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Объект работы – психологическая адаптация иностранных студентов Уральского Федерального университета имени первого президента Б. Н. Ельцина. Предмет работы – связь психологической адаптации иностранных студентов с их уровнем осознанности и темпераментом. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы и приложений. В работе 104 страницы, 9 рисунков и 9 таблиц. Во введении раскрывается актуальность проблемы адаптации иностранных студентов в контексте глобализации и межкультурного обмена, освещается развитие вопросов интеграции в многонациональной образовательной среде, что подчеркивает важность исследования для образовательных практик. Первая глава содержит теоретический обзор по изученным аспектам психологической адаптации, роль типологии направленности личности Карла Юнга и осознанности в адаптации, а также информацию о специфике психологической адаптации иностранных студентов. Вторая глава посвящена эмпирическому исследованию, включая корреляционный анализ Спирмена для определения связи между осознанностью, темпераментом и показателями адаптации. Применен ANOVA для сравнения уровней адаптации и особенностей принятия себя между студентами различных курсов. Регрессионный анализ используется для изучения изменений в влиянии осознанности и темперамента на разных этапах обучения. Кластерный анализ предварительно анализирует данные и выявляет основные тенденции и различия между студентами из разных регионов. В заключении представлены основные результаты работы, подтверждающие значимость осознанности и темперамента в процессе адаптации иностранных студентов. Работа вносит вклад в теорию и практику психологической адаптации, предлагая рекомендации для разработки программ поддержки иностранных студентов. В магистерской диссертации описано исследование, направленное на изучение процесса психологической адаптации иностранных студентов в Уральском федеральном университете. Актуальность темы обусловлена значимостью вопросов адаптации на фоне глобализации и межкультурного взаимодействия в современном образовательном пространстве. Исследование охватывает различные аспекты психологической адаптации, включая теоретические подходы, типологию личности по Юнгу, а также особенности и проблемы адаптации иностранцев в российском контексте. Анализ выявил, что осознанность и темперамент играют ключевую роль в успешной адаптации студентов. Особенно стоит отметить осознанность как основной фактор адаптации, подчеркивающий важность развития навыков внимательности и рефлексии среди студентов. Многофакторный анализ показал, что влияние осознанности на адаптацию варьируется в зависимости от курса обучения. Наибольшее влияние она оказывает на третьем курсе, свидетельствуя о накоплении необходимых навыков к этому времени, что критично для адаптации в более поздних периодах обучения. В то время как темперамент оказывает наибольшее влияние на четвертом курсе, подчеркивая значимость личностных характеристик на более зрелом этапе обучения. Анализ различий (ANOVA) подтвердил статистически значимые различия в уровнях адаптации между студентами различных курсов и показал, как осознанность и темперамент влияют на эти уровни, что указывает на изменчивость процесса адаптации в разное время обучения. Исследование подчеркивает необходимость интеграции программ по развитию осознанности в учебные планы, особенно для начальных курсов, для поддержания адаптации студентов с самого начала их обучения. Важно также учитывать индивидуальные особенности студентов, включая темперамент, при разработке поддерживающих мероприятий, так как эти факторы существенно влияют на адаптацию на всех этапах обучения. В процессе анализа психологической адаптации иностранных студентов был применен кластерный анализ для определения основных характеристик моделей адаптации, связанных со студентами из разных регионов мира. Результаты позволили выделить три ключевых кластера, каждый из которых представляет различные уровни адаптации и связанные с ними психологические особенности. Таким образом, результаты диссертации вносят важный вклад в развитие теории и практики психологической адаптации иностранных студентов, расширяя понимание механизмов, которые способствуют успешной адаптации. Разработанные на основе исследования рекомендации могут служить основой для улучшения программ поддержки, способствуя академическому успеху и личностному росту студентов, а также укреплению межкультурного диалога и повышению привлекательности России как страны для международного образования. / The object of the work is the psychological adaptation of foreign students of the Ural Federal University named after the first