Seminar Date: 28th May, 2010 Level: Master Thesis – EFO705 Program: MIMA – International Business and Entrepreneurship Authors: Alisa Pongsriwat & Wissawa Aunyawong Title: Cross Institutional and Cultural Barriers: The opportunity of Thai entrepreneurs in doing business in Sweden - Case study of Restaurant business Tutor: Sune Tjernström Background: Doing Thai Restaurant in Sweden seems to be opportunity of Thai entrepreneurs as there are potential trend leading to business success and many advantages supporting investment. However, cross institutional and cultural barriers can cause business failure. Research Problem:´How can Thai entrepreneur overcome the cross institutional and cultural barriers for successfully running restaurant business in Sweden to beat in Swedish market? Purpose: Our purpose is to understand and explain the cross cultural barriers in doing Thai restaurant business in Sweden in the context of cultures embedded in both Thailand and Sweden. The foundation of our research is based on the case study of Thai food restaurants in Sweden. Method: Our research is mainly based on qualitative research using the case study and the secondary information gathered during the research. We have also taken into account some primary information by conducting three semi-structured interviews from the Thai owners of Thai restaurants in different locations in Sweden. All the information collected during the course of our research has been analyzed and has finally led us to a conclusion. Conclusion: After the analysis of outcomes, both from the interviews and the secondary information conducted, we concluded that Thai entrepreneurs need to strictly follow the laws and regulations of Sweden because they cannot be changed. They also need to adapt some norms and cultures but not too much in order to maintain Thai uniqueness as competitive advantage in Swedish market. We have recommended that Thai entrepreneurs should recognize the key characteristics between Thai and Swede as the key successful business. Contribution: Our research will give the useful information and practical recommendations in the future to the Thai entrepreneurs in Thailand, who are interesting in doing business in Sweden in order to seeking new opportunity.

En ökad handel med Kina har inneburit att fler svenskar arbetar och bor där tillfälligt. Det betyder att det finns intresse att undersöka kulturella skillnader för att underlätta anpassningar vid arbete och fritid. Åtta personer med erfarenhet av att arbeta och leva i Kina intervjuades. Resultatet visade på betydande skillnader i kommunikation, tidsuppfattning, organisation, relationer och socialt beteende. Kommunikationssvårigheter fanns både under arbete och vid fritid vilket berodde på språket i sig samt olika kommunikationsstilar. Den hierarkiska organisationen bidrog till att saker tog längre tid, men goda relationerna upplevdes minska tidsåtgången. Socialt beteende skiljde sig till exempel vid bordskick. För att motverka skillnaderna underlättar ett gott tålamod samt en kulturell förståelse och acceptans. Resultatet diskuteras utifrån skillnaderna i de kulturella samhällsvärderingarna.

The purpose of this study is to gain an understanding of how Cross-Cultural Training (CCT) can contribute job satisfaction. Job satisfaction is one of the crucial lessons for hotel human resource management. There are many factors studied in the past literatures affecting job satisfaction, such as the compensation system, the promotion opportunities, organizational culture, and so on; however, the purpose of this research is to evaluate Cross Cultural Training, as the factor, to study how the job satisfaction will be affected. This study takes one international hotel located in Taipei as the object to analyze how job satisfaction can be affected and contributed. The results are found as follows: 1¡B Regarding the design of CCT, it is proved that ¡§On-the-job Training¡¨ is the most appropriate design to conduct CCT to increase job satisfaction. Most of the interviewees are with the opinion that ¡§learning by doing¡¨ is the most efficient and effective way to be trained. 2¡B Regarding the duration of CCT, it is found that ¡§One month¡¨ is the best duration to conduct CCT; however, it is also distinguished that the duration of CCT depends much on the demand in different departments. 3¡B Regarding the strategy method of CCT, it is found that the responses from the interviewees are quite concordant, which are mainly focused on ¡§Simulations¡¨, ¡§Expositive Instructions¡¨, and ¡§Behavior Modification¡¨. 4¡B Regarding the profit of CCT, all interviewees agree that CCT is profitable since it will limit inefficiency and increase job satisfaction.

