Current practices in music education parallel the expansion of globalization and cross-cultural contact. However, the multicultural music education movement—referred to by some as "world music education"—has been primarily about the diversity of musical experiences and less about the circumstances and processes of the music itself. As a result, Western music educators often neglect inseparable learning pathways and unintentionally distort the meaning and value of diverse musics from around the world. While there is considerable research examining the teaching and learning of diverse music cultures, significant portions of that literature only represent the observed accounts of cultural outsiders. In this study, I examined the lived experiences of world music culture bearers who teach in Western university institutions in the Southwest region of the United States. I used narrative inquiry to learn more about their pedagogical experiences and documented their storied accounts of interactions with university students. I based the theoretical framework in this study on Clandinin and Connelly's narrative inquiry three-dimensional space model and Schippers' twelve continuum transmission framework. My primary findings revealed that teaching in a cross-cultural setting involves several musical and contextual choices. Moreover, the perceived authenticity of the research participants' transmission processes was often a byproduct of their teaching realities—the intersection of their music culture and Western institutional structures—and included numerous adaptations. As was the case with all three participants, their past experiences constituted their present teacher knowledge and became a significant part of how they perceived their futures.

Global virtual (GV) teams provide an opportunity for engineering students to participate in meaningful, cross-cultural learning projects without additional costs of time and money associated with study abroad programs. However, students must learn how to communicate effectively with international team members. Instruction to help students learn which virtual communication technologies to use and how to use them is needed. Training must include cross-cultural training that facilitates team communications and interactions with people from different cultural backgrounds. This study focused on how 10 specialized lessons, Principles of Global Virtual Teams (PGVT), facilitated the communications and interactions of students participating on GV teams in an advanced engineering design course. All GV teams provided evidence that communications and interactions on GV teams are different than Co-located teams. However, teams receiving the PGVT instruction showed indications of increased communication ability on GV teams. These indicators included technology use, vernacular phrase use, communication competence ratings and descriptors from team emails.

Understanding the factors responsible for successful interactions between cultures has been an ongoing investigation among anthropologists, social workers, and organizational psychologists. The need for employees who are able to function effectively across cultures has resulted in a great deal of research examining which factors enable expatriate effectiveness. Despite the necessity of a workforce that is able to function across cultures in today’s global economy, an even greater case can be made for cross-cultural competence (3C) in the U.S. military. The potential for loss of life and international-level consequences is high if our military forces are not adequately prepared. This is why the Department of Defense has identified 3C as a critical determinant of success for military missions. Despite the critical need for military 3C, a review of the literature found no validated instruments developed to assess the readiness of our troops to work closely with foreign nationals and coalition forces in the context of military deployments. As such, the overarching goal of this validation study was to enable the U.S. military to prepare and train its forces in 3C, specifically allowing the military to: (1) better assess troop readiness to engage other cultures; (2) target training to those skills that help achieve missions in the field; (3) design more authentic cross-cultural training exercises; (4) assess the effectiveness of crosscultural training; and (5) guide the development of future cultural training efforts. To that end, a blended approach to scale development was undertaken, whereby critical-incident interviews with subject matter experts informed which of the individual difference predictors from the civilian literatures would likely be applicable to the military domain. Initial administration of the prototype instrument to 792 military members, followed by exploratory factor analysis, revealed six hypothesized factors of 3C. Following scale development, the Cross-Cultural Competence iv Inventory (3CI) was administered to almost 5,000 service members, and the six-factor structure was confirmed as well as cross-validated. Another data collection effort focused on assessing the stability of the six factors over time, via test-retest reliability analysis. A final validation study revealed Cultural Exploration to be a significant predictor of three of the four performance criteria, as rated by supervisors on deployment. Furthermore, this study offered the unique perspective gained by administering two popular civilian instruments along with a military-based tool, providing insight into the nature of military 3C and the ways in which it is similar to, and distinct from, civilian 3C. Additionally, important theoretical contributions may help guide future empirical research and military applications. This study is the initial step in assessing readiness for cultural interaction in the military. The results may serve to guide future efforts in military research in order to support our forces in the field as well as to guide the military establishment in making decisions on training, education, and operations in the context of mission success.

