Tesis: "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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Gumm, John Eric Smith Al. "Transfer transitions first semester experiences of transfer students at selected Texas Christian universities /". Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4193.

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Stewart-Hattar, Virginia Kay. "Transfer Student Experiences at a Four-Year University". CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/430.

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In recent years attention has been concentrated on the experiences of traditional college students, with very little research or attention on the experiences of transfer students. The purpose of this causal comparative mixed-methods study was to describe the experiences of transfer students who engage in the experiential learning activities of service learning and/or internship activities at a four-year public Hispanic Serving Institution (HSI) in the Inland Empire. Relationships were found between transfer students who participated in service learning and/or internship activities and those transfer students who did not participate in those activities on the following: level of satisfaction with their educational experience, current job/career, and sense of connectedness to the university, and beliefs about how much the university contributed to their acquisition of job- or work-related knowledge and skills. Predominant concepts regarding transfer students' beliefs about what the university could do to help them be successful, were the implementation of a transfer student orientation and creating a transfer student center.

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13

Olivera, Rodríguez Inés y Gunther Dietz. "Higher education and indigenous peoples: national contexts to place the experiences". Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/112543.

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Con la intensión de ofrecer el marco de referencia para comprender y comparar las experiencias canalizadas en este número, el siguiente texto presenta la situación de los jóvenes indígenas en la educación superior en México y Perú. Esta descripción contextual ha sido construida desde la comprensión de que todo lo avanzado en esta materia ha sido el resultado de procesos de configuración de una demanda, su traducción como política pública y su re-traducción en la gestión, aplicación o uso de la misma. De esta forma, el texto presenta los casos de México y Perú en dos ejes: la formulación de la demanda y la construcción de la oferta de educación superior intercultural o para pueblos indígenas.
In order to provide a contextual frame to understand and to compare the experiences analyzed in this issue, this introductory text presents the situation indigenous youth is facing in higher education in Mexico and Peru. This contextual presentation has been shaped by our conviction that what has been achieved is a result of a larger process of indigenous struggles and claims, their translation into public policy and its implementation inside higher education institutions. Accordingly, this text introduces the cases of Mexico and Peru through two dimensions: the emergence of the specific claims, on the one hand, and the respective construction of intercultural higher education for indigenous people, on the other hand.

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Salamah, Mai Walid. "The intercultural experiences of Saudis in the UK : gender segregation and media Islamophobia". Thesis, Nottingham Trent University, 2016. http://irep.ntu.ac.uk/id/eprint/34883/.

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Segregation by gender in Saudi Arabia has had an enormous effect on the development of that society and Saudi citizens. The impact of gender segregation on the way that Saudi citizens interact with each other and the outside world should not be underestimated. As a cultural and social practice, gender segregation is inextricably linked to religious and political ideologies. Unlike countries in the West, where sectarian religious practices are separated from secular political systems, Saudi Arabia does not differentiate between religious and political ideologies. For citizens from Saudi Arabia that live in countries such as the United Kingdom, the experience of moving from their traditional social and cultural environment to another, entirely different environment can be particularly difficult and challenging. In order to develop an understanding of the challenges faced by migrants to the UK from Saudi Arabia, a research study was carried out with Saudi citizens currently working and studying in the UK. The study highlighted the problems experienced by the participants, specifically fears of increased Islamophobia following the 11 September 2001 attack on the World Trade Centre, negative media bias towards Muslims and Islam, as well as social, cultural and religious differences that in some cases prevented the participants from fully engaging in UK society. These differences included attitudes towards other religions, gender integration, and more open moral attitudes. The goal of this study is to examine the intercultural experience of Saudis in the United Kingdom in the context of mix gender and western media Islamophobia regarding cultural differences. Moreover, to also examine the impacts that intercultural experience have on the Saudis' cultural identity while living in the UK in a mix gender setting and their perceive of the western media Islamophobia. That will help to find the answers to following questions: How the process of intercultural experience of Saudi migrants in the UK might be shaped by cultural differences in the context of free gender mix setting and western media Islamophobia? What are the impacts of intercultural experience may have on Saudis' cultural identity in regards to blended genders setting and western media Islamophobia? The study, will discuss the intercultural experience of Saudis in the UK and what they faced, providing basic information on substantial problems such as discrimination, segregation, marginalization, social and political exclusion.

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15

Phillips, Joshua Daniel. "From Losing Everything to Finding Community: How Homeless People Narrate their Lived Experiences". OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/965.

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The purpose of this dissertation is to provide an academic platform for people who are homeless to narrate their lived experiences. Traditionally, scholars and politicians drive public conversations about homelessness and commonly reach conclusions that require more social programs and more funding. In the literature review of this dissertation, I argue that many social programs for the homeless, while well intended, fall short of their goals because scholars and politicians do not appreciate the idea that homeless people are part of a distinct culture with different lifestyles and objectives. Because of the cultural differences between the housed and the homeless, social programs that may work for the housed may not work for the homeless. Therefore, to create policy that will best function for the homeless, it is important to learn about the culture of homelessness by listening to the voices of homeless people. In an effort to learn about the culture of homelessness, in this dissertation I utilize the narrative paradigm as a theoretical framework and ask: How do homeless people narrate their experiences?; What types of experiences and relationships do homeless people have with government benefits and charitable organizations?; and How would homeless people craft economic and social policy if given the opportunity to do so? To answer these questions, I spent one summer working at a homeless shelter and interviewed 10 homeless people. While each person had an individual story, there were common themes that emerged among participants. These themes were arranged chronologically and analyzed in chapters entitled: Losing Everything, Navigating the System, Manipulating the System, and Seeking Recognition/Finding Community. Based on my analysis of these narratives, I propose suggestions for how public policy can better respond to the needs of the homeless by offering long-term shelter assistance, connecting benefits to work and education performance, and educating the housed about the resources available for the homeless in their community. In the end, implementing policies that address homelessness should be done in conversation with the homeless. The voices of homeless people matter and intercultural dialogue between the housed and the homeless fosters a sense of mutual respect, personal empowerment, and shared ownership of public policy.

