Dissertations / Theses: 'Intercultural environments'

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Dolatabadi, Hamid Reza. "Intercultural discourse in virtual learning environments." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/110262.

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The potential of community building through computer-mediated communication (CMC) in virtual learning environments has received increasing attention in recent years, yet little empirical research has been conducted in this field in Middle Eastern countries particularly based on a social constructivist approach as in this case. This research is concerned with the processes of community building as experienced by university students in computer-mediated distance education classes in Iran. Its overarching concern was to see if convergence happens in an on-line university discussion forum in a Middle Eastern cultural context, and if so, to explore how it happens and with what strategies it can be supported in such environment. The research addressed the role of collaborative interaction as the process of co-construction of knowledge and identities, by looking at: (i) the students’ beliefs as reflected in a survey; (ii) patterns and outcomes of interaction derived from an analysis of on-line transactions; (iii) students’ perspectives based on interviews and their responses to a survey. The participants came from four different Middle Eastern cultural and linguistic backgrounds and were all students studying at Masters Level. The academic context was an Iranian university that has a large face-to-face student population as well as a large number of distance students. The participants’ common meeting ground was primarily a virtual environment created for the students to share their learning experience and to communicate with each other and the tutors. The participants’ beliefs and ideas in terms of choice, opportunity, culture and expectations were examined through a survey in the first phase of the study. Then, to investigate their roles in shaping the on-line community, an additional university e-forum was designed and implemented by the researcher in the second phase of the study. In this forum the participants were free to contact each other without pre-planned tasks or interventions by the class tutors. Social constructivist approaches were used to analyse interactions between students and the outcomes of these interactions. The findings suggest that participants moved their communicative competence from tangible topics towards shaping new beliefs and ideas; creating the VSD-Virtual Social Development- model. These developments are regarded as something unique for an area such as the Middle East where gaining confidence is hard especially when there is no face-to-face contact with other participants, and individuals often have concerns about revealing their real personalities in untried situations. The findings of the interviews support the findings of the second phase of the study and show what strategies the participants used in community building. The research also highlighted many issues for further study, one of which is the various interpretations of the concept of community building in on-line contexts.

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Al-Mousa, Ahmad, and Ahmad mousa@mac com. "Developing Diversity Strategies to Address Complex Operating Environments." RMIT University. Management, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090302.122501.

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With the change in the economic structures of Western industrialised countries and the shift of traditional industries towards knowledge and services in recent decades the challenge to stay competitive in increasingly globalised culturally diverse markets continues to be a priority for organisations. Of central importance is the need to acknowledge, utilise and share the diversity of employees' knowledge, particularly tacit knowledge that is ethnically influenced, a resource that is enormously rich yet overlooked, undervalued and under-utilised in the employment market. This PhD dissertation focuses on the implications of the knowledge era for how organisations manage their culturally diverse workforce. The purpose of the research is to explore the organisational strategies required for Australian businesses to support and encourage the development and sharing of knowledge between employees of different cultural and ethnic backgrounds. Arising from an extensive review of the literature on both Diversity and Knowledge Management, a framework for a holistic Diversity Knowledge Management/Sharing (D-KM/S) Strategy was developed. This framework identified the need for organisations to develop a productive diversity management model that consists of a number of elements including a two-way communication strategy, training in cultural intelligence (CQ) and the development of opportunities for social networking through Communities of Practice. A four-phased process for the organisational journey towards a holistic D-KM/S Strategy was proposed. An initial audit of several Australian organisations recognised for their award-winning diversity management strategies confirmed the validity of this framework. The framework was then used to underpin the qualitative interpretive case study of three of the organisations that had been part of the initial audit to determine to what extent these organisations had succeeded in progressing through these phases towards the final holistic D-KM/S Strategy. In so doing, the candidate also focused on the role of the Human Resources Department (traditionally responsible for implementing diversity policy within organisations) in implementing a more holistic approach. From a comparison of the findings from the primary research the candidate concluded that while each organisation had progressed through several of the phases towards a holistic D-KM/S Strategy, they differed in their progress and none had as yet achieved the final phase. The study did identify two additional elements that require further research which relate to the potential of Information Technology to provide opportunities for social networking, and the potential of 'narrative' to be used to share culturally influenced stories. The research concludes that the organisational strategies required for Australian businesses to support and encourage the development and sharing of knowledge between employees of different cultural and ethnic backgrounds includes: first, a productive diversity strategy that acknowledges both the explicit and tacit knowledge that a multicultural workforce brings to an organisation; and, second, processes that embed two-way communication opportunities for employees and managers, training in CQ for an increased number of managers and employees, greater support for social networking opportunities through Communities of Practice (supported by Information Technology tools), and encouragement of opportunities for employees to share cultural narratives. In addition, the thesis proposed an increased role for the Human Resources Department (working closely with line managers) in the achievement of a holistic D-KM/S Strategy.

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Oliveira, Maria de Fatima. "Multicultural Environments and their Challenges to Crisis Communication." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/92288.

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Mass Media and Communication
Ph.D.
In a global business environment, cultural understanding is an essential tool for successful communication and relationship building between organizations and audiences. However, the power of cultural values to modify individuals' ways of thinking and communicating is not well understood in terms of crisis communication management. Therefore, this study applied Sue's (1991, 2001) theory of cultural competence to examine the effect of cultural values on crisis communication planning, using three methodological approaches. First, grounded theory analysis was applied to qualitative interviews with 25 communication professionals concerning cultural influences on crisis. Second, a national online survey (N=172) assessed communication practitioners' attitudes toward, and knowledge about, other cultures, and their skills to respond to diverse cultures. Third, media portrayals of corporate crises were examined with semantic network analysis of news articles from the New York Times, USA Today, and the Wall Street Journal between January 1, 2007 and December, 31, 2008, to identify whether cultural aspects were mentioned. These approaches yielded five main findings. First, PR practitioners had difficulties in defining multiculturalism, often equating cultural diversity with communicating with Latinos. Second, interviewees saw cultural differences as just one aspect of diversity, emphasizing that age, religion, and education differences also affect corporate discourse. Third, although professionals considered culture a key element of crisis management, they did not feel prepared to handle the challenges of a multicultural crisis, nor did they report that they used culturally adjusted crisis strategies often. Fourth, regression analyses conducted on the survey data showed that skills to manage multicultural situations and openness to diverse knowledge significantly predict the relevance professionals attributed to culture when designing crisis communication strategies. Fifth, media accounts of crises did not mention cultural elements in the three newspapers investigated. By integrating cultural competence and crisis management frameworks, this study provides the foundation for an in-depth understanding of crises, where scholars can pair crisis strategies with audiences' cultural expectations. Instructors can incorporate this framework to their courses, preparing PR students to new demands of the profession. Finally, training initiatives focused on increasing levels of cultural competence can make organizations ready to the challenges of a global market.
Temple University--Theses

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Noble, Nicole C. "Intercultural understanding in global education communities : tracing intercultural education in a pre-service teacher training program at the University of Stellenbosch." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/3961.

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Thesis (PhD (Education)--University of Stellenbosch, 2005.
334 leaves single sided printed, preliminary pages i-xiv and numbered pages 1-322. Includes bibliography, abbreviations and list of figures.
Scanned using a Hp Scanjet 8250 Scanner to pdf format (OCR).
ENGLISH ABSTRACT:The world is at a rapid pace being confronted with the need to shift national education policies that reflect basic human rights, with equity and fairness to the forefront. Along side of this herald are demonstrations of active mobilizations on the part of institutions of higher learning to "internationalize" their policies and programs to help to produce global citizens that effectively interact in international settings. As South Africa experiences changing scenes in educational reform government officials, practitioners, and educators face a number of challenges. Particularly, those related to cultural interactions when engaging in activities across the diaspora of school environments. Often these challenges serve as impediments to open communication, understanding and sensitivity amongst diverse cultural groups. As these impediments are faced in classrooms teachers increasingly find themselves at a deficit to adequately host learning environments conducive to its participants. Institutions of higher learning have a responsibility to provide the kind of intercultural dialog that entrenches policies and program curricula that speak to the needs of diverse communities, in particular those preparing future teachers. The research introduces the concept of global education communities to contribute towards shaping the kind of institutions that provide opportunities for students to practice, and become skilled in intercultural understanding. The research also raises serious discussion through the proposal of the elements of intercultural education towards contributive measures to address intercultural education, communication, and training. A case study of a four year pre-service general education training program (BEd GET) at the University Stellenbosch was conducted to trace and examine the presence of intercultural education. Data was collected by means of triangulated document analysis, interviews, and questionnaires. The research looked to a metaphoric analogy using Appreciative Inquiry, power with, and elements of intercultural education. The data was analyzed using qualitative strategies including classification and category construction, with imaginative variation and heuristic inquiry. The findings revealed that themes from intercultural education found expression or appearance in some aspects of the program outcomes, various module offerings, and teacher practice and approaches of the BEd GET curriculum. While the research also revealed that intercultural education does not appear to be a wholly attended pedagogy and practice in the GET program, the findings and interpretations revealed that intercultural education has numerous opportunities for expression and appearance to lay foundations for intercultural practice in theory. Another dimension of the research also revealed that students and lecturers collectively were not familiar with the concept of intercultural education, nor could a distinction between multicultural, and intercultural education be made. Furthermore, students' understandings and feelings reveal some resistance to themes in cultural diversity. The findings seem to reveal a need to incorporate strategies that raise intercultural consciousness. In view of the University of Stellenbosch's plan to internationalize, the findings present critical implications and recommendations toward incorporating intercultural pedagogy and practice into the methodological framework of the BEd General Education program. It finally poses future program and module development with respects to intercultural education and practice through the suggested use of the Hammer and Bennett's (1998, 2002) Intercultural Development Inventory (IDI).
AFRIKAANSE OPSOMMING: Die wereld word teen 'n versnelde tempo gekonfronteer met die noodsaaklikheid om nasionale onderwysbeleid wat menseregte, veral billikheid en regverdigheid, op die voorgrond stel. Saam met hierdie oproep is daar aanduidings van die mobilisering van institusies van hoer opvoeding om hu1le beleid en programme te "internasionaliseer" om burgers te vorm wat effektief met 'n globale wereld kan omgaan. Soos wat Suid-Afiika veranderende situasies ervaar in onderwyshervorming, word amptenare, praktisyns, opvoeders en ander betrokke in onderwysgemeenskappe gekonfronteer met 'n verskeidenheid uitdagings. Veral die verbonde aan kulturele interaksies betrokke by 'n diaspora van skoolomgewings. Die uitdagings dien dikwels as hindernisse vir oop kommunikasie, begrip en sensitiwiteit tussen verskillende kulturele groepe. In besonder wanneer hierdie hindernisse in klaskamers aangedurf word deur onderwysers wat meesal self 'n tekort aan voldoende leerervaring het om leeromgewings in belang van die deelnemers te fasiliteer. Hoeronderwys institusies het 'n verantwoordelikheid om beleid en programkurrikula te voorsien wat interkulturele dialoog verskans wat spreek tot die behoeftes van diverse gemeenskappe, veral die wat voornemende onderwysers voorberei. Die navorsing stel die konsep globale onderwysgemeenskappe voor om by te dra tot die vorming van institusies wat geleenthede skep vir studente om interkulturele begrip te oefen en vaardig daarin te word. Die navorsing stel elemente van interkulturele onderwys voor wat kan dien tot die bevordering van dialogiese betrokkenheid in interkulturele onderwys, kommunikasie en opleiding. 'n Gevallestudie van 'n vierjaar voordiens algemene onderwysprogram (BEd Algemeen) by die Universiteit van Stellenbosch was ondemeem vir spore van en om die voorkoms van interkulturele onderwys in oenskou te neem. Data is versamel deur middel van 'n getrianguleerde dokument analise, onderhoude en vraelyste. Die navorsing kyk na 'n metaforiese analogie waarin waarderende ondersoek, mag-met, en elemente van interkulturele onderwys gebruik is. Vir die analise van die data is kwalitatiewe strategiee gebruik, wat klassifikasie en kategorie konstruksie in kombinasie met verbeeldingsryke variasie en heuristiese ondersoek insluit. Die bevindings toon dat temas van interkulturele onderwys uitdrukking vind of verskyn in aspekte van die programuitkomste, verskillende module aanbiedings, en onderwys praktyke en benaderings van die BEd Algemeen kurrikulum. Terwyl ook bevind is dat interkulturele onderwys nie werklik in die pedagogie en praktyk van die program figureer nie, toon die interpretasie talle geleenthede om interkulturele praktyk te vestig en tot uitdrukking te bring. 'n Ander faset van die navorsing het getoon dat studente en lektore kollektief nie bekend is met die konsep van interkulturele onderwys nie, en dat dit nie onderskei kon word van multikulturele nie. Boonop, het studente se begrip en gevoelens 'n neiging tot verset teenoor temas van kulturele diversiteit getoon. Die bevindinge suggereer 'n behoefte aan die insluiting van strategiee om interkulturele bewussyn te verhoog. In die lig van die Universiteit van Stellenbosch se planne om te internasionaliseer, hou die bevindinge kritiese implikasies en aanbevelings in vir die inkorporasie van interkulturele pedagogie en praktyk in die metodologiese raamwerk van die BEd Algemeen-program. Dit stel die ontwikkeling van modules in interkulturele onderwys en praktyk voor deur die gebruik van Hammer en Bennett se (1998,2002) Intercultural Development Inventory (IDI).

