valuable lecture. Despite this, the Spanish professor felt disappointed, interpreting the limited number of questions as a clear lack of interest. "Only two students asked questions, so my lecture did not seem attractive to them," the professor remarked. The Latvian professor tried to explain that it is common not to ask many questions in Latvia and that this does not indicate dissatisfaction.
Based on this situation, explain how the Latvian students and the Spanish professor differ in demonstrating and interpreting signs of recognition. How do Latvian students show appreciation, and how does the Spanish professor perceive engagement?
To what extent are your cultural customs regarding giving and receiving signs of recognition similar or different from the tendencies practiced in East European countries?
Propose two strategies that guest lecturers, such as the Spanish professor, could use to gauge audience engagement in a way that considers cultural differences in stroking. How could they prepare to better interpret these cultural cues, especially in a multicultural setting?
PONDER POINT 9
In Latvian culture, which represents a general tendency observed in other East European countries, it is common that the audience of a formal presentation, lecture, or other public event does not engage in direct communication with the presenter or lecturer. It is not a sign of lack of respect; contrary, it is a respectful way to stay silent yet express appreciation by clapping, smiling, and nodding. In other cultures, for instance in Spain, the presenter or lecturer may receive a lot of questions—being verbal signs of recognition, as this is their standard way of giving signs of appreciation and attention in their culture. Yet, when people of different cultures meet in a social event such as a formal lecture at a university, they may interpret culturally embedded—different from their own—ways of stroking as being either not enough or even disappointing, if not offensive. When being in contact with a different culture, one may assume that differences exist, and it might be a good idea to learn them in advance to avoid disappointment and confusion.