![12
CLAD
backgrounds in
a range of
different
practice
contexts around
world.
effective
collaboration with
families and
communities?
How can SLT
enhance cultural
competence of
their practice
through
engagement with
families and
communities?
Sites were
recruited through
referral from
professional
networks and an
invitation to
nominate sites that
engaged in high
quality practice
with CALD
populations posted
on online speech
and language
therapy discussion
groups.
impact on it can
be understood.
communities
varied.
goals.
Dittes, Sven,
and
Smolnik,
Stefan
(2016)
Theoretical
Framework
Information
systems (IS) that
foster
collaboration in
organizations
such as
knowledge
Research
Questions:
How is the
relationship
between the
use of IS that
foster
collaboration
and cultural
Methodology
Aim to answer the
research questions
and derive a
research agenda
that indicates
future research
opportunities to
study the
Analysis and
Results
The cultural
values within a n
organization have
been shown to be
a very complex
concept. [10].
Leidner and
Conclusion
Empirical studies
uncovering the
phenomenon of
reciprocity
between cultural
values and the
use of IS to foster
collaboration is
Implications
Cultural values
have a potential
to be changes
according to
different
approaches to
and perspectives
on relationship
Implications
Research
opportunities to
study this
relationship in an
organizational
setting.
Concluded that
organizational](https://image.slidesharecdn.com/literaturereviewmatrixword-template3-221027182316-cb3c3065/85/Literature-Review-Matrix-Word-Template-3-doc-12-320.jpg)
![13
management
systems (KMS)
have shown the
potential to
improve
employees’
work quality and
performance.
values within
an organization
observed in
current
empirical
studies?
Should cultural
values be an
antecedent, an
outcome, or
both or none
when
examining the
use of IS that
foster
collaboration.
How are
cultural values
conceptualized
in these
studies?
Influence of
cultural value
has potential to
leverage the
benefits of
highly
dependent on
the influence of
cultural values
within the
organization.
relationship
between cultural
values and IS that
foster
collaboration in an
organizational
setting.
Contribute to the
research by
revealing research
gaps that serve an
inspiration.
Kayworth [11]
state that every
person’s cultural
identity is
comprised of
different values
at various layers
(e.g. national,
organizational,
and sub-unit).
Gallivan and
Srite theorize that
some layers may
be more
dominant than
others regarding
explaining
cultural values’
influences.
still scarce.
The us of such
technologies as
(ESS) Enterprise
Software System
and KMS and IS
has shown the
bpotential
benefit
organizations in
the form of their
employees
improved work
performance and
better
coordination and
collaboration
within the
organization
Conclusion = in
placing the use of
collaboration
systems, KMS
and ESS at the
center of our
review
framework, and
suggest that
cultural values
are an antecedent
as well as an
outcome.
(p.4215)
of cultural
values and IS
that foster
collaboration.
Studies show
that use of IS
that foster
collaboration
has the potential
to change and
transform
cultural values
within an
organization.
culture encourages
employees to use
KMS. (p.4216)
Further research
opportunity could
develop a holistic
conceptualization of
cultural values
including different
manifestations that
are important within
the realm of research
dealing with IS that
foster collaboration.
Both climate and
culture deal with the
ways which
organization
members make
sense of their
environment.
However, culture
operates at a greater
level of abstraction
than climate [35]
Future research
investigates a
temporal causality in
the reciprocity
between cultural
values and the use of
IS that foster
collaboration.
