Relevant bibliographies by topics / Transfer of intercultural experiences

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Transfer of intercultural experiences'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Transfer of intercultural experiences"

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Kirpitchenko, Liudmila. "Comparing Experiences of Academic Mobility and Migration." Comparative Sociology 13, no. 2 (May 8, 2014): 215–34. http://dx.doi.org/10.1163/15691330-12341301.

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Abstract Academic mobility and accompanying migration have become increasingly evident as manifestations of globalization and internationalization of education worldwide. This paper aims to provide some insights into intercultural communication in academia by comparing experiences of students and academics who partake in academic mobility or/and academic migration. It seeks to reflect on how differences in cultural patterns impact on the integrational experiences and outcomes of academic learning and everyday interactions. Two contrasting cultural patterns of collectivism and individualism are explored, as they are displayed in intercultural interactions among migrants and hosting societies. To expose this contrast effectively, this paper focuses on the Russian-speaking mobile academics and compares their intercultural experiences in academia of two countries—Italy and Australia. In-depth interviews were conducted with twenty-two academic migrants or/and mobile academics on their experiences, views and perceptions of intercultural integration in two diverse settings. This paper explores diverse aspects of intercultural dialogue and compares perceptions of intercultural integration and feelings of wellbeing. It analyses evolving empirical manifestations of cosmopolitanism in everyday intercultural interactions and argues that postmodern cosmopolitan milieu facilitates intercultural integration and enables knowledge transfer and creation of shared cultural meanings.
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Sparkman, David J. "Multicultural Experiences and the Secondary Transfer Effect of Intercultural Attitudes." Social Psychology 51, no. 4 (July 2020): 267–83. http://dx.doi.org/10.1027/1864-9335/a000414.

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Abstract. This research investigates whether multicultural experiences (MCEs) (1) improve attitudes toward primary outgroups, (2) improve attitudes toward secondary outgroups (the “secondary transfer effect”) – depending on the perceived similarity versus dissimilarity of the target group, and (3) affect ingroup reappraisal. The deprovincialization and attitude generalization hypotheses were also investigated as underlying mechanisms. A meta-analysis of effects across studies ( N = 633) revealed MCEs (1) improve primary attitudes ( r = .19), (2) improve, albeit more weakly, similar secondary attitudes ( r = .10), but have no significant effect on dissimilar secondary attitudes ( r = .07); (3) have no effect on ingroup reappraisal ( r = .04), and (4) only improve secondary attitudes through attitude generalization. Contributions, limitations, and emerging questions regarding deprovincialization are discussed.
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Gaur, Savita. "Bengáli Tűz: A Spectrum of Intercultural Transfer." Acta Universitatis Sapientiae, Philologica 10, no. 3 (December 1, 2018): 51–65. http://dx.doi.org/10.2478/ausp-2018-0027.

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Abstract A definite change occurs when two cultures interact and exchange information, which leads to the transformation in their respective cultures. Bengáli Tűz (Fire of Bengal) is a famous Hungarian journal and is often described as a travel journal or a novelistic voyage, which comes from the era of the early twentieth century and displays some impeccable shades of intercultural transfer. A Hungarian housewife went to India with her husband in 1929 and stayed there for three years while recording her personal experiences in a journal known as Bengáli Tűz in present time. Rózsa Hajnóczy’s journey started with a cultural shock that ended up in making her a knowledgeable person regarding a new culture. It is a chain of prominent events, narrating the story of how the author’s perspective about life met with a change and how she gained some openness and became culturally transformed. She had tears in her eyes when she left Hungary and came to India, as she was reluctant to leave her home, but after three years, when she departed from India, she again cried, but this time it was not for either India or Hungary. Her eyes were wet as she missed the notion of the entire “world” under the same roof. Other nationalities in this travel journal also underwent cultural transformation. The journal also showcases other compelling and significant topics, which makes it a tempting piece to read and an authentic piece of literature. Bengáli Tűz can be analysed from various points of view, of which here I chose “intercultural transfer”, but I am fully aware that a postcolonial reading would also offer fascinating insights into the journal.
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Marchant, Alissa Anne, Katherine Germak, and Stephanie Berzin. "A new method of international education: Using a consulting model to build social work skills in Chile." International Social Work 61, no. 6 (January 9, 2017): 884–90. http://dx.doi.org/10.1177/0020872816681659.

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International experiences in social work education have become more common in the last few decades. The literature has shown these experiences to improve students’ cultural competency, intercultural communication, and work habits. The literature focuses on diffused learning experiences, where students visit and hear from local agencies. This article offers a consulting model as an alternative experiential learning method. Master’s level students at the Boston College School of Social Work report improved cultural competence and also the development of hard skills, such as collaboration, that will transfer to future social work employment.
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O'Connell, Robert M., and Nuerzati Resuli. "Academic Challenges for Chinese Transfer Students in Engineering." Journal of International Students 10, no. 2 (May 15, 2020): 466–82. http://dx.doi.org/10.32674/jis.v10i2.674.

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This article describes a research study determining the most significant academic challenges experienced by Chinese transfer students in engineering at an American university. The survey-based study examined eight areas where transfer students may have academic difficulty and determined that the most significant of those concern transfer credit issues, student–instructor and student–student language difficulties, and classroom culture differences. The cultural differences, related to course syllabi, classroom discussion and group work, and frequency of assignments and exams, are partially explained in terms of a theoretical framework based on Hofstede’s power distance and risk avoidance elements. Recommendations are made of ways to ease these challenges and make the intercultural experience richer for both the transfer students and their American hosts.
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Sevisari, Undhan, and Ina Reichenberger. "Value co-creation in Couchsurfing – the Indonesian host perspective." International Journal of Culture, Tourism and Hospitality Research 14, no. 4 (July 24, 2020): 473–88. http://dx.doi.org/10.1108/ijcthr-09-2019-0156.