president B. N. Yeltsin. The subject of the work is the relationship of psychological adaptation of foreign students with their level of awareness and temperament. The master’s thesis consists of an introduction, two chapters, a conclusion, a list of literature and applications. The work contains 104 pages, 9 drawings and 9 tables. The introduction reveals the relevance of the problem of adaptation of foreign students in the context of globalization and intercultural exchange, highlights the development of integration issues in a multinational educational environment, which underlines the importance of research for educational practices. The first chapter contains a theoretical overview of the studied aspects of psychological adaptation, the role of the typology of personality orientation of Carl Jung and awareness in adaptation, as well as information about the specifics of psychological adaptation of foreign students. The second chapter focuses on empirical research, including Spearman’s correlation analysis to determine the relationship between cognition, temperament, and adaptation. ANOVA is used to compare the levels of adaptation and features of taking yourself between students of different courses. Regression analysis is used to study changes in cognition and temperament at different stages of learning. Cluster analysis preliminarily analyzes the data and identifies the main trends and differences between students from different regions. In conclusion, the main results of the work, confirming the importance of awareness and temperament in the process of adaptation of foreign students are presented. The work contributes to the theory and practice of psychological adaptation by offering recommendations for the development of programs supporting foreign students. The master’s thesis describes a study aimed at studying the process of psychological adaptation of foreign students at the Ural Federal University. The relevance of the topic is due to the importance of adaptation issues against the background of globalization and intercultural interaction in the modern educational space. The study covers various aspects of psychological adaptation, including theoretical approaches, personality typology by Jung, as well as features and problems of adaptation of foreigners in the Russian context. The analysis revealed that awareness and temperament play a key role in the successful adaptation of students. It is especially worth noting awareness as the main factor of adaptation, emphasizing the importance of developing skills of attentiveness and reflection among students. Multidimensional analysis has shown that the impact of awareness on adaptation varies from course to course. It has the greatest impact in the third year, indicating the accumulation of the necessary skills by that time, which is critical for adaptation in later periods of training. While temperament has the greatest influence on the fourth year, emphasizing the importance of personality characteristics at a more mature stage of learning. Differences analysis (ANOVA) has confirmed statistically significant differences in the levels of adaptation between students of different courses and has shown how awareness and temperament influence these levels, indicating the variability of the adaptation process at different learning times. The study emphasizes the need to integrate awareness programmes into the curriculum, especially for initial courses, to support the adaptation of students from the very beginning of their studies. It is also important to consider the individual characteristics of students, including temperament, when developing supportive activities, as these factors significantly influence adaptation at all stages of learning. In the process of analysis of the psychological adaptation of foreign students cluster analysis was applied to determine the main characteristics of adaptation models related to students from different regions of the world. The results highlighted three key clusters, each representing different levels of adaptation and related psychological features. Thus, the results of the thesis make an important contribution to the development of the theory and practice of psychological adaptation of foreign students, increasing the understanding of the mechanisms that contribute to successful adaptation. Recommendations developed on the basis of the study can serve as a basis for improving support programs, contributing to the academic success and personal growth of students, as well as strengthening intercultural dialogue and increasing the attractiveness of Russia as a country for international education.