Mahon,
Jennifer
Theoretical
concept
Research
Question
Methodology’s
The present study
Analysis
Compromising
Conclusion
Competent
Implications
Conflict
Implications
In the treatment of](https://image.slidesharecdn.com/literaturereviewmatrixword-template3-221027182316-cb3c3065/85/Literature-Review-Matrix-Word-Template-3-doc-13-320.jpg)
Literature Review Matrix Word-Template 3.doc
- 1. 1 Literature Review Matrix Template Author/ Date Theoretical/ Conceptual Framework Research Question(s)/ Hypotheses Methodology Analysis & Results Conclusions Implications for Future research Implications For practice Nitza, Amy Social Work with Groups - Sociological- Field of Group Counseling Original Hypothesis: Group interventions make more sense than individual interventions in Botswana. What are the characteristics of a productive and healing group climate within this specific culture? How do group interventions that draw heavily from the individualist and low- context communication style of the West operate in such groups? Provide activities and other opportunities for previously hidden aspects of students’ own culture and its impact on them to be revealed and experienced. We are most likely to be come aware of our cultural assumptions when they are violated or when we are plunged into cultural settings different from those that we are used to” Gielen, Draguns & Fish, 2008, p.5A as cited in Nitza, Amy (2017). Allowing students to experience some sense of disequilibrium and then facilitating mul- tiple reflection and processing opportunities for them to put the pieces back together again in a new way is essential to developing cultural understanding among people and groups. More empirical investigation on other questions to guide work of teachers and practitioners globally. Which elements of the group are culturally bound? What are the stages that a group might go through to develop such a healing climate and how similar or different are those stages to those described in Western Literature? Culture hides much more than it reveals . . . (Hall,1959, pp.29- 30) as cited in Nitza, Amy (2017). author Theoretical Conceptual Framework Hypothesis Research Ques Methodology Analysis Results Conclusions Implications for future Research Suggestions for future practice
- 2. 2 Shadiev, Rustam & Huang, Yueh-Min Computers & Education Department of Engineering Science Cultural convergence theory explains cross-cultural understanding takes place through the communication and information exchange of two or more learners from different cultures when they reach a mutual understanding of each other’s culture and the world in which they live. That is experiences and insights of other cultures that learners communicate and share among themselves enable the expanding of heir cultural awareness and It is vital for educators to teach learners to understand and value the culture of others so that they can interact effectively and comfortably in a world characterized by close multi- faceted relationships and permeable borders (Huang, Chen. & Mo. 2015) Spoken language is not the same in different cultures (Moran et al., 2014). Therefore, how can educators ensure that learners from different cultures with no common language can Bloom and Johnston (2010) and Yamazaki and Kayes (2004) argue that cross- cultural programs need to be administering as united, connected events, and as a knowledge building continuum. 4 essential learning behaviors: 1) building relationships 2) valuing people of different cultures 3) Listening and Observing 4)coping and ambiguity Self- Introduction- act enables learners to become acquainted with one another and with other cultures (Liu, 2007; Tu, 2004) According to Curtis and Lawson (2001) this activity reinforces the comfort level in the classroom and encourages more social interaction among learners. Self intro helps learners identify their own cultural values and those of their peers (Chasse, Macfadyen, Reeder, & Roche, 2002). Media Sharing, Performance and Appropriate, and Reflecting on Foreign Culture. One possible solution to the question is Computers. For Example, the Speech-to-text recognition (STR) system synchronously transcribes text streams from speech input (Shadiev, hwang, Yeh et al., 2014). According to related studies the STR system is a potential learning tool that has been successfully applied tin many educational studies (Hwang, Shadiev, Kuo, & Chen, 2012; Kuo, Shadiev, hwang, & Chen, 2012). For example, this system is used to assist learners with cognitive or physical disabilities and those who attend speeches given in Not many studies have been carried out using these two systems CAT and STR to support communication of interlocutors from different cultures. Particularly whether such a technological approach facilitates cross- cultural understanding or not has not yet been tested. Therefore, this study is an attempt to address the existing gaps in the related research. We designed cross- cultural learning activities supported by speech-to-text recognition and computer-aided translation systems and
- 3. 3 behavior (Gudykunst et al., 1988; Kincaid, 1979) communicate and exchange culture-related information with each other? languages other than their mother tongue (Shadiev, hwang, Chen, & Huang 2014; Wald & Bain, 2008) Computer aided translation (CAT) allows translating texts into different target languages (Godwin-Jones, 2011). Related studies suggest that CAT systems have a great potential to aid learning, especially in second or foreign language learning. Related studies suggest that CAT systems have a great potential to aid learning especially in second or foreign language learning. For example, CAT has been applied to assist learners in writing texts in tested the feasibility of using learning activities supported by the two systems and then examined their effectiveness about cross- cultural understanding. Shadiev, R. et al. (2016).
