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1.
The present study investigated some of the major dimensions of intercultural effectiveness. Based upon a review of the literature, 24 “abilities” thought to be important for intercultural effectiveness were generated. Fifty-three subjects who had reported functioning effectively in other cultures rated these abilities in terms of their importance in facilitating intercultural effectiveness. Factor analysis of the data yielded three dimensions of intercultural effectiveness: (1) the ability to deal with psychological stress; (2) the ability to communicate effectively; and (3) the ability to establish interpersonal relationships. Results of the study were then related to previous work on intercultural effectiveness. 相似文献
2.
Dimensions of intercultural effectiveness: An exploratory study 总被引：1，自引：0，他引：1
The present study investigated some of the major dimensions of intercultural effectiveness. Based upon a review of the literature, 24 “abilities” thought to be important for intercultural effectiveness were generated. Fifty-three subjects who had reported functioning effectively in other cultures rated these abilities in terms of their importance in facilitating intercultural effectiveness. Factor analysis of the data yielded three dimensions of intercultural effectiveness: (1) the ability to deal with psychological stress; (2) the ability to communicate effectively; and (3) the ability to establish interpersonal relationships. Results of the study were then related to previous work on intercultural effectiveness. 相似文献
3.
《Int J Intercult Relat》1987,11(1):65-88
Previous research has identified three general behavioral skill/ability domains that North American sojourners perceive as important in facilitating their intercultural effectiveness. These three dimensions are: (a) the ability to manage psychological stress; (b) the ability to effectively communicate; and (c) the ability to establish interpersonal relationships. The present study represents an attempt to replicate findings from previous research. That is, the present study employed confirmatory factor analysis to test the degree to which the three factor model identified above provides a reasonable fit to data obtained from 210 North American sojourners who lived three months or longer in a foreign culture. Results indicate that this three factor model provides a good fit to the data, offering additional confirmation of the perceived importance of the general abilities of managing stress, effectively communicating, and establishing interpersonal relationships in facilitating sojourner effective functioning in a foreign culture. 相似文献
4.
Trenton James Hagar 《Journal of Intercultural Communication Research》2018,47(2):87-104
This paper is concerned with understanding how Saudi academic migrants utilized reflective knowledge to promote their development of Intercultural Competence. Two collective instrumental case studies investigate how Saudi academic migrants perceived and described their development of intercultural competence. Research findings indicate a variety of common and divergent examples, topics, and themes that describe SAM development of intercultural competence from the category of reflective knowledge. The participants perceived the importance of intercultural competence and, through critical reflection, were able to describe impactful instances of their developing abilities to communicate and behave effectively and appropriately in a variety of intercultural situations. 相似文献
5.
The shortage of qualified managers to assign to overseas positions has necessitated rethinking of the viable candidates pools. A relatively new group of global managers have emerged, inpatriate managers. These are foreign nationals and third-country nationals who are relocated to the organization's domestic headquarters to serve as a “linking-pin” to the global marketplace. This paper examines challenges to effectively incorporating these inpatriate managers into the domestic organization. The various issues with inpatriate manager adjustment to the domestic macro and organizational culture are examined. In addition, the necessary social support in work and non-work contexts is discussed. 相似文献
6.
Robert C. Weigl 《Int J Intercult Relat》2009,33(4):346-360
The author presents a strategy for increasing adult intercultural sensitivity and effectiveness that has emerged from cumulative lessons of twelve years teaching cross-cultural psychology to undergraduates. Following a tightly structured protocol, learners complete a rigorous process of utilizing concepts of culture in a self-study exercise. Subsequently they are vastly more fluent in applying these concepts in research and in intercultural situations. Students internalize concepts of culture in a way that they comprehend the power of culture, through recognition, both cognitively and emotionally, of how they are the vehicles for the expression of culture. The author presents an explanation of processes that mediate this learning, and a set of five propositions for further exploring the connection between cultural self-study and intercultural competence. Offered are a detailed example of a self-study protocol and practical advice about pedagogical factors that can facilitate or restrain reflexive cultural learning. Throughout, students’ writings are used to illustrate the feasibility and emotional power of the self-study process. This report is presented in the hope of stimulating exchange among teachers and trainers using cultural self-study with various populations, in different settings, for multiple purposes. Future studies of outcome, in terms of both knowledge and intercultural skill, are needed to advance development of the method. 相似文献
7.