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Purpose Collaborative consumption experiences in tourism have been examined widely, yet predominantly focused on guest perspectives. Using the sharing economy platform Couchsurfing, this study aims to use value co-creation to explore hosting experiences in non-monetary accommodation sharing in a developing country, including hosts’ motivations to participate, the range of social practices during hosting and the value outcomes achieved through hosting. Design/methodology/approach Based on a social constructivist paradigm, 20 in-depth interviews and 1 focus group were conducted with experienced Couchsurfing hosts in Indonesia. Findings Findings highlight the exclusively intrinsic nature of hosts’ motivations and their subsequent impact on co-creational practices and value outcomes. Social practices revolve around the establishment and acquisition of social and cultural capital and providing guests with authentic local and cultural tourist experiences. Hosts reported value outcomes relating to friendship, knowledge, an improved sense of self and employment opportunities. Research limitations/implications The results of this research may not be transferable to Western accommodation sharing settings or more rural and less touristically developed regions within developing countries. Social implications It is argued that hosting can contribute positively to host communities in developing countries by facilitating intercultural communication and knowledge transfer while enhancing cultural self-identity and professional advancement. Originality/value The majority of existing research on accommodation sharing has examined guest perspectives while being placed within predominantly Western contexts. This paper adds new knowledge by exploring the host perspective and examining the impacts of the sharing economy in a developing country.
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Pierse, Michael. "‘A dance for all the outcasts’: Class and Postcolonialism in Brendan Behan's An Giall and The Hostage." Irish University Review 44, no. 1 (May 2014): 92–115. http://dx.doi.org/10.3366/iur.2014.0105.

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As Susan Bassnett and Harish Trivedi argue, ‘translation does not happen in a vacuum, but in a continuum; it is not an isolated act, it is part of an ongoing process of intercultural transfer’. In understanding Brendan Behan's most celebrated and controversial translation, of his spare Irish language play An Giall (1958) to its riotous English counterpart The Hostage (1958), understanding the problematic ‘intercultural transfer’ between British and Irish life in the 1950s is crucial. Comparisons between both works reveal significant changes that illuminate Behan's relationship with both nations and provide a sometimes oblique metacommentary regarding his most pressing political and personal anxieties. Yet for all their differences, the plays also share a common desire to transcend the divisions forged by the colonial experience through critical understandings of life on either side of the Irish Sea. In this essay, I argue that Behan's act of transculturation reveals a great deal more reflexivity and depth than many of his critics would allow, developing an iconoclastic dialogue between British and Irish mid-century life.
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Kozak, Alla. "TRAINING AS AN EFFECTIVE METHOD OF PREPARING INTERNATIONAL RELATIONS FACULTY STUDENTS FOR INTERCULTURAL COMMUNICATION." Міжнародні відносини, суспільні комунікації та регіональні студії, no. 1 (9) (February 9, 2021): 73–82. http://dx.doi.org/10.29038/2524-2679-2021-01-73-82.

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The article deals with the functional orientation of the training on the formation of the readiness of students, the future professionals in the field of international relations to intercultural communication. As practice has shown, training is an effective method (technology) of forming students' readiness to intercultural communication and helps to immerse deeply into the active controlled communication. Training is usually associated with a set of exercises according to a special methodology developed on a scientific basis, carried out by a qualified specialist. As a didactic technology, training is a planned program of various exercises for the formation and improvement of skills and abilities in a particular area of ​​human activity. In the field of intercultural relations by using the training, the acquaintance with intercultural differences in interpersonal relations through emotionally colored activities, re-playing situations and their analysis, which allows you to transfer the acquired knowledge to new situations takes plays. Emphasis is placed on the fact that the training actualizes communicative needs, intercultural potential of students as a method of teaching an effective communication, that allows communication partners to acquire the necessary skills and experience of communication and interaction, develop self-confidence, ability to flexible relationships. The typology of trainings is considered, which purposefully prepare for communication within a certain specific culture. The use of different exercises at different stages of training and some rules of training are described. It is obvious that the training of intercultural communication is a real in nature and content attempt to find an adequate, correct and appropriate way to interact with representatives of another culture, which is based on equality, self-esteem, recognition and respect for the human rights. It combines informational and activity aspects, which allows to "deploy" communicative problems in dynamics, as in the process of training the participants mastered strategies to achieve cultural competence aimed at replenishing knowledge about the cultural identity of the partner, developed empathy and tolerance, mastered sociocultural knowledge. formed the skills of effective intercultural communication, confirming its effectiveness in shaping students' readiness for intercultural communication.
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Jurásek, Miroslav, Irina Strelnikova, and Janna Lédlová. "Transfer of Social Competencies to the Intercultural Environment. The Relationship between Social and Cultural Intelligence." ACTA VŠFS 15, no. 1 (June 2021): 63–92. http://dx.doi.org/10.37355/acta-2021/1-04.

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Purpose of the article: The purpose of this quantitative empirical study is to examine the relationship between social and cultural intelligence. The aim is to determine whether social skills are transferable and applicable anywhere, regardless of external conditions given by cultural diff erences. Methodology/methods: Data were collected using an online questionnaire, which was completed by 92 students studying economics and management at universities in the Czech Republic. Data were analyzed using the PLS-SEM method. Scientific aim: The aim is to determine the predictive power of the social intelligence construct (SQ) (and their individual components - processing, skills and awareness) on the target variable, cultural intelligence (CQ). The mediation influence of two traditional antecedents of cultural intelligence, language skills and intercultural, experience is compared. The stability (immutability) of the basic theoretical model, the relationship between social and cultural intelligence, depending on gender, is also examined. Findings: It has been found, that there is a statistically significant positive relationship between social and cultural intelligence. Social skills have the greatest eff ect on cultural intelligence, but our data did not confi rm the statistically signifi cant effect of one dimension of SQ (awareness). The relationship between SQ and CQ is well explained by language skills; complementary mediation was confirmed. On the contrary, the second mediator examined, intercultural experience, does not explain the SQ-CQ relationship. Only a direct eff ect was identifi ed. The found relationship applies equally to men and women. No statistically significant difference was found between the two groups. Conclusions: The results of our study are important for HR management and personnel management, who select new employees. The knowledge can also be used to make decisions about sending employees abroad: individuals with a high SQ are likely to do well and be work-effi cient, both at home and abroad. A limitation of our research to some extent distorting its results and findings is a relatively small sample, or certain problems associated with the measurement of individual constructs. Suggestions for further research are discussed.
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Lim, Shing Yu Jolene, and Vighnarajah. "Influence of Student Isolation on Students’ University Learning Experiences: Perspectives of Academic, Social and Psychological Development." SHS Web of Conferences 53 (2018): 05005. http://dx.doi.org/10.1051/shsconf/20185305005.