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16

Paradis, A. (Audrey). "An investigation of high school teachers’ experiences and perceptions of the influence of neoliberalism in the Canadian school systems". Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201308241627.

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Neoliberalism is a socio-political economic movement spreading over the world, supported by an institutional framework, and influencing many spheres, including education. There is an impact on the purpose of education, the role of teachers and teaching. In the Canadian context, there are many indicators of these influences being felt. In this thesis, neoliberalism is not only considered as a political philosophy, it is also extensively examined as a part of the social imaginary of people, giving neoliberalism the status of ‘common sense’ rather than ideology. In this way, it becomes ‘normal’ to expect the system to work following neoliberal principles, and to find neoliberal solutions to problems — even in spheres that it had previously never impacted. This thesis investigates high school teachers’ experiences and perceptions of the influence of neoliberalism in the Canadian school systems. In so doing, the main aim is to give a voice to teachers, so they can describe their experiences regarding neoliberal influences, in order to identify the problems as they perceive them. The study establishes how neoliberalism affects their work, their identity as professionals and the purpose of education. This research is a phenomenographic study, using Skype interviews from seven high school teachers having worked in Yellowknife, the capital city of Northwest Territories. The analysis identified an outcome space where teachers’ experiences and perceptions were associated with neoliberal influences on education. A discrepancy between the rather liberal ideals and the neoliberal reality of the teachers was described as a problem. The corporate way of managing education was experienced as detrimental. Economy based agendas, and accountability for teachers were felt to be especially harmful. Neoliberal norms such as efficiency, competition, image, measurement, labels and performance were all perceived as negative influences on the profession and on education in general. The thesis considers how the neoliberal social imaginary has created problems and disjuncture in education. This imaginary has become the new ‘reality’ for people, making problems look ‘normal’, ‘natural’, ‘inevitable’ or ‘common sense’. The participants saw problems triggered by neoliberalism, and most of them desired corrective changes, yet none of them were involved in instigating deep changes in education. To an extent, some of the problems perceived by the teachers have been integrated into their reality and normality; alternatives are difficult to imagine. The thesis concludes that problems caused by neoliberalism were commonly identified and perceived by the teachers, and this is the first step towards sustainable reforms implemented from the teacher level up. The thesis also concludes that if teachers gained a critical awareness of the neoliberal social imaginary, it could help them engage more with changes, shaping or reconstructing the social imaginary themselves, to make it more relevant to their own professional ideals.

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17

Harper, Sara June. "A comparison of theory and life experiences in heteroculturality". PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3601.

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This study is a comparison of theory and specific life experiences in heteroculturality. It synthesizes four conceptual frameworks describing individuals who have engaged in multiple culture-learning situations, and compares the themes derived from this synthesis with the attitudes and behaviors communicated by these multiculturally-socialized individuals.

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18

Ramadhan, Delgash. "Integration and intercultural improvement in Araby/Dalbo : A pilot study about experiences and possibilities". Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-55816.

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In the Swedish political debate there is a general agreement about the problems with the integration process regarding especially third country nationals from Africa and Asia. In various SOU reports,1 there are testimonies about flaws in the interaction between the majority community and minority groups (where newly arrived third-country nationals are an especially prevalent group). Thus, Sweden has for several decades been in transformation from a culturally relatively homogeneous nation into a multicultural society. There have of course been cultures like the Sami, Finnish, Roma and German present alongside the Swedish majority culture. However, today there are neighborhoods where people with a “traditional” Swedish cultural background are a minority. Furthermore in almost all parts of society, like school, health, media etc., there are indications of discrimination (SOU 2006:73). This seems to be in line with a general tendency within the European Union where increased multiculturality has been fueling anti-immigrant movements of which some has even gained enough popular support to gain seats in the EU-parliament.

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19

Stewart, Rabekah. "Intercultural and Career Experiences of African American Women Midlevel Leaders at Predominately White Institutions". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2177.

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African American women leaders positively influence the college experiences of students at predominately White institutions (PWI), but the retention of those women leaders remains an issue. At the time of this study, limited research informed race and gender issues that intersect the career advancement of African American women serving in midlevel leadership positions at PWIs. The purpose of this qualitative study was to understand the intercultural and career advancement experiences of these women. Critical race theory, critical race feminist theory, and intercultural communications theory were used as a framework to understand the participants' intercultural and career advancement experiences, perceived influences, and mentorship experiences. A snowball sampling approach with members of a national African American women's organization in higher education led to 9 participants who met the criteria. They were each interviewed twice to generate data to understand their experiences. Results from an inductive exploratory process of data analysis indicated that race and gender influenced their perception of career advancement potential and relationship building in the PWI workplace. Themes that emerged from their experiences were limited advancement opportunities, the effects of intersectionality, intercultural relationship challenges, and the benefits of locating and having a mentor. Support and guidance were paramount to their job satisfaction and retention. This study contributes to social change by providing insight to personnel at PWIs about the experiences of African American women leaders on those campuses and the needed improvement in the environment for retaining current and future women of color.

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20

French, Cora L. "The Relationship of Intercultural Sensitivity to Extension Agents' Cross-cultural Experiences and Other Factors". The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391586832.

