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The purpose of this paper is to increase the understanding of how host-country language proficiency affects the ability of expatriates to manage business operations overseas. Therefore the relevant aspects of intercultural communication are identified, and then how these aspects are affected by a Swedish expatriate’s proficiency in the host-country language (Japanese) is examined. Subsequently, the effects of the identified aspects on the expatriate’s ability to manage business operations in the host country (Japan) is explored. Additionally, in order to achieve the purpose of this thesis, the following main research question will be answered: How does Japanese language proficiency affect the ability of Swedish expatriates’ to manage business operations in Japan? The literature review includes theories and findings of previous research related to intercultural communication, and what effect language proficiency has on the different aspects of intercultural communication. Furthermore, the literature review elaborates on the role of communication in business, with examples from previous studies on expatriates in Japan, finally ending in the conceptual framework used for this study. The methodology chapter explains the approach, method and design used for this study, as well as introducing the respondents chosen for this thesis. In the empirical findings the respondents’ responses are presented. This is followed by the analysis which includes a comparison of empirical data and literature and a discussion regarding similarities and differences. The analysis explains how language proficiency has a positive effect on the effectiveness of communication between the expatriates and their Japanese co-workers and business partners, as well as on building of trustful relationships, the ability to access information, and consequently work performance. The conclusions of this study are that language proficiency has a positive effect on intercultural communication and consequently on the expatriates’ ability to manage business operations, mainly in the form of trustful relationships, effective communication and access to information.

The current global and local issues of culture such as September 11, the Bali Bombings and the “Cronulla Riots” triggered a question for the researcher: “how do primary students deal with intercultural communication in multicultural Australia in times of cultural uncertainty and complexity?” Intercultural communication studies in Australia rely heavily on those of the United States of America and the United Kingdom. For this reason, this study was planned to investigate intercultural communication in a multicultural classroom in a primary school in Australia. The research employs an ethnographical case study methodology with data collected from observation, interview and documentation. 56 Year 7 students and two classroom teachers from two classes and the school ESL (English as a Second Language) teacher were included in the study. Amongst the 56 students, 24 students were interviewed along with the classroom teachers and the ESL teacher. School documents regarding the promotion of intercultural communication were also collected during the observation period. The study found that differing language capacities of students and teachers have the greatest influence on intercultural communication. Language was observed to influence positive and negative intercultural communication in the classroom. The study also confirmed that the theory of Intercultural Communication Competence (Wiseman, 2002) supports the current ethos of this school’s curriculum. Overall, the study provides a vicarious experience of intercultural communication in an Australian multicultural classroom. Intercultural communication in this particular school did not appear to be problematic. This could be due to the teachers’ endeavours to promote intercultural communication both implicitly and explicitly. In concluding, the study suggests that this school could be a model for promoting intercultural communication with a few modifications to its programs.

This thesis is a comparative study of the West�s intellectual responses to the indigenous inhabitants of Australia and New Zealand from the period of first contact through until 1850. The thesis does not attempt a comprehensive history of the West�s encounters with Australasia nor does it attempt to discuss the role of the indigene within these encounters. The thesis does, however, discuss the formulation and expression of those intellectual traditions that informed the Western response to the Maori and Aborigine. Specifically, each chapter addresses a particular aspect of the West�s interaction with the indigenous peoples of Australasia in order demonstrate how the Western narratives of exploration, travel and settlement were informed by the wider discourse of colonialism. Amongst some of the themes addressed in the course of this thesis are: the ideal of the �Good Savage�, the shifting notion of a �Great Chain of Being�, the rise of natural history as a system for classifying human difference and the importance of ideas of savagery in framing the colonial response to the Maori and Aborigine were characterised by similarities and continuities as much as by the more commonly acknowledged differences and discontinuities.

Thesis (MEd (Human Resources Studies))--University of South Australia, 1995

Due to its position as the main source of national income, the tourism and hospitality service industry in Thailand is now highlighted as an area to watch in terms of its value for continued national economic growth. Chiang Rai Rajabhat University (CRU) a university in the tourist area in the North of Thailand, plays a key role in hospitality service education and has a significant influence in the sector because it produces graduates for service in the workforce of this industry. Given the industry's competitive climate, decisions to increase the number of workers, or practitioners, need to take into account the quality of the workers. In this time of globalization, when English is used widely, particularly in the intercultural context ofhospitality service businesses, the quality of English must be seriously considered. Business English (BE) graduates, as prospective employees, need to be highly competent in English language skills. This demand for effective English users in hospitality service workplaces means that there is a need to give serious consideration to the ability of Thai graduates to become competent users of English in real workplaces, and to develop an understanding of how they may achieve the high level of competence required of them. This study investigates the English language skills Thai students used in intercultural communication in hospitality service workplaces. The aim was to determine what essential language skills were used, to explore how these skills were implemented while giving services to international tourists, and to use the results to reflect on English for Hospitality Services (EHS) study in order to provide some recommendations for teaching and learning in those courses. The project was designed as an ethnographic case study. Multiple research tools were used, but particularly participatory observations of student workplace interactions, and semi-structured interviews that included interviews with workplace staff, such as managers, heads of departments, business owners and on-site supervisors. There were additional sources of information used, including students' diaries and other documents relevant to internship. The data collected were then examined using both quantitative and qualitative methods. The participants were 15 volunteers and were fourth-year students in the Business English (BE) program at CRU. The case study involved an examination of data collected from ten workplaces in four hospitality service areas. The observation transcriptions were quantitatively scrutinized for the most essential functional language units used in the hospitality services. The significant findings indicate that the functional language of requests and responding to requests was the most frequently used unit in this hospitality services area. This result confirms previous studies that have found that the functional language of requests, including responding to requests, is the most essential functional pattern in hospitality services. Thanking, offering help/services, and refusing are counted as the second, third and fourth essential units used. However, apologizing and responding to complaints, which are generally considered important in the service area, were very much less frequently used in this study. There was no evidence that significant breakdown or major problems in communication occurred during hospitality service procedures examined; however, the findings suggest that the language proficiency of Thai students was very low in terms of language accuracy. From the results of the study, it is recommended that those responsible for EHS teaching and learning give serious consideration to increasing the level ofcommunicative competence of Thai BE students in terms of English language skills, and to improving the cultural awareness of graduates who expect to be involved in intercultural communication in the hospitality services industry.

Bibliography: leaves 330-350. / vi, 350 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / The aim of this study is to carry out a qualitative investigation of the experience of cultural interaction from the perspective of members of the mainstream group in Australia. Memoir methodology is adopted as the means of gaining an in-depth understanding of individual respondents' experience of cultural interaction and their attitudes towards cultural pluralism. The memoirs are analysed in relation to two questions, relating to the writers' experience of cultural interaction and their attitudes to cultural pluralism. / Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 1997

Thesis (M.A.)--Catholic Theological Union at Chicago, 1989. / Includes bibliographical references (leaves 133-135).

Thesis (M. Ed.)--University of Adelaide, Dept. of Education, 1985. / Includes bibliographical references (leaves 160-178).

Thesis (Master of Business (Organisation dynamics)) - Swinburne University of Technology, Division of Business, Humanities and Social Science, Graduate School of Business, 2000. / Submitted for the degree of Master of Business (Organisation dynamics), Swinburne University of Technology, Division of Business, Humanities and Social Science, Graduate School of Business, 2000. Typescript. Bibliography: p. 263-268.