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With the latitude of globalisation spreading across countries in the world, student transfer and studying abroad have been made easier and more economical for students who intend to further their studies abroad. This growing population of international students shows the need to start addressing critical underlying issues regarding accommodation of new environment of international freshmen, plausible barriers faced by international students at their host countries and measures to minimise negative impression of intercultural communication. The growing amalgamation of local and international cultures also evinces symptoms of isolation among the local students. In light of this aim, this descriptive-analytical study investigates the correlation between student isolation and their university learning experiences, with the latter variable indexed in terms of academic, social and psychological isolation. A total of 581 students across various disciplines participated in this study. Findings provide rich, descriptive understanding of the phenomenon of student isolation, and facilitate the awareness to all stakeholders to give more leverage in the engagement and management of such issue in the educational context. Conclusively, findings have shown the importance of prioritising students’ needs from a holistic view as every aspect intertwines to enhance students’ success rate during their learning journey in university, as well as employability rate after their graduation.
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Dissertations / Theses on the topic "Transfer of intercultural experiences"

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Baldermann-Cornec, Ute. "Urbanisme durable et potentialités de transferts d’expériences interculturelles entre Régions européennes : comparaison des démarches en Bretagne (France) et en Mecklenburg-Vorpommern (Allemagne) au croisement de la qualité urbaine durable et de la prospective paysagère." Thesis, Rennes 2, 2011. http://www.theses.fr/2011REN20042.

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Ma double culture d’aménagement (franco-allemande) et le travail pour la mise en place d’un dispositif encourageant l’urbanisme durable, l’innovation et l’excellence environnementale pour les élus bretons, avaient fait de mon questionnement personnel de longue date un sujet d’actualité: Peut-on transposer des méthodes et des expériences extraterritoriales d’une culture à une autre pour dynamiser et faire évoluer la qualité des projets et les approches des acteurs locaux ? La réponse à ce questionnement, déterminant pour ma propre pratique professionnelle, n’existe pasdans la littérature en 2005. Partant de la Région Bretagne, à première vue, le choix du Land de la Saxe s’imposait pour la comparaison à cause d’un jumelage datant de 1995. Après enquête, il s’avère que peu d’actions et projets concrets se sont développés. Cela n’est peut-être pas étonnant compte tenu des caractéristiques territoriales très différentes de la Bretagne et la Saxe (passé très industriel, peu d’agriculture, pas de littoral, de nombreuses grandes villes). En conséquence, le Land du Mecklenburg-Vorpommern avec son littoral étendu, ses nombreuses îles, son économie qui separtage entre l’agriculture et le tourisme, semblait plus intéressant pour la comparaison (et pour un partenariat futur, si mes recherches montreraient l’intérêt réel d’une collaboration autour de l’urbanisme durable). Je suis convaincue de la pertinence de l’échelon régional européen (la « Région » en France et le « Land » en Allemagne) pour initier des politiques publiques et stratégies d’aménagement cohérentes sans perdre le lien avec l’identité territoriale mobilisateur. Un état des lieux des potentialités et freins aux transferts d’expériences introduit ma thèse. Un zoom sur les politiques régionales encadrant les dispositifs novateurs dédiés spécifiquement à l’urbanisme durable et la prospective paysagère (Eco-FAUR et Städtebau- und Dorferneuerungsprogramm) permet de situer ces derniers dans leur contexte. La comparaison de 16 projets exemplaires et récents en Bretagne et en Mecklenburg-Vorpommern m’a permis d’analyser en détail les approches, les méthodes, l’intervention des acteurs, les points forts et faibles des projets. Le face-à-face de ces exemples locaux se structure autour de 8 sujets, actuellement dans les discussions des experts européens de l’urbanisme durable et de la prospective paysagère : la revitalisation des coeurs de villes, le renouvellement urbain, les paysages urbains, le grand paysage et la ville, la nouvelle dynamique rurale, l’urbanisme littoral, le tourisme vert et les extensions urbaines sous forme d’éco-lotissements. Mon analyse et les échanges avec plus de 250 acteurs m’ont amenée d’émettre des conclusions positives (sous conditions) concernant les potentialités d’une coopération renforcée dans les domaines analysés entre deux régions européennes non voisines. Ma thèse de doctorat conclut avec des recommandations pour l’amélioration d’efficience des échanges, car l’intérêt pour des projets innovants, concrets et autour d’un groupe d’acteurs restreint et motivé, s’annonce prometteur
My urban planning dual culture (German and French), the works to implement of a device for encouraging the sustainable urban design, the innovation and the environmental excellence for the Brittany elected representatives, had been my personal questioning a long standing concern: Can we transpose extraterritorial experiences from one culture to another and methods to boost and develop the quality of the projects and the approaches of local actors? The answer to this question, determinant for my own professional practice and my standing concern, does not exist in the literature in 2005. Starting from the Brittany region, at first glance, the choice of the Saxony Land was required for comparison resulting of a twinning since 1995. After investigation, it turns out that only few concrete projects and actions were developed. This is, perhaps, not surprising given the very different territorial characteristics from Britain and Saxony (very industrial past, little agriculture, no coastline, many large cities).. Accordingly, the Mecklenburg-Vorpommern Land with its extensive coastline, its many islands, its economy which is shared between agriculture and tourism, seemed more interesting to compare (and for a future partnership, if my research would showed the real interest of collaboration on sustainable urban design). I am convinced of the relevance of the European regional level (the "region" in France and the "Land" in Germany) to introduce public policies and consistent urban planning strategies without losing the link with the mobilizing territorial identity.A State of art of the potential and limits of the transfer experiences introduced my thesis. A focus on the regional policies give a framework for the innovative devices specifically dedicated to the sustainable urban design and the prospective landscape (Eco-FAUR and Städtebau-und Dorferneuerungsprogramm) to place them in context. Comparison of 16 best and recent projects in Brittany and in Mecklenburg-Vorpommern allowed me to analyze in detail the approaches, methods, the intervention of the actors, the best and weak points of the projects. The face to face of these local examples give a framework on 8 topics currently in the discussions of the prospective and sustainable urban landscape Europeanexperts: the revitalization of the cities centers, the urban renewal, the urban landscapes, the great landscape and the city, the new rural dynamic, urban coastal planning, green tourism and urban eco-subdivisions as extensions. My analysis and exchanges with more than 250 actors led me some positive issues (under conditions) concerning the potential of enhanced cooperation between two non-adjacent European areas. My PhD thesis concludes with recommendations for the improvement of trade efficiency, because the interest for the innovative and concrete projects, and around a limited motivated actors group looks promising
Meine doppelte deutsch-französische Raumplanungskultur und meine Arbeit für Politiker der Bretagne (Aufbau eines Förderprogrammes für nachhaltigen Städtebau, Innovation und hohe Umweltverträglichkeit) machen aus meiner langjährigen persönlichen Fragestellung ein Thema der Aktualität: Kann man Erfahrungen, die auf einer anderen, außerterritorialen Planungskultur aufbauen transferieren, um die Qualität der Projekte und die Herangehensweise der Akteure vor Ort zu „dynamisieren“, zu verbessern ? Die Antwort auf diese Frage existierte im Jahr 2005 nicht in der wissenschaftlichen Literatur. Von der Bretagne ausgehend bot sich eigentlich Sachsen zum Vergleich an, da eine offizielleRegionalpartnerschaft seit 1995 besteht. Bei den Voruntersuchungen stellte sich aber heraus, dass sich sehr wenige Aktionen und konkrete Projekte entwickelt haben. Das ist vielleicht nicht verwunderlich wenn man sich die sehr unterschiedlichen territorialen Charakteristiken der Bretagne und Sachsens (Industriestandort, wenig Landwirtschaft, keine Küste und viele große Städte) vor Augen führt. So schien mir der Vergleich mit Mecklenburg-Vorpommern (ausgedehnte Küste mit Inseln, eine auf Landwirtschaft und Tourismus basierende Wirtschaftsstrukture) viel versprechender, vor allem wenn meine Forschungen ein reelles Interesse für eine Zusammenarbeit im Gebiet des Nachhaltigen Stadtbaus und der Landschaftsentwicklungsplanung aufzeigen sollten. Ich bin überzeugt, dass es der regionale Ansatz (die Region in Frankreich und das Land in Deutschland) ist, der im europäischen Rahmen kohärente Lösungen für lokale Entwicklungsstrategien hervorbringt, weil ein genügend großes Territorium mit der mobilisierenden Identität der Akteure verbunden werden kann. Eine Bestandsanalyse der positiven und negativen Faktoren für einen Erfahrungstransfer führtmeine Dissertation ein. Eine Fokussierung auf die Rahmenbedingungen (globale Regionalpolitik) ermöglicht, die beiden auf nachhaltigen Städtebau- und Landschaftsentwicklungsplanung spezialisierten Programme (Eco-FAUR und Städtebau- und Dorferneuerungsprogramm) einzuordnen. Der Vergleich von 16 innovativen und aktuellen Projekten der Bretagne und Mecklenburg- Vorpommerns gab mir die Möglichkeit, im Detail die Herangehensweisen, Methoden, Beteiligung derAkteure sowie die Stärken und Schwachpunkte der Projekte aufzuzeigen. Die Gegenüberstellung bedient sich 8, die aktuelle Fachdebatte der europäischen Experten in Städtebau und ländlicher Entwicklung anregende, Themen: Innenstadtrevitalisierung, Stadtumbau, Stadtlandschaft, Landschaftsplanung und Stadt, Dynamik des ländlichen Raumes, Küstenbebauung, Ökotourismus, Ökoquartiere. Meine Analyse und der Austausch mit über 250 Akteuren erlauben mir einen optimistische Einschätzung (unter entsprechenden Rahmenbedingungen) der Möglichkeiten der Intensivierungder Zusammenarbeit in den analysierten Gebieten und zwischen nichtbenachbarten europäischen Regionen. Meine Dissertation schließt mit Vorschlägen zur Verbesserung des Erfahrungsaustausches ab, da die Zusammenarbeit von motivierten, kleinen Gruppen von Akteuren mit konkreten, innovativen Projekten, vielversprechend erscheint
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Coetzee, Yolandé. "Intercultural experiences of South African business coaches / Yolandé Coetzee." Thesis, North-West University, 2013. http://hdl.handle.net/10394/10113.

