Academic literature on the topic '420308 Multicultural, Intercultural and Cross-cultural Studies'

The paper aims to show the international impact of 50 years of cross-cultural psychology on interdisciplinary intercultural studies and intercultural psychology, as developed in French-speaking countries. An original overview of the most prominent research carried out by Association pour la Recherche Interculturelle (ARIC, Association for Intercultural Research) and the research team Interculturation Psychique et Contacts Culturels (IPCC, Psychological Interculturation and Cultural Contacts) is suggested, while tending to cover the worldwide research related to the individual in intercultural situations. ARIC’s main topics are education, socio-political aspects and identity, individual, and cultures. This international association focuses on the articulation of research and practice to propose better policies to multicultural societies. In this perspective, it has carried out research about the immigration challenges considering the immigrants as well as the host societies. As it concerns intercultural psychology, it develops according to interculturation, that is, the psychological process that allows to overcome the cultural differences. It shapes intercultural personality and identity and the cognitive, affective and behavioral reactions of individuals or groups in any cultural contact. The various fields of application of both underline the undoubtable influence of cross-cultural psychology and the possibilities for further in-depth collaboration due to mutual contributions.

In a society that is becoming more and more globalized, and internationalization has become the new norm, intercultural competence (IC) has been proven to be a valuable skill since people are expected to behave responsibly and productively in cross-cultural interactions. The paper reviews educational intervention studies to demonstrate methods for increasing intercultural competency as well as their efficiency in a multicultural university setup. The idea of intercultural competence will be emphasized, along with the values, attitudes, skills, knowledge, and understanding that collectively make up this ability. Following this, a variety of strategies that universities can employ, such as initiatives to foster students' intercultural competence, will be examined.

Psychotherapy models, some of which now have a history over a century, have been practiced worldwide. However, considering that the most prevalently applied psychotherapy models are the products of Western culture, questioning the extent of these models’ effectiveness and efficiency for people belonging to diverse cultural backgrounds is legitimate. No doubt, ethno-cultural groups living in Western multicultural societies will interact with Western culture more deeply compared with people living in non-Western countries; therefore, to also think that their needs will differ is reasonable. In this case, the quantity and quality of the required adaptations may also change. Although a promising number of studies exist on intercultural adaptations necessitated by the needs of multicultural societies, the literature on the effectiveness of these models in the non-Western world and the local psychotherapy models is quite limited. One important question is whether psychotherapy models can be adapted to address non-Western cultures without transforming their fundamental assumptions, and if so, can this be conducted efficiently? With these questions in mind, the aim is to review the current state of scientific studies on psychotherapy practices in various cultures. In addition, considering the large spectrum of cultural migration taking place in modern days and the difficulty of receiving mental health services in underdeveloped countries, the importance of adapted and local psychotherapy research has been emphasized and some suggestions for consideration in future research have been made.

Students studying and living in local universities find themselves failing in conducting fluent communication with people with different cultural backgrounds, due to the rare access to direct interactions with foreigners in person. Hence, to change that situation and help them construct cross-cultural minds is severely necessary. Abundant of achievements on cross-cultural communication have been reached, and a lot of rewards in the research have been granted to those studies analyzed, discussed and interpreted from the perspective of social-psychology, which can not propose an appropriate and efficient approach to constructing cross-cultural minds for students in the local universities. The studies from the perspective of cognitive process and more specifically the schema theory, however, can claim due attention to understand and construct the procedure of intercultural communication where multi-cultures are represented, processed and accommodated. This work is intended to address the issues of how students can efficiently obtain knowledge, how multicultural knowledge can be effectively acquired by students, and how beliefs can be shared and multicultural minds constructed finally.

