Academic literature on the topic 'Cross-cultural studies – Methodology'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Cross-cultural studies – Methodology.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Cross-cultural studies – Methodology"
1
Segal, Edwin S. "Variations in cross‐cultural methodology." Reviews in Anthropology 18, no. 1-4 (March 1991): 193–201. http://dx.doi.org/10.1080/00988157.1991.9977951.
Full text
2
Riahi, Rabeb, Foued Hamouda, and Jamel Eddine Henchiri. "Measuring cultural dimensions for cross-cultural management: Corporate governance outlook." Corporate Ownership and Control 17, no. 2 (2020): 157–64. http://dx.doi.org/10.22495/cocv17i2art13.
Full textAbstract:
The unobservable nature of the national culture is one of the main limits of research studying the impact of values systems’ in management sciences. This is why we aim in this study to identify a measure to three cultural dimensions namely, individualism (IND), masculinity (MASC) and long-term orientation (LTO). Our methodology is based on structural equation modeling (SEM) under LISREL approach, where latent variables are economic and demographic characteristics. Findings for the cross-national study over a period of 7 years including Tunisia, France, and Canada show that ecological indicators are able to determine studied cultural dimensions. However, due to the dynamic character of culture, some studied indicators are no longer the same as identified in prior studies.
3
Ali, Maged, and Laurence Brooks. "A situated cultural approach for cross‐cultural studies in IS." Journal of Enterprise Information Management 22, no. 5 (September 25, 2009): 548–63. http://dx.doi.org/10.1108/17410390910993536.
Full textAbstract:
PurposeThis paper aims to provide a comprehensive framework of a situated culture approach to studying culture within the IS discipline.Design/methodology/approachThis is achieved via an articulation of structuration theory and the provision of an approach to study cross‐cultural phenomena within the IS discipline. The paper proposes two main components of a structuration theory based analysis model which is proposed as a way to study culture within IS discipline. First, the paper presents ideas behind the practice lens for studying the use of technology, as proposed by Orlikowski. Second, the paper presents a structurational analysis approach as detailed by Walsham. The paper argues that using a practice lens contributes to identifying the mediated shared structures between actors through understanding the actions of the actors within the phenomena. Then, using a structurational analysis approach contributes to identifying the cultural dimensions that are embedded in the identified mediated shared structures.FindingsThis paper contributes to cultural studies within the IS discipline and provides a framework for researchers aiming to investigate cultural influences for different phenomena within IS.Originality/valueCultural anthropology seeks to understand the similarities and differences among groups of people in the contemporary world. Although there are many different models of national culture, most IS research has tended to rely almost solely on Hofstede's cultural model. However, Hofstede's cultural model been criticised, and using structurational analysis will provide researchers within cultural studies in the IS discipline with a more broad perspective for the phenomena.
4
Jemielniak, Dariusz. "Cross-cultural management and digital societies." Journal of Organizational Change Management 29, no. 1 (February 8, 2016): 108–15. http://dx.doi.org/10.1108/jocm-11-2015-0220.
Full textAbstract:
Purpose – The purpose of this paper is to see how digital societies’ studies can be inspired by cross-cultural management. Design/methodology/approach – Theory critical analysis and review. Findings – The paper reveals many similarities and analogies, allowing for useful connections between cross-cultural management research, and studying digital societies. Originality/value – By exposing methodological and theoretical links of cross-cultural management field in general, and Magala’s contribution in particular, the following paper helps in better understanding of contemporary research on digital societies, as well as allows for the use of already proven methodologies and approaches in the emerging field of the internet studies.
5
Naumova, Olena, Svitlana Bilan, and Mariia Naumova. "Luxury consumers’ behavior: a cross-cultural aspect." Innovative Marketing 15, no. 4 (November 12, 2019): 1–13. http://dx.doi.org/10.21511/im.15(4).2019.01.
Full textAbstract:
A comprehensive study of the consumers’ needs and demands, the patterns of their social and cultural behavior are essential to the success of the modern luxury companies in their market activity. The purpose of research is to study the possible differences and similarities in the perception of luxury and motivation to purchase these goods by consumers in different parts of the world and selection of acceptable marketing tools. The study is built on the results of analysis of cultural values in some countries using the country comparison tool developed by Hofstede and the results of analysis of scientific articles on the behavior of luxury goods consumers in different countries. The methodology approach – Hofstede’s model of national culture and scientific studies belonging to cultural impacts on luxury consumers’ behavior – is applied to explore cross-cultural differences in luxury consumption behavior. The findings of the study are as follows: consumers from countries with high power distance, collectivism, and masculinity, long-term orientation, and low indulgence primarily perceive social values in consuming luxury goods and are sensitive to conspicuous luxury-status. In cultures with high individualism, masculinity, indulgence, and low power distance, consumers display to perceive individual and functional values and are sensitive to “emotional hedonistic luxury.” The consumption of luxury goods in the Asian region is characterized by significant focusing on social values and status consumption, more than in the rest of the world. The motives of achievements in the form of self-realization and self-actualization are among the main reasons for the luxury consumption of European Union consumers.
6
Shadiev, Rustam, Xueying Wang, Ting-Ting Wu, and Yueh-Min Huang. "Review of Research on Technology-Supported Cross-Cultural Learning." Sustainability 13, no. 3 (January 29, 2021): 1402. http://dx.doi.org/10.3390/su13031402.