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Interactions between business counterparts have become increasingly free from boundaries, as technological innovation brings the world closer together (Adler, 2002). Locally, the typical South African organisation employs workers from a multitude of cultural backgrounds, at various levels of acculturation. Organisational coaches must be prepared to engage with diverse national and international client populations. Coaching bodies such as the Worldwide Association of Business Coaches (WABC, 2008) and the locally-based Coaches and Mentors of South Africa (COMENSA, 2009; COMENSA, 2010), require coaches to provide culturally responsive services to coachees. If the coach differs culturally from the coachee, he/she may incorrectly use his/her own understanding of what is appropriate for a situation to make sense of the coachee’s behaviour, possibly leading to the misinterpretation of the diverse coachee’s situation. In addition, the coach may also project his/her own cultural bias and stereotypes onto the coachee. This in turn may lead to barriers in communication, and ultimately to the inhibition of efficiency of the coaching process as possible outcomes. Inefficient coaching may not allow for the achievement of the desired results, leading to financial losses for the company. Therefore, it is imperative that the coach is aware of his/her own culturally-laden values, beliefs and expectations which may include biases, prejudices and stereotypes held about the coachee, i.e. his/ her cultural self-awareness. The purpose of the current research study was to explore and describe the experiences and perceptions of South African organisational coaches in terms of cultural self-awareness. Specifically the study investigated how eight South African organisational coaches (N = 8) develop, maintain and promote cultural self-awareness, and what the perceived consequences of such awareness were. The study was conducted within the constructivist research paradigm and utilised a qualitative research approach. The multiple case study research strategy employed in-depth interviews to collect the research data. A grounded theory research methodology was used to analyse and explore the experiences and perceptions of South African organisational coaches in developing and utilising cultural self-awareness. Eight findings were obtained from the interviews, namely: the cultural self-awareness cultivated during coaching developed as part of a general process of cultural self-awareness, which in turn formed part of the participants’ personal development; both intentional strategies and happenstance led to the coaches’ cultural self-awareness; situational and internal factors contributed to changes in their cultural self-awareness; cultural self-awareness is maintained through self-management involving internal and external strategies; future cultural self-awareness is promoted through pursuing experiences that would cause them to question bias; a change in cultural self-awareness held consequences for the personal developmental process as well as for the coachee, and the coaching process; the meaning of cultural self-awareness was explained by using metaphors. The most prominent metaphors the coaches used were ‘sight’, ‘the past’, ‘internal work’, and ‘managing’; additional psychosocial processes that occur during intercultural coaching which can be grouped under macro, meso and micro issues, contextualised the process of cultural self-awareness during intercultural coaching. The findings were interpreted to show that various levels, developmental paths, and applications of cultural self-awareness exist amongst organisational coaches. On the basis of the results obtained from the research study, recommendations were made for future research, coaching education and training programmes, coaching clients, and current or prospective coaches.
Thesis (MA (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2013
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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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Huuskonen, S. (Susanna). "Teachers as civic actors: narratives on civic activity experiences." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201303121097.