Purpose The purpose of this paper is to show how individuals perceive the quality of intercultural interactions at work in multinational subsidiaries and to address the question of what actually prevails in their accounts, i.e., “the dark side” or “the bright side.” Design/methodology/approach The authors report the findings from five subsidiaries located in Poland and interviews with 68 employees of these companies. Findings The “bright side” dominated the interviewees’ accounts. The phenomenon of high social identity complexity or common in-group identity can help explain the findings. The results also shed some new light on the associations between the context of subsidiaries and the perception of the quality of intercultural interactions. Research limitations/implications The paper contributes to the literature on cultural diversity and intercultural interactions in multinational subsidiaries. As the “bright side” of interactions was emphasized in the interviews, it particularly supports positive cross-cultural scholarship studies. Yet the explorative research does not allow for a broader generalization of the results. Practical implications Managers of multinational corporations (MNCs) should do the following: shape the context of MNCs to influence the dynamics of intercultural interactions and the way they are seen by their employees; emphasize common in-group identity to help their employees to adopt more favorable attitudes toward intercultural interactions; look for individuals with multicultural identity who display more positive approaches to intercultural contacts; place emphasis on recruiting individuals fluent in the MNC’s functional language; offer language training for the staff; and recruit employees with significant needs for development who will perceive more opportunities in intercultural contacts. Social implications The research demonstrates that the multicultural workplace of MNCs may be recognized by employees as activating the positive potential of the individuals and organizations that make up a society. Originality/value The accounts of intercultural interactions are analyzed to illuminate some significant foundations of how individuals perceive such interactions. The study provides a qualitative lens and highlights the positive approach to intercultural interactions. It may redress the imbalance in prior research and satisfy the need for positive cross-cultural scholarship.

The article is concerned with the problem of cross-cultural training of psychologists. The author analyses various approaches to the definition and development of intercultural competence and highlights professional and ethical problems of psychological activity related to cultural competence/incompetence of specialists. Particular attention is paid to the specifics in training psychologists for cross-cultural counselling, the experience of organising psychological work in a multi-cultural environment, using the example of the Republic of Sakha (Yakutia), as well as some important aspects in how psychologists develop and manifest intercultural competence during ethnopsychological field studies. An analysis of the accumulated practical experience in a multicultural environment made it possible to identify the conditions for the successful development of cross-cultural competence, setting the psychologist’s value foundations and motivational readiness to communicate with people of other cultures. These conditions include: (1) a humanistic approach in psychology; (2) a subjectsubject approach to communication; (3) formation of scientific and professional thinking; (4) purposeful development of such mechanisms of understanding other people as decentration and reflection; and (5) mastering of conflict-resolution and group-work technologies. In this regard, the author concludes that the development of intercultural competence in the domestic psychologists’ training system requires not only a detailed discussion of ethical issues related to the psychologist’s activities or specifics of cross-cultural communication within the studied disciplines, but also the introduction of special cross-cultural communication development programmes and trainings in intercultural competence and cultural sensitivity. The cross-cultural training of psychologists can be based on the working model of ethnocultural competence proposed by T.G. Stefanenko. It is emphasized that the development of intercultural competence should involve not only an individual person but the entire professional community through research and open discussion of the current state of cross-cultural competence of psychologists as well as the entire complex of ethical issues.

AbstractThe cross-cultural differences and the intercultural aspects of the collaboration have become increasingly prevalent over recent years. Undoubtedly, this diversity may generate different patterns of behavior in project teams. The research goal of the exploratory study is to identify advantages and obstacles to collaboration in multicultural teams at designing business solutions among Polish students – participants in intensive entrepreneurship programme (IP) within the framework of the international ECMT+ project1. In addition, the cognitive goal is to diagnose entrepreneurial attitudes and determinants of setting up one’s own company. During the two-week workshops in multicultural project teams in March 2017 at Karelia University in Finland, a participant observation method was applied. The main research method was, however, a semi-structured direct interview based on a questionnaire. Respondents were chosen purposeful and included six Polish students from Poznan University of Technology who carried out business projects in six multicultural teams – in total 48 participants were from 14 countries worldwide. The obtained results of the study point to measurable benefits of intercultural collaboration in project teams. Great commitment of the teams to achieve the goal and their healthy competition all remain noteworthy. Undoubtedly, however, a great diversity of attitudes and views in multicultural teams, national experiences and entrepreneurial knowledge make it necessary to overcome additional barriers, especially those with cultural backgrounds. The main limitation to the study is the non-representativeness of the sample and being limited to Polish participants. The findings presented in the article are very preliminary and further investigation in this field is necessary, i.e. comparative studies covering the remaining workshop participants.

