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;

Mémoire numérisé par la Direction des bibliothèques de l’Université de Montréal / Particular interest to expatriate adaptation on the assignment is explained by the globalization of business and the necessity to catch growing opportunities on the international market with the help of qualified and effective human resources. The researchers try to identify the antecedents of successful international assignments (Black, Gregersen, and Mendenhall 1992, Parker and McEvoy 1993) and to provide the evidence of cross-cultural training utility for expatriate adaptation and performance in the host country (Deshpande and Viswersvaran 1992, Earley 1987). D However, according to the literature, only 30-45% of American multinational corporations provide cross-cultural training to their expatriates. The effectiveness of cross-cultural training and its different components as well as its prevalence in Canadian multinational companies remain under-explored. Reported in the literature results concerning the impact of some individual, family-related and host country characteristics on expatriate adaptation are contradictory. In this study the attempt was made to investigate the importance of crosscultural training and previous international and cross-cultural experience of expatriates for their adaptation in the host country. The influence of several intermediate factors (personality, demographic, family characteristics and adaptation, job, host country and expatriate community characteristics) on expatriate adaptation was also examined. The concept of expatriate adaptation was divided into three facets: general, interaction, and work adaptation. The population of this study was represented by 140 expatriates working for one division of Canadian multinational company. The data was collected between October 2000 and February 2001. Twenty three valid questionnaires were received. 3 The results demonstrated that cross-cultural training of expatriates was not a commonly used practice and, even when provided, had no, or in some components, had a negative impact on expatriate adaptation. At the same time, cross-cultural training was perceived as important by the expatriates. Previous international and cross-cultural experience were reported by the majority of expatriates. While previous international experience was found to be negatively associated with expatriate adaptation, previous cross-cultural experience had a positive impact on the dependent variable. Positive family relations, family support, favorable family perception of the relocation, successful family adaptation in the host country and knowledge of the host country predominant language turned out to be the most important antecedents of effective expatriate adaptation. Young age, personal characteristic self-efficacy and greater hierarchical position on the assignment were predictors of a better expatriate adaptation. Longer international assignments were associated with worse expatriate adaptation. Meanwhile, marital status of expatriates, level of education completed and importance of expatriate community in the host country were not related to any facet of expatriate adaptation. The assumption about positive relationship between expatriate adaptation and expatriate effectiveness on the international assignment was empirically confirmed in this study. 0 The results of this study contribute to a better understanding of the relationship between expatriate adaptation and expatriate performance on the assignment and mark out the role of some antecedents of successful expatriate adaptation. Though no positive relationship has been found between cross-cultural training and expatriate adaptation the importance of cross-cultural training should not be eliminated. The proper content of training, the right moment of its implantation and corresponding intensity can affect significantly adaptation of expatriates on their first assignment and increase adaptation of those with previous experience of international relocations.

Ausgehend von narrativen Interviews, Beobachtungen und gemeinsamen Erfahrungen während eines interkulturellen Lehrerfortbildungsprojekts im ländlichen Haiti wird in dieser Arbeit ein detailliertes Bild der Lebenswelt ausgewählter haitianischer Grundschullehrer/-innen gezeichnet. Insbesondere wird den Fragen nachgegangen, welchen Hindernissen diese Lehrer/-innen in ihrer eigenen Ausbildung begegneten, welche professionellen und sozialen Herausforderungen ihre alltägliche Berufsausübung mit sich bringt und wie ein genaues Verstehen ihres Hintergrunds und ihres Alltags dazu beitragen kann, sowohl die Qualität ihres Unterrichts als auch ihre sozio-ökonomischen Aussichten zu verbessern. Verspätete und unzureichende Ausbildung, ein geringer Verdienst und herausfordernde Arbeitsbedingungen, sowie weitgehende Vernachlässigung durch den Staat kennzeichnen die Realität dieser Lehrer/-innen. Dennoch zeigen sie Elan und vertrauen auf eine bessere Zukunft. In dieser Studie kommen die haitianischen Lehrer/-innen selber zu Wort. Darüber hinaus wird der Prozess der interkulturellen Kommunikation und Reflexion, der mit einem solchen Projekt und einer derartigen Recherche einhergeht dokumentiert. / This study offers a detailed description of selected Haitian primary school teachers’ living and working conditions based on narrative interviews, observations, and common experiences during a cross-cultural in-service teacher training program in rural Haiti. The research is focused on the following questions: What type of obstacles did primary school teachers in rural Haiti encounter in their own education, what professional and social challenges are faced in the daily routines of these teachers, and how can a thorough knowledge of both their backgrounds and the conditions of their current lives help to improve the quality of their teaching as well as their prospects for socio-economic advancement? The reality of these teachers is characterized by a delayed and limited education, low remuneration and challenging working conditions, as well as a more or less complete lack of state support. Nevertheless, they demonstrate vitality and trust in a better future. Central to this study are the Haitian teachers’ viewpoints, but the process of cross-cultural communication and reflection going on during such a program and research is documented as well.