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This thesis researches teachers as civic actors. The thesis begins with defining civic activity with the help of related terms. Next civic education is discussed first from a historical perspective and then in today’s context. The roles of socialization and schools in civic education will be contemplated in order to situate the teacher as a civic actor to a surrounding context. Teachers as civic actors are then studied from the critical pedagogy point of view and lastly from a practical perspective. In the end of the theoretical part civic activity’s role in teacher education is discussed and two examples of previous studies on teachers as civic actors are presented. The aim of the research is to study the characteristics of teachers as civic actors both from the theoretical point of view and through empirical research. The methodological choice is analysis of narratives and as data there are narratives written by teachers who have been active during their studies. It can be concluded that teachers who are civic actors promote civic activity through being a role model to their students and other people around them. These teachers are, as Giroux would define, transformative intellectuals, who are critical thinkers and active agents of change. They believe in themselves, want to influence decision-making and voice their opinions in wide societal debate. Teachers as civic actors emphasize action through their example, and encourage their students to participate as well. In practice they accomplish this by creating opportunities for being active by introducing or generating arenas for influencing. Open discussion is another important tool; these teachers inspire their students to think critically and use their voice by hosting debates and using real life references that the students can relate to. Both the theoretical and the empirical part demonstrate that civic activity is important for the growth of teachers as civic actors. The civic activity experiences of the participants have transformed them as people, but also as teachers and organizational experts. They narrate that they undeniably are better teachers today because of being active and argue that the skills they acquired through organizational activities are in use every day as teachers as well. Today civic activity still has only a tiny role in teacher education even though it should prepare teachers that will raise children and youth to become future-oriented active citizens. Based on the theory and the findings of the research it can be concluded that teacher education should have a bigger effect on the future teachers in regards to being active. Teacher education should provide for the needs of future generations by ensuring that future teachers are well equipped civic actors. Teacher students need to be introduced to various arenas of influencing in and outside the faculty by their teacher educators. More importantly, they need to be encouraged to participate in action, think critically, and have belief in their ability to influence. Today’s active teacher students are tomorrow’s teachers as civic actors
Tämän tutkielman aiheena ovat opettajat kansalaistoimijoina. Tutkimus alkaa kansalaisvaikuttamisen määrittelemisellä lähikäsitteiden avulla. Seuraavaksi tarkastellaan kasvatusta aktiiviseen kansalaisuuteen ensin historiallisesta ja sen jälkeen nykypäivän näkökulmasta. Sosiaalistamisen ja koulujen roolia aktiiviseen kansalaisuuteen kasvattamisessa pohditaan, jotta saadaan käsitys siitä asiayhteydestä, missä opettaja kansalaistoimijana toimii. Sen jälkeen aiheeseen otetaan kriittisen pedagogiikan ja käytännön näkökulmat. Teoreettisen osan lopussa tarkastellaan kansalaisvaikuttamisen roolia opettajankoulutuksessa ja esitellään kaksi esimerkkiä aikaisemmista tutkimuksista. Tutkielman tavoitteena on tarkastella sekä teorian että empirian avulla, mitä ominaisuuksia on opettajilla, jotka ovat kansalaisvaikuttajia. Tutkimusmenetelmänä on narratiivinen analyysi ja aineistona sellaisten opettajien narratiiveja, jotka ovat olleet aktiivisia kansalaisvaikuttajia opintojensa aikana. Yhteenvetona voi sanoa, että opettajat, jotka ovat kansalaisvaikuttajia, innostavat esimerkkinsä kautta oppilaitaan ja muita ihmisiä ympärillään kansalaisvaikuttamiseen. Nämä opettajat ovat, kuten Giroux kuvaa, transformatiivisia intellektuelleja, jotka ajattelevat kriittisesti ja ovat aktiivisia muutoksen edustajia. Opettajat, jotka ovat kansalaisvaikuttajia korostavat käytännön toiminnan merkitystä ja kannustavat oppilaitaan osallistumaan. Käytännössä he luovat mahdollisuuksia aktiivisuudelle esittelemällä ja järjestämällä erilaisia vaikuttamisen kanavia. Avoin keskustelu on myös tärkeä työkalu; nämä opettajat inspiroivat oppilaitaan järjestämiensä väittelyiden avulla ajattelemaan kriittisesti ja ilmaisemaan mielipiteitään. Sekä teoreettinen, että empiirinen osa tutkielmaa osoittavat, että kansalaisvaikuttaminen on tärkeä osa kasvussa aktiivisuutta kannustavaksi opettajaksi. Osallistujien kansalaisvaikuttamiskokemukset ovat muokanneet heitä ihmisinä, mutta myös opettajina ja järjestötoimijoina. He kertovat olevansa epäilemättä parempia opettajia nyt aktiivisuutensa takia. He perustelevat, että ne taidot mitä he oppivat kansalaisvaikuttamisen kautta ovat olleet hyödyksi opettajan ammatissa. Nykyään kansalaisvaikuttamiselle on vain pieni rooli opettajankoulutuksessa, vaikka sen kuuluisi kouluttaa opettajia, jotka kasvattavat tulevaisuuden aktiivisia kansalaisia. Teorian ja tutkielman tulosten perusteella voi todeta, että opettajankoulutuksella pitäisi olla suurempi osa tulevaisuuden kansalaisvaikuttajien valmentamisessa. Opettajankoulutuksen tulisi esitellä erilaisia vaikuttamisen mahdollisuuksia ja kanavia opiskelijoille tiedekunnan sisällä ja sen ulkopuolella. Tärkeintä olisi, että opettajaopiskelijoita kannustetaan osallistumiseen ja kriittiseen ajatteluun ja saadaan heidät uskomaan, että he pystyvät vaikuttamaan. Tämän hetken aktiiviset opettajaopiskelijat ovat tulevaisuuden kansalaisvaikuttajia
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Dullaghan, G. (Gary). "What are the outcomes of the various experiences of peacekeeping?" Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201306051453.