Students who study through the medium of a second language often have reading/listening comprehension and general study problems. This study focuses on particular aspects of these problems only, namely, identification of main ideas, summarisation and note-taking. The aim of this study was w determine the effect of teaching L2 students a combination of metacognitive and cognitive strategies for reading and listening comprehension (the main idea, summarising and note-taking by means of dictation). An intervention programme was designed in order to teach students these skills. There were ten students in both the experimental and the control groups. Both groups were assessed before and after the intervention programme. The findings reveal that the intervention was successful, with the experimental group showing greater improvement than the control group. The findings of this study have implications for second language tertiary learning and teaching theory and practice / Linguistics and Modern Languages / M.A. (Linguistics)

本研究以「人口遷移學推拉理論」為基礎，探索我國與留學地主國間留學互動關係的推拉因果模式，及其間的一致性和關聯性，並對我國未來留學生人數進行預測。研究的主要目的為：(1)瞭解我國與留學地主國留學教育概況，並探討海外留學對留學地主國與送出留學生國家國家的正反面效果；(2)說明人口遷移學中的推拉理論及評閱有關留學生流動的研究文獻與報告；(3)探索我國與留學地主國間留學互動的推拉因果模式；(4)探索我國與留學地主國間在留學互動的推拉因果模式間之一致性與關聯性 ；(5)對我國未來出國的留學生人數進行預測；最後(6)根據研究結果提出建議，作為制訂留學教育政策及未來研究的參考。 　　在探索留學互動的推拉因果模式與其模式間的一致性和關聯性時，是以我國與美國、德國、日本及法國等四個留學地主國為對象，採1954年到1988年共35年縱貫動態分析為主。在我國未來留學生人數預測上，則以1950年到1988年的動態資料為主。研究資料來源是「中華民國教育部統計」、「中華民國台灣地區統計提要」、「中華民國統計年鑑」、UNESCO統計、國際貨幣基金統計年報、美國國際教育組織的Open doors統計，做為分析的根據。 　　本研究之資料處理係利用國立政治大學PRIME 6150大電腦的SPSSX、SAS/ETS及PC版的LISREL 7統計套裝軟體，另外引用余民寧(民81)所設計「二次式分配準則SAS/IML之程式」，作為統計分析的工具。本研究共提出十個虛無假設，並擬以下列方法檢定研究假設。 　　一、以共變結構分析(LISREL)檢定我國與留學地主國間留學互動的推拉因果模式，即假設一～四。 　　二、以二次式分配準則 (QAP)檢定我國與留學地主國在留學互動的推拉因果模式之一致性與關聯性，即假設五～十。 　　三、以單變量時間數列ARIMA方法與迴歸分析方法，進行我國未來留學生人數之預測。 　　本研究之主要結果為： 　　一、我國與美國間留學互動的推拉因果關係證實存在。 　　二、我國與德國間留學互動的推拉因果關係證實存在。 　　三、我國與日本間留學互動的推拉因果關係證實存在。 　　四、我國與法國間留學互動的推拉因果關係在修正模式後證實存在。 　　五、我國與美國、我國與德國在留學互動的推拉因果模式之適配共變數矩陣具有.429的顯著相關性與一致性。 　　六、我國與美國、我國與法國在留學互動的推拉因果模式之適配共變數矩陣具有.469的顯著相關性與一致性。 　　七、我國與美國、我國與日本在留學互動的推拉因果模式之適配共變數矩陣的相關性與一致性僅-.098而已。 　　八、我國與德國、我國與法國在留學互動的推拉因果模式之適配共變數矩陣具有.763的顯著相關性與一致性。 　　九、我國與德國、我國與日本在留學互動的推拉因果模式之適配共變數矩陣具有.510的顯著相關性與一致性。 　　十、我國與法國、我國與日本在留學互動的推拉因果模式之適配共變數矩陣具有.377的顯著相關性與一致性。 　　另外，在我國未來出國留學人數預測上，民國87年以前預期每年將至少有6600名以上的留學生出國，並且當國民所得達12000美元時，出國留學的人數預期將可能突破10000人以上。 　　本研究根據研究結果提出建議，作為政府制訂留學教育政策及未來研究的參考。 / This research is based on "the push-pull theory of population mobility. It explores between Taiwan and the leading host coun-tries the causal model, consistency and correlation of the push-pull interaction in studying abroad. It also forecasts the number of studying-abroad students of Taiwan in the future. Therefore, the purposes of this research are: (1) to understand the foreign education of both Taiwan and the leading host coun-tries and further to probe the pros and cons of foreign educa-tion; (2) to explain the push-pull theory of population mobility and to comment the literatures of studying abroad; (3) to explore between Taiwan and the leading host countries the causal rela-tionship of push-pull interaction in studying abroad; (4) to explore between Taiwan and the leading host countries the consistency and correlation of push-pull causal model in studying abroad; (5) to forecast the number of studying abroad students of Taiwan; and (6) to propose suggestions for the policy-making of studying abroad and future studies according to the results of this research. 　　