Syfte och utgångspunkt:    Att utifrån fyra organisationer undersöka faktorer som är viktiga för arbete med expatriering och att använda Mendenhall, Dunbar och Oddous modell som inspiration för att skapa en egen modell med faktorer värdefulla för en expatrieringsprocess.   Forskningsresan:                 Utifrån referensram samt ett empiriskt resultat av intervjuer identifieras fyra kategorier, betydelse av att ta med familjen, mentorskap och stöd, anpassning till kultur och karriärplanering. Det empiriska resultatet samt referensramen är sedan grunden till analys och slutsats.   Slutsats:                              I slutsatsen presenteras betydelsefulla faktorer för utgången av studiens syfte.   Dessa faktorer används sedan i den modell författarna skapat. Modellen visar hur behovet av de fyra kategorierna är beroende av den planerade utlandsstationeringens längd.   Metod:                                Författarna av studien utgår från en kvalitativ ansats med djupintervjuer som metod. Det empiriska resultatet baseras på det material som framkommit genom djupintervjuer med  respondenterna från de fyra organisationerna. / Purpose and starting point: That based on a study with four organizations identify factors that are important to work with regarding expatriation and to use Mendenhall, Dunbar and Oddous model as inspiration to create a separate model with factors of value to an expatriation process.   Research - Journey:            Based on the framework and the empirical results of the interviews identify four categories: importance of including family, mentoring and support, adaptation to culture and career planning. The empirical results and the reference frame is the base for analysis and conclusion.   Conclusion                          The conclusion presents significant factors for the outcome of the study's purpose. These factors are then used in the model, which the authors created. The model shows how the need for the four categories depends on the planned length of expatriation.   Method:                              The authors of the study base the study on a qualitative approach with in-depth interviews as a method. The empirical result is based on the material obtained through interviews with respondents from the four organizations.

Organizacijų darbuotojai, atlikdami pavestas tarptautines užduotis, dažnai susiduria su įvairiomis problemomis, kurios gali turėti lemiamos reikšmės užduoties įvykdymo sėkmei. Nebuvo aptikta duomenų, kad Lietuvoje buvo atliktas tyrimas, kuris nagrinėtų į užsienio šalis išsiųstų organizacijos darbuotojų problemas ir siūlytų problemų sprendimo būdus. Darbo problema. Kokiomis tarpkultūrinės vadybos priemonėmis būtų galima sumažinti ekspatriantų kultūrinę atskirtį? Darbo tikslas. Remiantis tarpkultūrinės vadybos teorijomis, sukurti modelį, kuris padėtų ekspatriantams lengviau adaptuotis tarpkultūrinėje darbo aplinkoje. Uždaviniai: 1. Atlikti kultūros, vadybos bei tarpkultūrinės vadybos teorijų analizę. 2. Išanalizuoti tarpkultūrinės vadybos modelius. 3. Ištirti tarpkultūrinių ciklų stadijas bei jų svarbą organizacijoms. 4. Išanalizuoti ekspatriantų pasirinkimo ir apmokymų modelius. 5. Pasiūlyti naują tarpkultūrinį modelį, mažinantį ekspatriantų kultūrinę atskirtį. Tyrimo objektas – Lietuvos piliečiai, dirbantys tarptautinių ryšių turinčiose organizacijose bei vykdantys, besiruošiantys vykdyti ar jau vykdę organizacijos paskirtas tarptautines užduotis. Keliamos hipotezės: Hipotezė Nr. 1.: Ekspatriantų kultūrinę atskirtį mažina intensyvūs tarpkultūriniai apmokymai. Hipotezė Nr. 2.: Organizacijos pagalba tarptautinės užduoties vykdymo metu padeda sumažinti ekspatriantų kultūrinę atskirtį. Tyrimo metodai. Siekiant išsiaiškinti tarpkultūrinės vadybos įtaką ekspatriantų kultūrinei... [toliau žr. visą tekstą] / Business globalization trends raise the new priorities for management theory and practice. Furthermore, being the member of European Union provides new opportunities for Lithuanian companies to reach foreign markets. This situation increases the need of expatriates doing international assignments and working in foreign cultural settings. The goal of this work is – to create an international assignment model based on cross-cultural management theories and practices, which could help expatriates to adopt better to foreign organization cultures. The objectives are: 1) to make the analysis of culture, management and cross cultural management theories; 2) to analyze cross cultural models; 3) to examine the international assignment models; 4) to analyze expatriate training models; 5) suggest new cross cultural model, which minimizes cross cultural gap of expatriates. The object of the research is expatriates working in International organizations who are going to make, making or made International assignments. For research the author used such methods: 1) the analysis of scientific literature; 2) the empirical research; 3) data analysis. The first part of the work, discloses major theoretical issues of cross cultural management and organizational culture. In the second part it is made the review of expatriates International assignment models. In the third part it is given the analysis of available services of consultancy companies working in cross-cultural training business and... [to full text]