Over recent years, globalisation occasioned a dramatic rise in cross-cultural interactions until this was disrupted by the COVID-19 pandemic. The ability to competently engage in a multicultural world is often considered the “literacy of the future”. Global interconnectedness has brought studies into intercultural competence to centre stage. This has increased the demand for cross-cultural education experiences that facilitate such learning. However, there is a dearth of empirical research into the issues and effects surrounding short-term cross-cultural educational experiences for adolescents. This mixed-methods study extends previous research by looking specifically into what impact short-term cross-cultural experiences may have on the formation of intercultural competence (IC) and emotional intelligence (EI) of Australian high school students. This study used two instruments for measuring IC and EI in a pre- and post-test quasi-experimental design (n = 14), the General Ethnocentrism (GENE) Scale and Toronto Empathy Questionnaire (TEQ). Moreover, it conducted in-depth post-experience qualitative interviews (n = 7) that broadly followed a phenomenological paradigm of inquiry. The findings suggest that fully embodied cross-cultural immersive experiences can effectively support the formation of IC and EI in high school students and may thereby play a contributing role in redressing ignorance, xenophobia, prejudice, and discrimination. A greater understanding of the linkages between immersive cross-cultural experiences and intercultural competence offers prospects for policymakers, educators, pastoral carers, and other relevant stakeholders who might employ such experiential learning to foster more interculturally and interracially harmonious human relations.

The article generalizes incipience of cross-cultural education is examined in the countries of Europe and United States. It is marked, that the educational programs of aviation Higher Education Institutions do not pay enough attention on a cross-cultural constituent in the structure of disciplines. It is analyzed foreign experience in the question of cross-cultural co-operation and communication of the known aviation universities, namely: educational programs, structure of base disciplines, organization of educational process. The key aspects of effective introduction of cross-cultural education are distinguished in Ukraine. It is studied that forming of cross-cultural educational process of the program of establishments of higher education of countries of Europe and United States built by means of next key descriptions: realization of the global, national, regional and institutional educational programs; forming of personality and professional competence for all students, that allows to them successfully to work and live in multicultural and multilingual society; the table of contents of studies from disciplines includes a national and cultural constituent necessarily; an educational process is sent to preparation of students to operate in an unknown international situation, extending the limits of their thinking and forming of capacity for the creative and critical thinking; a considerable role is taken to possessing foreign languages (in particular, to English) among students and teachers; stimulation of development of international research activity. While analyzing experience of foreign Higher Education Institutions, it was noticed that the aim of every university is effective cross-cultural communication and co-operation at global level, composition of students is multinational in fact. The educational programs and structure of disciplines are built taking into account a cross-cultural constituent, namely: cultural and historical values of different countries; ability of students to respect traditions of other ethnos; ability to set international contacts by means of effective cross-cultural co-operation. Also, it is marked that large attention of teachers is spared to the psycho emotional state of every student. The separate special courses are conducted: work in a command, tolerance, sensitivity, respect to the culture and traditions different nationalities. Key words: foreign experience, aviation specialist, intercultural education, culture, intercultural interaction

Lecturers increasingly face the challenge of managing conflicts in a cross-cultural study environment. Cultural variations have a significant impact on communication in general and conflict communication in particular. The study aims to examine Asian preferences concerning conflict behavior. Understanding of different conflict styles in conflict is important for facilitating intercultural competence. This article reviews the findings on Asian preferences for avoiding, integrating, and dominating while managing interpersonal conflicts. Seven studies were reviewed. The results of this review indicate that although Asian nations have often been labelled as “collectivists”, there is a difference between the “Asians”. Koreans are more likely to use a dominating style, Taiwanese and Hong Kong Chinese are more likely to use an avoiding style, and Thais and Japanese are more likely to use an integrating style to solve an interpersonal conflict.