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Lucero, David Milford. "Impact of Intercultural Competence on Communicative Success in L2 Environments(With Reference to Missionaries of The Church ofJesus Christ of Latter-day Saints)." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7775.

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This study explores the impact of cultural competence on success in completing key missionary tasks. Qualitative survey results are supported by data from an intercultural effectiveness assessment and a Mandarin Chinese listening proficiency test to describe themes related to missionary communicative success and to explore correlations between intercultural effectiveness and listening proficiency. Missionary communicative tasks are clarified into themes:"obtaining referrals,"obtaining teaching opportunities," and"helping people make and keep commitments." Factors perceived as associating with communicative success include"feeling and communicating love" and receiving"spiritual guidance." The effect of training on intercultural competence is also described. The intercultural effectiveness subcategory of positive regard is shown to have significant correlation with listening proficiency and with missionaries' perceptions of their own awareness of Chinese culture. Suggestions are made for further research and program development.

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Shliakhovchuk, Olena. "Cultural literacy acquisition through video game environments of a digitally born generation." Doctoral thesis, Universitat Politècnica de València, 2019. http://hdl.handle.net/10251/130848.

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[ES] Los videojuegos modernos son complejos, diversos, inmersivos y muy extendidos, y su influencia en la sociedad y en las personas es muy profunda. Al principio, los videojuegos y sus impactos fueron demonizados, pero con el tiempo los estudios empezaron a evaluar sus efectos positivos en las competencias y habilidades relacionadas con las destrezas del siglo XXI, entre las que se encuentra la alfabetización cultural. Esta tesis sigue esta tendencia y examina el modo en que los juegos de entretenimiento comerciales, los juegos serios, los juegos educativos y las simulaciones pueden ayudar a los jugadores en su aprendizaje y en la adquisición de destrezas que mejoran su alfabetización cultural. Un análisis de las tendencias comunes en las destrezas y competencias necesarias para tener éxito en el siglo XXI (estudiadas por la UNESCO, el British Council, IBM, Google, LinkedIn y el Foro Económico Mundial) reveló que para vivir en un mundo VUCA (volátil, incierto, complejo y ambiguo) hace falta un modelo nuevo y actualizado de la alfabetización cultural. Esta tesis propone tal modelo. Se hizo una revisión de la literatura reciente sobre el impacto y los resultados de los videojuegos. Dicha revisión mostró que los videojuegos pueden reforzar o debilitar los estereotipos, que ayudan a adquirir conocimientos culturales y a desarrollar la alfabetización intercultural, la alfabetización sociocultural, la conciencia cultural, la autoconciencia y el entendimiento cultural de diferentes espacios geopolíticos, y que hasta cierto punto facilitan el desarrollo de las habilidades interculturales. El corazón de la tesis es una investigación sobre la efectividad de los videojuegos en el abordaje de problemas sociales difíciles como son los movimientos migratorios y la crisis de refugiados. Se realizaron dos estudios, uno cuantitativo y otro cualitativo, que obtuvieron resultados alentadores para los creadores de videojuegos de empatía. Muchos participantes informaron que sintieron más empatía y menos rechazo hacia los migrantes y refugiados, así como una mayor motivación para ayudar de forma activa a gente necesitada. Se hizo, además, una encuesta amplia que dio a conocer los géneros de entretenimiento AAA, los personajes, los elementos de juego y las características que los nativos digitales encuentran atractivos, así como los que echan en falta y que les gustaría ver en el futuro. Los hallazgos también confirmaron que los juegos no son solamente una fuente de diversión, sino también de mucho aprendizaje. El inglés, las bases de la informática, el pensamiento estratégico, la geografía y la historia, el trabajo en equipo, conocimientos culturales, el cambio de perspectiva y la creatividad... todo esto se aprende y refuerza con los videojuegos. Las evidencias presentadas en esta tesis sugieren que hay una demanda para herramientas que faciliten la educación intercultural. El punto culminante de esta tesis es el diseño de Chuzme, un juego educativo digital que pretende elevar la autoconciencia (cultural) y el reconocimiento del sesgo cultural con el fin de generar actitudes positivas hacia los migrantes, refugiados y expatriados. En resumen, esta tesis apoya la idea de que los videojuegos facilitan la adquisición de la alfabetización cultural y aporta pruebas de que los videojuegos proporcionan beneficios culturales, sociales y comunicativos que espere animen a los profesores a integrar activamente los videojuegos en su práctica docente. Descriptores: investigación sobre videojuegos, impacto de los videojuegos, comunicación intercultural, aprendizaje basado en juegos, alfabetización cultural
[CAT] Els videojocs moderns són complexos, diversos, immersius i molt estesos, i la seva influència en la societat i en les persones és molt profunda. Al principi, els videojocs i els seus impactes van ser demonitzats però amb el temps els estudis van començar a avaluar els seus efectes positius en les competències i habilitats relacionades amb les destreses del segle XXI, entre les quals es troba l'alfabetització cultural. Aquesta tesi segueix aquesta tendència i examina la manera en què els jocs d'entreteniment comercials, els jocs seriosos, els jocs educatius i les simulacions poden ajudar els jugadors en el seu aprenentatge i en l'adquisició de destreses que milloren la seva alfabetització cultural. Una anàlisi de les tendències comunes en les destreses i competències necessàries per tenir èxit en el segle XXI (estudiades per la UNESCO, el British Council, IBM, Google, LinkedIn i el Fòrum Econòmic Mundial) va revelar que per viure en un món VUCA (volàtil , incert, complex i ambigu) cal un model nou i actualitzat de l'alfabetització cultural. Aquesta tesi proposa aquest model. Es va fer una revisió de la literatura recent sobre l'impacte i els resultats dels videojocs. La dita revisió va mostrar que els videojocs poden reforçar o debilitar els estereotips, que ajuden a adquirir coneixements culturals i a desenvolupar l'alfabetització intercultural, l'alfabetització sociocultural, la consciència cultural, l'autoconsciència i l'enteniment cultural de diferents espais geopolítics, i que fins a cert punt faciliten el desenvolupament de les habilitats interculturals. El cor de la tesi és una investigació sobre l'efectivitat dels videojocs en l'abordatge de problemes socials difícils com són els moviments migratoris i la crisi de refugiats. Es van realitzar dos estudis, un quantitatiu i un altre qualitatiu, que van obtenir resultats encoratjadors per als creadors de videojocs d'empatia. Molts participants van informar que van sentir més empatia i menys rebuig cap als immigrants i refugiats, així com una major motivació per ajudar de forma activa a gent necessitada. Es va fer, a més, una enquesta àmplia que va donar a conèixer els gèneres d'entreteniment AAA, els personatges, els elements de joc i les característiques que els nadius digitals troben atractius així com els que troben a faltar i que els agradaria veure en el futur. Les troballes també van confirmar que els jocs no són només una font de diversió, sinó també de molt aprenentatge. L'anglès, les bases de la informàtica, el pensament estratègic, la geografia i la història, el treball en equip, coneixements culturals, el canvi de perspectiva i la creativitat ... tot això s'aprèn i reforça amb els videojocs. Les evidències presentades en aquesta tesi suggereixen que hi ha una demanda per a eines que facilitin l'educació intercultural. El punt culminant d'aquesta tesi és el disseny de Chuzme, un joc educatiu digital que pretén elevar l'autoconsciència (cultural) i el reconeixement del biaix cultural amb la finalitat de generar actituds positives cap als migrants, refugiats i expatriats. En resum, aquesta tesi dóna suport a la idea que els videojocs faciliten l'adquisició de l'alfabetització cultural i aporta proves que els videojocs proporcionen beneficis culturals, socials i comunicatius que esperi animin els professors a integrar activament els videojocs en la seva pràctica docent. Descriptors: investigació sobre videojocs, impacte dels videojocs, comunicació intercultural, aprenentatge basat en jocs, l'alfabetització cultural
[EN] Modern video games are complex, diverse, immersive and pervasive, and their influence on society and people is far-reaching. Video games and their impacts were initially demonised, but over time research started assessing the positive effects of games on competencies and abilities connected to twenty-first-century skills that include cultural literacy. In line with this trend, this thesis examines how entertaining commercial titles, serious games, educational games and simulations can support players in learning and in acquiring skills that enhance cultural literacy. An analysis of the common trends for the skills and competencies needed for success in the twenty-first century ¿studied by UNESCO, the British Council, IBM, Google, LinkedIn, and the World Economic Forum, among other,¿ revealed that living in a VUCA (volatility, uncertainty, complexity and ambiguity) world requires a new, updated model of cultural literacy. This thesis proposes such a model. A review was made of the recent literature on the impact and outcomes of video games, showing that video games can reinforce or weaken stereotypes; help to acquire cultural knowledge and develop intercultural literacy, socio-cultural literacy, cultural awareness, self-awareness, and the cultural understanding of different geopolitical spaces; and to some extent also facilitate the development of intercultural skills. The heart of the thesis is an investigation into the effectiveness of video games for tackling difficult social issues such as migratory movements and the refugee crisis. Two studies were conducted one quantitative and the other qualitative that obtained heartening results for producers of empathy video games. Many participants reported feeling more empathy and less rejection towards migrants and refugees, as well as being more motivated to actively help people in need. Additionally, a broad survey revealed the AAA entertainment game genres, characters, and in-game elements and features that digital natives find attractive and those they miss and would like in the future. The findings also confirmed that games produce not only fun but also a great deal of learning. The English language, the basics of informatics, strategic thinking, geography and history, teamwork, cultural knowledge, perspective change, and creativity are all learnt and reinforced during video game play. The evidence presented in this thesis suggests there is a demand for tools facilitating intercultural education. The high point of the thesis is the design of Chuzme, an educational digital game that focuses on raising cultural self-awareness and the acknowledgement of cultural bias in order to generate positive attitudes towards migrants, refugees and expatriates. In summary, this thesis supports the idea that video games facilitate the acquisition of cultural literacy and provides evidence on the cultural, social and communication bene¿ts of gaming that hopefully encourages scholars to actively integrate video games in their teaching practice. Keywords: games studies; intercultural communication, impact of video games, games-based learning, cultural literacy
Shliakhovchuk, O. (2019). Cultural literacy acquisition through video game environments of a digitally born generation [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/130848
TESIS

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Einarsson, Anneli. "Interkulturell kompetens i skolan Möten mellan elever från olika kulturella lärandemiljöer Intercultural competence i shcool Meetings between pupils from culturally different learning environments." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33939.

