Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2008. / Typescript. Includes bibliographical references (leaves ).

Thesis (D.Ed.)--University of Delaware, 2009. / Principal faculty advisor: Douglas A. Archbald, School of Education. Includes bibliographical references.

Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2005. / Bibliography: p. 329-355.

Thesis (Ph. D.)-- Stockholm University, 2005. / Includes bibliographical references.

Thesis (Ph. D.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 118-141). Also available on the World Wide Web.

Thesis (M.A.T.) -- School for International Training, 2006. / Advisor -- Patrick Moran Includes bibliographical references (leaves 45).

This paper highlights the methodology that has been used at Rhodes University and other South African universities in implementing vocation-specific African language learning programmes. Essentially, the paper links the curriculum design to the theoretical paradigm of intercultural communication. Intercultural theory is used as a basis to develop vocation-specific courses where language and culture are taught, for example, to second language learners of isiXhosa at Rhodes University. These courses include courses for Pharmacy and Law students. This paper offers a new theoretical paradigm for intercultural language teaching. Furthermore, examples from specific courses are provided in order to illustrate how this theoretical paradigm can be implemented in a practical way. The impact of multilingualism and intercultural communication in the wider legal and healthcare work environment in South Africa is also discussed.

abstract: Drawing on previous empirical works in the field of Intercultural Competence (ICC) and telecollaboration (Chun, 2011; Elola & Oskoz, 2008; Furstenberg, 2004; Schulz, 2007), this study investigates how a completion of Cultura Project tasks in L1 and L2 helped to determine students' cultural values and behaviors, find out how their mental lexicons are structured, and assess a state of their critical cultural awareness. The theoretical framework for this study is based on Byram's (1997) work on ICC. As a part of their course work, Spanish language learners from a lower-division class participate in three Cultura Project tasks and provided their comments afterwards. The findings revealed cultural values and believes of the participants, as well as the organization of their mental lexicons. Moreover, the findings illustrated how the level of critical cultural awareness, as one of the components of ICC, could be assessed using the rubrics developed based on Byram's (1997) work on ICC and Bloom's (1990) revised taxonomy of learning skills. The results of the study contributed to the field of SLA on what is known about the roles of culturally-based questionnaires in critical cultural awareness assessment and the structure of mental lexicons of L2 learners. / Dissertation/Thesis / Masters Thesis Spanish 2015

Problem: The number of MNCs in the world are expanding and there is an ever-growing interest in how knowledge is shared since it is said to improve the organization's competitive advantage. It is further argued in existing literature that leadership, and more specifically the leadership behaviors, play a role in how knowledge is shared within multinational corporations. However, few examples from the international setting exist, which led the authors of this thesis to further explore this area of research. Purpose: The purpose of this research paper is to explore what types of leadership behaviors influence knowledge sharing in a multinational corporation, and how these behaviors impact how leaders share knowledge. Methodology: In order to fulfill the purpose of this thesis and to properly answer the research question a qualitative approach was chosen. The empirical data was collected through a single case study of a Swedish MNC, Alpha, with subsidiaries abroad. The sample consisted of six participants who hold leadership positions within Alpha, and who continuously travel abroad to the subsidiaries in their work assignments. Findings: The authors of this thesis found evidence that leaders working in an international setting, such as an MNC, need to possess certain behaviors found in the description of both transactional and transformational leaders. However, the empirical data contribute to the current body of research by showing that these leaders also need to possess the behavior of cultural awareness, to have a deeper understanding of how the different cultures are represented within an organization.

abstract: The purpose of this mixed methods research study was to assess the impact and influence of a pre-international experience course on Arizona State University (ASU) students before they study or intern abroad. Currently, the study abroad pre-departure orientation for ASU participants consists of online modules and a two-hour face-to-face orientation. In this action research study, the practitioner-researcher re-designed an ASU School of Politics and Global Studies (SPGS), one-credit course that focused exclusively on cross-cultural awareness and sensitivity. A needs assessment was distributed to a sample of 800 returning study abroad participants and was used to influence the study, along with an extensive literature review and two cycles of action research. The dissertation research and study was conducted during the ASU fall 2013 semester. Quantitative data and qualitative data were collected using eight different measures. To better understand the impact of a pre-international experience curriculum for ASU study abroad and international internship participants before they go abroad, this research study investigated the following research questions: (1) What cultural impact does a pre-international experience course have on students who complete the course before studying or interning abroad? (2) What specific cultural competencies are gained by the participants after participating in the pre-international experience course? (3) How has developing the curriculum, teaching the curriculum and implementing the innovation influenced and informed my practice as an international educator and the Assistant Director of the Arizona State Study Abroad Office? The following five assertions were identified within the quantitative and qualitative analysis of the collected data to answer the three research questions: (1) Students are more confident in their abilities to cross cultures after successfully completing taking the new course; (2) Students are more aware of other cultures and their own culture after successfully completing taking the new course; (3) Students gained important knowledge about understanding others' worldviews after successfully completing taking the new course; (4) Students gained general openness toward intercultural learning and to people from cultures different from their own after successfully completing the new course; (5) Developing and implementing a pre-international experience course changed me as a leader, instructor and researcher. Implications for future implementation and research are discussed. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2014