<p>Bakgrund: När individer från olika kulturer möts och arbetar tillsammans uppstår det ofta missförstånd och konflikter. Ett sätt att uppnå förståelse för hur nationell kultur påverkar ett företag, är att studera ett team. Ledaren är mycket viktig för teamet och i ett mångkulturellt team kan hans arbete bli komplicerat pga. olika värderingar etc. som finns i olika kulturer. </p><p>Syfte: Syftet med denna uppsats är att undersöka om ledaren för ett svensk- engelsk team bör anpassa sin ledarstil efter de nationella kulturella skillnaderna i teamet, och i sådana fall hur. Vår avsikt är även att undersöka vilka styrkor och svagheter som är förknippade med ett svensk-engelskt team. Avgränsningar: Vi avgränsar oss till nationell kultur. </p><p>Tillvägagångssätt: Vi har genomfört en kvalitativ studie, baserad på åtta intervjuer. </p><p>Resultat: De viktigaste skillnaderna mellan svenskar och engelsmän är: beslutsfattande, kollektivism vs. individualism, och auktoritetsacceptans. Ledarstilen påverkas av ledarens och teammedlemmmarnas kulturella bakgrund. I situationer när teammedlemmarnas motivation kan förbättras, tycker vi att ledaren bör anpassa sin stil efter kulturella skillnader i teamet.</p>

THE ABSTRACT The intercultural communication is an extraordinarily important topic especially within the multicultural environment of the European Union. Ph.D. work "The Intercultural Communication in the Context of the European Union Cultural Policy" is focused on a possible relation between intercultural communication and policymaking and realization of the EU cultural policy. Based on studied scholarly literature, other materials and considering previous author's expert experience a basic hypothesis was drawn up - despite all proclamation of the EU the intercultural communication is significantly underestimated. This basic premise was especially because of further surveying divided into a few fractional hypotheses. The aim of the thesis was to empirically verify the assumption formulated above. This dissertation work therefore analyzes the intercultural communication's theory, the history and the present of the EU cultural policy and the EU key institutions responsible for cultural policymaking. The work provides an overview of basic communication characteristics of the EU member states and their cultural categorization. This summary was inter alia prepared thanks to cooperation with The Hofstede Centre and Richard Lewis Communications international institute and its helpful internal online tools...