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I Lpo 94 framgår skolans ansvar att motverka främlingsfientlighet och intolerans genom kunskap, öppen kommunikation och aktiva insatser. Detta arbete beskriver ett projekt, där elever från två olika kulturella skolmiljöer möts och har gemensamma lektioner.Syftet med detta arbete, är att undersöka hur 14-åriga elever från två olika kulturella skolmiljöer, upplever att möta varandra. Uppsatsen behandlar vad som händer i denna process och beskriver vilka reflektioner som väcks hos elever och pedagoger.Metoden har varit att observera eleverna vid våra gemensamma lektioner, och att dokumentera, elevernas skriftliga och muntliga reflektioner. Även lärarnas reflektioner har dokumenterats. Eleverna har också intervjuats.Projektet har visat att det är möjligt och önskvärt, att samarbeta mellan skolor, men att det kräver resurser och att pedagogerna måste ha tillräckligt med tid, för planering och utvärdering. En viss utveckling har kunnat iakttas när det gäller att utveckla ett interkulturellt synsätt. Eleverna hade en del föreställningar, om hur det skulle bli att mötas och fick i vissa avseenden, ompröva sina föreställningar.

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Ambard, Céline, and Gérald Autier. "Negotiating in an intercultural environment-A Swedish perspective." Thesis, Linköping University, Department of Management and Economics, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1884.

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Intercultural negotiations are playing an increasing role in the globalisation nowadays. Business negotiators are now facing negotiations in which they have to meet people from all over the world because of the development of different market places. Sweden is particular case of this internationalization. Swedish negotiators have to use their skills with new collaborators. Their particularities are of relevance for any international negotiator who will have to negotiate with them.

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Evanoff, Richard. "A constructivist approach to intercultural dialogue on environmental ethics." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403730.

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Baumann, Uwe. "Exploring intercultural communicative competence in a distance language learning environment." Thesis, Open University, 2010. http://oro.open.ac.uk/45970/.

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This study explores intercultural communicative competence in a distance language learning programme at the Open University in the UK. The research was based on two cohorts of distance language students of German, one at beginner and one at advanced level. This study uses an approach that combines quantitative and qualitative research methods through the use of questionnaires and in-depth, semi-structured telephone interviews. It was established that the conceptual framework of intercultural communicative competence developed by Byram (1997b) and his collaborators is the most comprehensive and viable framework for this project. There is evidence in the literature that this framework has been used successfully in different contexts (Byram & Morgan, 1994; O’Dowd, 2006; Sercu et al., 2005a). Little research has been conducted on the development of intercultural communicative competence in adults, with the exception of Aarup Jensen et al. (1995). So this project addresses a gap in the research into intercultural communicative competence among adults. Furthermore, it focuses on a programme of language study at a distance, which is another area for which only limited research evidence could be found. The findings of the project, both the quantitative and qualitative aspects, demonstrate that these learners gained knowledge through the study of a prescribed package of course materials, and that there is evidence of the acquisition of intercultural communicative competence of varying degrees, as stipulated in Byram’s conceptual framework. The findings also demonstrate that the framework of intercultural communicative competence would benefit from the addition of a sixth dimension to encapsulate the experiences and diverse backgrounds that specifically adult learners bring to the study of a modern foreign language: experience of life or savoir s’appuyer sur son expérience.

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Zhao, Chun-Mei. "Intercultural Competence: A Quantitative Study of the Significance of Intercultural Competence and the Influence of College Experiences on Students' Intercultural Competence Development." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27721.

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This research is a detailed look at intercultural competence, an issue showing escalating importance in today's higher education and the society at large. In this study, intercultural competence was defined in light of the concept of culture and the contact hypothesis. Person-environment interaction theory and college impact theories were incorporated as theoretical foundations for the operationalization of this research. The development of students' intercultural competence was examined from two perspectives--intercultural competence is viewed both as a desirable outcome of college education and as an active environment component that exerts important influence on students' self-reported gains. Findings of this study evidenced that a variety of college activities, especially those emphasizing cooperative and associated learning, play important role in students' intercultural competence development. Intercultural competence, in turn, has substantially positive effect in student gains in multiple realms. The intrinsic influences of student characteristics were also examined. In the end, previous research was drawn upon to scrutinize the findings of this study. Implications to future practice and policy as well as the values and limitations of this study were also presented.
Ph. D.

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Szego, Catherine Susan. "Musical meaning-making in an intercultural environment : the case of Kamehameha Schools /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/11370.

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Krueger, Paula Kay. "China and the USA: An analysis of intercultural training methods in the corporate environment." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2563.

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This project presents the cultural significance of establishing and maintaining business relationships with Chinese counterparts. It includes sample training modules to provide intercultural training for all firms engaged in business with China.

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Bueno, Janaína Maria. "Brasileiros e estrangeiros na construção de um cotidiano organizacional intercultural." reponame:Repositório Institucional do FGV, 2010. http://hdl.handle.net/10438/4459.

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Esta pesquisa investigou a construção de um cotidiano organizacional intercultural a partir da convivência entre brasileiros e estrangeiros em três organizações multinacionais que possuem sedes administrativas em Curitiba-Pr. A interação entre profissionais cria um cotidiano intercultural que é constituído de aspectos estruturais como as relações hierárquicas, o processo decisório, a metodologia de trabalho e os indicadores de desempenho. Também é formado por aspectos subjetivos e informais que englobam a percepção e o compartilhamento de valores e normas, os elementos do relacionamento inter e intrapessoal, a negociação e a gestão de conflitos, a motivação e o comprometimento. As referências teóricas foram formadas por uma base interdisciplinar que contou com contribuições da Psicologia Social, Sociologia, Antropologia e História para interpretação e análise do cotidiano, além dos fundamentos e pesquisas do campo dos Estudos Organizacionais, especificamente sobre a administração intercultural. A pesquisa foi do tipo exploratório e descritivo, de abordagem qualitativa e interpretativista. O método empregado foi a etnometodologia, pois ela visa o conhecimento e interpretação de um grupo de indivíduos acerca de suas interações e atividades cotidianas. Foi utilizada a entrevista semi-estruturada como instrumento principal de coleta de dados. Ao todo, foram realizadas trinta e três entrevistas com três tipos de respondentes: a) gestores de mobilidade internacional; b) profissionais estrangeiros; e c) profissionais locais que convivem com estrangeiros no ambiente de trabalho. Também foram coletados documentos oficiais das três organizações que tratavam de suas diretrizes oficiais e suas políticas de mobilidade internacional. Foram encontradas representações, estratégias e táticas comuns as três organizações, bem como alguns aspectos específicos de cada cotidiano organizacional. Concluiu-se que quanto mais o indivíduo participa de ambientes multiculturais e de interações interculturais, mas ele trata com desembaraço as questões ligadas às rotinas de trabalho e a convivência com chefias, subordinados e colegas de outras culturas. Isto reforça o conceito de mobilidade como capital apresentado por Freitas (2009). Este tipo de interação demanda abertura e desprendimento, principalmente quando em missão internacional, na qual o indivíduo precisa adaptar comportamentos e costumes. As missões internacionais auxiliam no processo de capacitação intercultural dos profissionais e no desenvolvimento de competências culturais no que diz respeito à melhoria da leitura do cenário organizacional e de negócios; à superação de preconceitos culturais e forma etnocêntrica de ver o mundo, o trabalho e as pessoas; à condução de ações derivadas de estratégias globais; ao entendimento das capacidades e limitações dos outros e as suas próprias; ao entendimento e aceitação das diferentes formas de perceber as tarefas cotidianas de trabalho. Isto ocorre não somente com aqueles que aceitam o desafio de viver no estrangeiro, mas também com aqueles que recebem estes profissionais e com eles convivem cotidianamente.
This research investigated the construction of intercultural organizational routine in brazilian and foreign interaction into three multinational corporations. These corporations have their brazilian headquarters at Curitiba-PR. The professional’s interaction creates an intercultural routine based on structural aspects like hierarchical relations, decision making process, methodological aspects and performance indicators. Also, it is formed by the subjective aspects like values and awareness and sharing rules; inter and intra relationship elements; the negotiation and conflict management; the motivation and commitment. The interdisciplinary theoretic references are constituted by Social Psychology, Sociology, Anthropology and History contributions to interpretation and analysis of everyday life and Organizational Studies field research about intercultural management. This research is um exploratory and descriptive study, with qualitative and interpretativist approach. The etnomethodology was used because this method helps to analysis the knowledge and interpretation of a group with their interactions and activities. The main instrument of data collect was semi structured interview with thirty three individuals. There were three types of interviewers: a) international mobility managers; b) foreign employees and c) local employees who interact with foreign people into work environment. Also, official documents were consulted to analyze international mobility strategies and politics. Some representations, strategics and tactics are common in the three organizations, as well as some aspects are specific to each organizational routine. It was concluded that the participation at the multicultural environments and the intercultural interactions are very important to individual to deal with work routine issues and hierarchical and colleagues relationship that evolves local culture and foreign culture. This enforces the mobility concept like symbolic capital (FREITAS, 2009). It is important to highlight this opened mind that this interaction demands, mainly, to adapt to different behaviors and costumes. The international assignments help individual in the intercultural capabilities process and in the cultural competence development to getting better the organizational and business scenario reading; the cultural preconception and ethnocentric view reduction; the conduction of global strategies actions; the comprehension of others capabilities and limitations and their selves; the different ways to perceive work routines. It happens with people who accept to live abroad with its challenges and also it happens with people who receive foreign at work environment.

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Schlachter, Sandra Anne. "Germanic journalistic products in an Asian environment Shanghai, 1939-1941 /." access full-text, 1994. http://libweb.cityu.edu.hk/cgi-bin/ezdb/umi-r.pl?9601055.pdf.