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21

Turley, Courtney A. "Examining Cultural Proficiency Among Secondary Agricultural Education Youth Through Intercultural Effectiveness and Global Experiences". UKnowledge, 2017. http://uknowledge.uky.edu/cld_etds/34.

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This work seeks to examine the relationship between intercultural effectiveness and the number of global experiences among secondary agricultural education youth in Kentucky. The study utilizes Mere Exposure Theory and considers the importance of global experiences in increasing their levels of global competence and their performance on the Intercultural Effectiveness Scale (IES). The results indicate that students with a higher number of global experiences and exposures are more open to other cultures and score higher on the IES. In addition, these students are more likely to be self-aware and interested in exploring new cultures and making connections with individuals who are culturally different from them.

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22

Algwil, Kamila. "Learning experiences of Libyan master's students at a UK university : intercultural adaptation and identity". Thesis, University of Huddersfield, 2016. http://eprints.hud.ac.uk/id/eprint/28701/.

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This thesis addresses the learning experiences of Libyan students studying master’s courses in different disciplines at a UK university. It is a story of students who came to the UK at a particular point in time after civil war and from ongoing conflict. This study uses communities of practice (CoPs) theory as a conceptual framework to highlight the significance of the knowledge and skills that are developed through social interaction with colleagues and tutors within the master’s course and the effects of that on Libyan students’ learning and identity. The aims of the research are to investigate Libyan students’ perceptions and perspectives of their experiences in the United Kingdom higher education (UK HE) system; to explore Libyan students’ perceptions of their previous educational and socio-cultural experiences on their acculturation and learning; to evaluate the nature of the interaction between Libyan students and their colleagues; and to consider their perceptions of identity and change. The study was qualitative and interpretive, examining Libyan students’ expectations, perceptions, perspectives, experiences and aspirations of the UK HE system. Semi-structured interviews and observation were the main sources of data. The findings reveal that Libyan students encounter a number of challenges in the new learning environment. Some of these challenges are common to all international students such as unfamiliarity with the UK HE system, currency and confidence and the challenge of independent study; other challenges such as concern about the environment and lack of security might be attributable to the consequences of civil war and ongoing conflict and specific to this group of Libyan students. Among other things, the findings indicate that there was antagonism, avoidance of interaction, fear and distrust between the Libyan students themselves owing to tribal loyalties and political divisions that relate to the consequence of the initial and ongoing conflict within Libya. This limited integration, hindered mutual engagement and undermined the support that might have been expected between fellow Libyans. However, despite the alienation and schism within their own community, Libyan students joined multicultural classes to create new communities of practice and to interact and share activity with other international colleagues. The findings also reveal that participation in multicultural classes and mutual engagement with international colleagues assisted the Libyan students to acquire the essential components of intercultural communicative competence (ICC) and to complete each other’s competence (complementary contribution). They acquired knowledge and skills through social interaction in shared activity with their colleagues and tutors within the master’s community and through employing individual strategies and techniques. Finally, the results also indicate that participants modified some aspects of their Libyan traditional cultural values, temporarily while in the UK. Religious values, however, which are core aspects for all Libyan students’ identity did not change despite the impact of living in a new socio-cultural context and being members of the master’s community, nor did they appear to inhibit integration and socialisation with their host and international colleagues. Published papers see appendix 9.

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23

Stewart, Rabekah D. "Intercultural and Career Experiences of African American Women Midlevel Leaders at Predominately White Institutions". Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10036370.

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African American women leaders positively influence the college experiences of students at predominately White institutions (PWI), but the retention of those women leaders remains an issue. At the time of this study, limited research informed race and gender issues that intersect the career advancement of African American women serving in midlevel leadership positions at PWIs. The purpose of this qualitative study was to understand the intercultural and career advancement experiences of these women. Critical race theory, critical race feminist theory, and intercultural communications theory were used as a framework to understand the participants’ intercultural and career advancement experiences, perceived influences, and mentorship experiences. A snowball sampling approach with members of a national African American women’s organization in higher education led to 9 participants who met the criteria. They were each interviewed twice to generate data to understand their experiences. Results from an inductive exploratory process of data analysis indicated that race and gender influenced their perception of career advancement potential and relationship building in the PWI workplace. Themes that emerged from their experiences were limited advancement opportunities, the effects of intersectionality, intercultural relationship challenges, and the benefits of locating and having a mentor. Support and guidance were paramount to their job satisfaction and retention. This study contributes to social change by providing insight to personnel at PWIs about the experiences of African American women leaders on those campuses and the needed improvement in the environment for retaining current and future women of color.

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24

Moreno, Medrano Luz Maria Stella. "Indigenous children in urban schools in Jalisco, Mexico : an ethnographic study on schooling experiences". Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/268098.

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Political recognition of the multicultural nature of Mexico has advanced the understanding of how people live together, as well as how they value and respect each other’s differences. The migration of indigenous populations from rural areas of the country to urban settings has transformed the cities, and also schools, into places of remarkable cultural diversity. This study examines the processes of identity formation of indigenous children in two urban schools in Jalisco, Mexico. By studying the processes of identity formation, I focus on understanding how indigenous children represent themselves within the wider social discourses and dynamics of power, which might be either reinforcing or limiting their opportunities to strengthen their ethnicity. By using an ethnographic approach, from a critical theory perspective, this study focus on listening to indigenous children’s voices, rather than the other voices and experiences within the school setting. The study was conducted in two schools in the municipality of Zapopan, in the State of Jalisco, Mexico. Over a period of 14 months, I conducted semi-structured interviews with 22 indigenous children, balanced by gender and age, from 4 different ethnic groups: Mazahua, Nahua, Purepecha, and Totonaco. I also interviewed 22 mestizo children, 10 teachers, 3 principals, and 7 parents. The schooling experiences of indigenous children are discussed in the study. Elements such as language use, territory (geographic and symbolic), family networks, and their attachment to their communities of origin were identified as the crucial factors for indigenous children to represent, or sometimes deny, themselves as being indigenous. The analysis also highlights the silences, racism, and ethnic blindness that indigenous children face in urban schools. Meritocratic educational approaches within neoliberal discourses of competition, individual effort, and autonomy were embedded in the children’s schooling experiences, thereby shaping their learner identities. This study seeks to contribute to the pursuit of providing indigenous children with educational services that recognise and reinforce their ethnic identity. It is also my objective that children’s voices open up a dialogue with those responsible for the educational and social policies, in order to create a common front that might challenge the racism veiled as indifference and/or a desire for ‘equality’ in Mexican urban schools.