- 4. 4 the target second or foreign language learning to correct grammatical and lexical errors in texts (Hermet & Desilets, 2009). . It is believed that learners from different countries may understand each other’s cultures better if they perform the learning behaviors discussed in Yamazaki and Kayes (2004) and participate in the learning act’s proposed in Bloom and Johnston (2010). Chase et al. (2002). Curtis and Lawson (2001), Jenkins et al. (2009), Liu (2007) and Tu (2004). Furthermore, if learning acts are framed within a
- 5. 5 specific topic such as “National Cuisine,” it is assumed that learners will be more interested in cross-cultural learning and the topic will draw their attention and motivate their interest (Shadiev, Hwang, & Huang, 2015). Rawls, Janita & Hammons, Stacy A. (2016) Theoretical Conceptual Framework National Survey of Student Engagement (NSSE) Items: Global and cultural understanding (Included Diverse Perspectives) HO: Seniors in both instructional formats (accelerated and traditional) will not differed significantly on each of the six cultural and global understanding NSSE questions. Ha: Seniors in both instructional formats (accelerated and traditional) will differ Methodology Instrument and analysis: The researchers examined six questions or items from the NSSE survey relating to themes of global and cultural understanding. These items centered on using global ideas or talking with others with diverse perspectives other than one’s own and are noted in Table 1. The NSSE is a national self-report asset. Analysis and Results: Data from senior students who voluntarily completed web- based NSSE survey during the spring semester of 2011 were used. The NSSE response rate for the accelerated degree seniors was 43$. This figure compares well with the web-based NSSE response rate of 34% (NSSE 2011). Independent Conclusions For 5-% of the items, both delivery modes have no statistical differences. Half the items are not showing any difference in engagement. The research hypotheses remain partially supported. However, for the other 50%, statistical differences were found and for all the items, greater engagement with cultural diversity Online learning tends to neutralize student’s differences, thus intentional discussions around global or cultural themes might not occur. Also, because students in online learning can be more direct, even blunt, with their communication, faculty members are not discussing these cultural and Future Research and Practice One of the disturbing research findings the NSSE item of “included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments.” This significant difference cannot be ignored or treated lightly. Do the online programs not possess an outcome for global and
- 6. 6 significantly on each of the six cultural and global understanding NSSE questions. Collecting info annually from seniors and freshmen to ascertain the level of student engagement in behaviors that lead to learning (NSSE 2011). Participants Enrolled as nontraditional accelerated senior from a large private university, total of 1,210. Each were enrolled in 1/9 programs either online or on-site format. The online participants total was 702 and the onsite was 508. Table 2 shows the demographics of the participates. analysis of each NSSE item was conducted on the six questions to determine if there were significant differences between the means. Because the population variance is unknown, two sample independent t tests were used. The two samples were independent (a nontraditional/ac celerated student is enrolled in only one program -either online or on-site). is originating from the on-site programs. This is an interesting finding as it suggests that being involved in a delivery mode does affect the emphasis on engagement with global understanding for some students in the college university classroom. global themes to keep potential problems from surfacing. Limburg and Clark (2006). For example, discuss the “messy and multifaceted” nature required when educators engage in discourse surrounding cultural understanding Rawls Janita, et al. (2016, p.93). Avoiding these topics may thus be a way to maintain civility within chats, blogs, and discussion boards. Limitation1) NSSE uses self- report data rather than measurement of actual behavior 2)possible bias with use of t tests and large cultural understanding? If so, how is it being taught and assessed? Are faculty members intentional about teaching it? Because on=site programs tend to score higher with this type of engagement, one needs to reflect on the assignments in the online programs. Best practices in the face-to-face classroom personal portfolios, role play and reflective journal writing, and the like. (Amoore and Langley et al (see p.95).