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Malataliana, Phaello. "The link between intercultural diferences and an optmal teaching and learning environment in a Maseru school." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020113.

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Whenever two or more people from different cultures interact in an educational environment learning and teaching can be affected either positively or negatively. The study sought to establish the link between intercultural differences and optimal teaching and learning environments. The aim of the study was therefore to enhance teaching and learning environments through improved intercultural understanding. The research was based on the qualitative approach. The research design that was used in the execution of the study was a case study. The data collection methods that were used were focus group discussions, interviews and observation. The study found that there are some intercultural experiences that either enhance or inhibit educational equality and quality. These are medium of instruction (English Language), availability and accessibility of learning resources and parental support. It was also concluded that acts of discrimination alone cannot affect the performance of learners but, rather, a combination of other intercultural influences play a role. Moreover, the study found that language can be used as a tool to promote respect for humanity as it was singled out as one of the factors that inhibit respect for others. In promoting tolerance towards each other, the study found that negative self-esteem, seen mostly with the under privileged learners, affects negatively their ability in tolerating each other. In addition, encouraging participation of learners in sport and group activities emerged as some of the pursuits that can promote tolerance amongst learners from different cultural backgrounds. The strategies to enhance optimal teaching and learning that were revealed by the study are: repetition of lessons by teachers; motivating and appreciating learners; monitoring classroom dynamics; creating social clubs; training teachers on cultural diversity (inclusive of communication); acknowledging, valuing and celebrating cultural differences; declaring English as an elective subject; unlimited access to the internet and library; and promoting parental involvement in the education of their children.

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Zwaal, Natascha. "Narratives for nature : storytelling as a vehicle for improving the intercultural dialogue on environmental conversation in Cameroon /." Meppel : Krips, 2003. http://www.gbv.de/dms/goettingen/366197150.pdf.

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Silva, Ivete Souza da. "Antropofagia cultural brasileira e as práticas inventivas de Hélio Oiticica, Paulo Freire e Augusto Boal: contribuições ecologistas e interculturais para a formação de professores(as)." Universidade Federal de Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/3472.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The present research that I bring as Doctoral Thesis in Education in the Knowledge Training and Professional Development (PPGE-UFSM), has as objective to contribute with theoretical and epistemological aids for Teacher Training in general, and particularly for Environmental Education (EA), from the anthropophagical assumptions and the inventive practices of Hélio Oiticica, Paulo Freire and Augusto Boal, in an intercultural perspective of education. The framework that guided the researcher´s investigative and reflexive eye (BARCELOS, 2005, 2006) in the sense of the research information production (JAQUES GAUTHIER, 1998), was of establishment of dialogues that favor the intercultural aspects (CANCLINI, 2003b) with imaginaries and representations about environmental issues in general and particularly teacher training, present in productions of cultural anthropophagical orientation, after the Modern Art Week of 1922, selected for this research and the inventive practices of Hélio Oiticica, Augusto Boal and Paulo Freire. When trying to define the method of this research I affirm that it is a qualitative research and has predominantly theoretical-bibliographical characteristics, while bringing in its design the intention to investigate the process of incorporation of the theoretical references in my formation process. In this sense, an autobiographical aspect is added as I tell about the devouring I did while on this anthropophagical road, bringing the educational propositions that I have constructed: Parangolé, Anthropophagical Bed and Collective Panel. Such propositions consisted of interventions in different educational settings and had as intention to construct provocative spaces for reflection, aiming to unsettle ideas and crystallized practices that, as plant elites in communication with the soil (ANDRADE, 1924), we cultivate in our teaching. The anthropophagical assumptions and the inventive practices of the authors researched here have contributed with teacher training in general, and particularly with Environmental Education, as they suggest the construction of educational practices where the student is no longer only a spectator, but becomes the protagonist in the educational process. Such proposition is present in the ideas of participation, creation and dialogue brought by the authors (OITICICA, 2008; BOAL, 1975; FREIRE)
A presente pesquisa que trago como Tese de Doutoramento em Educação, na Linha Formação Saberes e Desenvolvimento Profissional (PPGE-UFSM), tem como objetivo contribuir com subsídios teóricos e epistemológicos para a Formação de Professores(as) em geral, e para a Educação Ambiental(EA) em particular, a partir dos pressupostos antropofágicos e das práticas inventivas de Hélio Oiticica, Paulo Freire e Augusto Boal, numa perspectiva intercultural de educação. O referencial que orientou o olhar investigativo e reflexivo do pesquisador (BARCELOS, 2005, 2006) no sentido da produção das informações de pesquisa (JACQUES GAUTHIER, 1998), foi o de estabelecimento de diálogos que privilegiassem os aspectos interculturais (CANCLINI, 2003b) com imaginários e representações sobre as questões ambientais em geral, e a formação de professores(as) em particular, presentes nas produções de orientação cultural antropofágica, pós Semana da Arte Moderna de 1922, selecionadas para esta pesquisa, e das práticas inventivas de Hélio Oiticica, Augusto Boal e Paulo Freire. Ao tentar definir o método desta pesquisa afirmo que esta é do tipo qualitativo e possui características predominantemente de caráter teórico-bibliográfico, embora traga no seu desenho a intenção de investigar o processo de incorporação dos referenciais teóricos em meu processo formativo. Nesse sentido, é acrescentado a ela um caráter também autobiográfico, na medida em que conto sobre as devorações que fiz durante essa caminhada antropofágica, trazendo as proposições educativas que construí: Parangolé, Cama Antropofágica e Painel Coletivo. Tais proposições consistiram em intervenções realizadas em diferentes cenários educativos e tiveram como intuito construir espaços provocativos de reflexão, visando desacomodar idéias e práticas cristalizadas, que, como elites vegetais em comunicação com o solo (ANDRADE, 1924), cultivamos em nosso fazer docente. Os pressupostos antropofágicos e as práticas inventivas dos autores aqui pesquisados contribuem para a formação de professores(as) de maneira geral, e para a EA em particular, na medida em que sugerem a construção de práticas educativas onde o educando deixe de ser mero espectador e passe a ser protagonista do processo educativo. Tal proposição está presente nas ideias de participação, criação e diálogo trazidas pelos autores (OITICICA, 2008; BOAL, 1975; FREIRE).

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Rosa, Cleni Inês da. "EDUCAÇÃO AMBIENTAL, INTERCULTURA E FORMAÇÃO DE PROFESSORES(AS): CONTRIBUIÇÕES DE PAULO FREIRE." Universidade Federal de Santa Maria, 2012. http://repositorio.ufsm.br/handle/1/7020.

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This research of Master s Degree in Education in the Line of Formation, Knowledge and Professional Development in PPGE of the Federal University of Santa Maria has as its goal to contribute with theoretical and epistemological subsidies for the teachers formation, seeking to broaden the conceptions and practices in Environmental Education in the school routine in an intercultural perspective of Education. This dissertation has a bibliographic character that brings a study of some ideas and propositions of Paulo Freire that may contribute to the teachers formation regard the Environmental Education particularly. Searching for a bigger theoretical and bibliographical knowledge, intercultural dialogues were established (Fleuri, 2003), between the dialogues and readings performed about education, Environmental Education and Teachers Formation. Still, it contains the investigation of some propositions present in Freire s works that may contribute to the comprehension of environmental issues in a global perspective, such as citizenship, lovingness, tolerance, popular knowledge and autonomy. The reference that guided the investigative and reflexive look of the researcher (BARCELOS, 2005) in the sense of the production of research information (JACQUES GAUTHIER, 1998), was established after dialogues that privileged the intercultural aspects (CANCLINI, 2003) with imaginaries and representations of the environmental issues, the teachers formation, (ARROYO, 2004), Paulo Freire (1994, 1997, 2001, 2008), between many other authors. In that way my path has been built, seeking to understand how some propositions, from the Freurians assumptions can contribute to the teachers formation. The relevance of this research is in the perspective of an education that values the dialogue, the communication and the autonomy, because for Paulo Freire, it s by the education that you promote the individuals transformation. Transform in the sense of the student becoming the real subject of the construction of your knowledge.
Esta pesquisa de Mestrado em Educação, na Linha de Formação, Saberes e Desenvolvimento Profissional, no PPGE, da UFSM tem como objetivo contribuir com subsídios teóricos e epistemológicos para a formação de professores (as), buscando ampliar as concepções e práticas em Educação Ambiental no cotidiano da escola, numa perspectiva intercultural de Educação. Esta dissertação de caráter bibliográfico traz uma investigação sobre algumas ideias e proposições de Paulo Freire que possam contribuir com a formação de professores no que diz respeito à Educação Ambiental em particular. Buscando um aprofundamento teórico-bibliográfico, foi estabelecendo-se diálogos interculturais (Fleuri, 2003), entre as interlocuções e leituras realizadas sobre educação, Educação Ambiental e formação de professores. Consta ainda da investigação de algumas proposições presentes nas obras de Freire que venham a contribuir para a compreensão das questões ambientais numa perspectiva global, tais como cidadania, amorosidade, tolerância, saberes populares e autonomia. O referencial que orientou o olhar investigativo e reflexivo do pesquisador (BARCELOS, 2005) no sentido da produção das informações de pesquisa (JACQUES GAUTHIER, 1998), foi estabelecimento através de diálogos que privilegiassem os aspectos interculturais (CANCLINI, 2003) com imaginários e representações sobre as questões ambientais, a formação de professores (ARROYO, 2004), Paulo Freire (1994, 1997, 2001, 2008) e entre diferentes autores. Assim foi se construindo o meu percurso, buscando compreender como algumas proposições, a partir dos pressupostos freireanos, podem contribuir para a formação de professores (as). A relevância desta pesquisa está na perspectiva de uma educação que valorize o diálogo, a comunicação e a autonomia, pois para Paulo Freire é através da educação que se promove a transformação do indivíduo. Transformar no sentido de que o educando se torne o verdadeiro sujeito da construção de seu conhecimento.

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Gemein, Mascha Nicola. "Multispecies Thinking from Alexander von Humboldt to Leslie Marmon Silko: Intercultural Communication Toward Cosmopolitics." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293607.

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The concept of cosmopolitics identifies a multispecies political practice within the framework of multinaturalism. The dissertation, "Multispecies Thinking from Alexander von Humboldt to Leslie Marmon Silko: Intercultural Communication Toward Cosmopolitics," is concerned with understandings of multispecies relationships, with the human intercultural communication that could prepare for a cosmopolitical practice, and with the ways Native American fiction supports this endeavor. This research draws from Native American literary studies and ecocritical scholarship to illustrate the potential of transdisciplinary thinking about multispecies ethnography, cosmopolitics, and Indigenous paradigms as providing a promising communication zone against the grain of scientific imperialism. It thus traces the development of pluralist and multispecies-oriented thought and its points of connection to Indigenous paradigms from Alexander von Humboldt's Cosmos Studies of the early 19th century to 21st century Indigenous cosmopolitics. First, this study discusses the insights and obstructions to Western pluralist and multispecies thinking in relation to Native American paradigms from Humboldt via 19th century nature writers-Henry David Thoreau, Margaret Fuller, and John Muir-to contemporary interdisciplinary research. Opening to wide potential with Humboldt's holistic Cosmos Studies, intercultural communication was tempered by the colonial enterprise in the 19th century United States, including a nature-culture dualism and the notion of degenerated, vanishing Indigenous peoples. The resulting conceptual understandings, terms, and attitudes have been influential until today and are what contemporary Native American authors and activists are confronted with when engaged in their work. Detailed textual analysis of exemplary Native American literature outlines how contemporary authors criticize, counter-narrate, and/or integrate Western intellectual traditions. Furthermore, this study outlines 20th and 21st century scientific concepts that refine much earlier ideas, provide helpful terminology regarding Western approaches to Indigenous ontologies and multispecies thinking, and facilitate a new, insightful reading of contemporary Native American fiction as cosmopolitical texts. The analyses of works by Louise Erdrich, Linda Hogan, Louis Owens, and Leslie Marmon Silko demonstrate the value of these works to enhance multispecies thinking and respective political practices. Therefore, Native American literature plays a major role worldwide as an educational and critical tool for an intercultural communication toward cosmopolitics.