Research on Saudi Arabian communication patterns is inadequate. The present study reviews the literature on Saudi Arabian cultural and communication patterns and reports the results of data collected in Saudi Arabia on the perceived problems of Saudi Arabian businessmen when communicating with Americans. While large differences exist in the perceptions of the communication problems, both the Saudi Arabians and the Americans targeted differences in the patterns for organizing ideas as a major intercultural problem. Implications for intercultural training are provided. 相似文献
8.
《Int J Intercult Relat》1986,10(2):197-213
This article describes factors which have hampered the development of effective cross-cultural orientation programs and discusses nine fundamental issues which orientation efforts ought to address: the role of expectation in coping with stressful situations, the selectivity of perception, cultural differences in behavior, the role of attributions, the centrality of values, the importance of social factors and context, erroneous assumptions about other cultures, the importance of social support, and the issue of effectiveness of the cross-cultural orientation program. The paper then describes the Intercultural sensitizer or culture assimilator as a method for cross-cultural orientation and discusses how the intercultural sensitizer addresses these issues. 相似文献
9.
This study evaluated the interpersonal sensitivity of third culture individuals, defined as people who lived in a country other than that of their nationality during their developmental years, by comparing them to mono-cultured individuals. While the notion that third culture individuals develop enhanced perceptual skills as a result of intercultural adaptation is widely accepted in popular and professional literature, this assertion has not been empirically tested. Previous research on intercultural communication competence and adaptation has almost exclusively focused on intercultural exposure among adults. This study collected data from 142 individuals using web-based surveys. The instruments measured two aspects of participants’ interpersonal sensitivity: social and emotional sensitivity. Results showed that third culture individuals have significantly higher social sensitivity than mono-cultured individuals, while mono-cultured individuals reported higher emotional sensitivity. Additionally, no significant correlation was found between greater intercultural experience and increased interpersonal sensitivity. 相似文献
10.
The formative work on intercultural communication competence reflected a wide array of definitions and methodologies. In the years since it was introduced the impact concept has been substantial. First, the ICC conceptualization provided a linkage between interpersonal communication and intercultural communication. Second, the ICC concept contributed to the shift away from linear, information-transmission views of communication, in favor of transactional, constructivist perspectives on the process—perspectives that emphasized meaning and interpretational dynamics, rather than solely messages and media. Third, attention to ICC made it clear that intercultural knowledge and good intentions—without the appropriate behaviors—often lead to other-than-intended outcomes. Conversely, a culturally defined skill set, without more general knowledge, may result in outcomes that are only appropriate in particular cultural settings. Fourth, while “intercultural” began as a somewhat limited concept referring to interactions between individuals from differing national backgrounds, the concept of “culture” gradually expanded to regional, ethnic, organizational, occupational, and relational entities. Scholars of the day may have failed then to recognize the importance of the concept. Nonetheless, the competence concept envisioned in our earliest work has been influential in into writings in many areas, including relationships, organizations, healthcare, leadership and other areas (Ruben, 2006, 2014). One can only imagine how the concepts of intercultural, communication, and competence will evolve and influence the shape of future scholarship and practice within communication and other social science endeavors in the years ahead. 相似文献
11.
12.