Since the mid-1980s, the Saskatchewan Department of Education has approved the instruction of Native Studies courses in provincial high schools. In hope of enhancing the instruction of these courses, this study focused on the perspectives of Non-Aboriginal teachers who were assigned to teach Native Studies. Through a questionnaire, personal interviews, and a focus group, nine Non-Aboriginal high-school teachers examined the following aspects of the courses: formal and informal training of instructors , goals of the courses, key content and pedagogical methodologies, major challenges, and recommendations for improving the delivery of the classes.<p>The literary context for the research was based upon three major areas: Non-Aboriginal teachers' perspectives on teaching Aboriginal students, preparing teachers to teach Native Studies, and preparing teachers to instruct Native Studies to Aboriginal students. Due to the 'single-group' nature of Native Studies curricula, considerable literature examination was focused on multicultural education models.<p> The research data of the study revealed that the majority of interviewees have minimal formal education experience with Aboriginal content or epistemology. In addition, most of the study participants indicated little, if any, informal cultural contact with Aboriginal peoples. Study participants generally acknowledged the limitations of their scant academic and experiential interaction with Aboriginal cultures, and recommended means of various education stakeholders improving the situation.<p>The study also exposed a variety of teacher perspectives about the goals of the courses. While there was unanimity regarding the efficacy of the courses, most teachers believed the goals of Native Studies varied depending on the cultural composition of the class. In addition, a couple of teachers inferred that a major objective of Native Studies courses is the promotion of an anti-establishment' political message. Some teachers also indicated a quandary regarding whether the course curricula required them to "teach Aboriginal culture, or teach about Aboriginal culture."<p>In terms of course content and teaching methodologies, there were numerous opinions on `what was important'. All the interviewees viewed history as a significant ingredient to a `good' Native Studies class, but some of the teachers expressed a reluctance to delve into such issues as Aboriginal spirituality, racism, and 'white-privilege'. There was also hesitation amongst many of the respondents to incorporate traditional Aboriginal epistemologies into course methodologies because they wanted to personalize instruction, not base it upon cultural generalizations.<p>In addition to the aforementioned issues and corresponding challenges associated with the background training for the courses, the goals of the courses, and the content and methodology of the courses, the study participants highlighted other concerns with the teaching of Native Studies: irrelevant curricula, lack of materials, poor course funding, student absenteeism, student perception that the courses are for 'non-academics', lack of flexible timetabling for experiential learning, and lack of staff knowledge and appreciation of Aboriginal cultures. All administrative levels of the education system were identified by the interviewees as influential in helping to mitigate the difficulties associated with the instruction of Native Studies.

In the past decade a rapid increase has been seen in the number of organizations using sport as a development tool in majority world communities. Specifically, Sport for Development programs have been promoted as a means to promote peace, a forum for social mobilization efforts and health initiatives, and a tool for sustainable community development (SDP IWG, 2008; UNIATF, 2003). Often, a fundamental goal of such programs is community capacity building. However, despite this increase in attention, data regarding benefits of these programs remains anecdotal, without a strong body of reliable evidence on the impact of Sport for Development programs on community capacity building. Informed by this context, the purpose of this study was to understand the effectiveness of a Sport for Development program in community capacity building in a refugee camp in Tanzania.<p> The research was accomplished using a qualitative case study approach with 12 key stakeholders involved in the program. The principal method of data collection was a participatory workshop methodology using Laveracks (1999) nine domains to assess community capacity. This qualitative workshop methodology also employed a quantitative tool vis-à-vis Laveracks nine domains which acted as a participatory guide to evaluate the level of community capacity in the program. An initial workshop held with key stakeholders assessed current status, which was followed by the development and implementation of strategic plans for action by stakeholders based on the workshop assessment. A second workshop was held one year later to re-assess community capacity. Additional methods of data collection included individual interviews, observations, and field notes. Member checking, a prolonged time in the field, and triangulation were the primary procedures for verifying the accuracy of the findings.<p> The results showed that community capacity was increased in eight of the nine domains. Specifically, these eight were community participation, local leadership, organizational structures, problem assessment capacities, resource mobilization, ability to ask why, role of outside agents, and program management. The findings from this study demonstrate that a Sport for Development program can be effective in increasing community capacity; this was attributed to the specific participatory methodology used to assess community capacity, structural changes in the program, and a change in approach to programming by project coordinators.