In exploring the causal relationship model, consistency, and correlation of the push-pull interaction in studying abroad, the subjects will be Taiwan, U.S.A., Germany, Japan, and France. The data are collected from The R.O.C. St-atis-bics of the Educa-tion Ministry, The R.O.C. Statistics Summary of Taiwan Areas, The R.O.C. Statistics Yearbook, UNESCO Statistical Yearbook, Interna-tional Financial Statistics Yearbook, and Open Doors (1991-1993) of the Institute of International Education. While in forecast-ing the number of studying-abroad students of Taiwan the data will be ranged from 1950 to 1988. All data of this research are dynamic. 　　The handling of data will adopt SPSSX, SAS/ETS, and LISREL7 packages program and will cite Yu Min-ning"s SAS/IML program of QAP (1992). All packages program are in the Computer Center (PRIME 6150) of National Cheng-chi University, exclusive of LIS-REL7 which is set in personal computer. This research will propose ten null hypotheses, and the statistical methods used to confirm the null hypotheses are as follows: 　　(1) Use Linear Struc-tural Equation (LISREL) to test the causal relationship of the push-pull interaction in studying abroad between Taiwan and the leading host countries. (Hypotheses 1-4) 　　(2) Use Quadratic Assignment Paradigm (QAP) to test the con-sistency, correlation of the push-pull interaction in studying abroad between Taiwan and leading host countries. (Hypotheses 5-10) 　　(3) Use both Autoregerssion Integrated Moving Average (ARIMA) of univarate time series and regression analysis to forecast the number of the studying-abroad students of Taiwan in the future. 　　The main results of this research are as follows: 　　(1) There exists a push-pull causal' relationship in studying abroad between Taiwan and U. S. A. . 　　(2) There exists a push-pull causal relationship in studying abroad between Taiwan and Germany. 　　(3) There exists a push-pull causal relationship in studying abroad between Taiwan and Japan. 　　(4) There exists a push-pull causal relationship in studying abroad between Taiwan and France after modifying the model. 　　(5) Taiwan-U.S.A. and Taiwan-Germany best-fitted covariance matrices are significantly similar. The correlation coefficient is .429. 　　(6) Taiwan-U.S.A. and Taiwan-France best-fitted covariance matrices are significantly similar. The correlation coefficient 　　(7) Taiwan-U.S.A and Taiwan-Japan best-fitted covariance matrices are not significantly similar. The correlation coeffi-cient is only -.098. 　　(8) Taiwan-Germany and Taiwan-France best-fitted covariance matrices are significantly similar. The correlation coefficient is .763. 　　(9) Taiwan-Germany and Taiwan-Japan best-fitted covariance ma-trices are significantly similar. The correlation coefficient is .510. 　　(10) Taiwan-France and Taiwan-Japan best-fitted covariance ma-trices are significantly similar. The correlation coefficient is .3768. 　　Therefore, nine null hypotheses are rejected and only one null hypothesis is accepted. 　　Besides, in forecasting the number of the studying-abroad students of Taiwan, it will be expected to send out over 6600 students to study abroad every year before 1998. Furthermore, when the per capita income of Taiwan reaches US$12000, the number of studying-abroad students will be over 10000 per year. 　　Finally, according to conclusions and results of this re-search, some suggestions for the policy-making of studying abroad and future studies in this field are proposed.