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25

Black, Zachary R. "Student Perceptions of Short-Term Study Abroad Experiences". Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1377268605.

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26

Harun, MInah. "Malay-Chinese interethnic communication an analysis of sensemaking in everyday experiences /". Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1172258388.

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27

Li, Yi. "A narrative inquiry of the intercultural and academic transitional experiences of four female Chinese students". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60396.pdf.

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Morrell, Alicia Montana. "Assessing the development of intercultural sensitivity gained through the domestic experiences of first year students". Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/698.

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Institutions of higher education in the United States are becoming more and more diverse and nationwide efforts to provide educational access and equity to underrepresented groups of people will only help to increase that diversity. Increased diversity combined with the need for institutions to produce graduates who are capable of living and working in a global society, has created the need for students to possess a set of cognitive and behavioral skills to aide in successful intercultural interactions. Using the Developmental Model of Intercultural Sensitivity and the theory of Cultural Intelligence as frameworks, this research attempts to assess the effect of domestic experiences on intercultural competency and cultural intelligence of first year students at the University of the Pacific. Interview participants were chosen from a sample of eighty-seven students who took the Intercultural Development Inventory and were selected for displaying a great deal or lacked of intercultural sensitivity and cultural intelligence. From these interviews, key lines of thought and experiences were determined to have had positive or negative influences on competency. These results are presented in the form of biographical sketches and supplemented with a discussion of the skills essential to developing greater competency in intercultural sensitivity and cultural intelligence through the curriculum and co-curricular involvements.

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29

Yu, Yun. "Church participation as intercultural encounter in the experiences of Chinese international students in the UK". Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8606/.

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This study is a mixed-method analysis of church participation as a direct intercultural encounter in the experiences of non-Christian Chinese international students in the UK. Its setting in a religious context makes the whole research unique among research on the topic of international students’ cross-cultural experience. The study aims to address the overarching research question: What is the role of Christian churches in the intercultural experiences of Chinese international students in the UK? There are five sub-questions further developed from both student and church perspectives to comprehensively explore the main issue: 1) Why do non-Christian Chinese students choose to go to churches after they arrive in the UK? 2) Do Christian churches serve as a medium of intercultural encounter for Chinese international students? 3) What is the institutional motivation of the Christian community for attracting international students, especially Chinese students? 4) What are the Christian churches’ strategies in working with Chinese international students? 5) What is more important for students, religious or intercultural experience? The study employs survey, semi-structured in-depth interviews, participant observation, and document analysis as research methods to provide an analysis on international students’ church experiences. In the context of the non-Christian Chinese students’ international mobility and Christianity in China and UK, it investigates the intentions behind and purposes of the intercultural engagement between churches and students. What underpins the interaction between Chinese students and the international Christian community is the interplay between educational, religious, socio-cultural, and psychological factors. The study also presents the western culture, Christianity, as well as the cultural/religious background of Chinese students, and highlights Christian ambitions and missionary strategies (working model) towards non-Christian international students. The findings indicate that social connections with the host environment and the nature of organisation play a significant role in the cross-cultural adaptation and individual development of international students. Besides offering an explanation for the mechanism behind the students’ church participation, the findings also demonstrate that it is Christian churches, rather than universities in the experience of Chinese international students in the UK to facilitate intercultural encounters. The study recommends that universities be encouraged to undertake relevant interventions to facilitate meaningful intercultural engagement among students in the multicultural campus environment.

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30

Padawer, Ana y María Laura Diez. "Mobility and identification processes in indigenous and migrant children’s intercultural experiences of life in Argentina". Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/79244.

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Este trabajo aborda los procesos de identificación de niños indígenas y migrantes en Argentina, considerando la incidencia de los desplazamientos espaciales y las experiencias interculturales de vida. nos proponemos reflexionar acerca de cómo las identificaciones se vinculan con la movilidad de los niños y sus familias, a partir de dos investigaciones etnográficas sobre experiencias formativas de niños indígenas mbyà-guaraní de la provincia de misiones y migrantes de Bolivia en Buenos Aires.A partir de la reconstrucción de dos historias de vida, analizamos cómo los niños se integran en comunidades de práctica ligadas a la reproducción social en el contexto de desplazamientos, que implican experiencias distintivas en términos generacionales referidas a los procesos de escolarización, actividades productivas y dimensiones expresivas de la vida social. Las investigaciones realizadas nos permitieron advertir que los niños y niñas producen identificaciones en las que se tensionan visiones idealizadas de los territorios deorigen con procesos de transformación, dejando en evidencia las dinámicas intergeneracionales de definición de elementos demembresía de los que son parte activa.
In this paper we analyse migrants and indigenous ‘children identification processes in Argentina, considering the influence of special mobility and intercultural experiences of life in their sense of belonging. We consider how identifications and mobility by two ethnographic researches about formative experiences of mbyà- Guaraní children of misiones province and Bolivian migrants living in Buenos Aires.By two life stories, we analyse how children participate in communities of practice linked with social reproduction in contexts of mobility, which imply generation’s distinctive experiences referred to school, productive activities and expressive dimensions of social life. Our research shows the children are active producers of identifications where origin territories idealized images are stressed by transformation’s process, evidence of inter-generation’s dynamicsof membership’s definitions.

