Thesis (Ph. D.)--Illinois State University, 2003. / Title from title page screen, viewed November 29, 2005. Dissertation Committee: James C. Palmer, George Padavil (co-chairs), Amelia D. Adkins, William Semlak. Includes bibliographical references (leaves 189-195) and abstract. Also available in print.

Thesis (D. Min.)--Catholic Theological Union at Chicago, 2001. / Abstract and vita. Includes bibliographical references (leaves 188-200).

Thesis (Ed.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p.117-134) and index.

This thesis investigates a generalisable cross-cultural model for brand loyalty by integrating extant theories of personal cultural orientation (of individualism and collectivism), self-congruity (actual, ideal, social, and ideal social self-congurity), customer satisfaction, attitudinal brand loyalty, and behavioural brand loyalty. Creating brand loyalty is a key branding issue in modern marketing. Brands are faced with the challenge of building, maintaining, and increasing their capacity to drive customer loyalty across borders with consumers of different cultures. Notwithstanding the growth of culturally centered brand loyalty research, the focus of research today continues to be on cross-cultural differences, often overlooking the generalisable cross-cultural path to consumer brand loyalty. This study instead addresses this overlooked topic of cross-cultural generalisabilities across nations. To assess the cross-cultural generalisability of the conceptual model, survey data from a non-student sample were collected from middle-class, Generation Y individuals of the relevant nationality who have always lived in China, Singapore, or the United States. After performing data cleaning procedures, 541 usable responses from three countries were analysed with the use of the SEM model. The findings show that the personal cultural orientation of collectivism has a positive effect on behavioural brand loyalty through ideal social self-congruity, customer satisfaction, and attitudinal brand loyalty. These findings extend brand loyalty research by considering how an individual’s personal cultural orientation impacts brand loyalty. Moreover, the findings offer marketers increased insight into consumers’ brand loyalty formation process in cross-cultural contexts. The limitations of the study and suggestions for future research are also presented.

This study outlines and evaluates a twelve week sociodrama programme aimed at creating cross-cultural awareness amongst adolescents. Three experimental groups and two control groups were involved in this process. Sociodrama is an experiential method of group work that utilises member strengths and experiences to create "shared" or "collective" dramas or enactments. Individual therapy is not involved. The process is "member-driven", with the director acting in an egalitarian manner as facilitator. Once the warm-up and enactments have occured, group members discuss the learning and exchange ideas about the process. This includes three methods of "learning" - behavioural, cognitive and affective. This study confirms that sociodrama is an effective method of creating crosscultural awareness amongst adolescents. / Social Work / M.A. (Mental Health)

Emirati students studying at the University of the Emirates, one of three major public institutions of higher learning in the United Arab Emirates (UAE), have a wide demographic of faculty members teaching them an equally wide variety of courses. All of these courses are mandated to be taught in English. These faculty members bring with them their own cultural assumptions, methods, expectations, educational practices and use of language. While previous studies in multiculturalism explore how faculty members engage, know and understand a multicultural student population, one focus of this thesis is to explore how an international faculty affects a monocultural student body (Brown-Glaude, 2009). Speaking specifically to the students who study in a second language, Badger & MacDonald (2007) argue that there is a difference of culture between learners and educators and acknowledgement of that difference is crucial in understanding students’ needs and academic progress. Often what occurs in the classroom is the students bring with them their own cultural assumptions, ideas, tendencies and expectations while the teacher comes in with what may be completely differing sets of each. This idea is noted by Mughan (1998) who states “In order for language learners to apply the language skills fruitfully and effectively, a knowledge of the cultural environment is essential” (p.124). The aim of the research is to shed light on the effects that an international faculty have on a monocultural student body and vice versa. Specifically, it will look at how divergent attitudes and practices, directly attributable to culture, impact the educational practices in the daily operations of the faculty members and the students. Through this research, I seek to better understand the how the dynamic of having an international teaching faculty differs from what one might call a more traditional cultural education setting in which both the faculty members and students are of the same national culture. The research questions address three themes. First explored are the benefits and pitfalls of having an international faculty with a monocultural student population. Included in this are perceptions of the necessity for such an international faculty, what advantages it offers to students as well what real and potential problems it creates. Secondly, the perceived levels and development of intercultural competence in both faculty members and students is looked at. I examined the perceptions of my participants as to the need for this as well as including why and how this skill set is so important within such an international education environment. Additionally explored was how the significance of that skill set might differ from an educational setting which is not so diverse in culture. Lastly, I wished to have a better understanding of the differences of ontology and epistemology at the University of the Emirates between the international teaching faculty members and their students. Considering the wide spectrum of worldviews that may exist from faculty member to faculty member and how these worldviews may differ from Emirati culture, I felt the practices and operations of such diversity warranted further discussion and exploration. Data were collected via structured interviews with faculty participants and focus groups with student participants. Data were then coded using NVIVO and analyzed through the lens of the literature on multiculturalism in education, development and measurement of intercultural competence and the sociological issues in the contemporary UAE. Findings suggest experience and time served in a multicultural environment remain significant factors in the development of one’s intercultural competence and this should be recognized and better utilized. Also questioned by myself and the participants is the readiness of the UAE as a country and a people for such multiculturalism considering the expedited development and diversity of the current demographics. Results suggest that there is a variance in attitudes regarding the need for multiculturalism in the context of the UAE. Contentions are made regarding the perceived necessity and effectiveness of several aspects of multiculturalism in teaching faculty, as well as the effectiveness or lack thereof of the institution’s preparation of newly-arrived teaching faculty and new students for the cultural diversity they will encounter while teaching and learning at the U of E and in Dubai. The honed-skill of intercultural competence serves as an influential factor throughout the research. Findings presented exemplify how and why it serves as a central skill set to have not only as a globalized member of an international teaching faculty but how and why it is a significant skill fresh graduates must develop during their undergraduate careers at the U of E. Further implications are presented regarding the missed opportunity by the institution to prepare both newly-arrived teaching faculty and students alike for the multicultural education they are to encounter. Aspects of such a multicultural approach include the rationale for having it as well as the mandate of English as a medium of instruction. Examples such as these and others are explored from multiple viewpoints. Additionally, the content which orientation programs include need to be revisited and scrutinized by the institution. The growing field of international education and the implications that effectiveness or ineffectiveness of employment of an international teaching faculty serve as exigencies as to why this research is pertinent to modern education systems. All parties involved, being an international teaching faculty, any student who encounters multiculturalism in education and any administration that employs such multiculturalism in education are stakeholders for whom such findings are relevant.