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Silva, Ivete Souza da. "EDUCAÇÃO AMBIENTAL, INTERCULTURA E ANTROPOFAGIA CULTURAL BRASILEIRA CONTRIBUIÇÕES PARA A FORMAÇÃO DE PROFESSORES (AS)." Universidade Federal de Santa Maria, 2010. http://repositorio.ufsm.br/handle/1/6901.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The present research that I bring as Masters Degree Dissertation in Education, in the Line Professional Formation, Knowledge and Development (PPGE-UFSM), aims to contribute with theoretical and epistemological subsidies for Formation of Teachers in general, and for the Environmental Education in particular, based on assumptions of the Brazilian Cultural Anthropophagy, in an intercultural perspective. For the development of this Masters Degree Dissertation, activities of qualitative research and of theoretical-bibliographic character were carried out. The reference that guided the investigative and reflective gaze of the researcher (BARCELOS, 2005) in the sense of the production of the research information (JACQUES GAUTHIER, 1998), was the establishment of dialogues that could privilege the intercultural aspects (CANCLINI, 2003a) with imaginaries and representations about environmental issues and the formation of teachers, present in the production of cultural anthropophagic orientation, post Modern Art Week of 1922. The relevance of this research is the search for alternatives to deal with the challenges posed to education due to the drastic changes occurring in the world today. The need for coexistence between the various has provided a centering of cultural identities. The meetings and/or clashes between cultures do not occur in a simple manner, and the school, as one of the areas of socialization, is related to this process. In this way it was intended, through the dialogue between authors in the areas of Formation of Teachers, Environmental Education, Interculture and Brazilian Cultural Anthrophagy, to answer the following research problem: How the propositions of the Brazilian Cultural Anthropophagy can contribute to the Formation of Teachers in general, and to the Environmental Education in particular, in an intercultural perspective? Thus, answering to the question that brought me here, I state that: the anthropophagic propositions contribute as inviting to all to the creation and to the dialogue through the devouring, breaking with the idea of imitation and copy.
A presente pesquisa que trago como Dissertação de Mestrado em Educação, na Linha Formação Saberes e Desenvolvimento Profissional (PPGE-UFSM), tem como objetivo contribuir com subsídios teóricos e epistemológicos para a Formação de Professores(as) em geral, e para a Educação Ambiental em particular, a partir de pressupostos da Antropofagia Cultural Brasileira, numa perspectiva intercultural. Para o desenvolvimento desta Dissertação de Mestrado foram realizadas atividades de pesquisa do tipo qualitativa e de caráter teórico-bibliográfico. O referencial que orientou o olhar investigativo e reflexivo do pesquisador (BARCELOS, 2005) no sentido da produção das informações de pesquisa (JACQUES GAUTHIER, 1998), foi o do estabelecimento de diálogos que privilegiassem os aspectos interculturais (CANCLINI, 2003a) com imaginários e representações sobre as questões ambientais e a formação de professores, presentes nas produções de orientação cultural antropofágica, pós Semana da Arte Moderna de 1922. A relevância desta pesquisa está na busca de alternativas para lidar com os desafios colocados à educação, em função das intensas transformações ocorridas no mundo atual. A necessidade de convivência entre os diferentes tem proporcionado um descentramento das identidades culturais. Os encontros e/ou confrontos entre as culturas não ocorrem de maneira simples, e, a escola, por ser um dos espaços de socialização, relaciona-se com esse processo. Dessa forma pretendeu-se, através do diálogo entre autores das áreas de Formação de Professores, Educação Ambiental, Intercultura e Antropofagia Cultural Brasileira, responder o seguinte problema de pesquisa: Como as proposições da Antropofagia Cultural Brasileira podem contribuir para a Formação de Professores(as) em geral, e para a Educação Ambiental em particular, numa perspectiva intercultural? Assim, respondendo a pergunta que me trouxe até aqui, afirmo que: as proposições antropofágicas contribuem à medida que convidam a todas e a todos à criação e ao diálogo por meio da devoração, rompendo com a ideia de imitação e cópia.

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Alsalem, Nuha Khalid. "Compliment Responses: A Comparison of Saudi English Learners and Native Speakers of American English in an Academic Environment." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1606.

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The present study aimed to find out which compliment response types Saudi learners of English would use in particular situations within an academic context and to identify possible cultural and gender differences in the compliment responses between Saudi learners of English and native speakers of American English. In order to examine the two main variables of the present study, which were cultural and gender differences, the study used a Multiple Choice Discourse Completion Task (MDCT). The instrument included four imaginary written situations related to an academic context. Specifically, the first two scenarios involved a compliment on student achievement by a male and a female professor. In the third and fourth scenarios, the compliment was offered by a male and a female classmate, respectively. The compliment response types were based on Herbert's (1990) taxonomy. The participants included 104 American native speakers and 71 Saudi English speakers, all of them enrolled at a US university. The analysis of the data involved calculating descriptive statistics and multiple chi-square tests to elicit possible differences between native and non-native in each situation. Descriptive statistics were used to provide a detailed description of the results in terms of percentages. In addition, the value of Phi was calculated for each chi-square test in order to provide further evidence about the effect size of the observed differences. Overall, the results for the comparisons of cultural differences revealed that there were more similarities than differences between the American and Saudi participants in their compliment responses in all four situations. Furthermore, the results of the gender comparisons showed that there were more gender differences within the American sample than within the Saudi one. The lack of or very small number of cultural and gender differences was attributed to the fact that the majority of the Saudi participants had spent a substantial amount of time in the US and were all enrolled in undergraduate and graduate programs at a US university. Another speculation that emerges based on the results of this study is that the similarities between the Saudi and American students, and the male and female participants, could be attributed to the changing definition of culture in the present day globalized world. Particularly, it appears that cultural differences may be fading away, especially among the younger generations, under the influence of globalization, advanced technology, and the Internet.

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Holcman, Miroslav. "Návrh na zkvalitnění multikulturního managementu." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2009. http://www.nusl.cz/ntk/nusl-222393.

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Masters´s thesis is analysing through questionnaires and conversations experience of management of the companies in the Czech Republic in the area of intercultural communication and intercultural training. It contains suggestions which will lead to rise of labour productivity in the companies doing business in the multicultural environment.

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Mosquera, Aura Constanza. "Values and symbols: An intercultural analysis of web pages on the Internet." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2558.

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The author examines how a North American commercial Web site developed by Environmental Systems Research Institute serves as a vehicle through which American hegemony and cultural imperialism are propagated to Latin America. The author argues that the content of the web site pages, which contain American cultural symbols and values, may serve to influence or change the values of its Latin American visitors.

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Losso, Claudia Regina Castellano. "Interculturalidade em rede : uma experiência de intercâmbio cultural entre estudantes latino-americanos e europeus mediada por ambiente virtual de aprendizagem." Universidade do Estado de Santa Catarina, 2013. http://tede.udesc.br/handle/handle/995.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Cultural diversity is a topic that has attracted the interest of many national and international organizations, and taking educational agenda on finding ways to insert the subject in formal curricula. This fact is associated with the different conceptions existing culture and in school can generate stereotypes and prejudices. This dissertation is situated within a research that discusses possibilities of linkages between education and culture in a critical dimension and focused on the perspective of building an intercultural education analyzing its implications for the school, for the student and the teacher. Dialoguing with various authors as Zwierewicz, Pantoja and Coppete (intercultural education), Pallof, and Pratt, Coll and Monereo (virtual learning environments), Xavier Albó, Fleuri, Boaventura Souza Santos (culture and intercultural) and Marco Silva (interactivity), presents the results obtained after the participation of 34 students from a public school in Santa Catarina in the Network International e-Culture, intercultural Spanish program, developed in a virtual environment that attended students from 7 countries in 2012. The research objective was to reflect on how this participation in Network activities might contribute to the construction of otherness and change behavior in a positive way. The research discusses intercultural education mediated by ICTs, and points out that intercultural pedagogical intervention can build new conceptions of culture towards education focused on diversity and learning to live with the difference.
A diversidade cultural é um tema que vem despertando interesse de muitos organismos nacionais e internacionais, e ocupando pauta educacional na busca de caminhos para a inserção do tema nos currículos formais. Esse fato é decorrente das diversas concepções existentes de cultura e que na escola podem gerar preconceitos e criam estereótipos. Essa dissertação situa-se no âmbito de uma pesquisa que discute possibilidades de articulações entre educação e cultura numa dimensão crítica e focada na perspectiva da construção de uma educação intercultural analisando suas implicações para a escola, para o aluno e o professor. Dialogando com vários autores como, Zwierewicz, Pantoja e Coppete (educação intercultural), Pallof, Pratt, Coll e Monereo (ambientes virtuais de aprendizagem), Xavier Albó, Fleuri, Boaventura Souza Santos (cultura e interculturalidade) e Marco Silva (interatividade), apresenta os resultados obtidos após a participação de 34 alunos de uma escola pública de Santa Catarina na Rede Internacional e-Culturas, programa espanhol intercultural,desenvolvido em ambiente virtual próprio o qual participaram alunos de 7 países no ano de 2012. O objetivo da pesquisa foi refletir sobre em que aspectos a participação nas atividades da Rede pôde contribuir para a construção da alteridade e modificar comportamentos de forma positiva. A pesquisa discute a educação intercultural mediada pelas TIC, e aponta que a intervenção pedagógica intercultural pode construir novas concepções de cultura rumo à educação voltada à diversidade e à aprendizagem da convivência com a diferença

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Patloková, Lenka. "Efektivní komunikace s cizinci v zaměstnání." Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-10422.

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The thesis suppose to provide information about communication principle in international company. Theoretical part explains culture and study of intercultural communication. Conception of the effective communication has been applied to real business model with international teams in practical section of the diploma thesis.

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Ginarte, Agra Maria Caridad. "Envolver-se com o fascinio pelo patrimonio "Real-Maravilhoso" Latino-Americano como forma de apropriação da lingua-alvo." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269424.

