Thesis (M.A.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Ph.D.)--University of Kentucky, 2006. / Advisers: Joachim Knuf, Chike Anyaegbunam. Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1994. / Includes tables. Typescript; issued also on microfilm. Sponsor: Robert O. McCIintock. Dissertation Committee: Rene V. Arcilla. Includes bibliographical references (leaves 150-155).

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

The purpose of this paper is to elucidate the effects of organizational and national cultural differences on international acquisitions. We argue that cultural differences prompt social identity building that leads to 'us versus them' thinking and thereby creates the potential for social conflict. We also maintain that the same cultural differences can contribute to learning in terms of knowledge transfer. We develop a structural equation model to test these hypothesized effects on a sample of related international acquisitions. Our analysis shows that cultural differences at the organizational level are positively associated with social conflict, but that national cultural differences can decrease social conflict. Furthermore, both organizational and national cultural differences are positively associated with knowledge transfer. This analysis shows the importance of disentangling the various effects that cultural differences have on international acquisitions. It also suggests that national cultural differences are less of a problem in international acquisitions than is usually assumed.

Many colleges and universities throughout the United States have a long history of encouraging and maintaining a diverse community of international students and scholars on their campuses. As a result of the interaction within this great mix of cultures, interpersonal conflict of an intercultural nature has understandably developed. To cope with the conflicts between cultures, many institutions have developed intercultural mediation programs and resources. This research examines what some U.S. universities do to respond to the issue of international student and scholar intercultural conflict mediation and resolution. The study was designed to explore the different types of resources and services that have been developed and to study some of them in greater detail to gain a better understanding of their approaches and resulting issues and successes. The overall objective of this research was to learn how the various ways mediation programs offered at the selected universities work in practice. The literature review was created to gain an overall understanding of conflict styles and conflict resolution approaches that are relevant to the many cultural groups who are in need of the mediation. My data collection process focused on how colleges and universities incorporate mediation programs into the campus at large. Data was gathered through 12 interviews with administrators who have experience working in the intercultural conflict mediation and resolution area; these programs were at the Universities of Washington and Minnesota, and Nevada, Reno and Michigan. From the interviews and the literature review, an annotated bibliography and guidelines were created to provide insights and recommendations for consideration by intercultural conflict mediation and resolution programs at educational institutions throughout the United States.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-06-21T14:34:06Z No. of bitstreams: 1 Megione Bassetto de Castro.pdf: 1226798 bytes, checksum: a8aca83a5e66aebd8f3f6a4c8406146f (MD5) / Made available in DSpace on 2016-06-21T14:34:06Z (GMT). No. of bitstreams: 1 Megione Bassetto de Castro.pdf: 1226798 bytes, checksum: a8aca83a5e66aebd8f3f6a4c8406146f (MD5) Previous issue date: 2016-03-24 / This dissertation named "The Management of School-Community Relations", based on the critical theory of Theodor W. Adorno, has as its object of study the relationship between the school investigated and the community of Vargem Grande. The question that guides this research, is if the mechanisms of management, school-community relationship, existing in the research school ensures the management of this relationship and the consequent care to community demands by the school. The hypotheses suggest there elements and variables that can create noise in the management of this relationship as conflict, administered culture and pseudo-formation of subjects involved and that existing mechanisms in school for guaranteeing school-community relationship, does not guarantee management effective this relationship. The general objective is to investigate the mechanisms of school-community relationship management: the School Council, Class Council and Series, Parent Teacher Association and the Student Government, the latter created by the intervention proposal resulting from this research. Some specific objectives have been established to achieve the general objective, how to parse if the direction of the school investigated is characterized by the dialectic proposed of