Full textAbstract:
Not many review studies have explored the theoretical foundation of cross-cultural learning or the curricula in the research they were reviewing. Furthermore, some review studies only superficially discussed the methodology and findings of the reviewed articles. To address these issues, we reviewed twenty-three studies on technology-supported cross-cultural learning published between 2014 and 2020. We aimed to summarize and analyze previous research in the following areas: (1) theoretical foundation, (2) curricula, (3) technologies, and (4) methodology and findings. Our results showed that the reviewed studies built their research framework based on diverse theoretical foundations; however, the most frequently used models were Byram’s model and the cultural convergence theory. Curricula had the following main focuses: (a) cross-cultural learning, (b) linguistic skills, and (c) pre-service teacher training. The most frequently used technologies were Skype, e-mail, and blogs. We found that most reviewed studies involved the collection of both qualitative and quantitative data. Finally, most of the reviewed studies reported on the role of technologies in facilitating cross-cultural learning, FL/SL learning, and pre-service teacher training. Based on our findings, several implications along with suggestions were prepared. Our findings demonstrated that results from most studies were positive regarding technological support of cross-cultural learning. Therefore, it is suggested that educators and researchers take these results into consideration when designing future studies on cross-cultural learning. Because many scholars did not report some important information, such as what theoretical foundation they built studies on or participants’ demographics, we suggest that such information needs to be included in their research articles as it can be helpful in informing future studies. We also suggest that participants in future studies use variety of technological tools for supporting communication and content creation during cross-cultural learning.
7
Palmié, Stephan. "Ecué's Atlantic: An Essay in Methodology." Journal of Religion in Africa 37, no. 2 (2007): 275–315. http://dx.doi.org/10.1163/157006607x184825.
Full textAbstract:
AbstractArguing from an exposition of the principal epistemological and methodological problems that have plagued African-Americanist research since its inception as a properly disciplined anthropological pursuit, this essay focuses on an ostensibly 'clear' case of 'transatlantic continuities' to question linear construction of historical relations between 'African' and 'African-American' cultural forms. Detailing the social history of an African male initiatory sodality and its supposed Cuban equivalent within their wider political economic contexts, I argue that the apparent dispersion of Cross-River-type secret societies ought not to be seen as a pattern of diffusion from a (temporally prior) point of inception to (temporally later) sites of recreation, but as a total pattern of simultaneous 'Atlantic' eventuation and cultural production.
8
Buxton, Lisa Maree. "Professional development for teachers meeting cross-cultural challenges." Journal for Multicultural Education 35, no. 2 (December 9, 2019): 19–32. http://dx.doi.org/10.1108/jme-06-2019-0050.
Full textAbstract:
Purpose When providing professional development for teachers, certain factors should be considered and included to ensure it is effective and enhances teacher practice and outcomes for children in their classes. While this is achieved in many curriculum areas, there has been little written about effective professional development for teachers in relation to Aboriginal education in Australia, enhancing teacher confidence in meeting the needs of Aboriginal and Torres Strait Islander children. This paper aims to describe a study concerned with the ongoing development of a professional learning framework empowering primary school teachers to infuse Aboriginal ways of seeing and being into their classroom practice. Design/methodology/approach Design-based methodology, using semi-structured interviews with teachers, allowed for iterative amendment and improvement of the professional learning experiences. A description is provided linking the elements of successful professional development for teachers to the implementation of this study’s professional learning. Findings Key findings are that if the elements noted in the literature pertaining to successful professional learning for teachers are included, change in practice does take place and is sustained, to the benefit of the children they teach. This study demonstrates the vital importance of ongoing collaboration and support for teachers undertaking professional development if they are going to change practice in the longer term. Originality/value The pedagogy described in this paper goes beyond content to an Aboriginal way of teaching children through modelling and how this can be infused into teaching practice.
9
Силантьева and Margarita Silanteva. "Reconstruction of communicative stereotype in indirect dialogue of cultures: methodology of studies." Modern Communication Studies 2, no. 2 (April 15, 2013): 4–8. http://dx.doi.org/10.12737/363.
Full textAbstract:
The article addresses the main principles and methods of linguistic and cultural approach to reconstructing communicative stereotypes. The author shows the role of philosophical comparative studies in building a conceptual model of communicative stereotype, which makes it possible to define the content of cultural analysis in cross-cultural communication. The article proves the necessity to test their relevance in reference to historical facts in international relations. Studying the concept of ‘a border of constructive dialogues’, the author develops the idea further, introducing the term ‘a zone of transfer to irreversible destructiveness’.
10
Murillo, Rocio. "Interview with Dr Rosalie Tung: a cross-cultural studies researcher and published author." Journal of Technology Management in China 9, no. 1 (April 1, 2014): 91–94. http://dx.doi.org/10.1108/jtmc-11-2013-0039.
Full textAbstract:
Purpose – This interview was conducted with Dr Rosalie Tung. Dr Tung gives her insight about her career. Design/methodology/approach – Interview was conducted via Skype. There was a somewhat systematical approach to the Q&A interview. Findings – Dr Tung briefly goes through her academic career regarding cross-cultural studies and how her life experiences shaped her passion for the subject. Originality/value – This was a one-on-one interview via Skype.