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Orientador: Jose Carlos Paes de Almeida Filho
Tese (doutorado) - Universidade Estadual de Campinas,Instituto de Estudos da Linguagem
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Resumo: O presente trabalho descreve e interpreta como se constrói a competência comunicativa na sala de aula de Espanhol Língua Estrangeira (doravante, ELE) a partir de uma abordagem comunicacional-intercultural que prioriza a produção e troca de sentidos ao redor de um eixo temático histórico-cultural ¿real-maravilhoso¿ (Carpentier, 1977) latino-americano examinando para isso a qualidade da interação gerada no ambiente de aprendizagem. Nesse processo, que teve como cenário um curso de ELE de uma universidade do sudeste brasileiro com aprendizes cuja primeira língua é o Português, foi criado um ambiente de ensino-aprendizagem, de produção interativa-discursiva que gerou possibilidades de apropriação da nova língua (Espanhol). Assim, na presente pesquisa qualitativo-interpretativa de cunho etnográfico, foram analisados e interpretados 44 extratos de tarefas desenvolvidas pelos aprendizes de ELE no período compreendido entre 2003-2005. Os resultados obtidos evidenciaram que a competência comunicativa foi atingida por meio de uma ¿vontade sustentada¿ dos aprendizes de significar na nova língua propiciada pelo ¿fascínio¿ do ¿real -maravilhoso¿ inerente ao eixo temático proposto. Essa produção interativo-discursiva ¿sustentada¿ se caracterizou por ser estendida, aprofundada e personalizada. Considerando os dados gerados, pudemos perceber que a partir do espaço privilegiado da sala de aula de ELE, pretendeu-se interpretar não só o que aconteceu durante o processo pesquisado, mas a ¿interação vivenciada¿ sem simulações desenvolvida entre a professora e seus alunos que constituiu-se num patamar de produção da L-alvo para atingir uma competência comunicativa não idealizada à luz do respeito pela ¿língua do Outro¿ e considerando ¿a realidade sócio- histórica e cultural do aprendiz de ELE no Brasil¿
Resumo: This work describes and interprets how the communicative competence was developed while teaching and learning Spanish as a foreign language to students who first language was Portuguese. This process of teaching and learning was orientated by a ¿communicative intercultural¿ approach that worked as a ¿potential force¿ and established the guidelines of learning and teaching the foreign language. It was necessary to plan a course to develop a kind of interactive language learning process for using and acquiring the new language. Focus on classroom as a social setting, it was constructed a socio-historical communicative environment ¿real -maravilhoso¿ (Carpentier, 1977) to teach and learn Spanish in an University in the southeast of Brazil. There were analyzed and interpreted 44 samples of tasks during the period between 2003 and 2005 throughout the six editions of the course. The results evidenced that the communicative competence was achieved through a kind of interactive process that was characterized for the students' ¿strong desire¿ of using, producing and sharing meaning in the foreign language produced by ¿the fascination¿ for the topic. There were recognized three features of this maintained classroom interaction that was nominated as expansion, depth and identity. From the data we have collected we could realize that this work not only pretended to be a progress report on what happened in the Spanish foreign classroom as a context for the language of teaching and learning but also focused how an authentic and real ¿vivid interaction¿ was developed between a teacher and her students as a step to get a non idealized communicative competence. It was taken into consideration the socio-historical and cultural background of the Portuguese students learning Spanish as foreign language in Brazil
Doutorado
Lingua Estrangeira
Doutor em Linguística Aplicada

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Sieczková, Jana. "Kompetence manažera v multikulturním prostředí firmy RWE IT Czech,s.r.o." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2009. http://www.nusl.cz/ntk/nusl-222221.

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Master‘s thesis deals with problems connected with managing of the firm in multicultural environment. The aim is to indentificate basic components of kompetence of the manager working in multicultural environment, that are important for smooth cooperation and elimination or minimalization of faults, that could lead to misunderstandings and conflicts.

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Suvantola, Jaakko. "Tourist's experience of place /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phs9672.pdf.

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Wassmer, von Langenstein Yannick, Jessica Conrad, and Prescilla Sossouhounto. "Exploring the Cultural Dimension of the Framework for Strategic Sustainable Development." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14523.

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Although there has been a growing interest in policy and among scholars to consider culture as an aspect of sustainable development, the understanding of culture within the framework of sustainable development has remained vague. This study sought to discover what influence culture may have on the practical application of the Framework for Strategic Sustainable Development (FSSD). The research focused on the approaches FSSD practitioners take in their application of the framework within different cultural contexts in an attempt both to uncover patterns and to develop guidelines for applying the framework in those contexts with cultural sensitivity. A qualitative research approach was selected, and a literature review and semi-structured interviews were used to elicit the approaches of thirteen FSSD practitioners with experience applying the framework outside of Europe and North America. The results revealed four main cultural factors FSSD practitioners account for when applying the framework in different cultural contexts and four practical strategies used to account for those cultural factors. Based on these discoveries, strategic guidelines were created to complement the FSSD so that it can be more easily applied in different cultural contexts, thereby contributing to the framework’s ultimate goal of accelerating the global transition toward a sustainable society.

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Varhaník, Martin. "Návrh účinné přípravy expatriotů na jejich působení v Číně." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2016. http://www.nusl.cz/ntk/nusl-255778.

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Cieľom diplomovej práce je priblížiť Čínsku kultúru a zvyky pre expatriatov alebo čitateľov, ktorí budú v budúcnosti integrovaný do Čínskeho obchodného prostredia, ako aj navrhnúť efektívny koncept prípravy na tamojšie pôsobenie. K dosiahnutiu tohto cieľa použil autor tejto práce kombináciu štúdia relevantných teoretických poznatkov a osobných rozhovorov s vrcholovými manažérmi spoločností, ktoré sa podieľajú na obchodovaní s Čínou alebo inak spolupracujú s Čínskymi výrobnými závodmi.

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Ishibashi, Yoshimi. "Cross cultural comparison between the United States and Japan: Executive traits." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3392.

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This study examined comparisons of gender stereotypes of executives in two cultures, American and Japanese. Undergraduate students in Japan and the U.S. estimated the extent to which executives in general, male and female exectuives possessed person-oriented and task-oriented leadership traits.

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Fisher, Greg. "Expatriate management performance in the international business context : an examination of the contribution of performance related behaviour, intercultural ability and socio-biographical characteristics to the effective performance of the western expatriate manager and professional working in the Thai business environment." Monash University, Dept. of Management, 2003. http://arrow.monash.edu.au/hdl/1959.1/5699.

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Rossi, Clara. "Perceiving the Imperceptible: A Close Reading of Alice Munro’s “Wild Swans”." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/21343/.

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“Wild Swans”, written by the Canadian author Alice Munro, and published in the collection of short stories Who Do You Think You Are? (1978), narrates the train journey of a young girl, Rose, from a small town of to the big city of Toronto. During this trip she will have an intimate encounter with a man who is not a real minister, pretending to be real but dressed as if he is not. This story is a fundamental example of how the practice of reading literary works can directly, or indirectly, teach us humans how to be better readers of the earth at large. The thesis concludes with some thoughts on how being better readers of the earth might be one of the most important ways to avoid extinction.

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Niven, Jessica Sue. "Faculty training manual-- academic component: International student volunteers." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2782.

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The purpose of this project is to develop a training manual that will provide a common foundation for all faculty, regardless of their academic field and to take a comprehensive approach to teaching and understanding environmental education within the context of different cultures. It looks at what shapes environmental attitudes and how these attitudes vary between cultures.

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Noetzel, Lacy D. "Creation care and holistic mission Christian responsibility for the care of water resources /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Spiegel, Rachel Hannah. "Drowning in Rising Seas: Navigating Multiple Knowledge Systems and Responding to Climate Change in the Maldives." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/pitzer_theses/76.

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The threat of global climate change increasingly influences the actions of human society. As world leaders have negotiated adaptation strategies over the past couple of decades, a certain discourse has emerged that privileges Western conceptions of environmental degradation. I argue that this framing of climate change inhibits the successful implementation of adaptation strategies. This thesis focuses on a case study of the Maldives, an island nation deemed one of the most vulnerable locations to the impacts of rising sea levels. I apply a postcolonial theoretical framework to examine how differing knowledge systems can both complement and contradict one another. By analyzing government-enforced relocation policies in the Maldives, I find that points of contradiction between Western and indigenous environmental epistemologies can create opportunities to bridge the gap between isolated viewpoints and serve as moments to resist the dominant climate change discourse.

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Kubiszová, Daniela. "Česko-indické a indicko-české kulturní standardy v pracovním prostředí." Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-203847.

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Nowadays, most of the countries in the world are getting more and more dependent on each other, both politically and economically. Along with that, cultural clash comes inevitably influencing are private lives and working environment. Multinational companies get the opportunity of using the potential of diverse cultural environment which is challenging the managers, and other employees, to increase their competencies. The goal of this thesis is to identify the Indian cultural standards from the Czech point of view and the Czech ones from the Indian point of view. The theory of the thesis is based on cultural models by Geert Hofstede and Fons Trompenaars. The cultural standards are being identified by using the method of critical incidents where the selected respondents are being interviewed. The thesis analyses at which aspects the two examined cultures differ the most and how it influences the working environment and performance. The research results are compared to other theoretical models and the thesis provides recommendations on how to work with the identified standards in order to make the Indian-Czech cooperation as efficient as possible.

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Sutton, Tessa R. "Exploring the third culture building approach for effective cross-cultural interaction for Black American professionals in predominantly white institutions." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/850.

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Professional interactions that are both functional and mutually beneficial are rare. The purpose of this study is to explore an application of a Third Culture Building (TCB) approach, a mutually constructed interpersonal process between two individuals, for Black American professionals (with advanced knowledge acquired from institutions of higher learning), to generate a new space in Predominantly White Institutions (PWis). These institutions include settings where the racial composition is becoming consistently more diverse (through past desegregation efforts). Although the U.S. has moved beyond integration and the monumental Civil Rights Movement of the 1960s, racism and intercultural barriers that prevent functional cross-cultural communication still exist in these settings. This research is directed toward answering the question: How might Black American professionals generate a Third Culture space in PWis through cross-cultural social exchange? The research builds on my previous study where the TCB approach was found to be conducive for the intercultural barriers faced by Black Americans in PWis. The research emphasizes the perspective of Black Americans and de-emphasizes the perspective of White Americans, given the body of literature that points to their adaptation and intercultural interactions in the U.S. and in international contexts. A sample of six Black American professionals (ages 30 to 72; 4 men and 4 women) from my baseline study was invited to take part in this study. Respondents were chosen based on their backgrounds and similarity of race, to learn about their perspectives of the intercultural interactions in PWis. Participants live in the Midwest region of the U.S. Using interpretive, critical theory, and other qualitative approaches, the discussions from a focus group and interviews were transcribed and combined with the interviewer's notes. The participants' responses were organized around TCB frameworks and the interview questions, and then reduced to codes. Two evaluators reviewed the interview data, codes, and themes.

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Xu, Man. "Pour une didactique de la grammaire contextualisée du français en milieu universitaire chinois : perspectives métalinguistiques et interculturelles." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA109.