Cheryl Marie Cordeiro 《Journal of Intercultural Communication Research》2018,47(3):207-225
Theoretical foundations to intercultural communication (ICC) are integrative and interdisciplinary but few have studied ICC from a systemic linguistics perspective. Viewing communication as a dialogic process, this study takes a systemic functional linguistics (SFL) view of language as a social semiotic where semogenesis (meaning making) is both construed and construed by context of situation which in turn is construed by culture. Using interview data collected from Swedish managers who have extensive international management experiences, this study aims to illustrate how SFL can be used as an adaptive theory and framework of discourse analysis in uncovering semogenic strategies in ICC processes. 相似文献
13.
《Journal of Intercultural Communication Research》2013,42(2):117-137
Previous research has explored common dimensions of culture shock across groups of international students, examined factors influencing intercultural adjustment of individual sojourners, and in the meantime, suggested that communicating with same culture members is minimally helpful for intercultural adjustment. By investigating a Chinese student organization on a US campus and analyzing the qualitative data collected via multiple methods, the researcher found that (a) culture shock is contextually based; (b) a student organization can play an instrumental role in helping students to cope with culture shock and gain intercultural competence by providing social support; and (c) communicating with same culture members can help intercultural adjustment. Implications for international student orientation, study abroad programs, and community-based help programs for international students are discussed. 相似文献
14.
Despite the increasing need to develop students' intercultural competence in China, the relationship between the approaches used to teach the English language and the cultivation of students' intercultural competence remains largely under-researched. Based on Byram's intercultural model and the intercultural language teaching framework, using action research we developed and implemented new teaching approaches to cultivate intercultural competence among students using a quasi-experimental design that combined qualitative and quantitative methods. Two classes of undergraduate students majoring in Business English were randomly selected, with one being assigned as the treatment group (n = 33) and the other as the control group (n = 32). The primary data consisted of questionnaires, journals, and interviews. After participating in a three-month intercultural speaking course where the treatment group students were guided through an intercultural learning process of noticing, comparing, and reflecting, findings revealed that they developed intercultural competence regarding their attitudes, knowledge, skills, and awareness. Implications for facilitating students' intercultural competence are discussed. 相似文献
15.
Intercultural friendship formation is a key challenge for international students studying abroad. In an increasingly globalised world, where people regularly engage with others from different cultures, meaningful intercultural friendships are important. However, culture can pose a considerable challenge that hinders the formation of friendships between people of different cultures. This paper explores challenges and insights into developing intercultural friendships between international Pacific Island students studying in Aotearoa New Zealand and domestic New Zealand Palagi1 students. Similar to other studies, the findings in this study highlight the key challenges connected to cultural differences. These findings are surprising as New Zealand Palagi students would have gone to primary and secondary schools with Pacific Island students and should have had some contact and interactions with them and be more accustomed to cultural differences. Unique to this study is that these international Pacific Island students recognised that universities are in a prime position to champion and promote systemic interventions to assist both international and domestic students to engage with each other in order to promote cultural understanding. Overcoming intercultural friendship development challenges involves creating meaningful intercultural spaces and campus ‘friendship’ events to increase intercultural interactions, raise domestic students’ cross-cultural awareness, and encourage reciprocal intercultural learning. Such activities are likely to enhance the overall well-being of all students and improve the internationalisation of universities with increasingly diverse student cohorts. 相似文献
16.
This article explores the notions of convergence and divergence in respect of societal cultural practices and values within and across Austria and the Republic of Ireland, by comparing samples of middle managers and students on nine dimensions of culture. In the context of globalization, we consider whether there is evidence of cultural convergence across the Austrian and Irish samples or if the data of the two countries remain distinct (country effect). We also ask whether differences between managers and students can be attributed to cohort/age effects. Our findings suggest that there is some convergence, but also that the country effect is more dominant than the cohort/age effect for both practices and values. High within-country consistency exists in respect of practices between Irish students and managers and between Austrian students and managers. For values, there is evidence of convergence across all four sub-samples on four cultural dimensions, namely Power Distance, Gender Egalitarianism, Collectivism I and Future Orientation. We discuss whether the dynamics underlying such convergence can be attributed to cultural change, generational differences and/or an idealized worldview held by the younger generation. 相似文献
17.