Dissertations / Theses on the topic "Cross-cultural studies – Methodology"
1
Otsuji, Emi. "Performing transculturation : between/within 'Japanese' and 'Australian' language, identities and culture /." Electronic version, 2008. http://hdl.handle.net/2100/598.
Full textAbstract:
University of Technology, Sydney. Faculty of Education.This thesis examines the construction processes of language, culture and identities in relation to both the macro level of society and culture, as well as the micro-individual level. It argues that there is a need to understand these constructions beyond discrete notions of language, identities and culture. The thesis mobilises performativity theory to explore how exposure to a variety of practices during the life trajectory has an impact on the construction and performance of language, identities and culture. It shows how a theory of performativity can provide a comprehensive account of the complex process of, and the relationships between, hybridisation (engagement in a range of cultural practices) and monolithication (nostalgic attachments to familiar practices). The thesis also suggests that the deployment of performativity theory with a focus on individual biography as well as larger social-cultural factors may fill a gap left in some other modes of analysis such as Critical Discourse Analysis (CDA) and Conversation Analysis (CA). Analysing data from four workplaces in Australia, the study focuses on trans-institutional talk, namely casual conversation in which people from a variety of linguistic and cultural backgrounds work together. Following the suggestion (Pennycook 2003; Luke 2002) that there is a need to shift away from the understanding that a particular language is attached to a particular nation, territory and ethnicity, the thesis shows how discrete ethnic and linguistic labels such as ‘Japanese’ and ‘English’ as well as notions of ‘code-switching’ and ‘bi-lingualism’ become problematic in the attempt to grasp the complexity of contemporary transcultural workplaces. The thesis also explores the potential agency of subjects at the convergence of various discourses through iterative linguistic and cultural performances. In summary, the thesis provides deeper insight into transcultural performances to show the links between idiosyncratic individual performances and the construction of transcultural linguistic, cultural phenomena within globalisation.
2
Villasenor, Natacha. "Ethnocultural identity of persons of Chinese origin : testing a model of minority identity development via Q-Sort Methodology." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29860.
Full textAbstract:
Literature reviews (Casas, 1984, 1985; Ponterotto, 1988) on the status of racial/ethnic minority research indicate that one of the problems in coming to definite conclusions about the effectiveness of counseling with the culturally different is the lack of research accounting for heterogeneity within ethnic groups. This study investigates ethnic identity as a possible variable tapping into intra-group variability with persons of Chinese origin currently living in Canada. Specifically, Atkinson, Morten & Sue (1979)'s model of ethnic identity development is examined in relation to its validity with this ethnic group.
Atkinson et al.'s (1979) Minority Identity Development model postulates five stages minority persons experience in trying to discern and appreciate themselves based on their culture of origin, the mainstream culture and the relationship and meaning between the two. These stages are Conformity, Dissonance, Resistance and Immersion, Introspection and Synergetic Articulation and Awareness. Based on the model, 81 items were generated, translated and administered to 44 participants via Q-Sort Methodology. Also, relevant demographic information was collected. Factor analysis and qualitative analysis for Q-Methodology as suggested by Talbott (1971) generated four factors. The emerging factors reflected the Conformity, Dissonance, Resistance and Immersion, and
Synergetic Articulation and Awareness Stages. Thus, based on the partial support for the five-stage model among persons of Chinese origin; a four-stage model was generated.
The analysis of results suggests the following conclusions: (1) heterogeneity within ethnic groups must be accounted for it is accounted for within the mainstream culture; (2) ethno-cultural identity emerges as a viable construct (variable) tapping into intra-group differences; (3) Q-Methodology appears as a culturally non-intrusive method; and (4) ethno-cultural identity may mediate the counseling process.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
3
Van, Vlaenderen Hilde. "Group problem solving among community activists in a South African setting: an everyday cognition approach." Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1002589.
Full textAbstract:
The study focuses on the everyday problem solving processes of a group of community activists in a rural setting in the Eastern Cape Province of South Africa. It aims to uncover: first, the local knowledge of the participants of the study with reference to the concepts problem and problem solving; second, the participants' group problem solving procedure; and third, the dialectical interrelation between the participants' knowledge and practice with reference to everyday group problem solving. It is contended that the mainstream cognitive approach and the cross-cultural tradition are inappropriate for the study of everyday cognitive processes. A ‘situated cognition’ approach, based on the notions of activity and cultural mediation, is proposed as a theoretical framework for the study. The ontological and epistemological assumptions underpinning the empirical study were derived from a scientific realist and a hermeneutical paradigm. Data for the inquiry into the local knowledge of the participants was collected through individual interviews. The data was interpreted, using the grounded theory techniques of constant comparison, coding and compiling theoretical diagrams. Data for the inquiry into the participants' group problem solving practice consisted of video-taped group problem solving processes. This data was analysed, using a multi layered process of progressively deeper interpretation, employing a reading guide technique. Analysis of the research data revealed that the participants perceived a problem as an impediment to satisfactory participation in society. Problem solving was considered as an emotive, cognitive and inter-active process, involving particular role players. This process had a certain structure, involved attitudes and actions and relied on particular resources. Successful problem solving was perceived to result in restoration of social equilibrium. The group problem solving procedure used by the participants consisted of a process of developing a common understanding and group consensus. The strategies employed in the process, the roles played by the participants, the rules adhered to by the participants and the structure underlying the process were all congruent with these aims. There was a mutually reinforcing interrelation between knowledge and practice with reference to the participants’ problem solving.