Communication skills and interpersonal relationships have been receiving an increasing amount of attention in literature on workplace culture. Being polite serves a significant role in building up a harmonious working environment, and in enhancing communication efficiency. Current approaches to politeness have called for a more comprehensive framework than the polite-impolite continuum. There is a growing tendency to view politeness as a matter of appropriateness, which involves the negotiation of relationships. This new trend is represented by Spencer-Oatey’s rapport management theory. While rapport management has been framed within the study of workplace culture or communities of practice (CofP), little empirical research has investigated its application in intercultural settings. The present study has continued the focus of building up and maintaining rapport at work, which draws attention to intercultural communicative behaviour as it arises in a multicultural context. In essence, the purpose of this study is to examine how people from different cultural backgrounds manage rapport at work, and consequently explore how the workplace culture is shaped. It also aims to document and examine the change and development of workplace culture with the participation of different members. A multi-method approach underpins the study, which enables the research concern to be looked at from different perspectives. This approach, involving the adoption of workplace observation, audio recording of conversations, and semi-structured interviews, overcomes the weakness of using one single instrument to analyse communicative behaviour. Situated in a multi-cultural university workplace in Mainland China, the research makes use of naturally-occurring interactions between Chinese and foreign (American and European) teaching-related staff. The study is composed of two phases with some overlap of participants. Conversations are analyzed using Spencer-Oatey’s rapport management theory. While audio recording serves as the primary tool to collect data, follow-up and in-depth interviews were conducted in which participants were asked to recall and evaluate others’ and their own communicative behaviour. Findings from the data analysis suggest that participants exhibit an appropriate amount of their own inherent behaviour. Each of them contributes their own cultural traits and personalities to the intercultural communication process, which ultimately determines the general tendency of rapport management style. A diversity of rapport management strategies is identified according to participants’ different rapport management orientations and individual dispositions. Some features of the workiii place culture are thus clearly revealed. Neither the local Chinese staff nor the foreign (native English-speaking) staff behave in a way that could be described as typical of their own culture; their behaviour conforms to a hybridized culture which shows characteristics of both the local Chinese and foreign cultures. The comparison of results from the two phases indicates that the workplace culture evolves according to the cultural and personal attributes displayed by participants. This process is associated with a pidgin language analogy. This study therefore yields a better understanding of the dynamic nature of intercultural workplace communication. While there has long been debate and emphasis on adaptation to a workplace culture, the present study suggests that cultural hybridization is the trend in such a multicultural university workplace. It is therefore implied that in order to manage rapport appropriately in intercultural communication, it is important to be able to negotiate one’s behavioural norms to the workplace culture instead of only acclimating oneself to the local culture.

Institutions of higher education in the United States are becoming more and more diverse and nationwide efforts to provide educational access and equity to underrepresented groups of people will only help to increase that diversity. Increased diversity combined with the need for institutions to produce graduates who are capable of living and working in a global society, has created the need for students to possess a set of cognitive and behavioral skills to aide in successful intercultural interactions. Using the Developmental Model of Intercultural Sensitivity and the theory of Cultural Intelligence as frameworks, this research attempts to assess the effect of domestic experiences on intercultural competency and cultural intelligence of first year students at the University of the Pacific. Interview participants were chosen from a sample of eighty-seven students who took the Intercultural Development Inventory and were selected for displaying a great deal or lacked of intercultural sensitivity and cultural intelligence. From these interviews, key lines of thought and experiences were determined to have had positive or negative influences on competency. These results are presented in the form of biographical sketches and supplemented with a discussion of the skills essential to developing greater competency in intercultural sensitivity and cultural intelligence through the curriculum and co-curricular involvements.

This research presents practitioners' insights on the concepts, theories, models, assessments tools, and other training practices that are currently considered when creating a two-day predeparture intercultural training (ICT) specifically for Americans departing for at least a one-year international assignment. This study reports data gathered by using a web-based survey that was completed by 25 practitioners from the intercultural communication field who provide predeparture ICT. The current literature in the field of ICT is presented as well as a sample outline of a two-day predeparture ICT program based on the results of this study and the literature. The outline indicates the primary content elements, one possible sequencing of such a program, as well as descriptions of how the elements are delivered and what tools are used to support the delivery. The motivation for this study was to provide a bridge between theory and practice in the field of ICT as there is an abundance of literature regarding the theory of the field, but very little has been written about how practitioners are employing the theories in their work.

This study works with Rotary Youth Exchange to investigate the role of predeparture intercultural training in preparing students to study abroad so that they 5 positively integrate their experience to become interculturally competent people. The Intercultural Effectiveness Scale (IES) along with an intercultural background survey were administered to each student during the first one to four months of his or her exchange to measure his or her intercultural competency development and to learn li about the student's intercultural background. Developing explicit evidence for the role of intercultural training through this study proved unsuccessful because of the students' Jack of knowledge about the subject. However, through analysis of students' answers to decipher the quality of training received and comparing that information to the students' IES scores, the vital role of intercultural training in predeparture orientation is implied.