M.A. (Counselling Psychology) / Please refer to full text to view abstract

Research has shown that goal orientation has a direct relationship with academic achievement for students. This relationship varies for South African students from different backgrounds. This mini dissertation investigated the relationship between academic achievement and goal orientation but moreover explored the mediating variables at play in this relationship. A quantitative correlational research study was employed with a sample size of 545 South African students ranging in age from 18 to 48 with a mean of 20.77 (SD = 2.94). Students completed an online survey, through Qualtrics. T tests yielded results suggesting that there was a significant difference (p = <.05) in the performance avoidance scores for historically advantaged students (M = 7.24, SD = 2.03) and historically disadvantaged students (M= 7.83, SD = 2.15), suggesting that historically disadvantaged students are more performance avoidant compared to historical advantaged students. Two way between groups ANOVA showed that the historical advantaged students (M = 65.39, SD= 14.30) scored higher academically compared to the historical disadvantaged students (M=54.42, SD=15.17). Structural equation modelling (SEM) produced results showing that Goal achievement (GAQ) related positively, with a large direct, significance effect with Culture (R^2=0.0, ᵝ = 0.71, C.R.= 4.91, p<.001), proposing that students who are individualistic (or traditional) perform better academically. / Mini Dissertation (MA)--University of Pretoria, 2016. / Psychology / MA / Unrestricted

The purpose of this thesis is to lay the foundation for a better understanding between the East and the West by (l) a broad overview of the traditional value systems and thought patterns (sometimes referred to as cultural orientations) of the Indians, Chinese, and Euro-Americans, (2) comparing and contrasting these value systems and thought patterns, and (3) showing the effects of the contrasts of the Asian and Western cultural orientations on intercultural communication. The differences in the traditional heritages that affect the way that the three major cultures look at the world are discovered by drawing together descriptions from classical literature that have stood the test of time. The effects of the meaning of these contrasting cultural orientations on intercultural communication are discussed. The terms "culture," "communication," "intercultural communication," "cultural orientations," "thought patterns," "East" and "West" are defined. A general review of the literature shows that the problem of intercultural communication is very complex, sophisticated, and has been present through history. Though philosophers, sociologists, psychologists, and communicators have attempted to show and be aware of the cultural differences, not much has been researched in terms of how these differences affect intercultural communication. Their only overwhelming· concern is how people think at the moment of communication. They have usually ignored the nature of intercultural communication behaviors as the subsequent, natural response and expressions of cultural oriented thought patterns of the individuals. An overview of the three major cultures is presented, followed by a comparison and contrast of the categories of will, activity, desire, progress, reason, attitude toward rhetoric, caste, distinctiveness, belief, change, and heroes; illustrations are then given of how these differences caused misunderstanding in the past. It is open to argument whether the "categorized" thought patterns are typical and applicable to contemporary events; however, examples are given to show some of these traditional attitudes and behaviors have influenced intercultural communication.

Self-reported behaviorally-based intercultural communication competence inventories are one way to understand the relationship between a pre-departure training program and its participants' intercultural communication competence (ICC). One such inventory, called the Cross- Cultural Adaptability Inventory (CCAI), was chosen to explore this relationship. This research sought to confirm or reject the following three hypotheses: 1) experimental subjects will demonstrate higher levels of ICC than control subjects, 2) experimental subjects will demonstrate higher levels of ICC after they take the pre-departure class at Walla Walla College, and 3) there will be relationships among all subjects' ICC and the demographic variables involved in this research. Fifty seven subjects from Walla Walla College participated in the research, 23 as experimental subjects, and 34 as control subjects. Experimental subjects took the cross-cultural ministry class at Walla Walla College and were given the inventory twice, once before and once after the course. Control subjects had never been SMs, had not taken any previous pre-departure training, and were administered the inventory once.