Journal articles: 'Cross-cultural collaboration'

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Ho, Christina. "Cross Cultural Collaboration: Opportunities and Challenges." Cosmopolitan Civil Societies: An Interdisciplinary Journal 1, no. 2 (August 6, 2009): 52–62. http://dx.doi.org/10.5130/ccs.v1i2.1047.

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This paper introduces the next section of this special issue, which examines the politics of cross-cultural collaboration to resist racism and war. In an era defined by a ‘War on Terror’ which has transformed both foreign policy and domestic community relations, social movements need to find more effective ways of bringing activists together to respond to the Islamophobia and aggressive forms of nationalism that have emerged in countries like Australia. However, as the paper shows, collaboration across cultures is a fraught and potentially dangerous process. In outlining some of the challenges of cross-cultural collaboration, the paper aims to contribute to more informed and critical practices within social movements mobilising against the ‘War on Terror’, whether internationally or at home.

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Munguia-Vazquez, Raymundo, and Benjamin García-Enríquez. "Cross-Cultural Collaboration in Medical Audiology." Hearing Journal 74, no. 7 (July 2021): 32. http://dx.doi.org/10.1097/01.hj.0000766240.17497.11.

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Kim, Kyong-Jee, and Curtis J. Bonk. "Cross-cultural Comparisons of Online Collaboration." Journal of Computer-Mediated Communication 8, no. 1 (June 23, 2006): 0. http://dx.doi.org/10.1111/j.1083-6101.2002.tb00163.x.

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Chen, Nancy, Mike Chen-ho Chao, Henry Xie, and Dean Tjosvold. "Transforming cross-cultural conflict into collaboration." Cross Cultural & Strategic Management 25, no. 1 (February 5, 2018): 70–95. http://dx.doi.org/10.1108/ccsm-10-2016-0187.

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Purpose Scholarly research provides few insights into how integrating the western values of individualism and low power distance with the eastern values of collectivism and high power distance may influence cross-cultural conflict management. Following the framework of the theory of cooperation and competition, the purpose of this paper is to directly examine the impacts of organization-level collectivism and individualism, as well as high and low power distance, to determine the interactive effects of these four factors on cross-cultural conflict management. Design/methodology/approach This is a 2×2 experiment study. Data were collected from a US laboratory experiment with 80 participants. Findings American managers working in a company embracing western low power distance and eastern collectivism values were able to manage conflict cooperatively with their Chinese workers. Moreover, American managers working in a company valuing collectivism developed more trust with Chinese workers, and those in a company culture with high power distance were more interested in their workers’ viewpoints and more able to reach integrated solutions. Originality/value This study is an interdisciplinary research applying the social psychology field’s theory of cooperation and competition to the research on employee-manager, cross-cultural conflict management (which are industrial relations and organizational behavior topics, respectively), with an eye to the role of cultural adaptation. Furthermore, this study included an experiment to directly investigate the interactions between American managers and Chinese workers discussing work distribution conflict in four different organizational cultures.

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Salazar, Maritza, and Eduardo Salas. "Reflections of Cross-Cultural Collaboration Science." Journal of Organizational Behavior 34, no. 6 (July 23, 2013): 910–17. http://dx.doi.org/10.1002/job.1881.

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Urassa, Mark, David W. Lawson, Joyce Wamoyi, Eshetu Gurmu, Mhairi A. Gibson, Purnima Madhivanan, and Caitlyn Placek. "Cross-cultural research must prioritize equitable collaboration." Nature Human Behaviour 5, no. 6 (March 18, 2021): 668–71. http://dx.doi.org/10.1038/s41562-021-01076-x.

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Herle, Anita. "Museums and Shamans: A Cross-Cultural Collaboration." Anthropology Today 10, no. 1 (February 1994): 2. http://dx.doi.org/10.2307/2783593.

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Arnold, Marie-Therese, Thi Huyen Trang Le, and Nina Kolleck. "Expectations of Cross-Sector Collaboration in Cultural and Arts Education." Social Sciences 11, no. 8 (August 3, 2022): 343. http://dx.doi.org/10.3390/socsci11080343.