From 1998- 2009, mainland China has been the number one source of immigrants in Canada (Citizenship and Immigration Canada, 2011). For newcomer families, adjusting to the local school is a major concern, since their children’s education is a crucial factor in families’ immigration decision. In my research, I examined Chinese immigrant parents’ experience with Canadian schooling. The study focuses on four families living in the Greater Toronto area, who have immigrated from mainland China. I employed narrative inquiry to tell the stories of the lived experience of the four families in my study. The data for these stories are mainly drawn from field notes of each of my home visits and my interviews with the family members over a six month period. I found that the challenges and difficulties the immigrant parents face are deeply rooted in the differences between Chinese and Canadian cultures and social systems. The discussion on the features of Chinese culture in its comparison with Western culture provides a reference point for understanding the Chinese immigrant parents’ values and opinions on such matters as schooling, moral education, and parenting practice. Parental involvement in schools is different between China and Canada, and the parents, and school teachers and administrators have different understanding on this issue. What’s more, the language barrier impeded the parents’ involvement in their children’s school life. The acculturation gap between the parents and their children is another major reason for miscommunication over such issues as extracurricular activities, choice of university major, and future career. The less heard voice of immigrant parents will open new venues for the understanding of cross-cultural experiences of immigrant students. I find that instead of mainly using the traditional Chinese practice and Chinese educational values in approaching their children’s education, it is important for Chinese immigrant parents to make efforts to familiarize themselves with the ideas and values that their children are exposed to in the new environment.

Examining an Atlanta area Tibetan Buddhist center as a symbolic and imagined borderland space, I investigate the ways that meaning is created through competing narratives of spirituality and “culture.” Drawing from theories of borderlands, cross-cultural interaction, narratives, authenticity and material culture, I analyze the ways that non-Tibetan community members of the Drepung Loseling center navigate through the interplay of culture and spirituality and how this interaction plays into larger discussions of cultural adaptation, appropriation and representation. Although this particular Tibetan Buddhist center is only a small part of Buddhism’s existence in the United States today, discourses on authenticity, representation and mediated understanding at the Drepung Loseling center provide an example of how ethnic, social, and national boundaries may be negotiated through competing – and overlapping – narratives of culture.

Information systems project management has historically been a problematic area. One of the reasons for this has been the issue of escalation where resources continue to be committed to a failing course of action. While many causes of escalation have been proposed, this dissertation investigates one possible cause: that the project manager may not hear, ignores or overrules a report of bad news to continue a failing course of action: the Deaf Effect response to bad news reporting. This effect has not been previously studied within the information systems literature. In this dissertation, the Deaf Effect is examined through a series of three laboratory experiments and a case study. It finds that in a conducive environment, where the bad news reporter is not seen as credible, and the risk of project failure is seen as low, decision makers tend to view the report of bad news as irrelevant and thus ignore or overrule the report of bad news and continue the current course of action. Role Prescription of the bad news reporter, illusion of control and a perception of a highly politicized environment are factors that also increase the occurrence of the Deaf Effect.

92 students from a Southern California liberal arts college and two Beijing universities participated in an online questionnaire. Their cultural tendencies (i.e. level of collectivism and perception of family support) and responses to hypothetical investment scenarios were observed. Participants were asked to provide the amount they would invest in each scenario as well as a risk safety rating. The Chinese respondents reported higher cushion and collectivism scores than the Americans. Furthermore, the Chinese sample offered more money for the three riskiest scenarios; they also rated three scenarios safer than the Americans did. The cushion and collectivism scores were not found to predict risk appraisal and amount invested in the scenarios. The results suggest that cultural biases may have an impact on the financial risk-taking behavior of different peoples, but other cultural variables and situational determinants may play an equally influential role in affecting risk perception and investment behavior.

In the world's progressively globalized economy, national culture is becoming an increasingly relevant factor. For companies to be able to compete on both a domestic and an international scale, a holistic understanding of cultural values is necessary. This study compared the top 25 technological entrepreneurial firms in China and in the United States, respectively, to determine if there existed a difference in founder age, founder educational level, and management composition. Technological entrepreneurs in the United States are younger (p = .039) and less educated (p = .012) than technological entrepreneurs in China when they first establish their entrepreneurial firms. Additionally, there are more individual founders per American technological firm than there are for their Chinese counterparts. (p = .011) These findings on age, education level, and management composition are indicative of the underlying cultural values and business philosophies of each country. The results of the study can provide a better sense of the business and management principles that would be successful within the cultural context of the two nations.