The student demographics in American universities have been changing in recent years and the result is a rapidly increasing enrollment of international students. In particular, the Indian international student population has grown to be the second largest, with over 100,000 students enrolling at post-secondary educational institutions across the nation each year (Institute of International Education, 2010). However, research on the effects of migration on international students is relatively devoid of critical explorations on the resilient responses by Indian international students to the effects of acculturation. This hermeneutic phenomenological study explores the lived experiences of eight Indian international graduate students at a mid-western American university. The participants' descriptions of their psychological, physical and behavioral adjustments in the United States provided rich information. The data was analyzed using the theoretical underpinnings of the research that included Van Manen's (1997) lived existentials, ecological factors of human development (Bronfenbrenner, 1986), and protective and risk factors associated with resilience (Harvey, 2007; Luther, 2006). Several primary and sub-themes emerged from a thick analysis of the data, which proved to shed light on the lived experiences of the participants.<br> Participants in the study typically faced challenges in adjusting to cultural differences, building relationships with domestic students, and adapting to academic expectations. However, protective factors including their positive attitudes and supportive relationships with their families, professors, and other Indian students helped them in responding resiliently to challenges related to cross-cultural transitions. In addition, hypotheses were generated and implications for education, research, and practice of counseling were discussed. / School of Education; / Counselor Education and Supervision (ExCES) / PhD; / Dissertation;

ABSTRACT The purpose of this qualitative multiple site case study was to explore Hutterite colony teacher/principals’ understandings related to their teaching and principal roles in a cross-cultural context. A constructivist epistemology framed an examination of issues and experiences of teacher/principals, drawing out patterns and trends regarding influences on their cultural understandings, focusing attention on their interactions with students and colony members, and illuminating their attitudes towards their previous and emergent work environment. The study investigated four teacher/principals’ understandings of how their cultural identity impacted their work, the understandings of the teacher/principals regarding similarities and differences between their culture and Hutterite colony culture, and their utilization of their knowledge of Hutterite culture to maintain positive student relations. Four Hutterite colony schools comprised the research sites. The teacher/principals, two females and two males, shared 28 years of colony school experience. This multiple site case study utilized qualitative techniques: data were gathered from four teacher/principals through pre-interviews, semi-structured interviews, on-site observations, and the examination of administrative processes. From the data, sense-making capacity, order-making ability, and intuition, also referred to as recognition-producing capability, four broad themes emerged: (a) the idiosyncratic effects of personality and cross-cultural connections, (b) the catalytic effect of similarities and differences, (c) the emphasis on the primacy of teaching, and (d) the tension between the roles of teacher/principal and principal/teacher. The study’s findings add to the existing theory and research on being a teacher and a principal in a cross-cultural context, specifically a monocultural setting. Policy makers, educational leaders, principals, and teachers may well reflect on the roles of life experience, personal origin and interests, belief system, educational and administrative skills, world view, temperament, and personal and professional commitment when considering school appointments. The study increases the understanding of the role and the effects of a non-Hutterite teacher and principal on Hutterite students. Ideas for further research generated from this study include a multiple site case study of Hutterite teachers, a qualitative analysis between non-Hutterite teachers and Hutterite teachers, and a mixed methods study in a colony-rich region. Within the professional domain, understanding how pre-service teachers and working teachers are prepared for teaching in diverse classrooms would be beneficial. What is being done, and what could be done, in the preparation and delivery of professional development for presently serving colony teachers are questions meriting further consideration.

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.

When globalization as accelerated, consumers worldwide can make their own decisions from a large number of brands, either foreign or domestic. This circumstance evokes the question of whether consumers from different nations would have different perceptions of brand experience. The answer can help marketers when determining if they should apply same brand strategies across nations. Thus, as brands in a multinational competitive market, marketers should first position their brands in those markets and clarify the cultural characteristics that would cause impacts to the brand. This study examines the discrepancies caused by cultural differences on consumers¡¦ brand experience, which contains sensory, affective, behavioral, and intellectual factors. Using responses from 180 Taiwan and 179 French consumers, this study found consumers within cultures low on power distance, collectivistic, and low uncertainty avoidance have more intensive relationship with brand experience. This research provides global brand management an insight to optimize brand positioning and improving brand experience across cultures.