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The promotion of dialogues between youth and older adults in the field of cultural education remains one of the most important educational policy tasks in Germany. After all, intergenerational, cultural projects can make an important contribution to reducing ageism, promoting personal development, and dealing with social challenges. Close collaboration between actors from different sectors (school, cultural associations, administration, etc.) is needed to secure such programmes. However, this presupposes that the expectations that the involved actors have regarding the collaboration are transparently examined, discussed and adjusted within the collaborative network in advance. Therefore, the aim is to identify initial indications of different expectations of collaboration between actors from various sectors. In order to answer the research question, 24 semi-structured interviews were conducted in combination with ego-centred network maps in six German municipalities with actors from different fields (schools, administration, cultural associations, etc.). The data were then interpreted using qualitative content analysis. Our results show that actors participate with expectations ranging from different degrees of closeness and distance to the other involved actors. These results allow the first systematisation of individual expectations of actors at the beginning of a collaboration.

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Sara Clarke-De Reza, Andrew D. Coppens, Shakuntala Devi Gopal, Sameer Honwad, Madhura Niphadkar, and Shraddha Rangnekar. "Can We Picture Equity? Critically Examining Cross-Cultural Short-Term Project Collaborations." Frontiers: The Interdisciplinary Journal of Study Abroad 34, no. 3 (October 11, 2022): 203–38. http://dx.doi.org/10.36366/frontiers.v34i3.659.

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This paper explores equity challenges common to short-term cross-cultural research partnerships. We focus on a project-based activity in which U.S. undergraduate students and college faculty taught middle-school students in Goa, India how to make podcasts about complex environmental problems. Project team members conducted a collaborative auto-ethnography focused on questions of power, leadership, collaboration, and equity, and examined exit-interview photo elicitation data to identify the core challenges of ethical and equitable short-term cross-cultural research and programming. Our use of photographs as conversation prompts helped to highlight contradictions and asymmetries along axes of power, cultural imperialism, knower-knowledge, age, race/ethnicity, social class, and gender. We reflect on possibilities for educational research that rejects a “voluntourism” model and moves, if imperfectly, toward more equitable international collaborations.

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Jihua, Zhu. "Archival exhibitions: cross-border cultural exchange and collaboration." Comma 2014, no. 1-2 (July 2015): 179–84. http://dx.doi.org/10.3828/comma.2014.15.

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Olff, Miranda. "Psychotraumatology: rich in international and cross-cultural collaboration." European Journal of Psychotraumatology 4, no. 1 (June 5, 2013): 21259. http://dx.doi.org/10.3402/ejpt.v4i0.21259.

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Franca, Maria Claudia, Valerie Boyer, and Maria Inês Pegoraro-Krook. "Increasing Pluralistic Education Through Cross-Cultural Interprogram Collaboration." Perspectives of the ASHA Special Interest Groups 5, no. 6 (December 17, 2020): 1524–29. http://dx.doi.org/10.1044/2020_persp-20-00020.

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Purpose Achieving professional competence requires a wide-ranging approach of preparation through education. Instructional approaches to advance proper training of future clinicians should contain an array of academic and field experiences that translate into clinical competency; this includes immersion in varied sceneries and exposure to different contexts. For that end, it is crucial to embrace the most current societal paradigms. Conclusions This tutorial describes activities devised to promote higher education pursuits through intercontinental partnership, using recent and ongoing cooperation between two universities in different countries as a backdrop for reflections. The ultimate goal of this tutorial is to summarize collaborative efforts in order to promote similar pursuits. Activities devised to foster international scholastic partnerships aimed at increased professional competence are described.

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Bosley, Deborah S. "Cross‐cultural collaboration: Whose culture is it, anyway?" Technical Communication Quarterly 2, no. 1 (January 1993): 51–62. http://dx.doi.org/10.1080/10572259309364523.

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Jensen, Karina R. "Creating Global Innovation Opportunities through Cross-cultural Collaboration." International Journal of Knowledge, Culture, and Change Management: Annual Review 10, no. 10 (2011): 33–42. http://dx.doi.org/10.18848/1447-9524/cgp/v10i10/50047.