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The purpose of this study was to examine peacekeeping experiences in their most meaningful context. The aim was to attempt to formulate a hypothesis based on interpretations, deductions and conclusions drawn from collected data. A qualitative constant comparison method was applied, and grounded theory was employed to enable the concurrent collection and analysis of data. The data was gathered by means of a questionnaire which was answered by respondents from both Finland and Ireland, the required respondents being either serving or having served as peacekeepers. The participants answered a request that was posted on peacekeeping websites, and consequently there were thirteen respondents, eight of whom were Irish and five of whom were Finnish. They answered questions that addressed among other topics, their reasons for choosing to become peacekeepers, their experience of multinational environments, contact with host societies, perceptions of vulnerability, personal memories, and if or how their experience had changed them in any discernible way. What emerged from the study was evidence that cultural and intercultural awareness were significant, but mostly unrecognized components of, and consequences of peacekeeping service. This was reflected in the manner in which the respondents referred to peacekeepers of other nationalities, the cultures of host societies, and how they expressed an awareness of their own place in the World. The principal conclusion of the thesis was the hypothesis that in the light of the significant cultural contexts of peacekeeping, intercultural and gender awareness education could enhance peacekeeping effectiveness and that future research might generate the quantity and quality of data necessary for broad based and far reaching programmes of education to be formulated that would be an integral component of peacekeeping training.
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Soule, Amy. "The Effects of Multicultural College Courses on Intercultural Experiences and Attitudes." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4683/.

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This study examined college undergraduates' intercultural experiences and attitudes at the beginning and the end of a semester-long course on multicultural issues. Participants were 290 undergraduate college students at the University of North Texas , 202 of whom were enrolled in one of the university's core global studies, cross-cultural, or diversity courses for the fall 2001 semester, and 88 of whom were enrolled in courses outside the core. It was hypothesized that the multicultural group's Positive Inventory of the Consequences of Multicultural Experiences scores would increase and Social Dominance Orientation Scale scores would decrease more than they would for the control group. Findings did not support these hypotheses.
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Bukasa, Kadima. "Influence of Intercultural Experiences Abroad on African American High School Students." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10636902.

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African American high school students are underrepresented in study abroad programs, and their lack of intercultural skills and international understanding can impede their personal and professional development, and limit their career opportunities. The purpose of this descriptive qualitative case study was to explore the influence of intercultural experiences through study abroad and immersion programs on African American high school students’ intercultural competence. The conceptual framework drew on 2 theories: Bennett’s development model of intercultural sensitivity and Kolb’s experiential learning. Data from interviews and focus groups with 13 African American high school students, 2 parents, and 2 teachers as well as documents and field notes from a Northeast United States urban high school addressed the research questions pertaining to how students perceived travel abroad that fostered intercultural competence skills as well as how teachers and parents perceived students’ personal development. Findings resulted from provisional codes used to identify pattern of codes, and central themes that indicated predeparture seminars and reflective practices enhanced intercultural skills. The portfolios suggested that most students became more reflective and accepting of cultural differences after their sojourn abroad. Recommendations based on the findings suggest increasing homestay experiences and planning and predeparture trainings. Future research is needed on how to attract more male African American students to such programs. The findings may contribute to positive social change by encouraging investment in homestay study abroad and immersion programs with adequate preparation and planning at inner city high schools that might foster intercultural competence skills.

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Toll, Debora K. "The transfer of learning: Employees' lived experiences." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/29178.

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The employees' ability to continuously and collectively learn, and to apply their learning are critical to their own and their organization's performance. This study, therefore, sought to understand employees' perceptions of and experiences with the application of or, transfer of their learning. It also sought to understand the interplay between the three primary transfer sources. The overarching research question that guided this study was what were employees' lived experiences with transfer? The subquestions were how do employees transfer their learning, when did transfer enter their learning experiences, and why did they believe that transfer occurred? A hermeneutic phenomenological research design was employed. The participants' lived experiences were examined, described and interpreted. By allowing the participants' voices to resonate throughout the text, the depth, richness and meaning of their experiences were captured. Seven federal government employees, at the administrative, professional and managerial levels, comprised the purposeful sample. The participants engaged in a formal audiotaped interview, an informal interview and a focus group session. Eight main themes emerged from the data analysis. Two themes, related to the individuals' characteristics, were the desire to learn and how transfer occurred. Four themes, related to the training program's design and development features, were discourse, application of the learning to life's situations, learning by doing and when transfer entered the learners' learning experience. The last two themes, related to the organizational climate characteristics, were an open and supportive culture, and the major challenges to transfer. The transfer research, comprised of the individuals' characteristics, training program features and organizational climate characteristics, provided one lens through which the findings were interpreted. Three adult learning theories, self-directed, situated cognition and transformational learning, provided the second lens. The transfer and adult learning literatures were quite complimentary. The learning theories however, brought a broader and more comprehensive understanding to many of the participants' transfer experiences. The theories, by illuminating the interplay between the primary transfer sources, integrated the quantitative transfer research findings into a more coherent body of knowledge. This research also contributed to a more fullsome understanding of the learning theories and the difficulties in measuring transfer. Adult education principles and practices appear to be well positioned to enhance employees' transfer efforts as transfer does indeed appear to be a key concept in adult learning. This study advances our understanding of transfer from the perspective of the employees' "lived" experiences, and of the complexities of transfer. The findings are relevant to adult education practices, and to organizations and employees in better understanding and facilitating transfer.
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Hernández, Loeza Sergio Enrique. "What distinguishes "intercultural professionals"? The experiences of male and femele graduates from the Intercultural University of the State of Puebla." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/112545.