This exploratory study examines the impact of intercultural training as part of an international corporate internship program in the United States for college graduates from Rwanda. This is a mixed-method study using quantitative and qualitative data collected before, at completion, and one year after the 3-month internship program. The report explores the design, methods, content, tools, assessments and experiential activities used during the intercultural training, which focused on educating both the Rwandan interns and their U.S. managers on some of the differences in culture and communication styles that impact effectiveness in the workplace. The purpose of this research is to discern which aspects of the intercultural training intervention the participants perceived as the most beneficial. In addition to providing a better understanding of challenges for African interns adapting to the U.S. corporate environment, this study hopes to provide insights and contribute to a framework of best practices for intercultural training for U.S. international corporate internships, which as part of the J-1 visa program created by the U.S. State Department to build international understanding and cultural exchange, as well as work opportunities.

As U.S. higher education institutions strive to educate students to meet the needs of an increasingly complex world, there is great importance in studying the interplay between leadership and culture to enhance preparation of global-ready graduates. This inquiry examines the relationship between intercultural competence and leadership styles. The construct of intercultural competence focuses on effectiveness in engaging people across cultural differences, while the construct of leadership style or "connective leadership" focuses on the achieving styles employed to engage diverse followers. The Fulbright International Student Program offers an unparalleled opportunity to examine the dynamic interplay of intercultural and leadership development. More than 100 participants were surveyed using the Intercultural Effectiveness Scale and Achieving Styles Inventory psychometric instruments. Statistically significant correlations emerged between intercultural competence and connective leadership across four critical themes: individual development, the Fulbright Program, international education, and higher education. Overall, multiple leadership styles can be achieved through curiosity and continuous learning about cultural differences. Implications for individual learning and organizational development are discussed.

This study investigates linguistic, perceptual, and pedagogical change (LPPC) in a short-term, study abroad English immersion program. It proposes the LPPC Interactive Model of second language acquisition based on Gardner's 1985 socioeducational model and Woods' 1996 beliefs, attitudes, and knowledge (BAK) structure. The framework is applied in a cross-cultural context, highlighting participants in the 1993 Camosun Osaka Aoyama English Language Institute involving Japanese English-as-a-Second-Language (ESL) students from Aoyama Junior College in Osaka, Japan, and non-Japanese ESL teachers at Camosun College and Canada's University of Victoria in British Columbia. The study examined the definition of teacher achievement; distinctions between language activation and language acquisition in the short-term, study abroad context; development of the constructs student BAK+, teacher BAK+, and class BAK+ to describe interactions in "class fit"; and the influence of temporal parameters on linguistic, perceptual, and pedagogical change. Data from teacher and student surveys and interviews suggest that change occurs in each of the linguistic, perceptual, and pedagogical dimensions and support constructs proposed for the model.