Orientador: Divino José da Silva / Banca: Mauro Betti / Banca: Alonso Bezerra de Carvalho / Resumo: Na presente pesquisa temos como objetivo compreender de que forma estão presentes, nos Parâmetros Curriculares Nacionais do Terceiro e Quarto Ciclo do Ensino Fundamental na área de Arte e na Proposta Curricular do Estado de São Paulo - Arte nas 5ª e 6ª séries do ensino fundamental, o ensino das artes visuais e as experiências artísticas contemporâneas. Tendo em vista esse objetivo, traçamos um panorama histórico acerca do desenvolvimento do ensino de Arte no Brasil e da formação do artista plástico realizada, principalmente, nos colégios e mosteiros no período colonial e, posteriormente, nos ateliês dos artistas. Na educação oficial procuramos acompanhar o seu desenvolvimento histórico, a partir da Academia Imperial de Belas Artes até o período contemporâneo, analisando as principais correntes metodológicas de ensino de arte, as quais influenciaram o ensino de arte na escola. Para compreender a importância da arte e da formação cultural na sociedade contemporânea recorremos aos pensadores da Escola de Frankfurt, principalmente a Marcuse e as suas discussões sobre a cultura afirmativa na sociedade administrada e aos conceitos de Indústria Cultural e semiformação de Theodor Adorno os quais nos auxiliam na compreensão dos aspectos que travam a formação na atualidade ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In this study we aimed to understand how they are present in the National Curriculum Parameters for Third and Fourth Round Elementary School in the Art and Curriculum Proposal of the State of Sao Paulo - Art in the 5th and 6th grade of elementary school, the teaching of visual arts and contemporary art experiences. Towards this goal, we draw a historical overview about the development of teaching art in Brazil and the formation of the artist mainly carried out in schools and monasteries in the colonial period and later in the ateliers of the artists. In education officer tried to follow its historical development, from the Academia Imperial de Belas Artes until the contemporary period, examining the methodological mainstream of art teaching which influenced the teaching of art in school ... (Complete abstract click electronic access below) / Mestre

xi, 48 p. : ill. (mostly col.) / For most influence attempts in everyday life, success makes life easier and failure is a disappointment, not a tragedy. When U.S. soldiers deployed overseas attempt to influence civilians, however, success can save lives and failure can be deadly. Along with the high stakes consequences of influence attempts, soldiers face the challenges of bridging differences in language, culture, beliefs, and agendas. The current study examined cross-cultural influence attempts made by deployed soldiers, contributing to existing influence research by examining influence attempts in a complex and challenging wartime environment. Survey data from 228 military personnel with deployment experience to Iraq and Afghanistan revealed that empathy, respect, prior relationships, and familiarity with influence targets predicted success. Five influence technique clusters emerged, and use of technique clusters involving resources and positive feelings were more successful than negative tactics. / Committee in charge: Dr. Holly Arrow, Chairperson; Dr. Gordon Hall, Member