There is a wealth of studies which suggest that manager's positive perceptions/expectations can considerably influence organisational performance; unfortunately, little empirical evidence has been obtained from development studies. This first time research explores how Japanese aid workers' perceptions towards the local staff affects their behaviour and performance in cross-cultural project settings. Moreover, this research focuses on the perceptual and behavioural trait differences of successful and unsuccessful aid workers. With cooperation from Japan International Cooperation Agency (JICA), 244 valid responses were obtained from the aid workers (managers) through a webbased survey. As a result of statistical analysis, positive causal relationships were confirmed between perception related factors and behaviour related factors and the organisational performance variable. These results strongly suggest that aid worker¿s positive perceptions result in positive behaviour in local colleagues and subsequently higher organisational performance. In addition, it was discovered that the aid workers' positive perception/expectation about work and their local colleagues was related to higher organisational performance, whilst conversely, the negative perception on their part was generally associated with negative behaviour and lower organisational performance.Although the differences in perceptual tendencies suggested by that these findings apply to Japanese aid managers; however, as human nature is universal, positive perception and behaviour should bring out positive output in most organisations. It is recommended that there is a need for people-related and cross-cultural management skills to ensure successful future activities, and stress management competencies to maintain positive managerial perception on the part of aid workers. / Japan/World Bank Graduate Scholarship Program (JJ/WBGSP).

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Mémoire numérisé par la Direction des bibliothèques de l’Université de Montréal / Particular interest to expatriate adaptation on the assignment is explained by the globalization of business and the necessity to catch growing opportunities on the international market with the help of qualified and effective human resources. The researchers try to identify the antecedents of successful international assignments (Black, Gregersen, and Mendenhall 1992, Parker and McEvoy 1993) and to provide the evidence of cross-cultural training utility for expatriate adaptation and performance in the host country (Deshpande and Viswersvaran 1992, Earley 1987). D However, according to the literature, only 30-45% of American multinational corporations provide cross-cultural training to their expatriates. The effectiveness of cross-cultural training and its different components as well as its prevalence in Canadian multinational companies remain under-explored. Reported in the literature results concerning the impact of some individual, family-related and host country characteristics on expatriate adaptation are contradictory. In this study the attempt was made to investigate the importance of crosscultural training and previous international and cross-cultural experience of expatriates for their adaptation in the host country. The influence of several intermediate factors (personality, demographic, family characteristics and adaptation, job, host country and expatriate community characteristics) on expatriate adaptation was also examined. The concept of expatriate adaptation was divided into three facets: general, interaction, and work adaptation. The population of this study was represented by 140 expatriates working for one division of Canadian multinational company. The data was collected between October 2000 and February 2001. Twenty three valid questionnaires were received. 3 The results demonstrated that cross-cultural training of expatriates was not a commonly used practice and, even when provided, had no, or in some components, had a negative impact on expatriate adaptation. At the same time, cross-cultural training was perceived as important by the expatriates. Previous international and cross-cultural experience were reported by the majority of expatriates. While previous international experience was found to be negatively associated with expatriate adaptation, previous cross-cultural experience had a positive impact on the dependent variable. Positive family relations, family support, favorable family perception of the relocation, successful family adaptation in the host country and knowledge of the host country predominant language turned out to be the most important antecedents of effective expatriate adaptation. Young age, personal characteristic self-efficacy and greater hierarchical position on the assignment were predictors of a better expatriate adaptation. Longer international assignments were associated with worse expatriate adaptation. Meanwhile, marital status of expatriates, level of education completed and importance of expatriate community in the host country were not related to any facet of expatriate adaptation. The assumption about positive relationship between expatriate adaptation and expatriate effectiveness on the international assignment was empirically confirmed in this study. 0 The results of this study contribute to a better understanding of the relationship between expatriate adaptation and expatriate performance on the assignment and mark out the role of some antecedents of successful expatriate adaptation. Though no positive relationship has been found between cross-cultural training and expatriate adaptation the importance of cross-cultural training should not be eliminated. The proper content of training, the right moment of its implantation and corresponding intensity can affect significantly adaptation of expatriates on their first assignment and increase adaptation of those with previous experience of international relocations.