4
Tan, Po Li. "Approaches to learning and learning values: an investigation of adult learners in Malaysia." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16295/.
Full textAbstract:
This research was inspired by a pressing question which formed the main aim of the current study--What factors contribute to the differential academic performance of adult learners in the formal setting in Malaysia? It is hoped that by addressing this question, insights obtained may be useful for the Malaysian policy makers in attempting to implement the government's initiative--Malaysia Vision 2020. The current literature informs that in order to achieve the desired goals, Malaysian adult learners, must now more than ever be conscious of the effect of learning values and approaches to learning. Hence, there is a need to develop a more holistic understanding of the interrelated dynamics between learning values and approaches to learning. The current study adopts a transdisciplinary, etic/emic approach, using two culturally sensitive questionnaires, Revised Study Process Questionnaires-2 Factors Malaysia (RSPQ- 2FM) and Learning Values Survey (LVS) on 858 Malay and Chinese adult learners in Malaysia. The study found the significant others can have substantial influence on the 'face value' for both Malay and Chinese adult learners generally, but was more pronounced for the Malay adult learners. This in turn may encourage Malay adult learners to submit to pressure from others in influencing how they perceive the importance of learning and motivation in learning. Because Malay adult learners are constantly driven by external factors to compete with other cultural groups in education or economic achievement, they may tend to avoid challenging tasks such as deeper approaches to learning in order to rapidly achieve their immediate learning goals. Engaging with deep approaches and meaningful learning are effortful and the pressure to save face may result in the likelihood of adopting surface approaches. This coupled with the finding that they do not appreciate the middle way principles as much as the Chinese adult learners suggest that they may be less flexible and/or pragmatic learners. The findings suggest that practice of middle way principles (such as 'Willing to compromise one's own values to suit the situation/issues when I learn') can indeed enhance certain positive learning approaches which implies that Malay adult learners may be disadvantaged in the learning settings due to their lack of appreciation of the middle way principles. It is also interesting to find that Malay adult learners appreciate time factor more than their Chinese counterparts when engaging with Deep Approaches to learning. In contrast, the middle way principle practiced as a way of life by the Chinese culture has made Chinese adult learners more malleable, resulting in a relatively less face conscious cultural group. Being less externally driven and less restrictive, Chinese adult learners are more likely to adopt deep approaches to enhance meaningful learning. In addition, the Chinese culturally ingrained learning approach, Understand and Memorization was found to be more likely to produce positive learning outcome. Unlike their Malay counterparts, Chinese adult learners view work experiences more essential in helping them to engage with Deep Approaches to learning. The above findings are novel and add to previous studies on approaches to learning by introducing the effect of learning values. While previous research has referred to cultural variable in learning, they have not sufficiently explored the effect of culture. Learning values is one significant cultural variable that is considered in the study. The findings underpin the different emphasis placed by the two cultural groups as they engage with professional development activities. It is hoped that by identifying values pertinent to learning in this competitive globalized economy, the study has provided insights for Malaysian policy makers to develop holistic future education plans to assist in achieving Malaysian Vision 2020. Insights gained can also support plans where Malay can be encouraged to become competent global leaders and workers, capable of competing in this knowledge economy.
5
Tian, Xiaoling. "Preschool Teachers' Perspectives on Caring Relationships, Autonomy, and Intrinsic Motivation in Two Cultural Settings." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/470.
Full textAbstract:
This study explored preschool teachers' perspectives on caring relationships and their perceptions of how such relationships affect children's autonomy and motivation in preschool in two cultural settings: one city in China and another in the U.S. Data was collected from preschool teachers in both locations using a qualitative interviewing research strategy. The study found that consensus exists among preschool teachers from the two cities about the importance of caring relationships, in which trust, acceptance, equality, and mutual respect were viewed as these relationships' primary characteristics. There were also shared values regarding teachers' roles and their effective strategies for establishing social skills and caring and sharing among children. Nevertheless, some underlying assumptions about caring, especially teachers' understandings of autonomy and motivation, differed somewhat in relation to the social, cultural, philosophical, or practical influences in the two cultural contexts. The results of the study provide opportunities for early childhood teachers and teacher educators in both contexts to reflect on their own assumptions about these values, as well as insights for preparing caring teachers in both cultural settings.
6
Neely, Gloria Jean. "The effects of American influence on British culture." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2025.
Full textAbstract:
This study notes similarities and differences between the United States (U.S.) and the United Kingdom (U.K.). Study findings suggest that while at first glance the United Kingdom and the United States may seem similar in many ways, the differences between these countries are great, making each one unique.
7
Fabrício-Wehbe, Suzele Cristina Coelho. "Adaptação cultural e Validação da \"Edmonton Frail Scale\" (EFS) escala de avaliação de fragilidade em idosos." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/83/83131/tde-12012009-145005/.
