Researchers use interviews as one of the means of collecting the information that is surrounding people. Interviewing is an important instrument of collecting data during a research. Although the collection of particular data is not guaranteed, interviews render an opportunity for collection of that data. Reasons for successful collection and/ or failure to collect the targeted data are various. Cultural formation of the interview situation might be one of those various reasons. This study focused on selected cultural dimensions, namely race, gender and language as possible causative dimensions influencing the generation of data in terms of volume, expression, range, content and content formulation. Data collected during culturally formulated interviews were presented. The influence that the three dimensions might have had on the generation of data was emphasized. A Response Process Model was utilized in this study to interpret the responding process that an individual might go through before yielding a response to the posed question. Coupled with the demands of meeting the question’s objective, an individual might be bombarded by extraneous and internal cues that might be exacerbated by the cross-cultural formation of the interview situation and therefore imposing extra demands on the individual and ultimately affecting the response given. The response processes were indicated in this study that at times were altered to possibly suit the cross-cultural interview situation. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

Chinese international students’ difficulties in adjusting to the U.S. classrooms has long been overlooked. They have been stereotyped as not experiencing any problems as a result of their excellence at all levels of education, which also implies that they have been succeeding at handling cross-cultural issues. Research which focuses on Chinese international students are usually generated in the area of second language learning or pedagogical methods, Chinese international students’ cross-cultural experience has not been fully explored. The present study was hence conducted to fill the literature gap. Its results could lead to an improvement of Chinese international EFL students’ studying abroad experience, as well as provide directions for possible future studies. The study investigated the research question: how does a group of eight Chinese international EFL students studying STEM disciplines in doctoral programs at a large public research university make meaning of their cross-cultural classrooms/lab setting experiences? The study is a qualitative case study. Participants were recruited via purposeful snowball sampling. An interpersonal, semi-structured interview was used for data collection, and guidelines provided by Smith et al. (2009) were adopted for data analysis. The results show that all eight participants have been experiencing culture-shock since they arrived in the U.S., and they held many erroneous assumptions about studying in the U.S.. Their major difficulties were generated by adjusting to the U.S. classroom culture and using/understanding cultural English. Causes of their cross-cultural experience could be traced to differences between the Chinese and the U.S. curricula and pedagogical methods; and the teacher centered, textbook oriented teaching methods adopted in their Chinese schools for English teaching. Besides, since most of the participants were top students when they were in China, considering the demand for academic excellence in the Chinese culture, participants’ eagerness to maintain/obtain academic accomplishments severed the negative part of their cross-cultural experience. On the basis of my findings, I recommend re-examining (and corresponding change) of the curricula, avoiding the expert blind spot while teaching, and a change in schools in China regarding its English teaching method. However, because this is a qualitative case study, when facing a different group of students (other than my participants), these suggestions should be applied selectively.

We live in an increasingly globalized world where mutual dependencies are clearly visible, especially in the lives of children and young people. Therefore, schools must prepare students for a life in which society houses multiple cultural diversity, give them global education, and create conditions for sustainable internationalization. Not much research and writing has been done about intercultural and multicultural art education in Sweden, because of this we chose to delve into this subject in our overview project. This knowledge overview examines the intercultural and multicultural meaning in visual arts education through scientific research. The main aim of this study is to investigate whether intercultural methods can help both students and teachers reach a better understanding regarding diversity in schools. Furthermore, this knowledge overview aims to gather different resources that touch on the concept of integrating multiculturalism into different pedagogy approaches that centers around visual arts. Our SAG project hopes to widen the perspective that current teachers have on/against diversity within education and which effects it may conjure.