Since a few decades ago, world seems flat because of globalization, however, cultural diversity also creates challenges and problems for individuals and organizations. Cultural intelligence (CQ), defined as an individual¡¦s capability to function and manage effectively in culturally diverse settings (Earley & Ang, 2003). CQ can explain why some individuals are more effective than others in culturally diverse situations; therefore, it¡¦s important for everyone. Until now, relatively researches mainly focuses on the influence of CQ. To know antecedents of CQ, this study developing and testing a model including external factor and internal factor, and posits differential relationships among the four CQ dimensions (metacognitive, cognitive, motivational and behavioural), employment cross-cultural exposure, and Big Five personality (Conscientiousness, Agreeableness, Emotional stability, Extraversion, and Openness to experience). The results demonstrate employment cross-cultural exposure predicted all of the four CQ dimensions; extraversion and openness to experience predicted metacognitive, motivational and behavioural CQ; and employment cross-cultural exposure has stronger effect on behavioural CQ through moderating effect of conscientiousness.

Nowadays, human resource management transforms the business into globalization, and globalization trend changes the management of human resource as well. Therefore, given the importance for enterprises to figure out the factors to cultivate competitive advantages among foreign professionals in a cross-cultural working environment and improve the innovation process and work performance in advance, this research will discuss how cultural intelligence and knowledge sharing impact individuals¡¦ innovative behavior. Consequently, from an empirical investigation with 131 foreign professionals supported the notion that with higher cultural intelligence perceived higher innovative behavior. Correspondingly, higher metacognitive CQ, motivational CQ and motivational CQ lead to higher knowledge sharing. In addition, knowledge sharing has positive impact on innovative behavior. Furthermore, the relationships between cognitive CQ and innovative behavior were mediated through knowledge sharing.

This study examined issues of measurement equivalence in a cross-national study using the Marital Satisfaction Inventory-Revised (MSI-R). Overall findings supported cross-cultural similarities across the Spain, Germany, Korea, and the U.S. standardization samples. The Spanish, German, and Korean translations of the MSI-R demonstrated moderate to strong internal consistency, inter-scale correlations, and discriminative validity overall. Confirmatory factor analyses revealed configural and metric invariance across the original measure and the German, Spanish, and Korean translations. Mean profile comparisons between the current German, Spanish, and Korean samples and the original standardization sample revealed significant differences on several scales. Test characteristic similarities between the U.S. and the Spanish, German, and Korean clinical samples suggest the clinical utility of the MSI-R for identifying couples for secondary prevention or intervention protocols, and treatment planning in Spain, Germany, and Korea. Implications for cross-national clinical and research applications of the MSI-R are discussed.

Global mobility of labor across national and cultural boundaries is increasing steadily as a trend for most contemporary large organizations. Working with people from different cultures, professionals or ethnic backgrounds may cause cultural impacts among organization, peers and subordinates. It is imperative for multinational companies to attract, select, develop, and retain expatriates via effective intercultural management. Moreover, it would facilitate the global economy while well-adjusted expatriates on their global assignments. If expatriate possess some special personality traits and cultural sensitivity to deal with the challenges in different cultures, it would develop their ability to adapt effectively across different cultures. Cultural Intelligence (CQ) is needed to manage the stress of culture shock and the consequent frustration and confusion that typically result from clashes of cultural differences (Ang, Earley & Tan, 2006). This study is to examine the how affiliating CQ and personality traits relate to expatriate cross-cultural adjustment. Data are collected from mailing and internet-based questionnaires. There are two types of respondents: Taiwanese expatriates in foreign countries and foreign expatriates stationed in Taiwan. 230 valid questionnaires were gathered and input into the analysis. By statistical analysis, we conclude major results as follows: 1. The personality trait of expatriate is positively related to cultural intelligence: Expatriates who possess the personality trait of Extraversion were related to all three facets of CQ (Cognitive CQ, Physical CQ and Motivational CQ). Based on this study, Extraversion is recommended for use in expatriate selection system. 2. The cultural intelligence of expatriate is positively related to cross-cultural adjustment: Cognitive CQ and Physical CQ are an individual¡¦s lead to better performance in adapting to General Adjustment and Work Adjustment. 3. A moderating effect of CQ on the relationship between personality trait and cross-cultural adjustment: This is encouraged to assess potential expatriates for these personality traits and cultural intelligence in assignment preview. 4. The personality traits of expatriate is negatively related to cross-cultural adjustment 5. The influence of expatriate¡¦s personal characteristics was partly supported.

Thesis (M.A (Psychology))--University of Pretoria, 1999. / Summary in English and Afrikaans. Includes bibliographical references.