resumption of sensitization and reflection, as well as others. The methodology of empirical research involved the use of techniques associated with the community study involving a literature review of community history and the studied school, also doing a survey of several other theoretical and academic papers related to the topic, characterizing a case study, where the individual situation is studied in depth to provide a broader understanding of other cases. The results allowed us to confirm our hypothesis that the existence of these management mechanisms, does not automatically guarantee a democratic and participatory management, since it does not happen on a regular basis the ordinary or extraordinary convocations of the School Council, Parent Teacher Association and the Student Government. / La presente Masters tesis llamada "La Gestión de la relacione escuela y la comunidad", con base en la teoría crítica de Theodor W. Adorno, tiene como objeto del estudio la relación entre la escuela y la comunidad, en Vargem Grande. La pregunta que guía la investigación es si los mecanismos de gestión de las relaciones escuela-comunidad disponibles en la escuela investigada, asegura la gestión de esta relación y la consiguiente atención a las demandas de la comunidad por la escuela. Las hipótesis sugieren que hay elementos y variables que pueden crear ruido en la gestión de esta relación como un conflicto, la cultura determinada y la pseudoformação de los sujetos implicados y que los mecanismos existentes en la escuela para garantizar la relación escuela-comunidad, no garantiza la gestión efectiva de esta relación. El objetivo general es investigar los mecanismos de gestión de las relaciones escuela-comunidad: el Consejo Escolar, el Consejo clase y serie, la Asociación de Padres y Maestros y el Gobierno Estudiantil, este último creada por la propuesta de intervención como resultado de esta investigación. Algunos objetivos específicos se establecieron para alcanzar el objetivo general, como analizar si la junta de la escuela investigada se caracteriza por la propuesta dialéctica de la reanudación de la conciencia y la reflexión, así como los demás. La metodología de la investigación empírica implicó el uso de técnicas asociadas con el estudio de la comunidad que implican una revisión de la literatura de la historia de la comunidad y la escuela estudiada, también haciendo un estudio de varios otros trabajos teóricos y académicos relacionados con el tema, caracterizando un estudio de caso donde una situación individual es estudiado en profundidad para proporcionar una comprensión más amplia de otros casos. Los resultados nos permiten confirmar nuestra hipótesis de que la existencia de estos mecanismos de gestión, no garantiza automáticamente una gestión democrática y participativa, puesto que no se produce de forma regular las convocatorias ordinarias y extraordinarias del Consejo Escolar, la Asociación de Padres y Maestros y el gobierno del estudiante. / A presente dissertação denominada “A Gestão da Relação Escola-Comunidade”, fundamentada na teoria crítica de Theodor W. Adorno, tem como objeto de estudo a relação existente entre a escola pesquisada e a comunidade de Vargem Grande. A questão que guia a pesquisa é saber se os mecanismos de gestão da relação escola-comunidade existentes na escola pesquisada garantem a gestão dessa relação e o consequente atendimento às demandas da comunidade pela escola. As hipóteses levantadas sugerem existir elementos e variáveis que podem criar ruídos na gestão dessa relação, como o conflito, a cultura administrada (Adorno, 1972) e a pseudoformação (Adorno, 1971) dos sujeitos envolvidos e que os mecanismos existentes na escola para a garantia da relação escola-comunidade, não garante uma gestão efetiva dessa relação. O objetivo geral consiste em investigar os mecanismos existentes de gestão da relação escola-comunidade: Conselho de Escola, Conselho de Classe e Série, Associação de Pais e Mestres e Grêmio Estudantil, esse último, criado por meio da proposta de intervenção decorrente desta pesquisa. Alguns objetivos específicos foram estabelecidos para o alcance do objetivo geral, como analisar se a direção da escola pesquisada se caracteriza pela proposta dialética de retomada da sensibilização e da reflexão, assim como outros. A metodologia da pesquisa empírica envolveu o uso de técnicas associadas ao estudo de comunidade, um levantamento bibliográfico da história da comunidade e da escola estudada, e um levantamento de vários outros teóricos e trabalhos acadêmicos relacionados ao tema, caracterizando assim um estudo de caso, em que situação individual é estudada em profundidade para se obter uma compreensão ampliada sobre outros casos. Os resultados nos permitiram confirmar a nossa hipótese de que a existência desses mecanismos de gestão, não garantem automaticamente uma gestão democrática e participativa, uma vez que não acontecem de modo regular as convocações ordinárias ou extraordinárias do Conselho de Escola, Associação de Pais e Mestres e o Grêmio Estudantil.