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Heimbürger, Anneli, and Yasushi Kiyoki. "On Temporal Aspects in Cross-Cultural e-Collaboration Between Finland and Japan Research Teams." International Journal of e-Collaboration 14, no. 2 (April 2018): 37–54. http://dx.doi.org/10.4018/ijec.2018040103.

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Time is an essential dimension in cross-cultural e-collaboration among research project teams. Understanding temporal aspects and project dynamics in cross-cultural research e-collaboration and related processes can improve team members' skills in cross-cultural communication and increase their cultural competence. The present case cultures are Finnish and Japanese, and the case universities are the University of Jyväskylä (Finland) and Keio University (Japan). Three issues are addressed in this article. First, cultural dimensions and time models in the cross-cultural e-collaboration context are discussed. Second, temporal aspects related to e-collaboration activities are introduced. Third, formal, ontological approaches for identifying and describing temporal entities in cross-cultural e-collaboration are presented and examples of applications are given. The objectives of this article are (1) to deepen the knowledge and understanding of temporal aspects (informal and formal) in a cross-cultural e-collaboration environment (CCeCE) and (2) to create know-how for designing CCeCE-like systems.

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Pisanski Peterlin, Agnes, and Lisa Botshon. "What Does the Digital Student Want? Cross-Cultural Collaboration and Wikis in Academic Literacy." ELOPE: English Language Overseas Perspectives and Enquiries 12, no. 2 (December 29, 2015): 149–60. http://dx.doi.org/10.4312/elope.12.2.149-160.

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New online educational tools have opened new possibilities for cross-cultural collaboration which supports critical thinking and encourages learner autonomy. Nevertheless, the success of a crosscultural collaborative experience cannot be taken for granted, since it inevitably involves the need to bridge transcultural differences. This paper presents an American-Slovene cross-cultural collaborative project with a focus on the perceptions of the Slovene student-participants. In particular, it examines their views of one of the components of the collaborative project, specifically, the collaborative wiki writing assignment, introduced to develop the students’ academic literacy skills. The findings of the questionnaire study show that the participants’ experiences with the cross-cultural collaboration were positive, although their answers reveal a slight preference for less challenging activities. Nevertheless, even the fairly demanding writing assignment was generally perceived to be interesting and useful: while its full interactive potential was not realized due to the participants’ reluctance to engage in editing, the wiki is clearly an efficient tool for promoting academic literacy.

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Kivlighan, D. Martin, Marie C. Adams, Kuo Deng, Xiaomeng Ye, and Elizabeth J. Menninga. "A Social Network Analysis of International Collaboration in Counseling Psychology." Counseling Psychologist 46, no. 3 (April 2018): 274–95. http://dx.doi.org/10.1177/0011000018763821.

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Over the past two decades, counseling psychology has emerged as an international discipline. Despite efforts to internationalize counseling psychology and increase cross-cultural relationships, few studies have considered international collaboration on scientific scholarship as a metric or factor of internationalization. Therefore, using social network analyses, we tested the occurrence and patterns of collaborations between authors from different countries on published studies in the Journal of Counseling Psychology and The Counseling Psychologist from 2005 to 2015. Results indicated that a small proportion of possible international collaborations existed, as measured by network density, and the majority of collaborations involved authors affiliated with institutions in the United States. However, international collaboration significantly increased over time, as measured by the density of the network. Our findings are consistent with previous research suggesting a lack of cross-national scholarship in counseling psychology and identify global areas for further cross-cultural development.

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Gyasi, Juliana Fosua, Lanqin Zheng, and Miaolang Long. "Reflecting on the Past to Shape the Future: A Systematic Review on Cross-Cultural Collaborative Learning from 2011 to 2020." Sustainability 13, no. 24 (December 15, 2021): 13890. http://dx.doi.org/10.3390/su132413890.

