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.

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.

The purpose of this study was to examine the mediating effect that information gathering and culture shock have on the relationship between individual characteristics and international adjustment. Participants for this study consisted of 95 international students within the California State University system.

Abstract not available

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 1995. / Abstract. Appendices contain three sermons in Korean. Includes bibliographical references (leaves 181-182).

M.Ed. (Multicultural Education) / With the emphasis of segregation, alienation between population groups in South Africa has come into being. The school thus has a duty as regards the child's civic development and can play a roll in counteracting such alienation between population groups. Education means, amongst other things, to guide pupils towards social interaction and better intergroup relationships. To successfully incorporate social interaction and better intergroup relationships into our multi-cultural society, a better concept regarding individual and cultural differences is necessary. The lack of intergroup contact and the existence of prejudices and stereotypes, especially among juveniles necessitate pilot surveys to establish strategies for changing and counteracting negative and racist attitudes. A great deal of literature indicates that stereotypes and prejudices can be changed by refining information regarding the stereotypes and prejudices. As such, the contact hypothesis is one of the methods employed to bring about these changes. The information which is obtained from other groups and individuals, may be used to change stereotypes and prejudices. However, inter group contact alone is not sufficient to improve inter group relationships and stereotypes and counter prejudices permanently. Consequently, in this short study, research has been initiated as to the possibility of breaking down and counteracting prejudice and stereotypes by issuing direct and indirect instruction on maintained negative attitudes, usages and habits. Group discussions were held to provide more information on the cultural customs of two groups, and roll-play was employed to promote better mutual understanding. Intergroup contact was arranged between pupils of a black primary school and a white primary school. During the visits the pupils acted according to a preset programme. Before any contact or instruction took place, a pre-test in the form of a semantic differentiated scale was conducted to determine the groups' prejudices and stereotypes. At the conclusion of all activities, this assessment was once ageing made with both groups and any change of attitude could be determined. Although stereotypes offered resistance, a clear modification took constant place in the pupils' prejudices and stereotypes. The teaching strategies employed to bring about a greater knowledge and even appreciation of other groups, helped to produce these changes.

During this study, an attempt was made to explore the opinions and attitudes of members of the South African Police Service (SAPS) towards issues of diversity before, immediately after and three months after participating in diversity training workshops presented by the SAPS Training Division during 1997 in Port Elizabeth. The aim of this thesis was not to assess the diversity training itself, but to discover if the training, as currently presented, in any way influenced the attitudes of participants. In order to meet this goal, literature and empirical studies were conducted. The literature study sets the theoretical foundation pertaining to the history of the SAPS and the attitudes and prejudices of and diversity among SAPS members. During the empirical research phase, a non-probability purposive sampling procedure was adopted. Four of a range of diversity workshops presented by the Training Division of the SAPS during 1997 were selected for the purpose of this study. An internal SAPS process was used to nominate members to attend the workshops. The researcher requested the participants in each of the four workshops to complete a self-administered questionnaire before as well as after the workshop concerned. Immediately after each of the four workshops, a short interview was held with each attendee. To explore the stability of any change evident from responses on the questionnaires completed after the workshops, the attendees were again requested to complete the same questionnaire three months later. To increase the validity of any conclusion that attitudinal change was related to the workshop, a control group was used. This study has revealed that a cross-spectrum of SAPS members of both sexes and diverse racial backgrounds believe that various forms of discrimination exist within the SAPS. It confirmed that the diversity training presented by the SAPS Training Division is a useful instrument to heighten members' awareness of the different norms and customs of other cultural/ethnic groups and of the necessity that the SAPS should be constituted of a cross-spectrum of racial groups reflecting the South African society. Finally, based on the research findings, recommendations were made involving management and its supportive services and diversity training.

This study works with Rotary Youth Exchange to investigate the role of predeparture intercultural training in preparing students to study abroad so that they 5 positively integrate their experience to become interculturally competent people. The Intercultural Effectiveness Scale (IES) along with an intercultural background survey were administered to each student during the first one to four months of his or her exchange to measure his or her intercultural competency development and to learn li about the student's intercultural background. Developing explicit evidence for the role of intercultural training through this study proved unsuccessful because of the students' Jack of knowledge about the subject. However, through analysis of students' answers to decipher the quality of training received and comparing that information to the students' IES scores, the vital role of intercultural training in predeparture orientation is implied.

The purpose of this study was to investigate cultural diversity training practices and to determine the deterrence factors associated instituting cultural diversity training. It attempted to measure the overall effectiveness of cultural diversity training in franchise restaurants. A total of 300 franchise restaurants were surveyed. Three practicing and fifty-eight non-practicing cultural diversity training companies participated in the study. The findings indicated that high turnover rates of employees were the most important deterrence factor in developing and using cultural diversity training programs in the franchise restaurants studied .. Respondents reported that such training was more successful in improving interpersonal skills for cross-cultural interactions than in enhancing performance of inter-cultural job tasks and decreasing perceptions and attitudes about culturally diverse people. / Master of Science

This thesis investigated the success of global awareness co,curricular programming as a tool for increasing intercultural knowledge at a liberal arts college. The study asked the following question: do internationally themed campus-wide events increase student interest in, and appreciation of, difference? Students in this study were involved in two activities: a semester-long series of South Asian themed events (the Wooster Forum and the Forum Auxiliary Events) and the First Year Seminar in Critical Inquiry (FYS). Two sections ofFYS had themes related to that of the Wooster Forum while the other two did not. Levels of student openness to difference and intercultural awareness were measured by the Intercultural Effectiveness Scale (Kozai, 2009a) both before and after exposure to the events of the Wooster Forum. An additional institutionally designed questionnaire was also administered to determine students' participation in the events and to allow them to share their perspectives of the programming offered. Results indicated that the majority of students at the start of the study demonstrated a lack of interest in and awareness of the differences that exist between cultures. At the end of study, those students in sections of FYS without strong links to the theme of the Wooster Forum showed greater movement on the elements of the Intercultural Effectiveness Scale that indicate intercultural openness than the students in sections with close links. Surprisingly, this movement was likely to be negative. Survey results revealed the importance of both friendship groups and the perception of fun as students decided which events in which to participate. Both instruments indicated the need for clear context setting for each event, and for opportunities for structured - ~ reflection and discussion in order to maximize intercultural learning. The study concluded with recommendations regarding future global awareness programming in this specific institutional context