Education systems in China and the United States are very different. Chinese educator Hong Wang compared the two education systems and came to a conclusion: Chinese education wins in the starting point, while American education wins in the end point (Cheng, 2014). Chinese students learn more things, take challenging courses, and do well in academic accomplishment. However, examination-oriented methods in the Chinese education system may kill students’ interest in learning. Even though Chinese students learned fast in the starting points, they failed in the terminal points as they lost their interest in learning (Chen, 2014). Many educators and scholars think of Chinese education as important for developing a foundation of skills and American education is viewed as more helpful in cultivating students’ creativity (Liu, 2014). This study will explore some of the differences between Chinese and American art education. The methodology for this study is qualitative case study research using data collected from both American and Chinese publications, from national and governmental organizations, and information gathered from surveys and interviews of Chinese art educators who have both education experiences in the United States and China. This research includes comparison and evaluation of the differences between curriculum, assessment, and class management in both Chinese and American art education systems. The result will contribute to providing valuable reference data for both Chinese and American art education systems, for art students and art educators.

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När befolkningen i Sverige blir allt äldre kommer det bland annat leda till ett ökat sjukvårdsbehov. I genomsnitt har människor födda i länder långt från Norden sämre hälsa än personer födda inom Norden, de kan ha en annan kultur och tolka kommunikationen inom vården annorlunda. Syfte: Att beskriva faktorer som påverkar omvårdnaden av patienter och anhöriga från andra kulturer inom palliativ vård. Metod: En litteraturöversikt. Resultat: Är baserat på nio vetenskapliga artiklar. Det fanns kulturella skillnader i synen på allvarlig sjukdom och död. Inom flera kulturer är det tabubelagt att tala om döden och detta var sjuksköterskorna inom västerländsk kultur oerfarna vid, de var mer vana vid en rak och ärlig kommunikation med patienterna. Sjuksköterskorna hade kommunikationssvårigheter med patienter och närstående då de inte hade samma språk. Det var även svårt och tidskrävande att finna lämpliga tolkar som kunde hantera känsliga ämnen relaterat till palliativ vård. Konklusion: Sjuksköterskor upplevde att möten med patienter och anhöriga från andra kulturer ofta var svåra om de inte pratade samma språk. Trots detta upplevde sjuksköterskorna arbetet som tillfredsställande. Det framkom att för lite tid och stress var ett av problemen samt att behovet av tolkar var stort. / Background: As the population in Sweden is getting older, it will also lead to increased health care needs. On average, the immigrants have poorer health than people born in the Nordic region, they can have an other culture and interpret the communication in care different. Aim: To describe the factors that affect the care of patients and families from other cultures in palliative care. Methods: a literature review. Results: Is based on nine scientific articles. There are cultural differences in the perception of serious illness and death. In many cultures, it is taboo to talk about death and this was the nurses of Western culture inexperienced with, they were more experienced with a straight and honest communication with the patients. The nurses had communication difficulties with patients and families as they did not have the same language. They also found it more difficult and time consuming to find suitable interpreters who could handle the sensitive issues related to palliative care. Conclusion: Nurses felt that when confronted with patients and families from other cultures it was often difficult if they were not talking the same language. Despite this, nurses experienced work as satisfaying. It appeared that lack of time and stress was one of the problems and the need for interpreters was large.

<p><p>Can the lack of functional cross-cultural communication among individuals within an international organization be the reason for cultural clashes to occur, and lead to conflict between two cultures within the same organization?</p><p>Our aim is to try to create a potential model of how cross-cultural problems can be studied, in order to contribute to the solution of the problem. And to examine whether the theories, which form the basis of our model can be applied in reality.</p><p>The research have assumed from the hermeneutical approach for a holistic view of the problem area. The deductive approach has been used in order to distinguish whether the theories can be applied to reality, and qualitative research method for collecting data.</p><p>The focus lies within cross-cultural communications, which defines the various cultural factors that can affect organizational culture. Hofstede dimensions and the social structure are mentioned and cultural factors as language and religion. The piece includes the national and organizational culture theory and the establishment strategies. Subsequently the culture clashes, the international business relations and conflict resolution.</p><p>Our conclusion is that culture clashes occur and the further away from our own values, attitudes and norms, we get, the more tolerant we relate to other cultures. We note that organizational culture is influenced by individuals which constitutes in it and the theory and reality may not always correspond. That culture is a complexity to study, where tolerance, acceptance and understanding are the most important tools for cross-cultural communication.</p></p>