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Cross-cultural collaborative learning in different learning domains is the road to the sustainability of economic, social, and environmental development. It creates the appropriate environment to acquire cross-cultural communication and collaboration skills for the 21st century. This study conducted a systematic review of 54 articles on cross-cultural collaborative learning published from 2011 to 2020. Based on the proposed analysis framework, the major elements of cross-cultural collaborative learning are revealed, including learners, group composition, learning environment, cross-cultural learning content, collaborative learning strategies, and research designs. The results indicated that most studies engaged learners at the university level and adopted small group sizes in cross-cultural collaborative learning activities. The online learning environment and social science learning content were widely employed in the past 10 years. Most studies adopted multiple collaborative learning strategies and lasted for 9 to 24 weeks. Most studies targeted mixed research purposes and adopted the qualitative analysis method. The findings and relevant suggestions for future studies are discussed in depth.

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Liu, Chelsea, Shuai Shao, Chang Liu, Gary G. Bennett, Janet Prvu Bettger, and Lijing L. Yan. "Academia–industry digital health collaborations: A cross-cultural analysis of barriers and facilitators." DIGITAL HEALTH 5 (January 2019): 205520761987862. http://dx.doi.org/10.1177/2055207619878627.

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Background Development and uptake of digital health technologies benefit from cross-sectoral efforts from academia and industry. Our study aims to identify the barriers and facilitators associated with academia–industry collaborations in digital health in middle- and high-income countries. Methods Trained personnel conducted semi-structured interviews with 23 stakeholders who were active in industry, academia or both. Stakeholders were based in middle-income countries (including China) and high-income countries (including the United States) as defined by the World Bank. Interviews were conducted in the stakeholder’s language of choice (Chinese, n = 12; English, n = 11). Qualitative interview questions elicited perspectives on stakeholders’ experience with academia–industry collaboration, challenges faced, and factors that facilitated the process. Interviews were audiotaped, transcribed verbatim, thematically coded by bilingual coders and analyzed using inductive content analysis. Results Stakeholders in both academia and industry identified complementary roles, authentic communication between partners, and clearly outlined goals or expectations prior to the collaboration as primary facilitators for success. Misaligned goals or expectations, differences in timelines for productivity and difficulties balancing expectations for business outcomes versus generation of scientific evidence were identified as primary barriers. Stakeholders in high-income countries reported inauthentic communication as a significant barrier to collaboration, whereas those in middle-income countries did not. Conclusion Outlining and communicating openly about goals and expectations for timeline and priorities as well as establishing complementary roles will facilitate fruitful academia–industry collaborations in the future. Best practices for communication styles may be dependent on the cultural setting, and thus should be adopted accordingly.

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Summers, Sarah, and Brett Craig. "A Cross-Cultural Collaboration Between U.S. and Kazakhstani Students." Double Helix: A Journal of Critical Thinking and Writing 4, no. 1 (2016): 1–12. http://dx.doi.org/10.37514/dbh-j.2016.4.1.05.

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Hou, J., I. Kinoshita, and S. Ono. "Design Collaboration in the Space of Cross-Cultural Flows." Landscape Journal 24, no. 2 (January 1, 2005): 125–39. http://dx.doi.org/10.3368/lj.24.2.125.

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Tavares, Joan. "Building a leadership development program: A cross-cultural collaboration." Leadership in Action 15, no. 4 (July 6, 2007): 9. http://dx.doi.org/10.1002/lia.4070150404.

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Brinn, Michelle. "Exploring Cross-Cultural Communication and Collaboration in an International Early Years Setting." Global Studies of Childhood 2, no. 1 (January 1, 2012): 76–80. http://dx.doi.org/10.2304/gsch.2012.2.1.76.

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The influence of social constructivism in early years care and education has highlighted the need for greater levels of dialogue and meaningful collaboration between professionals, families and communities. However, the term ‘collaboration’ can be interpreted along a wide spectrum of meaning. This discussion explores two different attempts to engage in cross-cultural collaboration within a large international school in Bangkok. It notes that certain educational discourses impede dialogic collaboration. Deconstructing these discourses at an individual level can produce greater understanding between disparate parties but may not promote sustained dialogic change. However, the cooperative exploration of working practices and their subsequent replacement with new rules and traditions may achieve something more akin to dialogic collaboration. It is concluded that differing interpretations of collaboration demand different responses from individuals and institutions. Furthermore, whilst definitions of collaboration from either end of the spectrum may enhance understanding and working practices between disparate parties, it may be that only dialogic collaboration has the ability to initiate truly egalitarian change.

