Lost In Translation: Why Cultural Awareness Is Key To Student Success In European Business Education

Despite enrolling in prestigious international business programs across Europe, many international students find themselves struggling to stay — not because they lack academic ability, but because they feel they do not belong.

According to the EUROSTUDENT VII report, nearly 30% of international students across multiple European countries report difficulties integrating into campus life. This sense of disconnection is more than a social inconvenience; it is a growing contributor to dropout rates in transnational and international higher education.

In an era where Europe markets itself as a hub of global learning, is cultural awareness the missing link in ensuring student success? 

CULTURE & BELONGING: A HIDDEN BARRIER TO RETENTION

International business programs often pride themselves on diversity. The primary challenge lies with international students physically studying at European institutions. Yet, many programs fall short in creating an environment that fosters true cultural inclusion.

The Netherlands, for example, hosts tens of thousands of international business students, but a Nuffic report revealed that one in five of these students struggles to connect with local peers. Language barriers, academic cultural mismatch, and lack of localised support services are frequently cited.

In Germany, the DAAD and DZHW have documented dropout rates among international students ranging from 20% to 25%, with cultural integration difficulties playing a significant role. Business students, particularly from non-European countries, often find themselves navigating unfamiliar teaching styles, hierarchical assumptions, and classroom expectations without adequate guidance.

According to a 2022 QS International Student Survey, more than half (56%) of international students report that integrating into the host culture is one of their biggest challenges when studying abroad in Europe.

This challenge is especially pronounced for students from culturally distant or underrepresented regions, including parts of the Global South. Unlike students from neighbouring European nations who may share certain cultural, linguistic, or educational similarities, students from regions such as Sub-Saharan Africa, South Asia, and Latin America often experience deeper cultural gaps. These include differing norms around classroom participation, authority dynamics, communication styles, and even concepts of time and collaboration. When unaddressed, these gaps can amplify feelings of isolation and academic pressure.

WHEN BUSINESS SCHOOLS GET IT RIGHT

Fortunately, some European institutions are making meaningful strides. Business schools that prioritise cultural awareness are actively designing inclusive learning environments. For instance:

• Manchester Metropolitan University (UK) supports international students through an asynchronous online course delivered via its Rise program, which students are expected to complete before enrollment. This pre-arrival resource helps prepare them for academic expectations and cultural adjustment
• WU Vienna (Austria) integrates a “Cultural Learning Path” into international programs to ease academic and social transitions.
• Copenhagen Business School (Denmark) uses inclusive pedagogy, community engagement, and reflective learning to help students navigate cultural differences.
• University of Helsinki (Finland) runs intensive orientation programs that demystify academic expectations and connect new students with experienced peers.
• University of Groningen (Netherlands) offers a robust “Welcome Center” and cultural training focused on students from underrepresented regions.
• ESCP Business School (France, Germany, Spain, Italy, Poland) operates a rotating campus model where students study in multiple countries, encouraging cultural agility by design.
• IE Business School (Spain) integrates intercultural teamwork into entrepreneurship and innovation modules as part of its Global MBA.

These efforts show what is possible, but they remain the exception rather than the rule.

TAKING INITIATIVE: A GUIDE FOR INTERNATIONAL STUDENTS  

While institutions must evolve, students cannot afford to be passive. If you are studying abroad, particularly if you are from a region with fewer cultural similarities to Europe, you must take charge of your experience. Waiting to be invited into the community is not enough. You need to take the initiative. 

That said, institutions also have a responsibility to create spaces where participation is genuinely welcomed. Integration is a two-way process that depends on both student effort and institutional openness.

Here is what you need to know:

• Know the rules, and adapt fast.  European academic culture expects independence, critical thinking, and active engagement. Learn fast. Do not wait.
  RRemember that no two European countries are the same; academic culture in Spain may differ significantly from that in Germany or Sweden. Be ready to learn the local norms, even if you have studied elsewhere in Europe before.
• Seek help early. If you are lost, ask questions. Silence is not strength; it is a trap.
• Don’t isolate yourself. Integration will not come to you. Attend events, make the first move, and connect with others, even if it feels uncomfortable at first.
• Break out of your bubble. Your comfort zone will not help you grow. Speak a new language, build new friendships, and expose yourself to new ideas.
• Adjust your mindset. You are not here to replicate home. You are here to learn through difference. Embrace the unfamiliar.
• Act, don’t just reflect. Understanding culture is only useful if it leads to change. Growth comes through action.

Success in a global classroom is not just about grades. Your adaptability, resilience, and initiative will shape your future far more than any single lecture.

WHY CULTURAL AWARENESS MATTERS

Cultural awareness is not just about being polite or globally minded. It is about understanding how different worldviews shape communication, learning, and expectations. In the classroom, it affects participation, feedback styles, and collaboration. Outside it, it influences whether students build networks or isolate themselves.

When cultural norms clash, say, when a student from a high power-distance culture hesitates to challenge a professor’s idea in an open-discussion class, academic performance can suffer. When support services are not equipped to bridge these gaps, students may disengage entirely.

For many students from culturally distant or underrepresented regions, including parts of the Global South, the adjustment often involves negotiating profound cultural shifts, not only in academic conventions but also in social and institutional norms. Without targeted support and inclusive pedagogical approaches, these students are at higher risk of feeling alienated despite their academic potential.

WHAT BUSINESS SCHOOLS MUST CHANGE 

If European business schools are to reduce dropout rates and fulfill their internationalization goals, they must take cultural awareness seriously. That means:

• Embedding intercultural competence into core curricula, not just optional workshops.
• Providing staff and faculty training in inclusive pedagogy and cross-cultural communication.
• Designing mentorship and peer programs that intentionally mix local and international students.
• Co-creating TNE programs with local cultural input, rather than simply exporting content from the home institution.
• Offering tailored orientation and academic transition programs specifically for students from underrepresented and culturally distant regions, particularly the Global South.
• Encouraging domestic students to engage in intercultural activities that promote shared responsibility for inclusion

Europe’s business schools have the opportunity to lead the world in inclusive international education. True internationalization means more than recruiting globally; it requires educating inclusively. But they can not do it alone. Cultural awareness must be a shared responsibility, developed by institutions and embraced by students. In a truly global classroom, no one should feel like a guest. It is time to move beyond translation and embrace true transformation.

---

Professor Hannah Holmes is dean of the business school and deputy pro-vice-chancellor within the Faculty of Business and Law at Manchester Metropolitan University. Liz Warren is professor and a member of the Executive Team within the Business and Law School at Manchester Met. Benjamin Stevenin is former director of business school solutions and partnerships at Times Higher Education. 

© Copyright 2025 Poets & Quants. All rights reserved. This article may not be republished, rewritten or otherwise distributed without written permission. To reprint or license this article or any content from Poets & Quants, please submit your request HERE.