This study investigates Korean and American students’ online discussion for intercultural learning in a class-to-class telecollaborative project from an ecological research perspective. The study addresses two questions. First, what constitutes the multiple systems in which students’ online discussion is nested and how do these systems interlock to shape online discourse? Second, how do students interact with this given learning environment to generate affordances for intercultural learning. The study involves a 12 week-long online discussion program between an undergraduate Korean language class in the US and a graduate TESOL methodology class in Korea. Data sources include the transcripts of naturally-occurring online interaction, interviews with students and teacher on the Korean side of the telecolalbortaion, and students’ course assignments such as reflective journals and papers. Multiple qualitative analytic methods were employed including constant comparison, discourse analysis and case studies analysis. The analysis revealed an ecological telecollaboration model as being multiple nested systems in which students’ online discourse (microsystem) was embedded in an institutional setting (mesosystem) and cultural values (macrosystem). The study revealed divergent participatory patterns between the American and Korean groups. Further, it showed how such differences were related to the defining components of each system. These included ideologies about ethnic, social, cultural identities; societal discourse about a specific topic; cross-cultural concepts of discussion; the way the telecollaboration project was incorporated into the course; and teacher instruction. Case study analysis of two American students and one Korean student indicates that these individual students approached the intercultural online discussion with a different “self” (Layder, 1993), understanding of the nature of culture and intercultural communication, positioning of self and others, and sense of agency. These influenced both their management of expectations and orientation toward the situated activity, and also shaped their participation. / text

Both the public and private sectors currently encounter the telescoping urgency for effective cross-cultural coventuring in business, educational and personal arenas. Existing descriptive models for organizing cultural information are either simplistic and superficial or so complex as to be inaccessible or overwhelm the user. This study uses Saunders' theory of model construction as an informing hypothesis to develop a model for cross-cultural coventuring. An integral part of this conception is a definition of culture which uses Villemain's insightful concept of qualitative meaning. Integrating this type of meaning within Saunders' Inquiry Cube allows for categories through which even the most subtle and unarticulated variables making up the human enterprise and the value base of those cherished and celebrated human ideals can be sorted, classified, and set into a taxonomic design. This hierarchical pattern provides direction and parameters for greater cross-cultural exploration. The methodological sequence of the Cultural Inquiry Cube is further translated to a psychological sequence which is more readily comprehensible to the learner. The greatest potential for widespread use of this model seems to be in microcomputer applications. Compact disc technology including CD-ROM and CD-I promises accessibility not possible heretofore.

University of Technology, Sydney / Project management is a growing profession which transcends industry and national barriers. A high level of communication competence is required for the successful functioning of the often multi-disciplinary and multicultural project teams involved in project delivery to achieve the desired project objectives. Project managers, as the key channels of communication in the project environment, are faced with international and domestic imperatives to be competent in intercultural communication for successful operation in the multicultural project environment. However, the preparedness of Australian project managers for effective communication during project delivery in multicultural environments has not been investigated. This thesis investigates Australian project managers' intercultural communication competence (knowledge, skill and attitude) and their training requirements in this area from the view point of Registered Project Managers (RegPMs) with the Australian Institute of Project Management (AIPM). The study examines the cultural factors influencing intercultural communication and explores how communication can be made effective in the multicultural project environment. The study is set within the context of project management competence which has been an area of significance since the mid 1990s. Based on a survey, preceded by focus group discussions and personal interviews, the study concludes that a slight majority of Australian project managers are 'not competent' in intercultural communication (54.1 %), largely due to skill deficiency. However, project managers with long project management experience, experience with multicultural projects or formal project management qualifications are more likely to be competent in intercultural project communication than those without such profiles. Project managers consider training in intercultural communication, delivered in a practical and interactive manner, as a priority especially in the areas of interpersonal skills, cultural awareness and communication skills. Participants also confirmed host national, local industry and organisational cultures as the three key sources of cultural influence on communication in the project environment. Finally, while different perspectives is a key challenge to communication in the multicultural project environment, intercultural communication can be made effective when project managers i) demonstrate a number of attributes, in particular patience and active listening; ii) make use of various strategies to manage communication barriers during multicultural project delivery, including team agreed communication standards, training/workshop, and use of diagrams/pictures; and iii) opt for face to face mode of communication in preference to other modes. The study recommends a stronger focus on intercultural communication in project manager education, training and competency assessment in the accreditation process.

Today’s business world is facing a continual increase of globalization that opened the borders of nations. Organizations see in multicultural teams and cultural diversity a way to respond to this phenomenon. Cultural diversity in multicultural teams is a new challenge for leaders. Indeed, they need to develop new strategies and skills to include individuals coming from different cultures in order to ensure the proper functioning of the team and achieve effectiveness. The purpose of our thesis – labeled “Leading Cultural Diversity: Strategies and Skills” – is to find out, through interviews and conversations with actual leaders, which strategies and skills are necessary in global organizations. The findings might be applied in other fields where cultural diversity plays an important role.