Full textAbstract:
A fragilidade pode se manifestar em indivíduos de todas as faixas etárias, incluindo os idosos, porém, não deve ser entendida como sinônimo de velhice. Atualmente a fragilidade vem sendo fortemente considerada como uma síndrome multidimensional que envolve vários fatores: biológicos, físicos, cognitivos, sociais, econômicos e ambientais. É um tipo de síndrome que pode ser evitada, quando identificada precocemente, ou intervindo com base em seus indicadores, pelo menos postergada. Os objetivos desta pesquisa metodológica foram realizar adaptação cultural da Edmonton Frail Scale (EFS) para o português do Brasil, bem como analisar suas propriedades psicométricas em uma amostra de idosos de uma comunidade do interior paulista. Esta escala possui 11 itens e sua pontuação máxima é 17 representando o nível mais elevado de fragilidade. Para a adaptação cultural, utilizou-se o referencial da literatura: tradução da EFS para língua portuguesa; obtenção da primeira versão consensual em português; avaliação do item por um comitê de juízes; retrotradução; obtenção de uma versão consensual em inglês e comparação com a versão original; avaliação semântica da EFS; pré-teste da versão em português. A versão adaptada foi aplicada, no período de agosto de 2007 a junho de 2008, em 137 idosos de 65 anos ou mais que viviam na comunidade. A maioria dos participantes 102 (74,5%) era do sexo feminino, viúvos (58; 42,3%) com idade média de 75,33 anos (idade mínima de 65 e máxima de 100 anos), com tempo médio de estudo formal de um a quatro anos (75; 54,8%). Quanto às propriedades psicométricas avaliadas, na validação de grupos conhecidos foram realizadas análises de comparações, empregando-se o teste não-paramétrico de Mann-Whitney, do diagnóstico de fragilidade entre sexo, idade e déficit cognitivo. Obteve-se que idosos mais velhos, mulheres e com déficit cognitivo são mais propensos ao diagnóstico de fragilidade. Todas as comparações foram estatisticamente significativas. Na validade de construto convergente da EFS, com Medida de Independência Funcional (MIF) e Mini-Exame do Estado Mental (MEEM), houve correlação baixa e negativa, as mesmas foram adequadas com todas as correlações estatisticamente significativas (p< 0,001). A confiabilidade da escala para língua portuguesa foi avaliada através de três entrevistas. Duas avaliações foram realizadas independentemente por dois observadores O1 (T1) e O2 (A1), no mesmo dia (interobservador). Após um período máximo de 15 dias da primeira avaliação, uma segunda entrevista foi feita pelo observador O1 (T2). Na análise dos dados do diagnóstico de fragilidade interobservador, o Kappa foi de 0,81 (IC 0,61-1,00) e para o intra-observador, o Kappa foi de 0,83 (IC 0,72-0,94). O coeficiente de correlação intraclasse (CCI) do escore bruto de fragilidade foi de 0,87 no interobservador (IC 0,82-0,91, p< 0,001) e de 0,87 no intra-observador (IC 0,81-1,00, p< 0,001). Nas três aplicações da escala, a consistência interna (Alfa de Cronbach) dos 11 itens da EFS foi de T1 = 0,62, A1 = 0,62 e T2 = 0,54. Assim, pôde-se concluir que a versão adaptada da EFS para o português mostrou-se válida e confiável na amostra estudada. Sugerem-se mais estudos para verificar a sensibilidade da escala em idososFrailty can manifest itself in individuals of all ages, including the elderly. However, it should not be considered a synonym of old age. Nowadays, frailty is strongly considered as a multidimensional syndrome that involves various factors: biological, physical, cognitive, social, economic and environmental. This type of syndrome can be avoided, when identified early, or at least delayed when intervening based on its indicators. This methodological research aimed at the cross-cultural adaptation of the Edmonton Frail Scale (EFS) to Brazilian Portuguese, as well as the analysis of its psychometric properties in a sample of elderly persons from a community in the interior of São Paulo State, Brazil. This scale comprises 11 items and its maximum score is 17, representing the highest level of frailty. For the crosscultural adaptation, the reference framework from literature was used: translation of the EFS to Portuguese; achievement of the first consensus version in Portuguese; item assessment by an expert committee; back-translation; achievement of a consensus version in English and comparison with the original version; semantic assessment of the EFS; pretest of the Portuguese version. The adapted version was applied to 137 elderly aged 65 years or older who lived in the community, between August 2007 and June 2008. Most of the participants, i.e. 102 (74.5%) were women, widowed (58; 42.3%), with an average age of 75.33 years (minimum age 65 and maximum 100 years) and a mean time of formal education ranging from one to four years (75; 54.8%). As to the assessed psychometric properties, in the knowngroups validation of the diagnosis of frailty between gender, age and cognitive deficit, comparative analyses were made, using Mann-Whitneys non-parametrical test. It was found that elder elderly, women and with a cognitive deficit are more prone to the frailty diagnosis. All comparisons were statistically significant. The construct validity of the EFS with the Functional Independence Measure (FIM) and the Mini-Mental State Examination (MMSE), low and negative correlation levels were found, with were adequate and statistically significant (p< 0.001). The reliability of the scale for Portuguese was assessed through three interviews. Two assessments were made independently by two observers O1 (T1) and O2 (A1), on the same day (interobserver). Within a maximum period of 15 days after the first assessment, observer O1 (T2) made a second assessment. In the analysis of the interobserver frailty diagnosis data, the Kappa index was 0.81 (CI 0.61-1.00), against 0.83 (CI 0.72-0.94) for intraobserver diagnosis. The intraclass correlation coefficient (CCI) of the gross frailty score was 0.87 for the interobserver (CI 0.82-0.91, p< 0.001) and 0.87 for the intraobserver diagnosis (CI 0.81-1.00, p< 0.001). In the three scale applications, internal consistency (Cronbachs Alpha) of the 11 EFS items was T1 = 0.62, A1 = 0.62 and T2 = 0.54. Hence, it can be concluded that the EFS version adapted to Portuguese was valid and reliable in the study sample. Further research is suggested to check the scale sensitivity in elderly persons with acute diseases, which can interfere in frailty
8
Velez, Rene. "Perceptions of School Performance Measures: A Study of Principals in the United States and Head Teachers in the United Kingdom Using Q Methodology." UNF Digital Commons, 2006. http://digitalcommons.unf.edu/etd/275.
