Although considerable previous research has focused on Chinese students' expectations and experiences while studying in English-speaking cultures, little research to date has focused on how the instructor's cultural background affects the learning process within a managerial communication classroom Using qualitative and quantitative approaches, this exploratory case study involves two U.S. instructors teaching a managerial communication course to 106 Chinese students in Hong Kong. The findings from this study provide implications for managerial communication pedagogy and further research.

Discusses an attempt to work both narratively and critically, recognizing that the narratives of experience first constructed (spoken and written) represent a necessary convergence of history, tradition, politics, and interpretation, which represents sites of contest and conflict. Discusses the willingness to allow expression of cultural attitudes within the classroom while openly acknowledging the simultaneous constraints produced when such attitudes conflict.

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