Submitted by José Vitor Fernandes Bertizoli null (zemail82@gmail.com) on 2017-04-03T01:34:22Z No. of bitstreams: 1 BERTIZOLI, J. V. F. - Texto Completo PDF.pdf: 2613010 bytes, checksum: 4e38d399b0dace35ad49b031c001c6e3 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2017-04-07T16:15:38Z (GMT) No. of bitstreams: 1 bertizoli_jvf_me_arafclc.pdf: 2613010 bytes, checksum: 4e38d399b0dace35ad49b031c001c6e3 (MD5) / Made available in DSpace on 2017-04-07T16:15:39Z (GMT). No. of bitstreams: 1 bertizoli_jvf_me_arafclc.pdf: 2613010 bytes, checksum: 4e38d399b0dace35ad49b031c001c6e3 (MD5) Previous issue date: 2017-02-02 / Este trabalho pretende analisar as proposições pedagógicas trazidas no material didático da área de arte, para professores e alunos encaminhados às unidades escolares da rede pública estadual paulista, sob a perspectiva da Teoria Crítica. Discutiu-se, como é proposto, o ensino da área na educação básica, etapa fundamental, particularmente na rede pública estadual de São Paulo e em conseguinte as implicações, ou possibilidades, desta para a formação cultural dos estudantes. Foi analisada uma situação de aprendizagem em artes visuais colocada ao sexto ano do ensino fundamental, que aborda a tridimensionalidade como elemento estético, que segundo a proposta tem como finalidade abordar a relação entre forma e conteúdo na linguagem artística em questão. Pautado no referencial teórico, buscou-se apontar elementos da cultura afirmativa presentes no material, em seguida tornar evidentes aspectos identitários aos da indústria cultural em um processo de semiformação. Buscou-se também imprimir certo caráter propositivo à analise, objetivando ampliar a tensão entre o que é posto pelo sistema de ensino e o que poderia figurar no material. A hipótese de que a facilitação exacerbada de acesso à obra artística e a fragilidade pedagógica do material, caracterizado por proposições simplistas, que não ultrapassam o senso comum, concorrem para o contrário daquilo que se pretende no processo formativo educacional, ou seja, uma formação integral com vistas à emancipação, resistindo à razão instrumental, à reificação e à regressão dos sentidos. São apresentadas evidências com o intuito de comprovar o esperado, visto a forma como é conduzido, via orientações pedagógicas, o ensino dos conteúdos artísticos. A arte, que deveria ser ponto central da proposição pedagógica, se insere como mero exemplo empírico. Outro dado que merece destaque é a caracterização do material como instrumento de controle do trabalho docente visto não permitir autoria no processo de ensino e aprendizagem, impondo ao professor o papel de mero executor. / This term paper intends to analyze the pedagogical propositions brought in the didactic material of the art area, for teachers and students sent to the school units of the São Paulo state public network under the perspective of Critical Theory. It was discussed, as it is proposed, the teaching of the area in basic education, fundamental stage, particularly in the state public network of São Paulo and consequently the implications, or possibilities, of this for the cultural formation of students. It was analyzed a situation of learning in the visual arts placed in the sixth year of elementary school, which deals with three - dimensionality as an aesthetic element, which according to the proposal aims to address the relationship between form and content in the artistic language in question. Guided by the theoretical framework, we sought to point out elements of affirmative culture present in the material, then make evident aspects of identity in the cultural industry in a semiformation process. It was also tried to impress certain propositional character to the analysis, aiming to amplify the tension between what is put by the system of education and what could appear in the material. The hypothesis that the exacerbated facilitation of access to the artistic work and the pedagogical fragility of the material, characterized by simplistic propositions that do not go beyond common sense, run contrary to what is intended in the educational formation process, that is, an integral formation with a view to emancipation, resisting instrumental reason, reification and regression of the senses. Evidence is presented in order to prove what is expected, given the way in which the teaching of artistic content is conducted through pedagogical guidelines. Art, which should be the central point of the pedagogical proposition, is inserted as a mere empirical example. Another fact worth mentioning is the characterization of the material as an instrument of control of teaching work, since it does not allow authorship in the teaching and learning process, imposing on the teacher the role of mere performer. / Este trabajo tiene como objetivo analizar las propuestas educativas presentadas en el material de enseñanza del área de arte para los profesores y estudiantes enviados a las unidades escolares de las escuelas públicas de Sao Paulo, desde la perspectiva de la teoría crítica. Se discutió, como se propone, el campo de la educación en la educación básica, paso esencial, sobre todo en las escuelas públicas de Sao Paulo y por lo tanto las implicaciones y posibilidades de este a los antecedentes