Full textAbstract:
Performance measures have been used throughout the business sector as a means to assess productivity, allocate resources, and increase profitability. More recently, they have been utilized to answer increasing calls for accountability in public education. Legislation has been passed in both the United Kingdom and the United States that implements performance measures as a means to measure student achievement and assess school performance. This study, conducted both in the United States and the United Kingdom, examined the perceptions of 15 primary and 15 elementary school leaders with regard to the transnational issue of school performance measures.
Q methodology was used to examine the opinions and perceptions of these leaders for the purpose of providing insight for stakeholders and identifying future areas of research. The data from the participants revealed patterns of opinion within the head teacher group, the principal group, and the participants as a whole. Common opinions included the balanced use of performance measures, the political nature of school performance measures, the appropriate use of standardized test scores, and the consideration of economic and social factors. This study also demonstrated the use of Q methodology in qualitative educational research by both obtaining and analyzing rich and insightful participant data.
9
Razzaghi, Mohammad Built Environment Faculty of Built Environment UNSW. "The influence of designers' cultural preferences on product concepts." 2007. http://handle.unsw.edu.au/1959.4/40690.
Full textAbstract:
Products are designed to satisfy user needs. Thus, industrial designers are expected to have a thorough understanding of user needs and to incorporate those understandings into the design of products; however, it is not a straightforward task for designers to translate their conditional understanding into a product. The gap between product and user can be even wider when latent user needs, such as cultural ones, are calculated into the problem. Therefore the meanings and functions imbued in products by the designer may not be recognized and acknowledged by users, due to the differences in cultural preferences of designers and users from separate cultures. In spite of the fact that user satisfaction has been extensively supported in the design literature, it seems that such an approach allows only a passive role for designers, who actually act as cultural intermediaries; that is, the designers' role is merely presumed to catalyze the process and match user requirements to the end product. Thus, the impact of designers' cultural preferences is considered as incidental, or at least overlooked. A content analysis method was triangulated to collect and analyze diverse visual and textual data relating to the concept generation stage of the product development process. To collect data, professional industrial designers in the two culturally diverse countries of Australia and Iran were recruited to participate in half-hour design exercise sessions to sketch to a design brief, followed by responding to an interview questionnaire. The analysis of data revealed that: (1) designers' cultural preferences do influence their approaches toward tackling the design problem; (2) there are nexuses between the design aspects of the concepts generated and the cultural dimensions of the values of the societies in which the designers were born and has lived, and; (3)potential users can unconsciously comprehend the meaning invested in the product by the designer. This thesis breaks new ground for further advancing the study of the Designer-Precedent Approach (DPA) in other cultural and social contexts, while it challenges the conventional approaches of user-centered design (UCD) broadlyperceived as the ultimate method of incorporating users' wants into products.
10
Norval, Aletta Jacoba. "Kruiskulturele navorsing : metodologiese probleme in Suid-Afrikaanse politieke houdingsopnames." Thesis, 2015. http://hdl.handle.net/10210/13404.
Full textAbstract:
M.A. (Political Science)Recent studies in a diversity of social science disciplines indicate the growing importance of cross-cultural attitude surveys; and the central theme of this dissertation is the methodological implications thereof. This study aims (1) to make a contribution to the relatively small number of studies ,in South-Africa on the subject of Political Science research methodology, and' (2) to analyze systematically the methodological problems of cross-cultural research into political attitudes. The research problem was formulated as follows: How should cross-cultural survey research of a political nature be planned, structured and conducted to ensure reliability, validity and objectivity? The focus throughout the dissertation, was on two dimensions of the research process namely (1) research design and (2) data-collection, the latter being further divided in two main categories: instrument construction and instrument implementation. A theoretical framework (Chapter 2) was developed incorporating the different methodological factors to be taken into: account when designing and implementing a research project. This framework was applied to (1) survey research in general (Chapter 3), and (2) cross-cultural political attitude surveys (Chapter 4), Special attention was given to research conducted in South Africa. The last chapter contains (1) a summary of the most important considerations relevant to cross-cultural attitude research, and (2) an overview of the main problems of cross-cultural political attitude research in South Africa. The main finding of the study is that in cross-cultural attitude research in South Africa, too little attention is given to methodological issues - both in designing and implementing research projects. In particular, the explication of methodological issues and procedures in research articles and reports is recommended.
Books on the topic "Cross-cultural studies – Methodology"
1
Brislin, Richard W. Cross-cultural research methods. Malabar, Fla: R. Krieger Pub. Co., 1985.
Find full text
3
Billiet, Jaak, Eldad Davidov, Eldad Davidov, and Peter Schmidt. Cross-cultural analysis: Methods and applications. New York: Routledge, 2011.
Find full text
4
1948-, Allen-Meares Paula, and Momper Sandra L, eds. Cross-cultural research. New York: Oxford University Press, 2010.