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Cette étude relève du domaine de la didactique des langues et des cultures. Elle a pour objet l'enseignement/apprentissage de la grammaire en milieu universitaire chinois. Elle s’articule autour de trois questions centrales : Qu’est-ce que la contextualisation de la didactique de la grammaire en milieu universitaire chinois ? Quelles sont les activités métalinguistiques dans les cours de grammaire pour les apprenants chinois ? Comment les facteurs culturels, surtout les différences interculturelles, influencent l'acquisition de la grammaire par les étudiants chinois? La méthode d'analyse se fonde sur une approche pluri-méthodologique. Nous avons suivi les étapes suivantes : L'enquête sous forme de questionnaires à distance des étudiants chinois permet de connaitre le contexte local. L’analyse de l’enregistrement des séances de cours à l'Université des études internationales de Xi'an montre les activités métalinguistiques et la culture métalinguistique et éducative du public concerné. L’enquête par entretiens semi-directifs auprès des apprenants nous permet d'exploiter les effets des activités métalinguistiques et des activités interculturelles chez les apprenants. Les résultats obtenus montrent que la prise en compte des réflexions métalinguistique et interculturelle est cruciale, ce qui confirme l’importance de ces perspectives pour améliorer la didactique de la grammaire en Chine
This study is in the field of the didactics of languages and cultures. Its purpose is to study the teaching and learning of French grammar in a Chinese academic environment. It focuses on three central questions: What is the contextualisation of the didactics of grammar in a Chinese academic environment? What metalinguistic activities are used in grammar courses for Chinese learners? How do cultural factors, especially intercultural differences, influence the acquisition of grammar by Chinese students? The method of analysis is a multi-methodological approach. We apply the following procedure: A survey in the form of a remote questionnaire to Chinese students, to provide a local context. An analysis of teaching sessions, the courses recorded at the University of International Studies in Xi'an, to demonstrate the metalinguistic activities and educational culture of the public concerned. Carrying out semi-directive interviews with learners, to allow us to examine the effects of metalinguistic activities and intercultural activities among learners. The results confirm that the consideration of metalinguistic and intercultural reflections is crucial, therefore it is important that these perspectives to improve the didactics of grammar in China are not overlooked

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Pul, Hippolyt Akow Saamwan. "Threads and Stitches of Peace- Understanding What Makes Ghana an Oasis of Peace?" NSUWorks, 2015. http://nsuworks.nova.edu/shss_dcar_etd/23.

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Ghana is considered an oasis of peace despite having the same mix of ethno-political competitions for state power and resources; north-south horizontal inequalities; ethno-regional concentrations of Christians and Muslims; highly ethnicised elections; a natural resource dependent economy; and a politically polarized public sphere, among others, that have plunged other countries in Africa into violent and often protracted national conflicts. Use of the conflict paradigm to explain Africa's conflicts glosses over positive deviance cases such as Ghana. This study used the peace paradigm in a mixed method, grounded theory research to examine Ghana's apparent exceptionalism in staving off violent national conflicts. From the survey of 1429 respondents and 31 Key Informants, findings indicate Ghanaians are divided on whether their country is peaceful or not. They are equally divided on classifying the state of peace in Ghana as negative or positive. Instead, they have identified sets of centrifugal and centripetal forces that somehow self-neutralize to keep Ghana in a steady state of unstable peace. Among the lift forces are strongly shared cultural and Indigenous African Religious values; symbiotic interethnic economic relationships; identity dissolution and cultural miscegenation due to open interethnic systems of accommodation and incorporation; and the persistence of historical multi-lateral political, sociocultural, and economic relationships. On the drag side are the youth bulge; emergent religious intolerance; elite exit from the state in using private solutions for public problems; and highly politicized and partisan national discourses that leave the country with no national agenda. In sum, Ghana is no exception to the rule. The four interconnected meso theories that this study identifies provide pointers to what factors Ghana needs to strengthen to avert descent into violence.

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Adu, Joyce. "Communication in the delivery of projects in multicultural environments." 2004. http://hdl.handle.net/2100/957.

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University of Technology, Sydney
Project management is a growing profession which transcends industry and national barriers. A high level of communication competence is required for the successful functioning of the often multi-disciplinary and multicultural project teams involved in project delivery to achieve the desired project objectives. Project managers, as the key channels of communication in the project environment, are faced with international and domestic imperatives to be competent in intercultural communication for successful operation in the multicultural project environment. However, the preparedness of Australian project managers for effective communication during project delivery in multicultural environments has not been investigated. This thesis investigates Australian project managers' intercultural communication competence (knowledge, skill and attitude) and their training requirements in this area from the view point of Registered Project Managers (RegPMs) with the Australian Institute of Project Management (AIPM). The study examines the cultural factors influencing intercultural communication and explores how communication can be made effective in the multicultural project environment. The study is set within the context of project management competence which has been an area of significance since the mid 1990s. Based on a survey, preceded by focus group discussions and personal interviews, the study concludes that a slight majority of Australian project managers are 'not competent' in intercultural communication (54.1 %), largely due to skill deficiency. However, project managers with long project management experience, experience with multicultural projects or formal project management qualifications are more likely to be competent in intercultural project communication than those without such profiles. Project managers consider training in intercultural communication, delivered in a practical and interactive manner, as a priority especially in the areas of interpersonal skills, cultural awareness and communication skills. Participants also confirmed host national, local industry and organisational cultures as the three key sources of cultural influence on communication in the project environment. Finally, while different perspectives is a key challenge to communication in the multicultural project environment, intercultural communication can be made effective when project managers i) demonstrate a number of attributes, in particular patience and active listening; ii) make use of various strategies to manage communication barriers during multicultural project delivery, including team agreed communication standards, training/workshop, and use of diagrams/pictures; and iii) opt for face to face mode of communication in preference to other modes. The study recommends a stronger focus on intercultural communication in project manager education, training and competency assessment in the accreditation process.

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Miller, Dwight Errol. "The development of an instrument to identify dispositions for interactive group communications in cross-cultural learning environments." Thesis, 1993. http://hdl.handle.net/1957/31621.

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An increased cross-cultural interaction around the world is being dictated by the ever increasing communication needs required by business and national concerns. This increased interaction, and its resultant inter-dependence, is often referred to as "Globalization." Due to the effect of globalization on the business and education environments, this study was an investigation of the theory base regarding context as embedded in the development of culture and cross-cultural communications. The study developed an instrument that 1) measures the contextual preferences of individuals from a variety of cultures, and 2) determines the level of significant differences between cultures based on their contextual preferences. The literature review concentrated on those characteristics which allow us to go beyond specific cultural barriers to communication. This was done to determine a common ground beyond culture, which is inherent in the communications process, and to allow a determination of factors for improved cross-cultural training and education. The literature review focused on: - The effects of the globalized environment - The influence of culture on communications - A cross-cultural communications model - Context and individualism/collectivism as measures of cross-cultural communications. The findings of the study provide an initial instrument that can be used for the identification of personal preferences, based on context, that may determine an individual's predisposition to interact in a cross-cultural learning environment. The data analyzed notes significant differences in major cultural groupings, and some specific cultures. Specific analysis included the contextual preferences of individuals based on their home cultural environment, the dimensions of gender, age, number of years an individual is away from their home culture and the number of languages spoken. It was concluded that there are highly significant differences between cultures, even with common ancestral ties and geographic proximity, that affect how individuals will interact and communicate across cultural boundaries. These differences, based on non-verbal context, must be considered individually in their sub-component form, not just within the overall classification of context.
Graduation date: 1994

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Ferret, Nathalie Sylvie Caroline. "Conceção e desenvolvimento de um guia de recomendações interculturais UAb." Master's thesis, 2016. http://hdl.handle.net/10400.2/5375.

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O trabalho que se apresenta, em Mestrado de Pedagogia do eLearning, recai sob a temática da(s) Interculturalidade(s), tem como eixo principal a Comunicação Intercultural e adota uma perspetiva essencialmente interdisciplinar (no cenário das ciências sociais e humanas) no seu desenvolvimento. Visa, num primeiro momento, responder a uma necessidade, sobressaída através de observações participantes, de compreensão aprofundada dos relacionamentos interculturais entre professores/técnicos e estudantes da UAb - em particular, com alunos originários de Países Africanos de Língua Oficial Portuguesa e do Brasil -, e de investigação sobre as diferenças culturais, estereótipos e preconceitos, que se configuram obstáculos no diálogo intercultural entre diversos interlocutores. Como resultado da análise dos dados recolhidos -de natureza qualitativa e quantitativa- o projeto pretende culminar na apresentação e partilha de uma proposta de intervenção-sensibilização intercultural, sob a forma de guia de recomendações dirigido a docentes e todos os profissionais envolvidos no ensino da Universidade Aberta, ao qual se atribui o título de “Guia de Recomendações Intercultur@is - UAb”. Com a sua concretização, espera-se que este trabalho possa vir a constituir-se como instrumento, numa perspetiva construtivista, aberto e flexível, de moderação ou facilitador das diversidades culturais e no quadro da comunicação e interações em situação de elearning e ambientes multiculturais na UAb, encontrando na valorização da compreensão, consciência e sensibilidade intercultural nos processos educativos e pedagógicos o seu mote ideal.
The work is presented in ELearning Pedagogy Master, falls under the theme of (s) Interculturalism (s), its main axis is Intercultural Communication and adopts an essentially interdisciplinary perspective (within the social sciences and humanities, with prevalence by a sociological point of view) in its development. It points, at first, to answer to a need, protruding through participant observation, to a in-depth understanding of the intercultural relationships between teachers / coaches and students from UAb - particularly with students originating from African Countries of Portuguese Official Language and Brazil - and research on cultural differences, stereotypes and prejudices, which constitute obstacles to intercultural dialogue between various interlocutors. As a result of the analysis of the data collected – combining qualitative and quantitative methods research - the project aims to culminate in the presentation and sharing of a proposal for intercultural awareness-intervention in the form of a recommendations guide, aimed at teachers and all professionals involved in Open University teaching, which is assigned the title of " Guide of Intercultur@l Recommendations - UAb". With its completion, it is expected that this work can come to constitute itself as an instrument - in a constructive perspective, open and flexible - of moderation or facilitator of cultural diversity, in the context of communication and interactions in e-learning situation and multicultural environments in UAb, finding in the enhancement of intercultural understanding, awareness and sensitivity in educational and pedagogical processes, his ideal motto.

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Alves, Carla Alexandra. "Competências comunicativas de alunos do Ensino Básico Português em inglês língua estrangeira : o projeto eTwinning "Intercultural Mosaic"." Master's thesis, 2017. http://hdl.handle.net/10400.2/6331.