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A poco más de diez años de la emergencia de universidades interculturales (UI) en México, sus egresados y egresadas comienzan a desempeñarse profesionalmente en diversos espacios. En el caso de la Universidad Intercultural del Estado de Puebla, a partir de entrevistas analizo las tensiones que sus egresados enfrentan en un mercado laboral caracterizado por la precarización e inseguridad, al tiempo que busco identificar los elementos que los distinguen como «profesionistas interculturales». Concluyo que el modelo educativo de las UI vinculadas con la Coordinación General de Educación Intercultural y Bilingüe promueve la formación de profesionistas capaces de llevar a cabo estrategias de visibilización de la diversidad cultural y lingüística, pero no necesariamente con la intención de cuestionar o transformar el sistema político-económico dominante. Asimismo, identifico los espacios laborales que se crean o son ocupados por estos novedosos profesionistas y las «fricciones epistémicas» que enfrentan al tratar de incorporarse al mundo laboral y que se manifiestan en la manera en que su toma de decisiones se ve inserta en un conflicto entre dedicar sus esfuerzos a satisfacer sus necesidades y aspiraciones personales o priorizar el trabajo en beneficio de su comunidad; todo ello en un contexto de altos índices de precarización laboral.
A little more than ten years after the emergence of Intercultural Universities (UIs) in Mexico, their graduates begin to perform professionally in various spaces. Based on interviews with graduates of the Intercultural University of the State of Puebla, I analyze the tensions they face in a labor market characterized by precarization and insecurity, while seeking to identify the elements that distinguish them as «intercultural professionals». I conclude that the educational model of the UIs linked to the General Coordination of Intercultural and Bilingual Education promotes the formation of professionals capable of carrying out strategies to visualize cultural and linguistic diversity, but not necessarily with the intention of questioning or transforming the dominant political-economic system. Likewise, the labor spaces that are created or occupied by these new professionals are identified, as well as the «epistemic frictions» that they face when trying to enter the world of work, which are manifested in the way in which their decision-making is inserted in a conflict between dedicating their efforts to satisfy their personal needs and aspirations, or prioritizing work for the benefit of their community; all in a context of high rates of precarious work.
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Klyn, de Novelo Jessica. "The impact of intercultural differences in change agentry interventions in technology transfer." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/833.

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This qualitative study explored the effects of intercultural differences on technology transfer interventions. More specifically, the emphasis was on key differences between the worldviews of change agents and clients that impact such change agentry attempts. Utilizing frameworks taken from intercultural relations, change agentry, and diffusion of innovations research, the study examined a single case of change agentry-the distribution of cookstoves to a rural community in Peru-in an attempt to answer the following question: How do intercultural differences help shape the results of change agentry interventions in technology transfer attempts? The focus of this study was the distribution of "improved cookstoves" in rural Andean, Peru, by a rural aid organization based at a university in Lima, Peru. Individuals from both the aid organization and the community were interviewed regarding their experience, including the engineering and technical team responsible for diffusing the technology, as well as community members who adopted the technology, others who did not, and a third group trained by the aid organization to be local "experts" in the use of cookstoves. The research contributes to a deeper understanding of the relationships between change agents and client recipients by contributing a,n intercultural perspective to discussions of the diffusion of innovations and development interventions.
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Books on the topic "Transfer of intercultural experiences"

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Global collaboration: Intercultural experiences and learning. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2012.

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Gertsen, Martine Cardel, Anne-Marie Søderberg, and Mette Zølner, eds. Global Collaboration: Intercultural Experiences and Learning. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137026064.

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Swantz, Marja-Liisa. Transfer of technology as an intercultural process. Helsinki: Finnish Anthropological Society, 1989.

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Koll-Stobbe, Amei. Zwischen den Sprachen, zwischen den Kulturen: Transfer- und Interferenzprozesse in europäischen Sprachen. Frankfurt am Main: Peter Lang, 2009.

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Translation and text transfer: An essay on the principles of intercultural communication. Frankfurt am Main: P. Lang, 1992.

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Valvåg, Ola R. Technology transfer through networks: Experiences from the Norwegian seafood industry. Rome: Food and Agriculture Organization of the United Nations, 2005.

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Water trading and global water scarcity: International experiences. Abingdon, Oxon: Routledge, 2013.

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Streuli, Natalia. Children's experiences of Juntos, a conditional cash transfer scheme in Peru. Oxford, UK: Young Lives, Oxford Department of International Development, University of Oxford, 2012.

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Strahan, Eunice Hilda Elizabeth. A phenomenological investigation of patients' experiences following transfer from intensive care. (s.l: The Author), 2001.

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Chris, Watkins, ed. Improving intercultural learning experiences in higher education: Responding to cultural scripts for learning. London: Institute of Education, University of London, 2008.

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Book chapters on the topic "Transfer of intercultural experiences"

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Kuusi, Juhani. "Finnish Experiences in Technology Transfer." In East-West Technology Transfer, 165–73. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-0151-3_13.

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Adam, Thomas. "Introduction: The Nature of Intercultural Transfer." In Intercultural Transfers and the Making of the Modern World, 1800–2000, 1–7. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-35623-8_1.

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Goral, Pawel. "German Indian Heroes and Intercultural Transfer." In Cold War Rivalry and the Perception of the American West, 86–105. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137364302_5.

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Dervin, Fred, and Andreas Jacobsson. "What to Do with Our Intercultural Experiences?" In Teacher Education for Critical and Reflexive Interculturality, 51–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66337-7_6.

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Gertsen, Martine Cardel, and Anne-Marie Søderberg. "Knowledge Exchange and Intercultural Learning through Inpatriation." In Global Collaboration: Intercultural Experiences and Learning, 93–106. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137026064_6.

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Gertsen, Martine Cardel, Anne-Marie Søderberg, and Mette Zølner. "Introduction and Overview." In Global Collaboration: Intercultural Experiences and Learning, 1–11. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137026064_1.

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Gertsen, Martine Cardel, and Anne-Marie Søderberg. "Winning Behaviours in East and West." In Global Collaboration: Intercultural Experiences and Learning, 151–70. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137026064_10.

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Zølner, Mette. "Dilemmas of Expatriate Managers." In Global Collaboration: Intercultural Experiences and Learning, 171–83. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137026064_11.

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Maznevski, Martha. "State of the Art." In Global Collaboration: Intercultural Experiences and Learning, 187–206. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137026064_12.

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Gertsen, Martine Cardel. "Learning from Difference." In Global Collaboration: Intercultural Experiences and Learning, 207–20. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137026064_13.

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Conference papers on the topic "Transfer of intercultural experiences"

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Moore, Ernest F. "EMTEC Experiences in Technology Transfer." In Aerospace Atlantic Conference & Exposition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1991. http://dx.doi.org/10.4271/911205.

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Kwik, Harrison, Benjamin Xie, and Andrew J. Ko. "Experiences of Computer Science Transfer Students." In ICER '18: International Computing Education Research Conference. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3230977.3231004.