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Sylvester, Olivia, Alí García Segura, Sara Ashencaen Crabtree, Zanisah Man, and Jonathan Parker. "Applying an Indigenous methodology to a North–South, cross-cultural collaboration: successes and remaining challenges." AlterNative: An International Journal of Indigenous Peoples 16, no. 1 (February 5, 2020): 45–54. http://dx.doi.org/10.1177/1177180120903500.

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This article represents our collective reflexivity in the process of applying an Indigenous methodology in a North–South, cross-cultural collaboration, funded through the British Government’s Global Challenges Research Fund. The projects’ aim was to bring together Bribri and Jakun leaders (from Costa Rica and Malaysia) for constructive dialogues about sustainable development. Specifically, we applied ulàpeitök (traditional form of Bribri collaboration and translates to lend [peitök] a hand), a concept of collaboration that honours family and community; we also used S-kṍpàkö, the Bribri word for conversation, a concept that translates to feeling the space around each other together. We analyse successes and challenges and elaborate on lessons learned including (a) how and why Indigenous collaboration and reciprocity should be understood before a project is planned or financed, (b) why western academic concepts of reciprocity (such as one-to-one exchanges) need to be decolonized to include Indigenous ways of relating to others, and (c) paying special attention to language in the co-writing of publications to avoid cultural misrepresentation. Our research can inform other North/South, Indigenous/non-Indigenous collaborations that aim to contribute to decolonizing research.

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Marovic, Zana. "Cross-cultural indigenous training: The South African experience." Culture & Psychology 26, no. 3 (February 28, 2020): 605–21. http://dx.doi.org/10.1177/1354067x20908529.

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In this paper, the author explores the relevance of indigenous training from a cross-cultural perspective. We start by examining the broader context of traditional Western psychology and its relevance in a multicultural society. A brief description of the indigenous paradigm is followed by a discussion of differences between Western and indigenous psychology, and a proposal of cultural eclecticism as a potential frame for their integration. Next, we discuss the South African context in relation to comparative-cultural aspects of medical and psychological services. The author’s clinical experience informs her increased awareness of culturally inadequate service at the state hospital, developing curiosity about African indigenous healing, and subsequent encounters and collaboration with African traditional healers. Ultimately, the author develops culturally sensitive training that explores cultural biases and generates cross-cultural knowledge and competence. In conclusion, the author advocates that in the area of globalisation and multicultural societies, psychological training and clinical practice, should include dialogue and facilitate collaboration between Western and indigenous knowledge, hopefully leading to a more holistic and culturally inclusive service to a population of different backgrounds. Such collaboration and integration of Western and indigenous knowledge may be a source of professional stimulation as well as a benefit to health-care consumers.

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Popov, Evgeny, Jol Stoffers, and Victoria Simonova. "Cultural factors of network inter-firm cooperation." Review of International Business and Strategy 29, no. 2 (June 3, 2019): 103–16. http://dx.doi.org/10.1108/ribs-09-2018-0085.

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Purpose The purpose of this study is to specify cultural properties that influence inter-firm cooperation, advancing a conventional theoretical economic-based framework. Design/methodology/approach An evaluation of concepts related to parametric cultural assessment was the theoretical foundation for structural aspects of inter-firm collaboration, documented in an empirical study that investigates cross-cultural analysis. This study was based on research at a cross-national level, allowing cultural disparities to be captured. Therefore, the empirical basis was the sixth World Values Survey, which is the largest cross-national project for assessment of cultural values. Findings It was found that cultural properties, as freedom of choice; advancement of norms for equal dissemination of power; low perceived uncertainty; strategic orientation on the future; and spread norms of humanistic orientation would further develop inter-firm cooperation. Practical implications The current study specifies a systematic and practical definition of attributes in the culture of inter-firm collaboration. Advantages of such advanced frameworks are more sustainable collaboration models, decreased expenses of inter-firm coordination methods and possibilities for establishing network knowledge among collaborating firms – a necessity for competitive advantage in today’s global economy. Originality/value To the best of the authors’ knowledge, no previous research has been undertaken that specifies cultural properties influencing inter-firm cooperation, advancing a conventional theoretical economic-based framework.