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31

Chuang, Chia-Hsiung. "An investigation of Taiwanese novice EFL writers' experiences of the construction of intercultural genre writing". Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/374718/.

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Based on a framework of linking intercultural rhetoric research to genre theories, the present study investigated Taiwanese EFL novice students’ construction of generic structures and rhetorical features in writing in L1 (Chinese) and L2 (English). Quantitative and qualitative research methods were combined in the present study, including textual analysis of students’ genre writing, a student questionnaire and interviews with students. The textual analysis focused on the construction of genre-rhetoric conventions in intercultural letters of job application and argumentative writing, respectively. The student questionnaire explored writers’ reported writing instructional experiences in L1 and L2. The results of interviews suggested that writers’ decisions on the genre-rhetoric construction were affected by a wider range of small culture factors, for example, familiarity with writing topics, L2 language proficiency, transferability of writing experiences, and contextual factors, together with writers’ large cultural influence. The overall findings suggest that the way writers approach genre writing is significantly influenced and shaped by the context of situation. More importantly, writers’ agency has to be highlighted as it triggers and mediates social processes of multidimensional negotiation between text, writer and context in L2 writing. It is therefore suggested that context of situation where writing is produced and writers’ agency are two influential factors for shaping Taiwanese novice EFL students’ intercultural genre writing.

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32

Guzman, Nicole A. "Perceptions of Short-Term Study Abroad Experiences on Intercultural Competence in School Psychology Graduate Students". University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1532359634274784.

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Fete, Emma M. "Developing cosmopolitanism: Realizing the power of intercultural media and international experiences in a globalized world". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500378261476242.

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34

Alqahtani, Muneer Hezam M. "Fluid cultures and identifications : the intercultural communication experiences of Saudi international students in the UK". Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11321/.

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This thesis is an investigation into the intercultural communication experiences of Saudi international students in the UK. It focuses on the friendship experiences that Saudi international students form with home and international students in order to engage in intercultural interactions. It further investigates how Saudi international students experience interactions with individuals from the opposite gender with whom they have limited interactions with in Saudi Arabia. Furthermore, the study focuses on the incidents that may motivate or demotivate Saudi international students from engaging in intercultural communication. Finally, this thesis considers the changes that the participants had introduced to their worldviews, identifications and practices as a result of their overall intercultural experiences in the UK. The findings show that 1) the participants’ identifications of in-group and out-group members were inconsistent and the boundaries between both categories were difficult to identify. 2) In contrast to studies, which suggest that Saudi international students are homogeneous Muslims who come from a collectivistic culture, the findings show that the participants had different worldviews and identifications and cannot be categorized in a fixed category. 3) The findings also illustrate that despite the segregation between men and women in Saudi Arabia, Saudi international students do not necessarily find interaction with individuals from the opposite gender challenging, as some literature claims. 4) The experiences that demotivated the participants from engaging in intercultural communication are not necessarily negative ones, since universities religious organisations, such as the Islamic Society, which was perceived positively by the participants, may also contribute to demotivating their attendees from experiencing intercultural communication. 5) The overall intercultural experiences in the UK had influenced the participants’ worldviews, identifications and practices on various levels. Thus, some participants introduced significant changes to their worldviews and identifications, others accepted changes that do not contradict with their understandings of religion, while others resisted any changes. Overall, the study argues for moving beyond essentialist descriptions for Saudi international students that describe them as a homogeneous Muslim group, coming from a collectivistic culture in a country where men are dominant over women. The study gives valuable insights and practical implications for UK universities and Saudi Cultural Bureaux abroad where Saudi international students form a noticeable number amongst other international students.

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Kuhn, Susan. "International Students' Experiences in Higher Education: A Case Study Examining Uncertainty Reduction Theory in Communication Classrooms". PDXScholar, 2000. https://pdxscholar.library.pdx.edu/open_access_etds/3040.

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This was an exploratory case study which focused on international students' experiences in higher education. In particular, this study investigated the efficacy of uncertainty reduction theory in communication classrooms. The research asked four exploratory questions: (a) What are the students’ perceptions of the teacher/student relationship? (b) Do international students experience uncertainty in communication classrooms? (c) If uncertainty is experienced, what is its source(s)? (d) If uncertainty is experienced, do students seek to reduce it, and if so, how? A phenomenological perspective was utilized in this study as the organizing, theoretical framework. Relevant literature on uncertainty reduction theory was reviewed as well as literature specific to international education, the communication classroom, the role of the teacher, and teacher self-disclosure. Focus group interviews, individual interviews, and member checks were conducted with international students who had taken communication classes at Portland State University in the 1998-1999 academic year. Using a set of analytic measures, 21 initial categories were identified and subsequently collapsed into 4 key categories: international education, teacher/student relationship, uncertainty in the communication classroom, and approaches to managing uncertainty. Based on analyses of the data, this study revealed findings significant to understandings of both international education and uncertainty reduction theory. First, a model of classes within international education was derived from the data and served to deepen understandings of international education, in particular the international students’ perceptions of classes across countries. Second, this research tested the extant claims of uncertainty reduction theory and raised questions regarding its conceptualization. The data revealed that the students' definitions of uncertainty and uncertainty reduction differed from those previously postulated, resulting in the formulation of new definitions. Also, context was found to strongly influence students' experiences of uncertainty; the context of the classroom not only determined the sources of uncertainty, but also influenced how uncertainties were coped with when they were not reduced. These alternative understandings of uncertainty reduction theory are significant as they could aid in further research that explores the theory’s extant claims.

