A review of the theoretical and empirical literature from the field of humor and from that of intercultural communication showed that no investigations dealt with the possibility that a sense of humor might serve as an indicator of intercultural communication effectiveness. This study was conducted in order to assess that possibility. This paper has set out to answer the following questions: What cognitive processes are common to a sense of humor and to intercultural communication effectiveness? What does one's ability to create and appreciate humor say about that individual's potential for intercultural communication effectiveness? Through the review of the literature, specific connections were suggested as theoretical connecting points or parallels. The processes suggested as common to humor and intercultural communication included the following: the ability to note difference; the ability to note and appreciate incongruity; the ability to process information both analytically and synthetically; the ability to shift frame of reference; the ability to perceive, communicate and maintain multiple perspectives; a tolerance for ambiguity; the possession of an internal locus of control; and the ability to act and react appropriately to others and to context. In an attempt to develop a theoretical link between these processes considered crucial to a sense of humor and to intercultural communication effectiveness, cognitive complexity theory was examined. Through this examination it was found that the cognitively complex individual possessed qualities and abilities consistent with those which had been found to be typical of people with a sense of humor and with people considered to be effective intercultural communicators. This suggested that cognitive complexity could serve as the theoretical tool by which a sense of humor may be seen as an indicator of intercultural communication effectiveness.

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Intercultural communication theory and research have largely been based on the assumption that dealing with cultural differences is the key element in intercultural encounters. This is applied particularly to encounters between people from different societies, either where a participant is visiting another country, or where that participant has recently migrated. Encounters between people who, though culturally different, live permanently together in the same society however, are not necessarily the same as encounters between people from different societies. In the light of this, intercultural communication theory should be reviewed and developed to better conceptualise the nature of intercultural interaction as it occurs within the same (multicultural) society. Such a review requires a framing of intercultural communication episodes within a broader social perspective, a more thorough investigation of the relationship of homogeneity and heterogeneity as it affects intercultural interaction and a greater focus how communication processes help to create culture as well as how they are influenced by culture. An organising model for the multicultural perspective is therefore proposed based on three key elements. First it incorporates a system approach that recognises influences on communication, the interactive process and the outcomes of that process. Second, it incorporates a three-tiered approach that recognises the role played by structural processes in establishing the character of the society, the general patterns of interaction that emerge from these structural processes and the individual application of these processes in communicative episodes. Third, it incorporates a recognition of the interplay of centripetal and centrifugal forces at each of these levels and the range of intercultural possibilities that this raises. The organising model is then used to analyse intercultural interactions across four focuses: meaning, social relations, identity and behaviour / Doctor of Philosophy (PhD)

University of Technology, Sydney. Faculty of Education. / As the cultural and language backgrounds of students enrolling in Australian universities continue to diversify, education, always an act of communication, becomes increasingly an act of intercultural communication. Teaching strategies developed for an homogenous culture need to be revised to include these multicultural dimensions. Although there is significant literature concerning theories and training programs in intercultural communication competence that may benefit Australian university staff, training programs to help staff become more competent at addressing the complex communication issues that arise in intercultural contexts are not commonly available for staff at Australian universities. Assuming that university staff who conscientiously seek to improve their teaching effectiveness would welcome and benefit from continuing professional education in intercultural communication, an educational intervention in the form of a Staff Development Training Program in intercultural awareness and sensitivity was designed and implemented for teaching staff at a metropolitan case study campus in Australia. This thesis examines the development and delivery of this intercultural training program to identify the elements that participants found helpful in increasing their intercultural communication skills and also to advance pedagogy in the field of cultural awareness and sensitivity training. The Training Program was framed as part of processes of both action research and action learning and was comprised of three Workshops offered over a nine-month period. Over the course of this intercultural Training Program, teachers were provided with a selection of intercultural communication theories relevant to their teaching context and had opportunity to apply these theories to their own professional experiences and practices. The aim of the research associated with this Training Program was firstly, to investigate and facilitate intercultural awareness and sensitivity in academic practice in the Australian university context, and secondly to identify interculturally aware and sensitive teaching strategies for dissemination to the campus teaching staff and, through publication of this thesis, to other institutions delivering higher education in culturally diverse contexts. The eleven teachers who attended the workshops also agreed to be research participants. An interpretive methodology was designed in order to investigate the teachers' awareness of and sensitivity to the values, beliefs and practices of international students in the context of their face to face teaching and learning activities. Hence, in-depth interviews were conducted with workshop participants after each workshop to explore seven main Research Questions. The researcher also contributed evidence as a participant-observer and an e-communication list facilitating the sharing of ideas and materials relevant to the training topic was a further source of evidence. Findings from these multiple sources of evidence demonstrated that purpose-designed intercultural training programs can build the intercultural sensitivity and awareness of Australian university teachers thus enhancing professional practice in culturally diverse teaching contexts. There was a significant contribution to contemporary knowledge of the specific nature of intercultural teaching and learning problems for international students engaging with Australian curriculum and pedagogy. In addition, possible strategies were contributed to assist university teachers to have more confidence and less anxiety concerning their professional practice with culturally diverse students. In particular, strategies were suggested to help teachers to address aspects of professional practice related to learning issues associated with international students such as, teacher-dependence, uncritical thinking and second language expression. Recommendations were made concerning changes to organisational policy on staff development programs and support structures for international students and their teachers in Australian universities. Specifically, Australian universities should develop ongoing and regular intercultural training opportunities for their staff beginning with induction. Intercultural training for teachers should include an examination of culturally different learning styles and preferences. Australian universities need to establish Learning Support and Counselling Units for international students. In addition, Australian universities should promote and support the learning of languages other than English amongst their staff.

Thesis (Ph. D.)--Utah State University, Dept. of Instructional Technology, 2002. / Includes vita. Includes bibliographical references (leaves 133-145).

Thesis (D. Min.)--Northern Baptist Theological Seminary, 1997. / Includes bibliographical references (leaves 301-317).

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Thesis (D. Min.)--Western Conservative Baptist Seminary, 1989. / Abstract. Bibliography: leaves 297-306.