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Numa sociedade exposta aos enormes desafios da mobilidade internacional, o fomento de uma cultura de paz, tolerância, intercompreensão e cooperação entre os povos é, inequivocamente, o caminho a traçar no seio das comunidades educativas. Urge, assim, a necessidade imperiosa de facultarmos aos nossos alunos meios e ferramentas necessários para a aquisição das competências basilares à sensibilização e tomada de uma consciência intercultural, proporcionando-lhes ambientes de aprendizagem naturais, fruto de encontros culturais diversificados, por forma à efetiva comunicação em línguas estrangeiras. O eTwinning surge, neste contexto, como um forte potenciador/catalisador de aprendizagens culturalmente significativas, redirecionando o papel do aluno e do professor para a (co)aprendizagem, abrindo portas à adoção de práticas pedagógicas inovadoras, estimulantes, reflexivas, indo ao encontro de modelos construtivistas e sócioconstrutivistas de ensino-aprendizagem e, nomeadamente, com o recurso ao uso das tecnologias digitais. O presente projeto incidiu sobre o trabalho desenvolvido por uma equipa de professores no âmbito desta comunidade de escolas europeias e, em concreto, na relevância deste a nível do aprofundamento das competências comunicativas em Inglês enquanto Língua Estrangeira, junto da equipa portuguesa, a qual foi constituída por um grupo alargado de alunos do oitavo ano de escolaridade duma escola básica integrada do distrito de Braga (Barcelos), tendo-se recorrido à metodologia de projeto como suporte-base à dinamização do mesmo. Os resultados alcançados foram francamente positivos, considerando-se que o projeto contribuíu, de forma inquestionável, para o enriquecimento cultural de todos os intervenientes, tendo-se conseguido, com enorme êxito, a sensibilização para a descoberta de outras culturas/ línguas estrangeiras. Espera-se, assim, que este se apresente como uma ponte para futuras investigações, atendendo à vastíssima riqueza humana e educativa que nele encerra.
a society exposed to the enormous challenges of international mobility, the promotion of a culture of peace, tolerance, intercomprehension and cooperation among people is, unequivocally, the leading path to be followed by our educational communities. It urges, therefore, the peremptory need to provide our students the means and the necessary tools for the acquisition of basic skills conductible to intercultural awareness by providing them with natural learning environments, as a result of diverse cross-cultural encounters, in order to enable them to communicate effectively in foreign languages. eTwinning arises in this context as a strong enhancer / catalyst of culturally meaningful learning, redirecting the role of students and teachers to the (co)learning, opening doors to the adoption of innovative teaching practices, stimulating, thoughtful, meeting the conceptions of constructivist and socioconstructivists models of teaching and learning, and in particular with recourse to the use of digital technologies. This research project focused on the work developed by a team of teachers within this community of European schools and, in particular, based upon its relevance regarding the improvement of communication skills in English as a foreign language within the Portuguese team, which was formed by a large number of 8th grade students from an elementary/ secondary school in the district of Braga, mainly in Barcelos, recurring to project methodology as a support-based promotion of it. The results were extremely positive considering that the project has contributed, unquestionably, to the cultural enrichment of all stakeholders, as a result of the great success achieved concerning the raising of awareness towards the discovery of other cultures/ foreign languages. It is hoped, therefore, that this project can be foreseen as a bridge to future investigations given the vast human and educational richness that it contains.

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(9777533), Dimitra Antonelou-Abusalem. "An exploration of cross-cultural interactions between international Middle Eastern students and Australian students." Thesis, 2011. https://figshare.com/articles/thesis/An_exploration_of_cross-cultural_interactions_between_international_Middle_Eastern_students_and_Australian_students/13459538.

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"The lack of the interactions between Australian and international students is an area of concern for the Australian Higher education institutions which hold the view that the major educationall goal of internationalisation of higher education, besides the economic gains, is to prepare citizens to operate in international and intercultural environments. There is documented research that many international students live in isolation from their Austaralian peers and even though for about five years live among Australians, they depart without having clear knowledge about Australians and their culture.This research explores the cross cultural interactions of international Middle-Eastern (IME) students from Arabic speaking countries in both educational and social contexts"--Abstract.

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Shoemaker, Martha McArdell. "Managing Tensions In A Globalizing Environment." 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-863.

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Globalizing processes often place the social cohesion of organizations at risk when multinational people experience and exhibit tensions from their diverse cultural and language norms. This study uses discourse analysis and dialectical theory to understand the intersection of organizational tensions and multinationalism as they appear at a bilingual Swiss higher education institution. I define multinationalism as the intersection of communities who self identify with a national heritage and perpetuate that identity through daily communication and interaction. This case study is approached from a social constructionist perspective. I use grounded theory and dialectical analysis to analyze the fifty-nine interviews in order to identify the tensions that intersect with multinationalism and how they are managed. The tensions identified include: choosing a language where two are privileged, providing an intercultural environment as described by the mission statement, and managing pedagogy/co-teaching practices. Choosing a language is often described in a dual dimension between choosing French/choosing English where language groups are sometimes seen as oppositional and vying for privileged status even though the organization privileges both languages. Providing an intercultural environment is described as a global endeavor and yet sometimes becomes dialectical when balancing how the organizational environment is actually managed/not managed based on national and organizational cultural perspectives. Practicing pedagogy/co-teaching activities are often framed as oppositional and dialectical when trying to reconcile French pedagogy/Anglo-Saxon pedagogy and co-teaching practices, especially in regard to American influence. Multinationalism emerges when participants use group identity descriptors and intersects in a variety of ways depending on the intensity of the tensions. Managing tensions result in ambiguity because of undefined language fluency and competency. While ambiguity allows for social cohesion and time for interpreting messages, it sometimes is used strategically to deny messages and retain privileged positions. Disorienting interactions for some employees result in paradoxical situations, and in some extreme cases, participants reported schizophrenic behavior when paranoid statements are made which reflect their paralysis, uncertainty and loss of power. This study advances dialectical theory by redefining totality as including regional, national, and global contexts that also influence organizational agency and discourse. In addition this study adds to the understanding of knots of contradictions by illustrating how tensions evolve in their own right and also spin off simultaneous and interconnected tensions. Finally, results from this study suggest that using ambiguity could be seen as another management option as well as a result when dealing with dialectical and paradoxical tensions.

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Thirion-Venter, Elizabeth Magdalena. "Embracing Eastern and Western principles : towards an intercultural office design framework." Thesis, 2012. http://hdl.handle.net/10500/8040.

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An employed individual will spend between a quarter and a third of his or her waking life at the workplace. An estimated 40% of those in South Africa who are employed full-time work in offices. With the amount of time spend in buildings, the physical conditions in the workplace are important determinants of satisfaction, comfort, well-being, and effectiveness and can even play a role in mental health. The physical environment in offices should therefore be carefully planned, designed, and managed. This qualitative study, sought to develop an inter-cultural office design framework for South Africa combining Eastern and Western design principles. Specifically, it sought to obtain a better insight into design principles which can enhance the well-being of office workers; inter-cultural, gender neutral and age neutral design principles which can be applied in a South African context. To be able to answer these questions an intensive literature review was undertaken investigating both the Eastern design principles as expressed in feng shui and Western design principles as expressed in Environmental Social Science. The design principles of these two traditions were compared and all aspects where the two traditions did not support each other were included in the in-depth interviews. Twenty-five in-depth interviews were conducted By relying on various design cultures (e.g. Eastern and Western) an environment can be created which are pleasing and can enhance the well-being of the users. Underlying design principles are universal, but the symbolic expression thereof can differ from culture to culture. One of the conclusions from this study is that three quarters of design principles are v universal. There is no one size fits all solution and compromise is necessary from all involved. The compromise applies to the roughly a quarter of design aspects where subgroup differences have been detected. Any design should take individual and group difference into account. The only way to do this is to get proper input from all stakeholders at all stages of the design. It is critically important that the input starts before the design process commences. There are many design principles which can be implemented to improve the quality of work life of office workers in the South African context. Design can for example play a very important role in encouraging and facilitating formal and informal interaction in the workplace – bridging the gap between heterogeneous groups. Without forcing relationships, design can assist in naturally integrating heterogeneous groups. The physical environment must support the image and identity which needs to be communicated, facilitate communication and enable task accomplishment. Most of all it must become a place with which employees can identify and where they can develop a sense of place. From this study it can be concluded that not only form follows function but also that aesthetics follow function – a principle that design should be based on the primary purpose of the building, the workspace based on the needs of the stakeholders and from this starting point aesthetics will flow.
Psychology
D. Litt. et Phil. (Consulting Psychology)

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Semedo, Vera dos Reis. "Determinants of intercultural adjustment : emotional and social aspects on work and non-work environment." Master's thesis, 2018. http://hdl.handle.net/10071/18516.

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Building on international assignments literature, expatriate assignees represent an asset in the international business network. This thesis explores the contemporary context and the reasons for the international assignment in order to frame the emergence of these international missions, among other things, the knowledge transfer, recruitment of qualified personnel, skills and structural specificities in international missions and global careers. Exploring and documenting these expatriate experiences is important, both organizational and individually. This article aims to broaden the understanding about the importance of intercultural interaction, both in the work and non-work field through social interactions and social support what leads to the adjustment or the reverse the failure of the expatriate's mission. The research reported here also explores the effects of the country images on expatriates adjustment and withdrawal cognitions. Data from 511 expatriates working abroad revealed the magnitude of qualitative differences in the experiences of intercultural interaction among expatriates. Resuts show’s that while positive interactions have a reverse effect on withdrawal cognitions and seek to contribute to the positive psychological adjustment of the expatriate, negative interactions combined with other predictors such as perceived cultural distance and lack of linguistic proficiency are the cause of withdrawal cognitions and consequently international mission failure. The success of the expatriate mission may, however, be achieved through cross-cultural motivation when positive intercultural interaction is initiated with other expatriates, co-workers or even HCN´s. In addition, we found that intergroup friendships and social support consistently showed deep or shallow supoort between the three dimensions of adjustment. Also, three significant image patterns in the country seemed to play a special role in the adjustment of expatriates.
Com base na literatura de atribuições internacionais, os expatriados representam um ativo na rede internacional de negócios. Esta tese explora brevemente o contexto contemporâneo e as razões para a atribuição internacional no sentido de enquadrar a emergência destas missões internacionais, entre outras coisas, a transferência de conhecimento, recrutamento de pessoal, competências e especificidades estruturais em missões internacionais e carreiras globais. Explorar e documentar essas experiências dos expatriados é importante, tanto do ponto de vista organizacional quanto individual. Este artigo tem o intuito de ampliar a compreensão da importância da interação intercultural, tanto do domínio do trabalho quanto do não-trabalho e sobretudo entender o que leva ao ajustamento ou o inverso o fracasso da missão do expatriado. A pesquisa aqui relatada também explora os efeitos da imagem dos Países nas cognições de adaptação e retirada. Dados de 511 expatriados trabalhando no exterior revelaram a magnitude das diferenças qualitativas nas experiências de interação intercultural dos expatriados. Enquanto as interações positivas têm um efeito reverso na retirada e procuram contribuir para o positivo ajuste psicológico do expatriado, as interações negativas combinadas com outros preditores como distância cultural percebida e a falta de proficiência linguística são a causa de cognições de retirada e fracasso da missão internacional. O sucesso da missão dos expatriados pode no entanto ser alcançado à medida que a motivação transcultural surge quando uma positiva interação intercultural é iniciada seja com outros expatriados, colegas de trabalho ou mesmo locais nacionais. Além disso, descobrimos que as amizades entre grupos e o apoio social mostraram de forma consistente uma ajuda profunda ou superficial entre as três dimensões de ajustamento. Também três padrões de imagem do País pareciam desempenhar um papel especial no ajustmento de expatriados.

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Pereira, Braga Luciana. "Les pratiques de quatre directions d'écoles secondaires en milieu pluriethnique: une étude exploratoire montréalaise." Thèse, 2018. http://hdl.handle.net/1866/21881.

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Dissertations / Theses on the topic 'Intercultural environments'

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