culturales de los estudiantes. Se analizó una situación de aprendizaje en las artes visuales coloca el sexto grado de primaria, que cubre la tridimensionalidad como un elemento estético, que de acuerdo con la propuesta pretende abordar la relación entre la forma y el contenido en artes del lenguaje en cuestión. Guiada por la teórica, intentó elementos de punto de cultivo afirmativa presentes en el material, a continuación, convertirse en aspectos de identidad aparentes de la industria de la cultura en un proceso semi-formación. Se trató de imprimir también cierto carácter proposicional para analizar, con el objetivo de ampliar la tensión entre lo que se establece por el sistema de educación y lo que podría incluirse en el material. La hipótesis de que exacerbó facilitar el acceso a la obra artística y la enseñanza de la fragilidad del material, que se caracteriza por propuestas simplistas, que no van más allá del sentido común, contribuir al contrario de lo que se pretende en el proceso de formación educativa, es decir, una formación completa con miras a la emancipación, resistiendo la razón instrumental, cosificación y la regresión de los sentidos. evidencia se presenta con el fin de probar la esperada, ya que la forma en que se lleva a cabo, a través de la orientación pedagógica, la enseñanza de contenidos artísticos. El arte, que debe ser la proposición pedagógica punto central cae ejemplo como meramente empírica. Otro hecho digno de mención es la caracterización del material que el instrumento de control de la enseñanza visto no permitir que la autoría en el proceso de enseñanza y aprendizaje, que requiere el profesor el papel de mero intérprete.

abstract: The purpose of this mixed methods research study was to assess the impact and influence of a pre-international experience course on Arizona State University (ASU) students before they study or intern abroad. Currently, the study abroad pre-departure orientation for ASU participants consists of online modules and a two-hour face-to-face orientation. In this action research study, the practitioner-researcher re-designed an ASU School of Politics and Global Studies (SPGS), one-credit course that focused exclusively on cross-cultural awareness and sensitivity. A needs assessment was distributed to a sample of 800 returning study abroad participants and was used to influence the study, along with an extensive literature review and two cycles of action research. The dissertation research and study was conducted during the ASU fall 2013 semester. Quantitative data and qualitative data were collected using eight different measures. To better understand the impact of a pre-international experience curriculum for ASU study abroad and international internship participants before they go abroad, this research study investigated the following research questions: (1) What cultural impact does a pre-international experience course have on students who complete the course before studying or interning abroad? (2) What specific cultural competencies are gained by the participants after participating in the pre-international experience course? (3) How has developing the curriculum, teaching the curriculum and implementing the innovation influenced and informed my practice as an international educator and the Assistant Director of the Arizona State Study Abroad Office? The following five assertions were identified within the quantitative and qualitative analysis of the collected data to answer the three research questions: (1) Students are more confident in their abilities to cross cultures after successfully completing taking the new course; (2) Students are more aware of other cultures and their own culture after successfully completing taking the new course; (3) Students gained important knowledge about understanding others' worldviews after successfully completing taking the new course; (4) Students gained general openness toward intercultural learning and to people from cultures different from their own after successfully completing the new course; (5) Developing and implementing a pre-international experience course changed me as a leader, instructor and researcher. Implications for future implementation and research are discussed. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2014