- 7. 7 sample in research study Potential of type 1 statistical error Bernard, April and Fernandez, Adonis Diaz Yoruba proverbs as cultural metaphor for understandi ng management in the Caribbean Social Sciences Cross-cultural Management - The Purpose is to help construct a conceptual framework to understand how cultural metaphor can be used in management practice to build cultural knowledge and leadership for doing business in the Caribbean and globally. Cultural metaphors can provide a quick and efficient means to construct a general framework for understanding behavior and interaction within specific contexts. Examines the use of cultural metaphor to enhance cross- cultural understanding and argues that processes to enhance cultural knowledge or awareness should include strategies that build upon the use of proverbs as metaphor. Methodology Cultural metaphors often engage the use of what Carl Jung refers to as archetypes or images that tap into collective reservoir of experiences and ways of knowing shared by human species. The mother archetype is a good example of an image that is shared by all members of the human species that evolved in an environment in which a primary female-caregiver or female caregiver- substitute was present. Results and Analysis The risks of using cultural metaphors for understanding human behavior within and across specific contexts is that they can function to reinforce distorted stereotypes that can provide the basis of judging individuals and lead to unwarranted conclusions about groups without considering the possibilities for exceptions. One example of using inappropriate approach toward achieving cultural understanding uses false or limited images and phenomenon Conclusions Richmond’s Model of Cross Cultural Proverb Relationships (1987) is based on proverbs from the Mandinka culture of Gambia, West Africa, where proverbs are a significant part of everyday cultural expression. Richmond’s model shows the benefits of cross- cultural comparisons and interpretations of proverbs as a method of enhancing cultural knowledge. 1)those of similar meaning and expression between the learner’s culture (Culture A) and Analysis begins with a debrief discussion of what is cultural metaphor and relates this concept to models used to build cross- cultural competence. The fable that originated in the Yoruba tradition of West Africa guides the metaphorical discussion in this paper.78- year-old Cuban Priests A turtle decided to swim deep in the sea toward the center of the Earth to find the secret to life. Met by a volcano who shared secret. Volcano wrote it on his back. Fish Implications for future research and practice: Use of cultural metaphor can be an effective way to add another dimension of cultural awareness that expands our way of thinking and how we see and understand our world in general (Morgan 1986 as cited in Bernard and Fernandez, p.330 This exercise should encourage participants to seek a higher level of understanding that merges their knowledge of their own culture with that of another from both an insider and outsider perspective. Here they can begin to see and critique the boundaries that separate their understanding of
- 8. 8 to reinforce superficial stereotypes about cultures, such as using a bullfight or the taco to understand Spanish culture (Galloway 1985; Omaggio Hadley, 2000). The problem with this approach is that all cultures are diverse and multifaced and this makes the use of superficial stereotypes reductionist in nature. the target culture of interest Culture B and 2) those of no equivalent meaning between the 2 cultures. saw writing and memorized it. Man caught fish, opened to eat and discovered all the secrets to life (Baba Ogunda Ariku, 2010). their own cultures with that of another and hopefully they will also begin to acknowledge the area of overlap in- between. The objective to use proverbs to facilitate this approach to cultural understanding is to erase the illusion of barriers that separate one from their perceptions of the other to ideally create a more authentic discourse between what were once thought to be disparate and exclusive groups as opposed to a cultural continuum. This process could be labeled cultural empathizing which intentionally introduces opportunities to compare and interpret meaning from multiple vantage [points and contexts using
- 9. 9 proverbs and other cultural artifacts. Bernard and Fernandez (2016) Su, Ya- Chen, (2011) Promoting intercultural understandi ng and reducing stereotypes: incorporatin g the cultural portfolio project into Taiwan’s EFL college classes Frameworks Constructivist Approach – present culture as a dynamic rather than a static entity. Consequently, culture learning is seen not as the acquisition of facts but as a process of discovery, social construction, AND MEANING negotiation. Students, are encouraged to construct their own knowledge through social interaction and authentic activities. Within the constructive paradigm, the learner is an active creative learner Hypothesis How cultural knowledge and awareness should be evaluated and what activities and assignments the instructor should provide to encourage learners to discover and construct cultural knowledge actively. Methodology Participants 38 undergraduate students (28 female and 10 male) who English majors at private Univ. in Taiwan. According to student’s self- reports – 35 began studying English in junior high school and 3 began in elementary school. One student visited English speaking countries for one month. Two studied English in intensive summer progrms.one lived in Australia for 3 years. Educational Studies Traditional Foreign Analysis Student cultural portfolio encompassed one 18 -week semester. Class met once a week for 150 minutes. Students worked in groups of two or three to conduct a cultural portfolio project. Study modified Allen’s (2004) steps for implementing cultural portfolio project in class. Instructor helped students learn how to create a cultural hypothesis and resources to accept or reject assumptions. All groups were required to record what they learned. Results The results in 3 parts: 1) developing an understanding and knowledge of the target language cultures; 2) fostering awareness and critical thinking about misconceptions and stereotypes [pes of the target language cultures 3) developing positive perceptions of constructing cultural knowledge and EFL Learning The results of students interview and classroom observations Implications for Practice Journal entries showed that students demonstrated that through constant discovery and inquiry, student 2 not only promoted cultural curiosity but developed her new inquiry of and insight into the target language culture. Listening to similar topics from different presentations not only introduced student 2 to a new, factual knowledge, but also helped her re-evaluate her own initial Implications for Future More than half of the students affirmed that the cultural portfolio project helped them recognize and re- evaluate images portrayed in textbooks, movies TV shows especially from USA. 94 % became familiar with resources they might use for future cultural exploration.