There is increasing student mobility around the world and a growing focus on transnational education. Until a decade ago in Australia and New Zealand the emphasis was on attracting international students to be full-fee paying (FFP) enrolments. Consequently, much of the research has focused on issues relating to the psychosocial and sociocultural adjustment, and learning and teaching needs of FFP international students. Recently, there has been a growing field of work from the US and Europe examining outbound student mobility programs including cultural and language tours, study abroad and student exchange. Although student exchange is purported to be an effective method for increasing the intercultural competence of domestic students to perform in the global marketplace, there is a paucity of research empirically examining the student exchange experience. Thus, this thesis examined student exchange in the Australian and New Zealand context. This research project investigated the processes and outcomes of the student exchange experience for Australian and New Zealand university students. This thesis examined how many students participate in exchange programs; who these students are; why they participate and what impact this experience has in terms of intercultural competencies and international orientation. This research project is unique as it represents the first detailed national study of student exchange in both Australia and New Zealand. Reflecting the longitudinal study in this thesis, a model was developed spanning the three phases of the exchange sojourn: pre-departure, in-country, post-exchange. The model incorporated the factors that influence Australian and New Zealand students to participate in an exchange program and the variables which affect their experiences in the host country. It was proposed that these factors influence the outcomes of the exchange experience. Two additional models provided further details of the factors influencing the exchange decision-making process and students’ experiences in the host country. Multiple methodologies were adopted across the four studies in this thesis in order to understand the factors at all phases of the exchange experience that may impact upon the outcomes of the sojourn. The first study encompassed an analysis of each institution’s strategic plan in regards to student mobility to consider organisational factors influencing participation in the exchange program. Additionally, Study One examined student exchange participation at Australian and New Zealand universities from 1996-2005. The second study had two purposes. Firstly, it examined the personal characteristics of exchange students before departing on their sojourn in order to establish a baseline of competencies. Second, Study Two compared these traits with those of non-exchange students to investigate personal drivers and barriers of mobility. The third study was comprised of interviews with students who were studying on an exchange program in Canada to identify the significant experiences of students in the host culture and to gain insight into how their experiences may have influenced the outcomes of the sojourn. The final study explored the changes in exchange students’ intercultural competencies by comparing their skills measured at the pre-departure stage with those reported approximately six months after returning home. Study Four also considered students’ pre-departure expectations and experiences in the host country. The findings from Study One revealed that despite increasing attention on outbound student mobility at both the government and university level, in 2001 less than one percent of Australian and New Zealand university students engaged in exchange programs. Furthermore, only 23 out of 40 universities expressed student exchange as a strategic goal. No significant relationship was found between the presence of a strategic goal of student exchange and the proportion of students participating in the exchange program. However, participation is not simply affected by the presence of a specific goal of mobility, but factors such as organisational culture, leadership and resourcing affect how policy is implemented. Further research examining the impact of these organisational factors is warranted. The outcome of implementing a policy relating to student mobility is also dependent on the students. The results from Study Two indicated that a priori exchange and non-exchange students were different groups, particularly in terms of intercultural competencies and demographics. Before their sojourn, exchange students presented with higher levels of cultural empathy, open-mindedness, social initiative, flexibility and emotional stability than their non-mobile peers; that is, exchange students possessed the necessary intercultural competencies to aid their adjustment in the host culture. The typical exchange student was female, from a middle-upper socio-economic background and enrolled in a dual degree. The reasons reported by exchange students for studying overseas included a desire to maximise their educational success and employment opportunities, to travel and to experience a new culture. In contrast, non-exchange students remained at home due to the cost of going abroad and a lack of awareness of exchange opportunities at the home university. Study Three provided the link between the factors influencing a student to participate in the exchange program and the reported outcomes by examining their experiences in a host culture, Canada. Overall students reported satisfaction with their in-country experience and few participants identified that they experienced culture shock. This may reflect the perceived negative connotation of this phenomenon. Before departing on their sojourn, the exchange students reported that they had expected life in Canada to be the same as at home. However, they did report mild difficulties with adjusting to differences in areas such as communication, accommodation, the climate, shopping, teaching and learning methods, and friendships with host nationals. Increasing the perceived value of pre-departure training and ensuring that orientation by the host institution focuses on practical and logistical issues may improve students’ expectations and adjustment. Future studies examining the processes of intercultural sojourn should consider more detailed qualitative analysis of students’ in-country experiences to gain a deeper understanding of the time abroad and how it may cause changes within the individual. Study Four revealed that overall there was no change in exchange students’ levels of intercultural competencies, regardless of their host destination. However, there was a trend for students to become more flexible because of the exchange experience. In acknowledgment of the findings in the literature of the outcomes of exchange programs, it is speculated that students become more aware of pre-existing skills. While no significant changes in intercultural competencies were observed, further investigation of other skills such as intercultural sensitivity, intercultural communication competence and social self-efficacy is warranted. After their time abroad, the exchange students continued to be internationally oriented, expressing high desire for future work and travel overseas. In addition to the theoretical models presented in this thesis, this research also has practical implications. The model and the results of these studies provide universities with a better understanding of how to manage their exchange programs. This work is equally relevant to government policy makers as they seek ways to enhance the international capabilities of future employees.

This dissertation has investigated the impact of the acculturation and repatriation processes and the language experiences of French academic sojourners on their perceptions of cultural identity. This dissertation was based on three substantive themes: culture shock, reverse culture shock and cultural identity issues.

Based on previous research, leadership appears to be enacted through communication in such a way that it contains a relational (affective) and task (content) component. Additionally, when leaders communicate effectively, their followers experience greater levels of satisfaction. Thus, the purpose of this chapter is on communication, specifically, the role of the Johari Window (JW) on effective leadership communication in multinational corporations (MNCs). In regards to the JW, many researchers did not question, and even more practitioners did not realize is that, the JW is created based on a domestic paradigm, and not necessarily applicable to a multinational environment where intercultural and multicultural communication are at play for multinational environment within MNCs. Nevertheless, the JW has continuously been applied to cross cultural studies, without a paradigm shift, utilizing a domestic paradigm (no international cultural factors at play) within a multinational environment (various international cultural factors at play), issue at hand persists.