Since 2005, the United States has experienced a significant influx of international students from Saudi Arabia, particularly women (Bollang, 2006). The American educational structure is something Saudi women have never experienced due to the vast differences between both cultures in all facets. There is very little to no research conducted on Saudi Arabian women pursuing higher education in an academic culture drastically different from what they are accustomed to. A review of current literature illustrates the critical need for a more in- depth analysis of this phenomenon. Although there is much research available regarding the subjugation of Saudi women in the past and present, the surge in Saudi women pursuing education in the United States has not been researched. This thesis study explores how Saudi women are adapting to the differences in educational structural between what they have experienced back home and what they are experiencing here at Oregon State University. This study also looks at how Saudi women are adapting to the differences in teaching methods at OSU in comparison to what they are used to back home. The traditional teacher-centered approach versus that at OSU that heavily incorporates a student-centered approach. This study utilizes qualitative research methods to find common themes that arose from interviews with the sample group. Findings suggest that the Saudi women studying at Oregon State University developed intercultural competence due to their strong personal desire to succeed in their studies abroad. These Saudi women also proved to have strong levels of motivation and desire to succeed academically in hopes that they will return to their country and assist in improving the status of women. / Graduation date: 2012

Dans le contexte actuel de mondialisation de l’enseignement supérieur, cette recherche propose de réfléchir sur la compétence de communication interculturelle (CCI) des étudiants étrangers en mobilité entrante vers la France ainsi que sur la manière dont l’enseignement/apprentissage de la CCI est abordé en classe de FLE.En partant des compétences et des savoirs nécessaires à la communication en langue étrangère et de l’apport théorique de la perspective interculturelle qui s’est développée en didactique des langues à partir des années 80, nous analysons un corpus de 26 entretiens d’apprenants primoarrivants de 12 nationalités différentes afin d’interroger leur expérience aussi bien en salle de classe qu’en dehors de celle-ci.Le choix de la classe de langue comme lieu de rencontre interculturelle se justifie parce que ces classes plurilingues et multiculturelles en milieu homoglotte constituent, pour ces publics, un espace privilégié d’apprentissage de la différence tout en permettant une médiation culturelle avec la réalité sociale dans laquelle l’apprenant cherche une modalité d’insertion en tant qu’acteur social.Le retour sur expérience de nos interviewés —avec l’analyse de leurs perceptions, représentations préalables et difficultés d’ordre linguistique et/ou socioculturel identifiées dans leur discours— permet de mieux comprendre les effets pragmatiques de cette compétence dans la communication et la place qui doit lui être accordée en cours de langue.À cheval entre la sociolinguistique et la didactique du FLE, ce travail de doctorat vise à mieux connaître les facteurs qui influencent la construction de la CCI et les différentes dynamiques qui l’impactent, afin de mieux pouvoir œuvrer pour son développement. / In the current context of the globalization of higher education, this research suggests a reflection on the cross-cultural communication skills (known as CCI in French) of exchange students coming to France. This study also looks at the way in which CCI is taught and learned in the ‘French as a foreign language’ (FLE) class.Based on the skills and knowledge needed to communicate in a foreign language and the theoretical contribution of the intercultural perspective, which has been developed into language didactics since the 80s, we analyze a corpus of 26 interviews with newly arrived learners from 12 different nationalities in order to consider their experience both inside and outside the classroom.The choice of the FLE class in a French-speaking country as a cross-cultural meeting place is justified because it constitutes, for these students from all different backgrounds, a privileged place for learning about difference while allowing a cultural mediation with the social reality in which they seek a means of insertion as social actors.The analysis of our interviewees’ feedback –through a detailed assessment of their perceptions, prior representations and the language-related difficulties and/or socio-cultural issues we were able to identify in their speech- allows a better understanding of the pragmatic effects of this skill-set while communicating and the place it deserves in a language course.Somewhere in between sociolinguistics and the didactics of French as a foreign language, this PhD seeks to improve our understanding of the key factors in the build-up of cross-cultural communication skills as well as the various dynamics that have an impact on this skill-set in order to enhance them.