- 10. 10 generated, social, and constructive process (Abrams 2002) Language instruction methodologies tended to view culture as a relatively uniform and static entity composed of accumulated, classifiable, and observable phenomena that, therefore can be learned as facts (Brooks 1975); Nostrand 1974) Hadley (1993) argues that the traditional language teaching APPROACH to culture (also called the information acquisition approach of fact- based approach) is merely the transmission of facts. Students are acquainted or exposed to another culture passively. They, found that studies shifted their cultural generalizations re target lang. culture to become more aware of and sensitive towards cultural differences within each country. Students also developed an awareness of their misconceptions and stereotypes of the target language cultures and speakers. concept. Quantitative and qualitative results support that participating in the cultural portfolio project has positive effects on students’ attitudes toward s EFL cultural learning. The results of students self- eval., questionnaires show that 90% said that project improved their understanding and respect of English- speaking cultures and increased their desire to learn English. 9-0% also remarked that the project helped them gain insight into aspect of English-
- 11. 11 therefore, “establish rather than diminish stereotypes about the target cultures “(Hadley 1993, 153) speaking cultures and their own, recognize impact that their own perspectives have on understanding other cultures, become more aware of their own learning process and develop critical thinking skills. 94 became familiar with resources they might use for future cultural exploration. Verdon, Sarah, Wong, Sandie and McLoad, Sharynne (2016) Framework: Cultural History Activity Theory (CHAT)– a tool to describe the nature of collaboration in different cultural contexts and benefits of collaborating with families and communities Research Question/Hyp Contribute to the literature by investigating collaboration with families and communities in SLT (Speech and Language Therapists’ practice with children from Methodology What are benefits of collaboration with families and communities in the practice of speech and language therapy with children from CALD backgrounds and their families? What tensions exist between Analysis Result Study focuses on elements of community and division of labor and using the system based approach to analysis, the interconnected nature of these two elements within the act system and their Conclusions Sites 1 an2 involved SLT’s working alone with children with feedback and discussion with parents occurring at the end of the session. Levels of collaboration with families and Implications Further Research Benefits of open communication and building trusting relationships when collaborating with families to move forward with therapy Implications The study reveals opportunities for professionals to enhance cultural competence of their practice through engagement with families and communities.