<p dir="ltr">International friendship (i.e., friendship between host-national and international students) is an important area of study for counseling psychologists. Host-national students’ engagement with international friendship is associated with cross-cultural learning, cognitive benefits, and a more nuanced understanding of race and stereotyping. Even with these benefits, international friendships appear to be infrequent. In this dissertation, I present two distinct chapters to investigate international friendship more deeply. In Chapter 1, I summarized benefits of and barriers to international friendship. Additionally, I described how relevant friendship theories have guided the current international friendship literature. I concluded Chapter 1 by identifying limitations to current research, making recommendations for future research, and offering implications for counseling psychologists. In Chapter 2, I performed a latent profile analysis to identify three profiles of host-national students based on their attitudes, behaviors, and demographic factors. I used these profiles to analyze how international friendship engagement varies by their profile group membership. I then contextualized these profiles in research and theory and identified limitations to the current study.</p>

In today’s increasingly diverse and multicultural societies, the need for inclusive public spaces that bridge cultural boundaries becomes desirable. “Interlace” explores the fusion of Persian and Swedish architectural aesthetics within public space, aiming to foster cross-cultural dialogue and enhance social interaction.  This project seeks to blur the lines between cultures, creating a harmonious atmosphere where diverse communities feel a profound sense of belonging. Interlace delves into the atmospheric qualities of public space, emphasizing inclusivity and unity among individuals from diverse backgrounds. Drawing inspiration from traditional Swedish boat houses and Iranian architectural heritage, the design focuses on seamlessly blending elements while respecting the natural surroundings and existing architectural features. The outcome is an architectural proposal—a public sauna on a deck in the Stockholm archipelago—symbolizing the merge of two distinct cultures. By incorporating Persian geometric patterns and Swedish architectural techniques and local material resources, the design creates a tranquil and contemplative space conducive to social interaction and community engagement. Interlace delves into the atmospheric qualities of public space, emphasizing inclusivity and unity among individuals from diverse backgrounds. Drawing inspiration from traditional Swedish boat houses and Iranian architectural heritage, the design focuses on seamlessly blending elements while respecting the natural surroundings and existing architectural features. Interlace delves into the atmospheric qualities of public space, emphasizing inclusivity and unity among individuals from diverse backgrounds. Drawing inspiration from traditional Swedish boat houses and Iranian architectural heritage, the design focuses on seamlessly blending elements while respecting the natural surroundings and existing architectural features.

This dissertation maps a cross-cultural portrait atlas that traces Ottoman faces within the spaces and places of the nineteenth-century visual economy between 1863-1908. These photographic portraits reveal a reciprocal exchange and shared discourse between modernizing Ottoman and Euro-American worlds as mediated by expositions, publications, and museums. Three case studies are considered: sultanic portraits by Ottoman studios and their varied appearances in the picture press; the sumptuous album of regional Ottoman costumes commissioned in 1873 the Elbise-i Osmaniyye for the Weltausstellung Wien; and student portraits in a fifty-one volume photographic study gifted to the United States and Great Britain by Sultan Abdülhamid II in 1893 and 1894. It positions Ottoman portraits by photographers such as Pascal Sébah and Abdullah Frères as more than “Eastern” or “European,” “other” or “Islamic.” It considers these photographs multi-cultural, cosmopolitan, and politically complex entities that chart an international and networked history of art. Ottomans Abroad explores the ways in which contradictory notions about Ottoman identity materialize in a range of portrait images, and demonstrates how these photographs confront the effects of cultural belonging in a place where identity, and representations of that identity, have always been fluid. My first chapter maps the stories behind the small number of Ottoman sultanic photographic portraits made of Abdülaziz and Abülhamid II between 1863 and 1908. My second chapter concentrates on the 1873 Elbise-i Osmaniyye, exploring sartorial customs and regional costumes as portraits in their own right. My third chapter concentrates on school imagery in the 1893 Abdülhamid II albums, identifying how these photographs localize the topography of the nineteenth-century imperial terra firma; it connects regional portraiture to regional landscape, thus, broadening representations of likeness in nineteenth-century photographs. By articulating a local history of Ottoman photographs, tracing individual images and the stories that surround them, this project argues that photographs not only represent cultural identity, they also produce it. In so doing, this dissertation subverts a conventional biographical model, situating Ottoman portrait photographs in a multivalent, messy and transnational framework, which, in turn, generates photographic meaning. / 2020-01-23T00:00:00Z

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