Submitted by Erika Demachki (erikademachki@gmail.com) on 2017-07-07T18:14:34Z No. of bitstreams: 2 Dissertação - Nathalia Borges Santos - 2017.pdf: 1806400 bytes, checksum: 1b03789d14e55f98cb2019578bc7caf5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-07-10T14:52:36Z (GMT) No. of bitstreams: 2 Dissertação - Nathalia Borges Santos - 2017.pdf: 1806400 bytes, checksum: 1b03789d14e55f98cb2019578bc7caf5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-07-10T14:52:37Z (GMT). No. of bitstreams: 2 Dissertação - Nathalia Borges Santos - 2017.pdf: 1806400 bytes, checksum: 1b03789d14e55f98cb2019578bc7caf5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-06-02 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The general objective of this research was to investigate the Educational Policies of Gender and reflect about the processes that can contribute to a genuine and emancipatory cultural formation. Its specific objectives were to understand how psychosocial processes developed by education can form human subjectivity in the contemporary context, analyzing the conceptual category of cultural formation from Adorno and Horkheimer; to discuss the emergence of the gender concept and carry out a historical contextualization of the feminist movement; to analyze the relationship between State, public policies and the demands of the feminist movement; to investigate the advances and setbacks in relation to the demands of women's social movements in the Gender Equality Prize , reflecting about the subjects above and how these policies are assimilated by schools through winning school projects, seeking to understand their contradictions whether in fact there are formative possibilities that lead to emancipation. In particular, the analysis of the Public Policies of Gender aimed to reflect on the formative potential of a critical and sensitive conscience to the questions related to the inequality between men and women. This paper aimed to investigate, through a documental bibliographical research, the gender policies in education, especially the Building Gender Equality Prize (in the 2010a, 2010b, 2012, 2013 and 2014 editions), seeking to verify in which and how the projects directed to the school derived from these policies contribute to a humanized education and the overcoming of the inequalities between the masculine and feminine genders in fact, the contribution for the emancipation of the individual. As a result of this analysis, the importance of Psychology as a science was emphasized through studies, researches and discussions in the debate of Educational Policies that promotes effectively the bases for a genuine cultural formation, in which the struggle for real equality between men and women express the real equality among all individuals, aiming for human emancipation. / A presente pesquisa teve como objetivo geral investigar as Políticas Educacionais de Gênero, refletindo acerca dos processos que podem contribuir para uma formação cultural genuína e emancipatória. Teve, ainda, como objetivos específicos: compreender como os processos psicossociais desenvolvidos a partir da educação formam a subjetividade humana no contexto contemporâneo, a partir da categoria conceitual de formação cultural(conforme a concebem Adorno e Horkheimer); discutir a emergência do conceito de gênero e realizar uma contextualização histórica do movimento feminista; analisar a relação entre Estado, políticas públicas e as reivindicações do movimento feminista; investigar, no Prêmio Construindo a Igualdade de Gênero , os avanços e recuos em relação às reivindicações e demandas dos movimentos sociais das mulheres, refletindo, sobretudo, como essas políticas são assimiladas pelas escolas por meio dos projetos escolares ganhadores, buscando apreender suas contradições e questionar se de fato há possibilidades formativas que levem à emancipação. Em especial, a análise das Políticas Públicas de Gênero visa refletir sobre o potencial formativo de uma consciência crítica e sensível às questões relativas à desigualdade entre homens e mulheres. Isto posto, pretendeu-se investigar, por meio de uma pesquisa bibliográfica documental, as políticas de gênero na educação, especialmente o Prêmio Construindo a Igualdade de Gênero (nas edições de 2010a, 2010b, 2012, 2013 e 2014), buscando verificar em que medida os projetos voltados para a escola, oriundos dessas políticas, contribuem para uma educação humanizante e para a superação das desigualdades entre os gêneros masculino e feminino e se elas atuam, de fato, como meio para emancipação do indivíduo. Como resultado dessa análise, evidenciou-se a importância de reivindicar a participação da Psicologia, por meio de estudos, pesquisas e discussões no debate sobre Políticas Educacionais, que efetivamente promova as bases para uma formação cultural genuína, na qual a luta por igualdade real entre homens e mulheres expresse a luta por igualdade real entre todos os indivíduos, ou seja, que busque, sobretudo, a emancipação humana.