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Lichti, Christine. "Impact of work environment on training transfer : child welfare workers' experiences". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62780.pdf.

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Bokhari, Zaigham. "Integration into a Historically Black University: Transfer and Native Students' Experiences". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4126.

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Historically Black Colleges and Universities (HBCUs) receive the highest proportion of transfer students (TS) who encounter unique challenges to academic/social integration such as difficult socioeconomic backgrounds, insufficient support of their families, and limited access to student counseling and career guidance services on campus. The purpose of this study was to improve the understanding of the effects of these challenges on TS. Using the Survey of Native and Transfer Students Integration, the study collected quantitative data on measures of TS academic/social integration and qualitative data on TS personal experiences (n = 150). The results of correlation analyses suggest that (1) academic/social integration is positively correlated with institutional commitment regardless of student's status, but native students exhibit a higher degree of correlation; (2) TS have significantly higher GPAs than native students; (c) no statistically significant differences were found in academic/social integration between native and TS. The results of qualitative content analyses indicate that support by faculty/staff is the most beneficial factor in TS integration. Overall, the results demonstrate that academic/social integration has a positive effect on TS institutional commitments but contradict past findings that TS perform worse academically. The findings have implications for social change. At the individual level, the results will inform student advisors about TS unique challenges, which will benefit TS directly by improving academic/social integration process at HBCUs. At the organizational level, the results will help HBCUs to optimize educational policies, which will increase efficiency in students' academic goals attainment. At the societal level, the results will facilitate increases in graduation rates of TS at HBCUs, which will directly benefit their families and communities.

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Abdullah, Khatijah Lim. "Mothers' experiences of their babies' transfer to a regional neonatal unit". Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439629.

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Eraslan, Seyda. "International knowledge transfer in turkey the consecutive interpreter's role in context". Doctoral thesis, Universitat Rovira i Virgili, 2011. http://hdl.handle.net/10803/37342.

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This thesis aims to explore the complex role of consecutive interpreters in relation to context. Context shapes how interpreters are positioned within an interaction, conceived of as a multi-level framework comprising the textual level, the interactional level, and the institutional level. The empirical focus is interpreting in seminars run by a Turkish public institution and supported by an international organization in the framework of the country’s development towards EU accession. The case study relies on the triangulation of several types of data, different research methods and settings in order to provide a deeper understanding of the interpreter’s role in context. In accordance with the fieldwork strategy, the focus is on naturally occurring data, including user and interpreter surveys, interviews, and video-recordings of interpreted interactions. The findings of the study reveal that there may be a gap between the general role definitions of interpreters and the strategies they are expected to adopt. User expectations vary depending on situational factors and the role perceptions of interpreters do not necessarily match reality. The analysis of the interpreter’s role in two different events exhibiting a varying degree of formality and interactivity but sharing the same institutional context, interpreting mode, and interpreter, demonstrates the influence of context on the interpreter’s role.

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Taylor, Hervey A. III. "African American faculty: A study of their experiences related to intercultural competence at predominantly white institutions". Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3565.

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Underrepresentation of faculty of color in higher education is a phenomenon that has been studied and well documented by researchers for many years (e.g., Aguirre, 2000; Aguirre, Martinez, & Hernandez, 1993; Bair, Bair, Mader, Hipp, & Hakim, 2010; Chai et al., 2009; Collins, 1990; Turner & Myers, 2000). This issue is even more evident as it relates to the underrepresentation of African American faculty at predominantly White institutions (PWIs). Many studies have addressed the underrepresentation of African American faculty at PWIs (e.g., Alexander & Moore, 2008; Bower, 2002; Brown & Dancy, 2010; Cleveland, 2004). According to the United States Department of Commerce, Economic and Statistics Administration, United States Bureau of the Census (2016), African Americans represent 13.3% of the United States total population. However, African American faculty account for 6% of full-time faculty in higher learning institutions in the United States according to the 2016 release of the National Center for Education Statistics. This disparity forms the essential component of my investigation and sets the stage for my examination of the experiences of African Americans as they perform their duties as full-time faculty at PWIs. This study takes a new approach to investigating the low number of African Americans serving as full-time faculty in higher education by examining their perceptions of the intercultural competence of their colleagues on campus based on their experiences. Intercultural competence is the ability to proficiently interact with people from different backgrounds using acquired knowledge and experience (Elosúa, 2015). Intercultural competence has been studied in a number of areas including business, government, healthcare, military, and religion (e.g., Bennett, Bennett, & Allen, 2003; Benkert, Tanner, Guthrie, Oakley, & Phol, 2005; Berry, Phinney, Sam, & Vedder, 2006; Deardorff, 2009). There has also been research on intercultural competence in education regarding students studying abroad in other countries, teaching in different cultures, and global citizenship (e.g., Banks, 2017; Byram & Nichols, 1997; Deardorff, 2009). However, my review of the literature indicates that there has not been research about the impact that intercultural competence has on the underrepresentation of African American faculty at PWIs in post-secondary education. This is a qualitative multiple case study that engaged full-time African American educational leadership faculty who were employed at PWIs in post-secondary education as participants. The data were collected through interviews. The collected data were analyzed and the findings used to make recommendations to improve the experiences of African American educational leadership faculty at PWIs in post-secondary education.