Find full text
5
Method and theory in cross-cultural psychological assessment. Pretoria: Human Sciences Research Council, 1988.
Find full text
6
Invitation to cross-cultural theology: Case studies in vernacular theologies. Grand Rapids, Mich: Zondervan, 1992.
Find full text
7
Rogelio, Díaz Guerrero, and International Union of Psychological Science., eds. Cross-cultural and national studies in social psychology. Amsterdam: North-Holland, 1985.
Find full text
8
Luzzatto, Edda. Collaborative learning: Methodology, types of interactions and techniques. Hauppauge NY: Nova Science Publishers, 2009.
Find full text
9
Collaborative learning: Methodology, types of interactions and techniques. Hauppauge NY: Nova Science Publishers, 2009.
Find full text
10
Ogawa, Tadashi. Genshōgaku to bunka jinruigaku: Bunka no tagenron o koete. Tōkyō: Sekai Shoin, 1989.
Find full textBook chapters on the topic "Cross-cultural studies – Methodology"
1
Jack, Gavin, and Robert Westwood. "Decolonizing Methodology in ICCM." In International and Cross-Cultural Management Studies, 251–79. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230248441_10.
Full text
2
Lang, Guido, Stanislav Mamonov, and Karl R. Lang. "Netnography." In Cross-Cultural Interaction, 1496–511. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4979-8.ch085.
Full textAbstract:
The advent of the Internet has facilitated many new forms of communication and thus has laid the foundation for new forms of interaction and social organization. The challenges of gaining insight into the social processes that occur in these newly emerging digital spaces require the development of new research approaches and methodologies. Netnography, or Internet ethnography, is one such example. It focuses on gaining cultural insights from virtual community environments and was originally developed for consumer research in the field of marketing, but has since been used in a number of other fields, including urban planning. This chapter examines the philosophical assumptions and specific methods of netnography as a newly emerging research approach. Findings from a qualitative analysis of ten cases of published netnography studies reveal differences in both philosophical assumptions and uses as a research methodology, including the subject of research – community – and the role of the researcher. The chapter closes with some recommendations and a call for future research.
3
Chimakonam, Jonathan O. "The Philosophy of African Logic." In African Studies, 214–39. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3019-1.ch012.
Full textAbstract:
The chapter aims to do two things: 1) a rigorous presentation of philosophy of African logic and 2) to do this from the perspective of Ezumezu (an African) logic. The chapter will proceed by defining the three aspects of Ezumezu logic namely: 1) as a formal system, 2) as methodology, and 3) as a philosophy of African logic. My inquiry in this work primarily is with the philosophy of African logic but it will also cut across formal logic and methodology in addition. In the first section, I will attempt to show how the cultural influence behind the formulation of the principles of African logic justifies such a system as relative on the one hand, and how the cross-cultural applications justify it as universal on the other. I believe that this is where African philosophical assessment of African logic ought to begin because most critics of the idea of African logic agitate that an African system of logic, if it is ever possible, must necessarily lack the tincture of universal applicability. Afterwards, I will narrow my inquiry down to the African philosophy appraisal of African logic with an example of Ezumezu system. This focus is especially critical because it purveys a demonstration of a prototype system of an African logic. In the section on some principles of Ezumezu logic, I will attempt to accomplish the set goal of this chapter by presenting and discussing some principles of Ezumezu logic which I had formulated in earlier works in addition to formulating a few additional ones. The interesting thing to note here is that these principles are/will all (be) articulated from the African background ontology. I will conclude by throwing further light on the merits, nature and promises of an African logic tradition.
4
Kuchirko, Yana, and Irena Nayfeld. "Language Gap." In Advances in Linguistics and Communication Studies, 32–53. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1219-7.ch003.
Full textAbstract:
The language gap is one of the most widely cited explanations for existing socioeconomic disparities in educational performance. Since Hart and Risley's 1995 publication on the socioeconomic differences in language input among children living in the United States, the language gap has permeated research, education, policy, and public awareness both in the United States and abroad. Since then, critiques have emerged that question the validity of the language gap as a concept and as means to close educational disparities. In this chapter, the authors build upon existing critiques by highlighting the cultural assumptions and ideologies that underpin the language gap and challenging these assumptions by drawing upon cross-cultural research on human development. Future directions are discussed on ways to move research forward using methodology that attends to cultural variability, builds on families' funds of knowledge, and recognizes societal contexts and structures that address systemic inequities.
5
Teukolsky, Rachel. "Introduction." In Picture World, 1–20. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198859734.003.0001.
Full textAbstract:
The introduction explores both Victorian and contemporary theories of visual culture, while developing the book’s own interdisciplinary methodology. Visual culture studies, media history, art history, literary history, and cultural history number among the book’s disciplines. The chapters move across media to study novels and poems alongside photographs and illustrations. Weaving together both visual and textual strands, the book presents a revisionist, multidisciplinary approach to “culture” as it was lived and experienced in the nineteenth century. Academic divides between the disciplines today have obscured the cross-media connections studied in the book. The book’s approach captures the historical reality of the nineteenth century’s turbulent media moment, when the bounds of high art and mass culture were not yet fixed, and words and images mingled indiscriminately in the cultural field.
6
Ellajosyula, Ratnavalli. "Early onset Alzheimer’s disease." In Oxford Textbook of Neurologic and Neuropsychiatric Epidemiology, edited by Carol Brayne, Valery L. Feigin, Lenore J. Launer, and Giancarlo Logroscino, 75–82. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198749493.003.0009.