International borders are dissolving as a result of globalization, and cross-cultural interactions are becoming a regular part of modern business. Many firms are expanding internationally, necessitating the need to send workers, known as expatriates, abroad. Being able to operate and adjust in a foreign country requires certain skills and traits. Not being able to adjust well in the host country has many times led expatriates to fail their international mission, which negatively affects the expatriate as well as the firm. Previous studies suggest that by selecting and offering a proper cross-cultural training (CCT), expatriates should have an easier time adjusting in the country they move to. Thus, leading to a successful international assignment.  Research on selection and CCTs has predominantly focused on creating frameworks and finding variables that contribute to expatriates’ adjustment. However, there are still unclarities and disagreements regarding the effects of selection and CCT on the expatriates’ in-country adjustment. Therefore, it is important to understand whether expatriates perceive these processes helpful for their adjustment. Moreover, studies that have implemented these frameworks and variables into practicality for Asian or African host countries, thus leaving a gap in Europe and its emerging countries. As such, this study will contribute to this gap to further understand how selection and CCT affect the expatriate’s adjustment in Greece.   A literature is presented with the relevant theories that exist in the field of expatriate selection, cross-cultural training and adjustment, and additionally cultural shock theories. With the aim of collecting data for this study, a qualitative method was approached, where 12 in-depth interviews were conducted on expatriates working in Greece. The interview covered topics of how they perceive their selection process, the CCT they received before their mission and their adjustment in the host country. General findings were that the classical selection and CCT theories and processes are still applicable up to this day. An additional finding to these theories was that the expatriates do not favor CCT processes. Moreover, it was observed that the perceived cultural differences between the home and host country of the expatriate is the main factor that is affected by the selection and CCT. Finally, the researchers suggest further research to be conducted for several factors concerning the in-country adjustment.

Expatriates’ adjustment to the host-country culture is a dynamic and gradual process. This process can be facilitated by cross-cultural training. The relationship between cross-cultural training and crosscultural adjustment has been explored to a great extent in the literature, however scholars have mainly put focus on how this relationship unfolds in the context of MNCs offering CCT in-house. Consequently, this leaves an interesting uninvestigated gap in terms of how fully integrated relocation service companies work with cross-cultural services and how their work can facilitate cross-cultural adjustment. This qualitative case-study therefore aims to examine the relationship between crosscultural training provided by a relocation service company and the expatriate adjustment process. An extensive review on existing theories concerning cross-cultural adjustment, cross-cultural training and cross-cultural learning are presented. After this, the case study examines how Nordic Relocation Group (NRG), a relocation service company in Sweden, operates in terms of providing cross-cultural services. The findings indicate that the relocation service company’s services are divided into different phases, whereby the timing and content of services offered varies as the expatriates’ international assignment develops over time. This form of tailoring the cross-cultural training and the content of their services supports the notion of sequential training, which within IHRM literature, is proposed as optimal in order to facilitate the expatriate’s adjustment process. Moreover, the results further indicate that the way in which NRG works with cross-cultural services, in terms of strategy, sequential order, and specific CCT activities offered, promotes effective cross-cultural learning. Consequently, the CCT strategies offered by the relocation service company can be viewed as being aligned with best practice.

The purpose of this study was to determine whether administrator preparation programs effectively prepared administrators for work in schools with increasing Aboriginal populations. The study facilitated the reflections of eleven Aboriginal administrators; six non-Aboriginal administrators; and five Aboriginal teachers concerning the preparation of administrators for work in increasingly diverse schools. The reflections explored the specific skills and knowledge necessary for work in schools with high Aboriginal enrollments.<p> Data was collected with the aim of informing praxis. Participants volunteered to take part in focus groups, and where necessary the researcher implemented additional means of collecting data. Volunteers were asked to reflect on (a) The effectiveness of their preparation for administration in schools with high Aboriginal enrollments; (b) the necessity for changes to existing preparation programs; (c) the skills and knowledge necessary for work in increasingly diverse schools; and (d) proposed changes to the preparation of administrators. Research data formed the foundation for ascertaining changes to the preparation of administrators for the sake of education equity.<p> Research findings suggested that administrator preparation programs have not adequately prepared administrators for work in schools with increasing Aboriginal populations. Participants concluded that there was a need for changes to occur in the preparation of administrators. As well, they also identified the specific skills and knowledge, and the personal qualities that were essential for work in increasingly diverse schools. Finally, the research study suggested ways of informing praxis that included examining both the personal and institutional commitments and responsibilities required for changes to occur in the preparation of administrators for education equity. These commitments and responsibilities included undertaking reflective practices on individual cultural frames; and strategic planning with a diverse stakeholders group to ascertain changes to existing programs that would facilitate the inclusion of an education equity focus in the core of administrator preparation.