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M. Gjøtterud, Sigrid, and Athman K. Ahmad. "Transformative Power of Cross-Cultural PhD Supervision." International Journal of Doctoral Studies 13 (2018): 441–56. http://dx.doi.org/10.28945/4140.

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Aim/Purpose: The purpose of this paper is to explore the rich potential for transformative learning, for both supervisees and supervisors, that is embedded in cross-cultural supervision. Background: Our example is an analysis of experiences from a five-year long cross-cultural supervisory relationship between a Tanzanian PhD student and a Norwegian supervisor. Methodology: In the research, we followed an action research approach, informed by the following question: “How can we account for and improve our supervising–supervised practice?” We analyzed our supervision experiences with the aim to explore the transformative power of cross-cultural supervision. Contribution: Studies on supervision collaboration between Scandinavia and Southern Africa are scarce; hence, our study adds insight into the value of collaboration across continents and economic divides. Furthermore, we argue for greater research into the impact of cross-cultural supervision on supervisors as well as supervisees. Findings: We have identified seven factors as central to mutual transformative learning in cross-cultural supervision: shared unhomeliness, shared uncertainty and trust building, otherness, shared second language, cultural differences relating to hierarchy, being in context together, and finally, flourishing. For the mutual transformative processes to unfold, building trust in openness to differences seems to be a crucial foundation. Hence, we believe that the qualities in the cross-cultural supervision relationship that we highlight can serve as a reminder to become aware of differences as a valuable source for mutual learning and expanded horizons. Recommendations for Practitioners: Our recommendation to practitioners is that they are receptive to and welcoming of differences, find common ground, and explore the value of learning from and with each other in supervisory relationships. Recommendation for Researchers: Equally, we recommend that researchers inquire into how differences in gender, race, religion, and professional fields in supervisory and collaborative relationships can hold potential for valuable knowledge creation. Impact on Society: Academic’s awareness of the value of otherness as addressed in this paper might foster new ideas for dealing with challenges in our turbulent time through transculturation. Future Research: More studies are needed on the potential for growth and the impact of mutual knowledge creation arising from cross-cultural doctoral supervision.

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Cole, Michael, Robert Lecusay, and Ivan Rosero. "Commentary: Creating Hybrid After-School Enrichment Activities." LEARNing Landscapes 5, no. 2 (May 2, 2012): 35–43. http://dx.doi.org/10.36510/learnland.v5i2.549.

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In this commentary we propose a collaborative strategy for the creation of informal learning activities in after-school settings that are also shared sites of learning, research, and development. We briefly trace the history of a research program—"UCLinks"—whose defining feature is a form of collaboration between institutions of higher learning and local community institutions responsible for youth in the afterschool hours. These collaborations thrive only to the degree that "mutual appropriation" can be negotiated between partners, and it is within mutual appropriation that new possibilities for creative cross-generational and cross-cultural informal learning activities are materialized.

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Wutich, Amber, and Alexandra Brewis. "Data Collection in Cross-cultural Ethnographic Research." Field Methods 31, no. 2 (March 18, 2019): 181–89. http://dx.doi.org/10.1177/1525822x19837397.

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Collecting data for cross-cultural research is time consuming and expensive. We report on techniques for efficient and effective cross-cultural data collection, drawn from 18 cross-cultural studies we conducted in 22 countries. We discuss research design, site selection and collaboration building, ethical review, cross-site protocol design, data collection pitfalls, and data quality checks.

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Kotis, Konstantinos, Dimitris Spiliotopoulos, and Andreas Papasalouros. "Intelligent Collaborative Authoring of Place-Based, Cross-Cultural and Media-Rich Experiences." Challenges 11, no. 1 (June 8, 2020): 10. http://dx.doi.org/10.3390/challe11010010.