- 12. 12 CLAD backgrounds in a range of different practice contexts around world. effective collaboration with families and communities? How can SLT enhance cultural competence of their practice through engagement with families and communities? Sites were recruited through referral from professional networks and an invitation to nominate sites that engaged in high quality practice with CALD populations posted on online speech and language therapy discussion groups. impact on it can be understood. communities varied. goals. Dittes, Sven, and Smolnik, Stefan (2016) Theoretical Framework Information systems (IS) that foster collaboration in organizations such as knowledge Research Questions: How is the relationship between the use of IS that foster collaboration and cultural Methodology Aim to answer the research questions and derive a research agenda that indicates future research opportunities to study the Analysis and Results The cultural values within a n organization have been shown to be a very complex concept. [10]. Leidner and Conclusion Empirical studies uncovering the phenomenon of reciprocity between cultural values and the use of IS to foster collaboration is Implications Cultural values have a potential to be changes according to different approaches to and perspectives on relationship Implications Research opportunities to study this relationship in an organizational setting. Concluded that organizational
- 13. 13 management systems (KMS) have shown the potential to improve employees’ work quality and performance. values within an organization observed in current empirical studies? Should cultural values be an antecedent, an outcome, or both or none when examining the use of IS that foster collaboration. How are cultural values conceptualized in these studies? Influence of cultural value has potential to leverage the benefits of highly dependent on the influence of cultural values within the organization. relationship between cultural values and IS that foster collaboration in an organizational setting. Contribute to the research by revealing research gaps that serve an inspiration. Kayworth [11] state that every person’s cultural identity is comprised of different values at various layers (e.g. national, organizational, and sub-unit). Gallivan and Srite theorize that some layers may be more dominant than others regarding explaining cultural values’ influences. still scarce. The us of such technologies as (ESS) Enterprise Software System and KMS and IS has shown the bpotential benefit organizations in the form of their employees improved work performance and better coordination and collaboration within the organization Conclusion = in placing the use of collaboration systems, KMS and ESS at the center of our review framework, and suggest that cultural values are an antecedent as well as an outcome. (p.4215) of cultural values and IS that foster collaboration. Studies show that use of IS that foster collaboration has the potential to change and transform cultural values within an organization. culture encourages employees to use KMS. (p.4216) Further research opportunity could develop a holistic conceptualization of cultural values including different manifestations that are important within the realm of research dealing with IS that foster collaboration. Both climate and culture deal with the ways which organization members make sense of their environment. However, culture operates at a greater level of abstraction than climate [35] Future research investigates a temporal causality in the reciprocity between cultural values and the use of IS that foster collaboration. Mahon, Jennifer Theoretical concept Research Question Methodology’s The present study Analysis Compromising Conclusion Competent Implications Conflict Implications In the treatment of
- 14. 14 (2009). Framework Underlying the study is the Thomas and Kilmann (1974) framework of conflict style, a multi-trait dual concern model (DCCM), utilizing the traits of assertiveness and cooperativeness. Assertiveness represents the degree to which one seeks to satisfy personal concerns, and cooperation refers to meeting others ‘concerns and maintaining the relationship. The crossroads of the continua yield five styles: Competing, Accommodating , Avoiding, Compromising, and Collaborating. The Intercultural Conflict Style and Teachers – 1.The achievement gap between whites and students of color persists (Cochran- Smith & Zeichner 2005; NCES, 2007), thus we continue to search for answers. Developmental Model of Intercultural Sensitivity (DMIS) intercultural sensitivity is “. . . the meaning people attach to cultural difference and to the varying kinds of experience that accompany meaning attributions” (Bennett, 1986, p.30). In the DMIS an focused on teacher’s individual skills as indicated by their conflict styles, the “modes used by either or both parties to cope with a conflict” (Hendel, Fish & Galon, 2005, p.139), A teaching method such as cultural congruence, is only as good as the person administering it to a classroom of diverse students. Teachers with cooperative and assertive interpersonal styles are perceived as more competent, and positively affect student motivation and achievement (den Brok, Brekelmans, Levy & Wubbels, 2002). conflict style, followed very closely by Avoiding and Accommodating Further analysis revealed that degree of cooperativeness predicted levels of the dependent variable of ICS. Certain demographic variables shown to be important in prior dependent variable of ICS research were found to predict levels of dependent variables. One study used the DMIS to examine teacher ICS. Pappamihiel (2004)., investigated education students intended expression of caring behaviors for children in ESL teachers are competent communicators who can build and sustain interpersonal relationships across culture and across conflict. Few studies have focused on teachers. Most teachers have a compromising style and were avoiders who were adverse to collaboration. Universities are influenced by