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Ewoodzie, Kwesi Arkoh. "International standards, local flavors: the experiences of Ghanaian employees in multinational-enterprise hotels". Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5751.

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This dissertation sheds new light on the well-recognized globalization phenomenon by examining its socio-cultural component. The literature assumes that the “global village” will simply emerge once the legal and technical obstacles have been overcome. However, the merging of cultural and social practices is not an effortless process. I set out to uncover how complex such socio-cultural exchanges are with a 12-month ethnography project. I examine Multinational Enterprise (MNE) in the hospitality industry, which serve as a hub for border-crossing cultural exchanges. Specifically, I focus on Ghanaian-MNEs where international consumers expecting to receive international (Western culture) standards of customer service from the Ghanaian staff. My data show that the Ghanaian-MNE workplace is filled with cultural clashes that stem from MNEs tendency to use an integration model (maintain international standards) in regard to customer service experiences but use a differentiation model (adapt local cultural practices) in regard to human resource management (HRM). The clashes leave the staff dissatisfied with the workplace which negatively impacts their workplace performance. Given the labor, cultural, and emotional demands of the work, my study concludes that Ghanaian-MNEs should adapt strategic HRM tactics, as discussed in the international management literature, to gain a competitive advantage in their field. The findings from this study strongly establish the complexity of border-crossing cultural exchanges. Continuing to examine the dynamics of how individuals and organization come to adapt new cultural practices improves our understanding of the spread of globalization as well as a multitude of within organization processes.

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Henriksgård, Madelene. "International students´ experiences of cultural differences in Sweden". Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20999.

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Syftet med uppsatsen är att undersöka internationella studenters motivationsfaktorer för att studera utomlands och deras val av Malmö högskola, Sverige. Uppsatsen undersöker kulturella skillnader som de internationella studenterna upplever när de studerar i Sverige och om de upplever att deras kulturella identitet förstärks eller försvagas. Uppsatsen baseras på en induktiv, kvalitativ metod. För att få en djupare förståelse av de internationella studenternas situation och erfarenheter utfördes både individuella intervjuer och gruppintervjuer. I teoriavsnittet definieras begreppen kultur, kulturell identitet och interkulturell kommunikation samt begreppen asserted respektive assigned identitet och thick respektive thin identitet. Studiens resultat visade hur olika motivationsfaktorer påverkade de internationella studenternas val att studera utomlands, att kulturella skillnader blev tydliga genom vardagliga möten i det svenska samhället och på högskolan, och att studenternas kulturella identiteter visade sig vara mer markerade under studenternas vistelse i Sverige. Jag menar att en ny omgivning påverkar de internationella studenterna, och att deras kultur och kulturella identiteter blir mer påtagliga.
The research study aims at exploring the relationship between international students’ motivational factors to study abroad and the choice of Malmö University, Sweden, considering each student’s main “push” and “pull” factors. The research study seeks to examine the international students’ experiences of cultural differences while studying in Sweden. Furthermore, the study investigates whether the international students cultural identity are being reinforced or weakened. Not much previous research on international students´ motivations, cultural differences and cultural identity has been done; however, some related researches provided me with knowledge and acted as guidelines for the research study. The research study is based on an inductive, qualitative research method, and the data was collected through semi-structured and focus group interviews. In respect of the implications to define culture and cultural identity the data will be explored through a theoretical framework of intercultural communication and the theory of asserted and assigned identity and thick and thin identity, respectively. The findings of the research study showed different motivational factors affecting the international students’ reason to choose study outside their origin country. The cultural differences experienced were explained as being caused by everyday encounters in the Swedish society and educational system. The students studied experienced that their cultural belonging became more evident as they were living in Sweden. I believe that an unfamiliar social surrounding, along with the circumstance of being international students in a society that is different from the one at home, make culture and cultural identity more important and evident to the people living there.

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Nakata, Martin N. "The cultural interface : an exploration of the intersection of Western knowledge systems and Torres Strait Islanders positions and experiences /". Online version, 1997. http://bibpurl.oclc.org/web/22615.

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Pieski, Mary Kay Florence. "Developing Intercultural Sensitivity Through Immersion Experiences in Unfamiliar Cultural Milieux: Implications for Teacher Education and Professional Development". Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1309291601.

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Anderson, Lori S. "Impact of simulation experiences on learning transfer in new graduate registered nurses". Thesis, East Carolina University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705579.

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The purpose of this study was to evaluate the influence of pre-work factors (healthcare experience, type of education, type and frequency of simulation exposure) and work factors (type and frequency of simulation exposure) on perceptions of transfer of learning, confidence and competence development, and RN role preparedness. The study participants consisted of 251 new graduate registered nurses obtained from the North Carolina Board of Nursing (NCBON) registered nurse licensure database. A descriptive correlation design was utilized to explore the impact of simulation on perception of gains in transfer of learning, confidence and competence development, and RN role preparedness. Frequencies and percentages, independent t-tests, and Pearson product-moment correlation were applied to the data set. The study results showed simulation activities occurred more frequently in pre-licensure programs compared to new nurse orientation programs, and higher transfer of learning gains were noted in those nurses who participated in both pre-licensure and orientation simulation activities. Further, simulation exposure in both programs had positive influences on confidence, competence, RN role preparedness and pre-licensure transfer of learning. For nurses with both pre-licensure and new nurse orientation simulation experience, moderate to strong correlations were observed in associate degree nurses, with and without previous healthcare experience, and in bachelor degree nurses with previous healthcare experience. Further research is needed on a larger representation of advanced beginner new graduates. Ideally, transfer of learning and new nurse outcome measures should be evaluated with a more diverse, national representation of new graduates. Continued research on simulation-based orientation experiences is needed as more hospitals are implementing this strategy into their new nurse transition programs.