Working effectively in the development context—humanitarian aid or capacity building as in any intercultural context requires specific skills and abilities such as special knowledge of human relationships as these projects bring people together from different cultures, mentalities, and backgrounds. The research examines the relationship between intercultural effectiveness and project team performance in the international development field based on the Canadian technical advisors and project team personnel that work overseas within international development projects. The sample consisted of 106 international development practitioners who completed a self-report survey assessing intercultural effectiveness based on the Multicultural Personality Questionnaire (MPQ) and project team performance based on the Group Development Questionnaire. The study examined how the level of intercultural effectiveness is affected by age, gender, education, and experience of each individual respondent based on MANOVA and t-test analysis. Correlation analysis confirmed the relationship between intercultural effectiveness and project team performance. 相似文献
18.
《Int J Intercult Relat》1987,11(1):49-64
This research examined two very different interpretations of why specific minority groups may not be loyal newspaper readers. The first, operating on many pejorative stereotypes, portrays blacks and Hispanics as very critical, disaffected people who see newspapers as racist, biased, and unfair. An alternative view suggested that factors such as product availability, demographics, and economic considerations, not negative evaluations of sources of information, were better explanations for nonreadership by different ethnic groups. Three massive data sets (N = 14,378) were used to analyze differences in newspaper image among different racial/ethnic groups in the United States. Across all analyses race is not a very meaningful predictor of newspaper evaluation. This casts doubt on the assumptions about alienated, uninvolved minorities. When race did add unique variance to the predictor models, it was because minorities were more positive about local media, an alternative not previously suggested. Results are discussed in terms of their importance to academic researchers, media managers, policy makers, and for those interested in intercultural/interracial training and education. 相似文献
19.
The authors provide an urgent call for cross- and intercultural scholars to re-examine many of the related themes and classic or contemporary study areas of “intercultural communication” and “intercultural relations” in light of the impacts that the novel coronal (COVID-19) pandemic is having on human interaction both across and within our social-cultural contexts. As scholars focusing on intercultural communications/relations, education, management, psychology, and social issues, the global COVID-19 pandemic has revealed a range of intercultural problems or issues that need to be researched to better understand related aspects of human suffering, social disruption, and economic inequalities. New research projects/papers need to address how these impact key intercultural theme/topic areas like cultural attributions/expectations, values/beliefs, identities, perceptions/stereotypes/prejudice, language/speech codes, cultural systems/patterns, acculturation/adaptation, intercultural effectiveness/sensitivity/competence, and conflict (Kulich et al., 2020, Table 3.7). Some research areas and applications potentially affected by COVID are highlighted, including our sense of national/international identity and cooperation, our mediated or actual social networks, our ways of framing or carrying out intercultural or cross-cultural cooperation, new issues emerging in inter-group contact, how we apply cross-cultural taxonomies or dimensions to analyze data, and how these ultimately affect our relationships with each other across all levels of culture (from dyads, to groups, sub- or co-cultures) or express and affirm interculturality at such times. Each area is highlighted by calls for specific types of intercultural research to address these challenges and opportunities. 相似文献
20.
This article presents evidence for the need for intercultural education in multicultural societies. Pupils who are culturally different from the majority need it to learn to function effectively in their own culture as well as in the majority culture. Since an important objective of education is to prepare individuals to function effectively in their environment, all children in multicultural societies could profit from exposure to effective intercultural education. Our research with American teachers and their Latin American or Hispanic pupils suggests that teachers also need to learn about the patterns of perceptions, values, and behaviors of culturally different pupils. Objections to intercultural education are listed and refuted. Advantages and disadvantages of three new approaches to intercultural education are discussed. Special attention is given to the attributional approach, an informational approach which is particularly well suited for use in educational settings. Research bearing on the effectiveness of this approach is presented. 相似文献