Students who study through the medium of a second language often have reading/listening comprehension and general study problems. This study focuses on particular aspects of these problems only, namely, identification of main ideas, summarisation and note-taking. The aim of this study was w determine the effect of teaching L2 students a combination of metacognitive and cognitive strategies for reading and listening comprehension (the main idea, summarising and note-taking by means of dictation). An intervention programme was designed in order to teach students these skills. There were ten students in both the experimental and the control groups. Both groups were assessed before and after the intervention programme. The findings reveal that the intervention was successful, with the experimental group showing greater improvement than the control group. The findings of this study have implications for second language tertiary learning and teaching theory and practice / Linguistics and Modern Languages / M.A. (Linguistics)

Cette thèse propose une analyse économique de la qualité et de l'efficience des universités et des systèmes universitaires au niveau international, à travers l'utilisation des indicateurs intrants et extrants et la méthode d'enveloppement des données (Data Envelopment Analysis DEA). La thèse est composée de quatre chapitres. Le premier chapitre intitulé "les classements des universités : une mise en perspective critique" présente et évalue la pertinence des indicateurs intrants/extrants les plus utilisés par les classements des universités. Il est l'occasion d'exposer un certain nombre de critiques présentes dans la littérature et de focaliser sur un problème méthodologique répandu dans les classements. Il s'agit de l'utilisation des inputs (intrants) comme des mesures de la qualité des universités. Une telle pratique confond moyen et résultat et fait l'impasse sur les concepts de base des modèles de comptabilité en termes de fonction de production et d'efficience. Le deuxième chapitre intitulé "caractéristiques et classements des universités : autour de quelques facteurs capables d'expliquer les différences de performance entre les universités", compare les résultats de deux classements: QS-Times et Shanghai et propose une liste de facteurs capables d'expliquer pourquoi il existe de telles différences de qualité, selon ces classements, entre les universités. [...] Le troisième chapitre intitulé "la performance et l'efficience des universités et leurs déterminants: une évaluation à partir des classements mondiaux des universités et de la méthode DEA" évalue sur la base d'une méthode DEA l'efficience de 214 universités issues de 13 pays différentes afin de savoir si les universités les mieux classées parmi les classements traditionnels sont aussi les universités qui utilisent le mieux leurs ressources. [...] Enfin, le quatrième chapitre, titré "l'efficience des systèmes universitaires de 35 pays et leurs déterminants: une évaluation par la méthode DEA et le calcul des indices de Malmquist (2006-2012)" évalue l'efficience et les performances des systèmes universitaires de 35 pays. Il propose de nouveaux scores d'efficience globale qui viennent compléter les deux premières études sur ce sujet d’Agasisti (2011) et St. Aubyn et al (2009). Les nouveautés par rapport à l'article d'Agasisti (2011) sont au nombre de cinq: l'échantillon est plus important (35 pays au lieu de 18), la période d'observation est actualisée, l'évolution de l'efficience entre deux périodes est calculée, le nombre des intrants et des extrants incorporé dans chaque modèle est plus élevé et un modèle spécifique d'évaluation de l'efficience de la recherche est proposé. Il conforte la thèse selon laquelle les systèmes universitaires de la Suisse et du Royaume-Uni sont les plus efficients. Il montre aussi sur la base d'un calcul des indices de Malmquist qu'entre 2006 et 2012 l'efficience en matière d'enseignement des 35 systèmes universitaires évalués a eu tendance à diminuer alors que l'efficience de la recherche et de l'attractivité- réputation de ces mêmes systèmes a plutôt eu tendance à augmenter. Ce qui permet de mieux évaluer l'effet des réformes inspirées par l'usage du classement de Shanghai sur les systèmes universitaires. Ces réformes conduisent les enseignants-chercheurs à délaisser l'enseignement pour la recherche. / This thesis aims to economically analyze the quality and efficiency of universities and university systems at an international level of comparison, by using input/output indicators and the Data Envelopment Analysis (DEA) method. The thesis is composed of four chapters. The first chapter entitled "university rankings: a critical perspective" presents and evaluates the relevance of inputs/outputs indicators used by most university rankings. It is the opportunity to present a number of criticisms found in the literature and focus on a common methodological problem in the rankings. It is the use of inputs as measures