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Thesis (M.A.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains iii, 24 p. Includes abstract. Includes bibliographical references (p. 21-24).

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This study investigates similar and different nonverbal behaviours of Indonesian and Australian students (focusing on proxemics, kinesics, touching and dress codes), examines the students' perception in relation to the behaviours, and isolates or predicts intercultural problems. It aims at creating learning resources to be used in English classes in Indonesia. The data collection involved observations and interviews. Initial data analysis was conducted at the same time as the data collection, followed by an intensive analysis using a coding process. Some similarities were found. There was a tendency among Indonesian students to sit together, reflecting their collectivist value. This tendency may also be evident among Australian students. Similar patterns of eye gazing, hand movements, sitting posture, body position and body orientation probably demonstrate the universality of communicative behaviour. In both cultures, head nodding indicates paying attention, or in certain situations, may be interpreted as a flattering gesture. However, the flattering meaning may result from a different degree of head nodding display in Indonesian and Australian contexts. Many of these similar behaviours need further investigation using video recording. Many differences were found. In tutorials, Indonesians were more likely to be formal and restrained, in contrast to Australian informality and expressiveness. Different practices in the use of the hand were also identified. Dress code was one of the most significant areas of difference, together with the public display of affective behaviour, and the preference to sit on the floor or to sit and lie on the lawns. Eye contact, gender-mixing in gatherings and some touching behaviours may be problematic for a few Indonesians. Further discussion also shows that smiling to strangers commonly practised by Australians can be unusual in Indonesia. In contrast, head nodding, eye contact and head tossing that have specific cultural meanings in Indonesia appear to be unproblematic in the Australian context. It was concluded that the different behaviours indicate that several issues – including conflict avoidance, face saving, respect for authority, harmony maintenance, ingroup-outgroup divisions and religious regulations – are practiced in different ways and valued to differing degrees in Indonesia and Australia. The analysis also revealed a strong indication that in Indonesian culture, nonverbal behaviour has similar emphasis with, and often can be more significant than, verbal behaviour. In Australia, the emphasis would be more likely to be on verbal expression. It seems that some of the differences did not result in negative perception among students. However, certain things may result in problems at various levels - ranging from uncomfortable feelings, and lack of interactions, up to the formation of negative perception about a culture. Having tolerance and willingness to evaluate a matter from different perspectives can be useful to minimize ethnocentrism and avoid any negative stereotypes. As part of this study I conducted a literature review about intercultural learning and created two examples of learning material, both focusing on nonverbal behaviours. The first material is intended to raise the issue of cultural difference, and the second one raises the ethnocentrism issue. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1458568 / Thesis (M.A.) -- University of Adelaide, School of Humanities, 2009

The impetus of this research to look into the cross cultural differences and conflicts between Singaporean Chinese managers and their Western multi-national corporations (MNCs) managers was developed due to the researcher's 12 years real-life, working experiences in Western MNCs. The projected interest was extended to discover how Singaporean Chinese managers are able to deal with the corresponding cross-cultural conflict that is embedded in the day-to-day interaction between himself and his superiors in the West. Face-to face in-depth interviews were conducted with 18 Singaporean Chinese managers and 5 Western MNC managers to collect interesting real-life accounts and narratives of such cross-cultural situations. The findings provide some insight on the evolving cultural construct of the Singaporean Chinese Manager. / The research found that despite the changing cultural influences on Singaporean Chinese Managers, they still exhibit a substantial number of Confucian behavioural characteristics inherited from their Chinese forefathers. These are in the areas of work attitudes; the importance of intrinsic and extrinsic work attributes; and the commitment to the organisation they work for and the job itself. Moreover, Singaporean Chinese Managers are found to be less confrontational when dealing with conflicts, and are less inclined to express their dissatisfaction, or even to have a face-to-face argument with their superiors. Thus, it is found that despite the various cross-cultural differences that exist between the Singaporean Chinese Managers and Western MNC managers, there is a very low resignation rate in these MNCs in Singapore. In addition, the research also found that there is a growing 'compromisers' cluster, a group of people who only moderately uphold traditional values regarding family, education and morale, who are open to innovation and whose aim in life is to be socially and financially successful. The research also found that younger Singaporean Chinese Managers are now more vocal and more confrontational than their older Singaporean counterparts and possess more Westernised behavioural characteristics. This could be due to the effects of a 'cultural shift', influenced by the ever changing world, the more open and consultative new generation Singapore government after the leadership change in 1990 and its 'crafted culture'; and a continually changing Singapore economy in pursuance of its transformation towards a more cosmopolitan city with its dependence on international trade. Therefore this research provides an insight into the way in which Singaporean Chinese managers both construct and maintain a notion of identity and also explores the evolving cultural shift in the next generation of managers in the Singaporean Chinese community. / Thesis (PhDBusinessandManagement)--University of South Australia, 2006.

Thesis (M Distance Ed)--University of South Australia, 1995