Full textAbstract:
The term ‘early onset Alzheimer’s disease’ (EOAD) is used when symptoms of Alzheimer’s disease (AD) occur in patients younger than 65 years. EOAD is an uncommon condition and data on epidemiology is limited. Prevalence rates range from 15 to 200 and incidence rates 2.4–22.6 per 100,000 population. Prevalence rates increase with age similar to that for late onset AD. The prevalence of autosomal dominant EOAD is 5.2 per 100,000. Half of these patients have an underlying mutation in amyloid precursor protein, presenilin 1 or 2 genes. Apolipoprotein E genotype is a risk factor for EOAD and homozygotes have an earlier age of onset. Methodological issues and geographical location make comparisons across epidemiological studies difficult. Further cross-national and cross-cultural studies with standardized methodology are necessary to understand the role of risk and protective factors, as well as to estimate the burden of the disease.
7
"the unpleasant 31–2; and showing ‘going native’ 185–6; impact of 172; ‘bottle’ 30–1, 34–7; and special interest in process of 92–3; status 31; and volatility of emotions interview roles in 98–9; 28 involvement/subjectivity 93–7; professional danger 6–7, 8, 68–9, long-term consequences 43; and 168–9; and acceptability of minimisation of threat 63, 70; and research/methodology 20–1; networking 89–90, 202; nomadic defined 20; and extremism 158–60; 52–3; as non-neutral act 143–4; as insidious 23; and power normative model 93; and relationships 21–2; and publication permanency of employment 68–9; 22–3 and position of ‘stranger within’ psychological danger 184–6 105; and presentation of Punch, M. 28 auto/biography 106–8, 109–10; about private/personal issues 97; race 199 200; groups 19; research into relationships 97–100, 105; and 179; socially constructed concept of self/other equation 99–100; and 175 solidarity with group being studied Racialists 148, 150, 152, 153, 154, 36–7; solitary nature of 88, 89, 120, 156, 157, 158, 159, 162 126, 145, 156, 202; sub-aqua 55; Ramazanoglu, C. 95 support structures for 103–4, 118, Ramsay, K. 104 125, 128–9, 130, 145, 202; Reiner, R. 28, 31, 34 vulnerability in 63–4 religious festival see Santo Domingo Resistance Records 176 festival Ribbens, J. 92, 94, 95, 98; and Renzetti, C.M. and Lee, R.M. 61 Edwards, R. 95 research: academic validity/reliability Richardson, J.T. 150, 151, 152 149, 158–60, 163; and risk society 9–10 accountability 178–9; analysis of risk/danger: assessment of 201–2; data 149–50; and concern for avoidance of 198; awareness of 198; participant 116; cultural construction of 186–9; contamination/escape 126–7; cross-fluidity of 181, 182–4, 203–4; cultural 132; as danger 189–92; and gendered aspects 199; as integral danger of exploitation 105; and part of fieldwork 194; notions of dangerous fieldwork 115–18; 194–5; as pedagogy 181–2, 192–4; distance/denial 121–3; emotional and placement of actor 188–9; and experience in 114–15; enduring researcher/participant distinction fieldwork 29–32; 197, 199; shifting notions of 181, ethnomethodologically-inspired 184–6; and time 187–8; as 46–7; and experience of fear 33–7, worthwhile 198–200; see also danger 40–1; and funding for 69, 89; and Roedinger, D. 175." In Danger in the Field, 220. Routledge, 2002. http://dx.doi.org/10.4324/9780203136119-41.
Full textConference papers on the topic "Cross-cultural studies – Methodology"
1
Coldwell, David A. L. "Problems in Cross-Cultural Collaborative Research: A Case Study Analysis." In 18th European Conference on Research Methodology for Business and Management Studies. Academic Conferences and Publishing Limited, 2019. http://dx.doi.org/10.34190/rm.19.021.
Full text
2
"Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4210.
Full textAbstract:
[This Proceedings paper was revised and published in the 2019 issue of the International Journal of Doctoral Studies, Volume 14] Aim/Purpose: This work expands discussions on the application of cultural frameworks on research in doctoral education in the United States and South Africa. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of legacies of exclusions in both contexts. An underlying premise of this work is to support representation of marginalized students within the context of higher education internationalization. Background: Decades of reporting provide evidence of statistical portraits on degree attainment. Yet, some large-scale reporting does not include representation of historically marginalized groups until the 1970’s in the United States, and the 2000’s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: Qualitative research synthesis of literature focused on a dimensional framework of diversity provides a basis for this discussion paper regarding the potential of Sankofa as a cultural framework for examining the historically marginalized doctoral experience in the United States and South Africa. Contribution: A major contribution of this work offers critical questions on the use of cultural frameworks in doctoral education in the US and South Africa and broader dynamics of higher education internationalization. Findings: Sankofa reveals critical insight for reinterpretation of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students; awareness of the different reporting strategies of data; implementation of cultural frameworks to broaden the focus on how to understand student experiences; and, an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural frameworks in the development and implementation of practical strategies in the support of historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural frameworks in the development of scholarship supporting historically marginalized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications for this student population. Future Research: Future research should consider the application of cultural frameworks when examining the historically marginalized doctoral experience within global, national, and local contexts.