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In this paper, we present a framework that aims to support the active participation and collaboration of knowledge workers and engineers in the co-authoring of place-based, cross-cultural and media-rich memories, experiences, stories and narration. To achieve this, the framework proposes a novel approach for facilitating such a participation and collaboration through the semantic integration of data/information and integrated tools that will be both accessible via an open, user-friendly, mobile and knowledge-based platform, emphasizing a low-effort participative and guided co-authoring approach. The presented collaborative and participative approach is expected to foster social cohesion in heterogeneous communities of interest and practice. For the realization of the framework, we propose the implementation of a proof-of-concept system and its evaluation in the socio-cultural group of immigrants and refugees within the context of creating and sharing knowledge related to the physical and digital artifacts of a modern art museum. Our vision for the proposed framework is to introduce new technology for the collaborative authoring of cultural experiences with low effort using an intelligent assistant. Additionally, we envision a Shared Experiences Ecosystem (SEE) that aims to provide media-rich content and tools that will eventually foster the inclusive access of heterogeneous socio-cultural groups to shared experiences, increasing social cohesion in resilient local environments.

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Jacoby, Nori, Elizabeth Hellmuth Margulis, Martin Clayton, Erin Hannon, Henkjan Honing, John Iversen, Tobias Robert Klein, et al. "Cross-Cultural Work in Music Cognition." Music Perception 37, no. 3 (February 1, 2020): 185–95. http://dx.doi.org/10.1525/mp.2020.37.3.185.

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Many foundational questions in the psychology of music require cross-cultural approaches, yet the vast majority of work in the field to date has been conducted with Western participants and Western music. For cross-cultural research to thrive, it will require collaboration between people from different disciplinary backgrounds, as well as strategies for overcoming differences in assumptions, methods, and terminology. This position paper surveys the current state of the field and offers a number of concrete recommendations focused on issues involving ethics, empirical methods, and definitions of “music” and “culture.”

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Afifah, Lilis, Dewi Kartika Ardiyani, Edy Hidayat, and Sawitri Retnantiti. "DEVELOPMENT OF DACHL CROSS-CULTURAL LEARNING DESIGNS." Briliant: Jurnal Riset dan Konseptual 6, no. 2 (May 31, 2021): 250. http://dx.doi.org/10.28926/briliant.v6i2.589.

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The actualization of learning materials needs to be done to create a learning situation that is under the times. In learning German as a foreign language, the concept of DACHL has not been well recognized by every German teacher at the SMA / MA / SMK level. For this reason, adjustments to learning materials, techniques, and learning strategies are considered important so that the German learning process does not only train language skills but also fosters a cross-cultural understanding of these countries and the Indonesian nation itself.This article attempts to describe the results of training activities for the preparation of cross-cultural learning designs for German language teachers at the SMA / MA / SMK levels throughout Malang and its surroundings. This training implementation method which is accommodated in community service activities is designed by adopting an education and training system for ASN, namely on campus and off-campus. Despite undergoing method modifications as a result of the outbreak of the Covid-19 pandemic, training is going well. With simultaneous mentoring, collaboration, and collaboration between various parties, participants can receive the material well and simultaneously apply it in the form of a learning design.

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Tyler, Forrest B. "Resource Collaboration: A Model of Psychology Derived From Cross-cultural/ Cross-disciplinary Projects." Psychology and Developing Societies 6, no. 1 (March 1994): 55–70. http://dx.doi.org/10.1177/097133369400600104.

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Dor, Asnat, and Aya Biadsy. "Parents’ Motivation for Home-School Collaboration: A Cross-Cultural Perspective." World Studies in Education 12, no. 2 (January 1, 2011): 57–75. http://dx.doi.org/10.7459/wse/12.2.04.

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Jensen, Karina R. "Cross-cultural Collaboration Mechanisms that Facilitate Global Innovation for MNCs." Academy of Management Proceedings 2016, no. 1 (January 2016): 17209. http://dx.doi.org/10.5465/ambpp.2016.17209abstract.