the globalization process and those with a high int’l opening can react by First offering a study abroad program, and second teach future graduates how to live and work efficiently in another country. Intercultural management and intercultural sensitivity (ICS) are constructs that contribute to intercultural awareness. We need to examine intercultural sensitivity and conflict style, perhaps we may begin to shed some light on complications underlying the prevailing disparities. In schools, successful navigation of conflict depends on school norms indicating commitment to conflict resolution, clear resolution procedures, and individual skills (Johnson & Johnson, 2008) Greter whites vs. Students of color – these students have reported feeling oppressed; teachers rarely allowed them to explain their side of a discipline issue, and those who persisted were viewed as insubordinate or defiant (Sheets, 1996). Teachers admitted that clashes often resulted from the “. . . lack of interpersonal skills, knowledge of cultural diversity and competence in the classroom. More research is need for preventing or minimizing confrontations with ethnically and racially different students (as cited in gay, 2006, p.353). Prior research has not examined the relationships between
- 15. 15 development inventory Communication Institute (ICI). Qualitative date suggested teachers with less sophisticated understandings of culture avoided intercultural conflict situations. individual’s cognitive relationship with cultural difference changes as their perceptions change, and this amorphous perceptual relation is crucial to sensitivity development. education is a necessary component of the educational system. cooperativeness will relate to increased ICS, and less assertiveness will relate to less intercultural sensitivity development. intercultural sensitivity and conflict style. It does give some indication that relationships may be found. Conflict assertiveness indicted concern for self-more in line with ethnocentric thinking. Cooperativeness is a concern for relationship and focus on the other or ethnorelative thinking. Brancu, Laura, Munteanu, Valentin, and Golet, Ionut (2016) Frameworks Using Earley & Ang’s (2003) multidimensiona l concept as an analysis framework, Hypothesis Understand CQ components which higher education should focus more. Find educational solutions adapted to the actual needs of business graduates. Which of the four dimensions of CQ is a capability of Methodology The study is on the intercultural intelligence among business students in Romania. Rationale: The business students of today will become the global managers of tomorrow. The (CQ) Cultural intelligence is a multidimensional concept, analyze answers for each of four (4) Analysis and Results Metacognitive CQ refers to the mental processes that individuals use to acquire and understand cultural knowledge. It about the individual’s level of cultural norms for different countries or groups of people. COGNITIVE Cq – refers to the Conclusions Some individuals are more successful than others in a cross- cultural business situation. The ability to interact effectively in multiple cultures is not a skill possessed by all (Crowne, 2008). The CQ predictors on an empirical and theoretical level, Implications for future research Rational Chose research topic because we think that current business students will find themselves more a more often in the face of expatriate assignments and there are great chances for them to become future global leaders. Per Implications for Practice No information exists regarding what leads to higher levels of CQ? (Crowne, 2008, p/392). Sahin et al. (2013) recent study reaches the conclusion that the CQ predictors are personality and international assignment.
- 16. 16 development among students? Why are some individuals more effective than others in a cross-cultural business situation? dimensions to identify which capabilities are developed among students. A questionnaire- based survey was used for data collection among bachelor management students (2nd and 3rd academic yr.) gathering a no. of 113 valid questionnaires. From a demographic view, 93% of respondents are in the 20-22 age group and 64% are female. Regarding the indirect cultural exposure, 27parents working in MNC and 29% had parents with expatriate missions (18% fall in both groups, MNC with expatriate missions) by the knowledge of norms, practices and conventions in different cultures, acquired from education and personal experiences. People with high cognitive CQ understand and know the economic and legal and social contexts of different cultures. MOTIVATIONA L CQ – reflects capability to direct attention and energy towards learning about and functioning in situations characterized by cultural differences. Essential component and source of interculturally adapted sections. have a new construct to quote. Ang and Van Dyne (2008) developed a Nomological Network of Cultural Intelligence, including variables related to personality, demographic factors, biological information’s, as well as ethnocentrism, as determining factors of CQ. Shannon & Begley (2008) found foreign language abilities and influences the CQ (the cultural exposure meaning employment and education abroad). Cultural exposure is a variable often analyzed as a CQ predictor. Study the impact of Alon &Higgins 2005, the future managers not only master and know the global business functions such as finance, human resource management or marketing, they must also be extremely skilled in the interpersonal conduct of global business (p.502).
- 17. 17 time of the questionnaire completion. The direct culture exposure is remarkably low 93% of student never studied abroad (including Erasmus) and 95.6% never participated in an internship abroad (including work and travel). The personal travel is more promising only 20% declaring that they have never travelled abroad. The travel time interval with the highest frequency (30.7%) is the 1-3 months. personal cultural exposure over the CQ.