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Prayatni, Ida, Kamaludin Yusra, and Lalu Tohir. "Intercultural Miscommunication With Local People: A Descriptive Study on Foreigners’ Perception and Experiences." In 1st Annual Conference on Education and Social Sciences (ACCESS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200827.009.

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Beutel, Denise, and Donna Tangen. "The intercultural competence of preservice teachers: An exploratory study." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7947.

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This paper presents the findings of a qualitative study that explored the impact that prior intercultural experiences have in shaping preservice teachers as teachers of diversity. An online qualitative questionnaire was used to collect data from preservice teachers (n=40) enrolled in a one year graduate entry teacher education program in eastern Australia. Hammer’s (2009, 2011) Intercultural Development Continuum (IDC) was used as a framework to analyse the data. The IDC is a model of intercultural competence used to explain how people interpret cultural difference (Hammer, Bennett & Wiseman, 2003). Each of the five positions on the continuum has a distinct set of perceptions and experiences around cultural differences. In presenting the results, we draw on several cases that encompass the breadth of prior intercultural experiences of the preservice teachers. Overall, the results indicate that sustained intercultural engagement over time provides opportunity for the development of greater intercultural sensitivity. While it is advocated that teacher education is well-positioned to play a key role in developing the intercultural comptetences of future teachers, the paper highlights the challenges in providing learning opportunities that allow preservice teachers to practice new ideas, challenge old ideas and reflect on the process of becoming inclusive educators.
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Rebane, Gala, and Maik Arnold. "EXPERIMENT D‘ – SERIOUS GAME FOR THE DEVELOPMENT OF INTERCULTURAL COMPETENCES. CONCEPT, CONTENT, AND EXPERIENCES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end080.

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The paper presents an intercultural serious game ‘Experiment D’, which was developed in a cooperation between the junior professor of Intercultural Competence (Chemnitz University of Technology) and the chair of Social Work Management (FHD Dresden – University of Applied Sciences). The game was successfully tested and assessed in the summer term 2017 and 2018. The main plot consists of a communicative negotiation and strategic handling of a complex situation at university that involves various stakeholders, both within and without it. The game fosters cultural awareness and self-reflection, appreciation of and a creative approach towards diversity, as well as general communicative, social, and team competences. Since it does not require any specialised prior knowledge, ‘Experiment D’ potentially addresses students of all disciplines. The participants of the two test sessions were students of the study fields MERGE Technologies for Resource Efficiency (study component “Soft Skills”, Faculty of Mechanical Engineering) and Intercultural Communication and Competence (compulsory study component Intercultural Learning, Faculty of Humanities) at the Chemnitz University of Technology. Ethnicity, nationality, first language(s), degree of proficiency in English and German, and academic background were all factors that engendered a highly diverse game setting. Aside from the concept of the game, as well as its methodology and didactics, the paper also discusses the results of its assessment.
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Raje, A., A. Raje, J. McCall, and A. Chaudhary. "Bus transfer systems: requirements, implementation, and experiences." In Conference Record of the 2002 Annual Pulp and Paper Industry Technical Conference. IEEE, 2002. http://dx.doi.org/10.1109/papcon.2002.1015141.

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Scheuren, Joachim, and Martin Lohrmann. "Transfer Path Analysis - Experiences, Expectations and Perspectives." In SAE Brasil International Noise and Vibration Colloquium 2014. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2014. http://dx.doi.org/10.4271/2014-36-0803.

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Zhang, Dongmei. "Decoding technology transfer through experiences at microsoft." In ICSE '18: 40th International Conference on Software Engineering. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3195546.3195553.

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Meyer, Manfred, Agung Nugroho, José Ochoa-Luna, Colin Stanley, and Heike Winschiers-Theophilus. "DISTRIBUTED INTERCULTURAL PROJECT-BASED LEARNING - A NOVEL APPROACH - EXPERIENCES FROM A QUADRILATERAL INTERDISCIPLINARY COLLABORATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end076.

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This paper describes a new concept and experiences of a distributed interdisciplinary learning programme for students across continents. The aim is to provide students with a truly Global Intercultural Project Experience (GIPE) by working together with peers from around the world, and solving real-life client’s problems. We have received seed-funding for four annual projects to engage students from Germany (Europe), Namibia (Africa), Indonesia (Asia), and Peru (Latin-America). In 2020, 30 students from four continents engaged in a one-semester distributed software development project for a Namibian client. Despite Covid-19 they successfully completed the project expressing deep appreciation for the learning opportunities overcoming challenges of working across wide-spread time zones, cultures, changing requirements, and various technical challenges. Considering the vast learning benefits, we suggest to incorporate such projects in all tertiary education curricula across the globe.
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Rob Elliott, M. S., and Xiao Luo. "Demonstrating the Impact of International Collaborative Disciplinary Experiences on Student Global, International, and Intercultural Competencies." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274038.

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Reports on the topic "Transfer of intercultural experiences"

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Graves, Thomas R., Robert J. Pleban, Zachary Mundell, and Brian Perdomo. Far Transfer of Leadership Training: Concepts, Experiences, and Applications. Fort Belvoir, VA: Defense Technical Information Center, April 2013. http://dx.doi.org/10.21236/ada578564.

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Reinhold, Diane, Tracy Patterson, and Peter Hegel. Make Learning Stick: Best Practices to Get the most out of Leadership Devlopment. Center for Creative Leadership, 2015. http://dx.doi.org/10.35613/ccl.2015.2043.

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"Are you taking a closer look at “learning transfer”? Are you wondering how to make sure the lessons taught through your leadership training and development efforts stick weeks, months, or years later? As a professional interested in learning and development, you may be in a position to acknowledge and help overcome the challenges to learning in your organizations. You are likely in a position to influence supervisors and executives, as well as potential participants, in leadership development efforts. You may also have a role in creating and supporting a learning environment. With a better understanding of learning transfer, you can help your organization realize multiple benefits, including bigger impact from developmental experiences, more effective leaders, and a stronger organizational ability to learn and adapt. Read on to learn CCL’s perspective on and best practices for learning transfer for leadership development. We share a framework—and specific tactics—that we use in designing leadership development solutions. With this information, you can begin to help leaders and your organization overcome challenges to learning transfer—and earn greater benefit from leadership development investments."
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