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Denisova-Schmidt, Elena. "The transfer of western human resource practices to Russian subsidiaries". Department für Fremdsprachliche Wirtschaftskommunikation, WU Vienna University of Economics and Business, 2008. http://epub.wu.ac.at/118/1/document.pdf.

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Using one subsidiary of one international consumer goods company as an example, the author shows the main challenges of HR Management and their consequences for business activities in Russia. This empirical study details HR practices at the Russian subsidiary of one international consumer goods manufacturer with headquarters in Western Europe (hereafter referred to as ABC Russia for confidentiality). The author spent a few weeks in Moscow with the task of 1) reviewing the recruitment market and establishing trends with regard to the availability of candidates, salary movements and turnover of employees; and 2) making recommendations on how ABC Russia should proceed based on the findings. It was a great opportunity to observe ABC Russia employees and partly participate in their daily business; have access to some internal information, especially to HR procedures and rules; talk to some employees and get their impressions on what it means for a well-known international company doing business in Russia. (author´s abstract)
Series: WU Online Papers in International Business Communication / Series One: Intercultural Communication and Language Learning

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Rydblom, Oskar. "Attitudes towards and Experiences of InterculturalCommunicative Competence : A small-scale study of Swedish uppersecondary schools in a mid-size Swedishcommunity". Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70896.

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This is a small-scale study that looks at how important upper secondary students andteachers in a mid-size Swedish community consider intercultural communicativecompetences to be and how frequently they work with developing these competences.Previous research on the work with intercultural communicative competence suggestteachers are largely unaware of theories in this area, but these studies were conducted atleast ten years ago. Current models for working with intercultural communicativecompetences are discussed and questionnaires for students and teachers were developedto investigate attitudes towards and experiences of working with interculturalcompetences. The results of the questionnaires indicate that there is still little awarenessof current models and that practical communicative exercises are rare. As this study issmall scale and can only provide possible indications of the extent to witch interculturalcommunicative competence is dealt with in the classroom, the paper concludes thatfurther and more extensive studies are needed.Keywords

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Anderson, Aaron. "An exploration of the intercultural competence and the cross-cultural experiences of educational psychologists in the United Kingdom". Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34340.

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The United Kingdom (UK) is becoming increasingly diverse (Office for National Statistics, 2013). Educational psychologists in the UK will need to feel competent in providing services to an increasingly multicultural population. This research study used a mixed method, two-phase, sequential, explanatory study design to explore the self-perceived intercultural competence of UK educational psychologists and trainee educational psychologists (EP/Ts). The study also explored EP/Ts experiences of working with culturally diverse populations. The first phase of this research study used an online adapted version of the MCCTS-R (Holcomb-McCoy & Myers, 1999; Munoz, 2009), and the second phase built upon the first phase with follow-up semi-structured interviews, analysed using Braun & Clarke's (2006) thematic analysis. The results of this research study present a breadth and depth of information. EP/Ts generally perceived themselves to be competent to work cross-culturally with particular areas of competence including knowledge of assessment bias, poverty effects, and positive attitudes towards diverse cultures. EP/Ts also reported areas of lower competence including theories of racial/ethnic identity development, limited experiences of community work and limited knowledge of community resources. However, EP/Ts perceptions about development needs depended upon their awareness. The process of participating in the study raised awareness of gaps in knowledge and limitations in practice. The study concludes with a discussion of implications for the practice of EP/Ts.

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Muntean, Brooke. "Academic and Social Experiences of Spanish Native Speakers in an Immersion Program". ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/1333.

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The purpose of this research is to explore the academic and social experiences of English learners (ELs) in a Spanish immersion program. The researcher is specifically interested in learning about both the English and Spanish language acquisition of these ELs, as well as their social interactions as this pertains to their academic development. The participants were a sample of 12 Spanish native speakers who were working towards acquiring both social and academic English. Additionally, the researcher interviewed five other students who were in the Spanish immersion program, but who were not included in the ESOL class. These 17 students represented a wide range of English language proficiencies, ranging from emergent to advanced, and were in the ninth grade during the period of data collection. The researcher also interviewed five of these students' teachers, so as to gain a better understanding of the experiences of these heritage speakers. Data were collected over the course of the 2009-2010 school year through observations, interviews, sociograms, and ongoing assessments. These assessments were collected from several sources, including an English language assessment that was administered by the ESOL coordinator, an ongoing school-wide assessment of lexile scores, and an English and Spanish informal reading inventory. The findings of this study were divided into two meta themes of the academic and social experiences of the student participants. In investigating these students' academic experiences, the researcher found that the 22 participants placed a considerable emphasis on language development, particularly in the maintenance of the Spanish native speakers' heritage language. A sizeable need existed, however, for instruction that was better differentiated to the wide range xv of proficiencies that these students demonstrated in both English and Spanish. Through the analysis of the participants' social experiences, the researcher also discovered that a strong sense of community existed amongst the participants in the ESOL and immersion programs. This interconnectedness, however, led to an insular behavior amongst the Spanish native speakers, which further exacerbated the racial tension that existed at Greenwood High. Greenwood as a whole would greatly benefit from the fostering of intercultural sensitivity amongst this multicultural and multilingual student body.

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Chase, Patricia. "Learning to do the job the transfer experiences of three child welfare workers /". Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2404.

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Thesis (Ed. D.)--West Virginia University, 2002.
Title from document title page. Document formatted into pages; contains x, 262 p. : ill. Includes abstract. Includes bibliographical references (p. 229-235).

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Tesis sobre el tema "Transfer of intercultural experiences"

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