of university quality. This practice confuses means and results and ignores the basic concepts of accounting models in terms of production functions and efficiency. The second chapter entitled "characteristics and rankings of universities : around some factors that can explain the differences in performance between universities", compares the results of two rankings: QS-Times and Shanghai and offers a list of factors that may explain why there are such differences in quality, according to these rankings between universities. [...] The third chapter entitled "performance and efficiency of universities and their determinants: an evaluation using world university rankings and DEA methodology" evaluates on the basis of a DEA methodology the efficiency of 214 universities from 13 different countries, in order to find if the top ranked universities among traditional rankings are also universities that best utilize their financial and human resources. [...] The fourth chapter titled "efficiency of university systems in 35 countries and its determinants: an assessment by DEA methodology and the calculation of Malmquist indices (2006-2012)" assesses the efficiency and performance of university systems of 35 countries. It offers new scores for overall efficiency that complement the first two studies on this topic in the literature by Agasisti (2011) and St.Aubyn et al (2009). Compared to the article of Agasisti (2011), we identify five new developments in our study : the sample is higher (35 countries instead of 18), the observation period is updated, the evolution of efficiency between two periods is calculated, the number of inputs and outputs incorporated into each model is higher and a specific model for evaluating the efficiency of research is proposed. Our study confirms the thesis that the university systems of Switzerland and the United Kingdom are the most efficient. It also shows based on the calculations of Malmquist indices between 2006 and 2012 that teaching efficiency of 35 reviewed university systems has a tendency of declining while the research efficiency and that of attractivity-reputation is rather increasing. This allows a better assessment of the impact of reforms inspired by the Shanghai ranking on university systems. These reforms led the academic staff of universities to abandon their focus on teaching in favor of research activities.

This work seeks to answer questions concerning the role France played in shaping the Czechoslovak elite in the first half of the 20th century. The study rests on three basic pillars. The first is a study of the framework in which Franco-Czechoslovak relations developed in the area of culture, cultural and educational policy. The second pillar is the question of France's direct involvement in Czechoslovakia - by means of solid structures created in connection with the establishment of the new state, and with the development of active French cultural policy after 1918. On the one hand, the French Institute in Prague, which, in the period under study, wanted to be more than a mere cultural centre, its ambitions primarily concerning scientific cooperation (language, philosophy, history, law, medicine, economics, chemistry, technical disciplines). On the other hand, the French Real Grammar School in Prague, the example of which gives a very good study of the competitive limits of cooperation between the two countries in the field of secondary education. Despite the growing number of students, this private institution (nationalised in 1937), never stopped addressing a key question: is it a Czechoslovak school teaching in French or a French educational institution operating in Czechoslovakia? The third pillar is...

Der vorliegende Band wirft einen Blick in verschiedene Forschungsfelder, die an der Professur Interkulturelle Kommunikation der Technischen Universität Chemnitz in den letzten Jahren von Studierenden im Masterstudiengang ‚Interkulturelle Kommunikation – Interkulturelle Kompetenz‘ bearbeitet wurden. Die den sechs Artikeln zugrunde liegenden Studien nutzen Methoden der qualitativen Sozialforschung zur Datenerhebung und -auswertung. Die Artikel thematisieren interkulturelle Lernprozesse in internationalen Workcamps und interkulturellen Trainings, Erfahrungen während eines Auslandsstudiums und im interreligiösen Austausch sowie die Zusammenarbeit in multikulturellen Teams. / This volume gives insight into different research projects conducted by students in the master‘s programme ‚Intercultural Communication – Intercultural Competence‘ at the Chair of Intercultural Communication at Chemnitz University of Technology. All empirical studies on which the articles are based use methods of qualitative social research for data collection and analysis. The articles focus on intercultural learning processes in international workcamps and intercultural trainings, experiences during studies abroad and in interreligious dialogues as well as cooperation in multicultural teams.