O homem produz conhecimentos científicos e tecnológicos que interferem em seu cotidiano. Para que todo cidadão possa compreender como essas novas tecnologias vão afetar a sua vida se faz necessária uma compreensão do conhecimento básico a respeito da genética, dos mecanismos de transmissão das características hereditárias, bem como de genética molecular, da estrutura do material genético, o DNA. Nessa fase, o aprendizado, conforme descrito por Kolb (1984) pode ser compreendido como um processo de ressignificação da realidade, que ocorre por meio da relação dialética entre as experiências anteriores e a reflexão com relação a novas informações adquiridas pelo sujeito. Este mesmo autor, com base nesse processo dialético de aprendizagem, desenvolveu o ciclo de aprendizagem experiencial composto por quatro modelos de aprendizagem: experiência concreta (EC), a observação reflexiva (OR), a conceitualização abstrata (CA) até alcançar a experiência ativa (EA). Por meio dos modelos expostos e da relação dialética entre eles, Kolb desenvolveu categorias de estilos de aprendizagem (acomodadores, assimiladores, convergentes, divergentes) nas quais seria possível verificar o perfil que se adequa a cada fase do aprendizado. O ambiente cultural em associação com o ambiente de ensino estabelece o estilo de aprendizado de cada aluno influenciando no modo de aprender. Desta forma, a cultura e os estilos de aprendizagem caminham correlatos e influenciam no comportamento do aluno. Neste sentido, Geert Hofstede (1980) apresentou um método de identificação de dimensões culturais (distância hierárquica, individualismo versus coletivismo, masculinidade versus feminilidade, aversão a incerteza e orientação a longo prazo). Neste contexto, este trabalho foi desenvolvido com alunos de biologia do ensino médio de uma escola particular de Guaratinguetá-SP para trabalhar o conceito do DNA objetivando especificamente: verificar a existência de predominância de algum estilo de aprendizagem, bem como, detectar a existência ou não de congruência entre os estilos de aprendizagem dos alunos e as dimensões culturais de Hofstede. Foi possível também usar a estratégia \"Ensinar ao redor do ciclo de aprendizagem de David Kolb\" para propor ações de melhoria da qualidade e da aprendizagem. Nesta etapa, utilizou-se o sistema de resposta interativa (clikers). O sistema interativo de respostas é uma tecnologia portátil por meio da qual o professor consegue medir o grau de entendimento dos alunos em sala de aula sobre determinado assunto, de forma imediata. Como resultado tem-se que o grupo de alunos em que a aprendizagem foi baseada no ciclo de David Kolb levando em consideração as atividades baseadas no perfil cultural dos alunos apresentou coeficiente de variação menor do que o outro grupo, ou seja, o desempenho dos alunos foi mais homogêneo em termos de nota, provavelmente pela abordagem baseada nos diferentes estilos de aprendizagem destes alunos. Assim, levar em consideração os estilos de aprendizagem e as dimensões culturais do grupo de alunos contribuiu para praticamente duplicar a média final deste grupo em relação ao outro grupo de alunos. Desta forma, acredita-se que a partir do momento que o professor entender que suas atitudes pedagógicas podem ser alteradas em função do grupo ocorrerá uma aproximação do professor e aluno de uma forma mais significativa para melhorias efetivas na educação de nosso país. / Men produce scientific and technological knowledge that interfere in their daily life. In order to have every citizen understand how these technologies will affect their lives, it is necessary a basic genetic understanding, as well as the understanding of the mechanisms of genetic inheritance transmission of traits, molecular genetics and the structure of DNA. In this phase, learning, as described by Kolb (1984), can be understood as a process of resignification of reality, which occurs through a dialectical relation between previous experiences and the thinking regarding new information acquired by the individual. Kolb, based on this dialectical learning process, has developed the four-stage learning cycle: immediate or concrete experience (CE), reflective observation (RO), abstract conceptualization (AC) and the active experimentation (AE). Through the exposed models and the dialectical relation between them, Kolb has developed categories of learning styles (accommodating, assimilating, converging and diverging), in which it would be possible to verify the profile that fits in each phase of the learning process. The cultural environment together with the teaching environment will determine the learning style of each student, influencing his way of learning. Therefore, culture and learning styles are correlated and influence the student\'s behavior. In this way, Geert Hofstede (1980) has presented an identification method of cultural dimensions (power distance, individualism versus collectivism, masculinity versus femininity, uncertainty avoidance and time orientation). Within this context, the current research was developed with biology high school students from a private school in Guaratinguetá - SP, in order to work the concept of DNA, aiming specifically to verify whether there is the existence of prevalence of any learning style, as well as to find out whether the congruence between the learning styles and the cultural dimension of Hosfede exists. It was also possible to use the strategy \"teaching around Kolb learning cycle\" to propose improvement actions in learning quality. This phase used the system of interactive response (clickers). This system of interactive response is a mobile technology through which the teacher is able to immediate measure the students\' level of understanding of a subject in the classroom. As a result, it could be observed that the students who had their learning based on David Kolb learning cycles, taking into account tasks based on the cultural profile of the students, presented a lower variation coefficient. That is, the performance of this group was more homogeneous in terms of grades, which is probably due to the approach based on different learning styles of these students. Therefore, taking into account the learning styles and the cultural dimension of the group of students contributed to increase nearly two times the final average of this group, comparing to the other group of students. It is believed that by the time the teacher understands that his pedagogical attitudes could be modified according to the group, this teacher will get closer to his students in a more substantial way, so as to achieve improvements in the education in our country.

Consultancy practices have significant influence on the ERP (Enterprise Resource Planning) project success. In this sense, client-consultant relationship comes into prominence in terms of  project  achievement.  Therefore  client-consultant  relationship  needs  to  be  understood  in depth in order to strengthen the consultancy practices and eliminate problems between two parties.  Hence,  in  this  research  client-consultant  relationship  is  examined  from  ERP consultancy aspect during ERP implementation phase in Turkey. Some factors that influence this relationship is evaluated and existing client-consultant models are analyzed whether they are compatible with the client-consultant relationship within ERP concept. Cultures basis as an influential factor is examined in order to understand this impacts on this relationship. ERP consultancy profile and partially client profile are drawn in order to have deep insight of this relationship.

The diploma thesis is focused on identification and mutual comparison of Czech-British and Slovak-British cultural standards at work environment. The main goal of the thesis is to define British cultural standards from both sides, from the Czech one and the Slovak one, and then to compare, whether the information from qualitative research corresponds with theoretical assumptions. The next goal is to find out how much different is the view on this topic from the Czech and from the Slovak perspective, if it is different. At the end of the thesis will be proposed a few suggestions, how Czech and Slovak should prepare for a longer staying in the United Kingdom in order to avoid possible cultural misunderstandings.

This Diploma paper deals with topic of cultural impact on the Marketing. Connections and significance of cultural elements are explored in marketing perspective. The methodical section of this paper is focused on the Culture of New Zealand, when its specific traits are described and main cultural elements related to the marketing are analyzed. In the first part of the paper it discusses the culture in general terms as well-dynamic process and takes up with the main elements of culture. Extraordinary attention is paid to the specific symbolic perception of colours in various cultures as the most important visual factor, which is also connected with the marketing. Theoretical section of this paper is closed up by analysis of the Model cultural dimensions, which was invented by Dutch anthropologist Geert Hofstede. This model provides measurable data about main cultural traits and differences in certain cultures over the World. The Analysis of Hofstede`s model also includes relation to the various religions. The second part of the paper deals with the process of significant culture elements application on the marketing field. Primarily attention goes to the marketing mix and its tools -- product, price, place and promotion. This section defines and explains main aspects and perspectives of multicultural marketing, which are necessary to respect. The final methodical part of this paper focuses on the Culture of New Zealand and its fundamental elements related to the marketing as well. It provides overview of the main culture traits, which are essential to be adapted to launch New Zealand market successfully. Research of the visual symbol perception in Czech and New Zealand culture completes this topic. This was done through questionnaire using cultural based print advertisements. In conclusion it presents summary of the main goals found in this diploma paper.

Despite a close geographical position to the Czech Republic, there are vast differences between the Czech and British cultures. Commonly after arriving in Britain, many Czech nationals experience a cultural shock and do not understand the behaviour of the British people. The same can be said about Britons arriving in the Czech Republic. This makes it important to understand the cultural differences to help both nationals interact successfully with one another. This Master thesis focuses on cultural standards, a concept made by Alexander Thomas. Therefore, this report aims to define the Czech-British and British-Czech cultural standards, whilst comparing them with the theory and then to apply them in a cultural-historic framework. This report will hypothesise that the defined cultural standards do not differ from the standards analysed within the book by Karel Čapek. Other hypothesis of this thesis is: Many Britons see Czech people as over-caring and anxious. In conclusion to this report, the author will provide recommendations to both Czech nationals travelling to Great Britain and also the same for British descendants arriving within the Czech Republic.

The aim of this thesis is to identify and more closely analyse Italian cultural standards, specifically from the perspective of Czechs and Slovaks, who came to a closer and more extended contact with the Italian culture. Identification of these standards was based on in-depth personal interviews and the theoretical part of this thesis. This part is focused on terms such as culture, intercultural communication, culture shock, cultural dimensions and standards. The practical part of this work is dedicated to the research itself and its evaluation as well as Italy per se, its history, culture, economy or demography. This work can also serve anyone in closer personal of professional contact with this culture.

The aim of my master thesis was to specify the business and diplomatic protocol in France and answer several questions that I defined. Are there any differences between the facts that we read in books and guides about French business and diplomatic protocol, and the reality? Can we generalize French business protocol and say that it is valid for all sectors and generations of managers? Can we claim that French diplomatic protocol is valid all the time and every single president sticks to it? The first chapter explains all the key terms - protocol, business protocol, diplomatic protocol, business negotiation, etiquette. The second chapter focuses on French business protocol, especially organization and course of business negotiation, dress code and gift-giving etiquette, and finally characterizes a typical French company. The third chapter focuses on French diplomatic protocol, especially on all aspects conserning ambassadors in France. The fourth chapter represents the practical part and gives several practical examples of French business and diplomatic protocol. This part is based on four qualitative conversations with four experts on this domain.

Rapid technological progress has transformed our daily activities. One of these is how we pay for goods. Mobile payment is a payment option with great potential, but it is still struggling to become part of individuals' daily life. Previous research shows that adoption and acceptance of mobile payment vary widely between different countries. It is important to understand the determinants of mobile payment adoption, as cultural differences between countries may be one of the primary reasons for the different degrees of user mobile payment adoption. The purpose of this study is to investigate the factors, which influence user adoption of mobile payment in one Asian country, China, and one European country, Sweden. In addition, the aim of the study is to explore the difference in mobile payment adoption from the cultural point of view at an individual level. In this study, two research questions are proposed: what influences user intention to adopt mobile payment in the context of China and Sweden, and how does an individual culture influence user adoption of mobile payment in the context of China and Sweden. The research was conducted with a combination of an extended UTAUT (Unified Theory of Acceptance and Use of Technology) model with the added concept of Perceived Information security and Hofstede's cultural theory. Altogether, it was studied how these concepts influence Behavioural intention.  Based on the literature review of mobile payment adoption by users and Hofstede's culture theory, this study uses qualitative research to interpret the phenomenon on a deeper level with the intention of explaining it. Through observation, interviews, and questionnaires, several conclusions were drawn. The analysis of the results showed that the proposed research model applies to China and Sweden. Performance Expectancy, Effort Expectancy, and Social Influence have influenced the user mobile payment adoption in both studied countries, and Perceived Information Security has a strong influence on users in Sweden. The results also show that Power Distance, Collectivism, and Masculinity have a strong moderating effect on the behavioural intention of users in China, while Collectivism and Femininity have a strong moderating effect on the behavioural intention of users in Sweden. On this basis, it is suggested that cultural factors be incorporated into the research model of technology acceptance, and further research should be conducted in different countries to provide different perspectives.