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McLaughlin, Colleen, and Petra Ponte. "The emotional aspects of cross-cultural collaboration: assumptions and challenges." Journal of In-Service Education 23, no. 1 (March 1997): 101–11. http://dx.doi.org/10.1080/13674589700200003.

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Schirmer, Julie M., and Ninh H. Le. "The Vietnam Family Medicine Development Project: A cross-cultural collaboration." Families, Systems, & Health 20, no. 3 (2002): 303–10. http://dx.doi.org/10.1037/h0089585.

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NIEDERGASSEL, BENJAMIN, STEFFEN KANZLER, SALVADOR ALVIDREZ, and JENS LEKER. "CROSS-CULTURAL PERCEPTIONS ON KNOWLEDGE SHARING IN HETEROGENEOUS COLLABORATIONS." International Journal of Innovation Management 15, no. 03 (June 2011): 563–92. http://dx.doi.org/10.1142/s1363919611003441.

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This qualitative study investigates different perceptions of knowledge sharing in a cross-cultural research collaboration between German and Chinese scientists. Special emphasis is placed on the in-group and out-group orientation of partners, different communication styles and personal and organizational influence factors. Data was obtained by conducting six focus groups in Germany and China. All ideas expressed in these focus groups were categorized and thoroughly evaluated. Our analysis reveals that the in- and out-group orientation of collectivistic and individualistic cultures might not be as pronounced as theory would suggest. In fact, members of the more collectivistic Chinese culture even showed a higher out-group orientation than members of the more individualistic German culture in our study. The resulting theoretical and practical implications for managing cross-cultural collaboration projects are discussed in detail in the paper.

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Quan, Guolong, and Xiaoqing Gu. "Visualization Forms in the Cross-cultural Collaborative Activities of Design and Development of a Digital Resource for Education." Journal of Educational Computing Research 56, no. 3 (May 25, 2017): 439–63. http://dx.doi.org/10.1177/0735633117708336.

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Recent studies have demonstrated the integration of visualization technology to support collaboration and stimulate learning performance. The use of visualization tools during the collaborative activities of international students is a worthy topic for further exploration. Based on grounded and activity theories, this research uses observation and qualitative behavior analysis to determine how participants use visualization tools to distinguish the behavior features of learners and to explain the role of these tools in a telecollaborative project. The analysis distinguishes three major types of visualization forms: shaped, diagramed, and tabled presentations, which serve particular epistemic and social demands of collaborative tasks. Findings indicated that visualization forms and tools can enhance collaborative activities by helping international members visualize their thoughts, comprehension, and discussion, although they use different languages and are from diverse cultures. Further research can develop new and effective methods for collaboration and learning using visual support tools.

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Krause, Inga-Britt. "Cross-cultural psychiatric research: an anthropologist's view." Psychiatric Bulletin 14, no. 3 (March 1990): 143–46. http://dx.doi.org/10.1192/pb.14.3.143.

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A need for improved communication between the social sciences and psychiatry is being expressed from many quarters. Interest in social and cultural issues is not, of course, new to psychiatry, but collaboration between the two approaches has not always been easy. Recently one social science in particular has become popular with psychiatry. This is social anthropology, and many psychiatrists consider that the inclusion of anthropological data and methods, particularly in cross-cultural research, can be useful and informative to psychiatry. What then is the relationship between anthropology and psychiatry and what are the problems which professionals face in attempting interdisciplinary research?

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Pratono, Aluisius Hery. "Cross-cultural collaboration for inclusive global value chain: a case study of rattan industry." International Journal of Emerging Markets 15, no. 1 (February 7, 2019): 149–70. http://dx.doi.org/10.1108/ijoem-01-2017-0028.

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Purpose The purpose of this paper is to understand how the cross-cultural collaboration between developed market and emerging economies promotes an inclusive global value chain (GVC) through innovation and technology transfer. Drawing on global rattan industry, this paper identifies the three typologies and social mechanism of cross-cultural collaboration in GVC. Design/methodology/approach This study uses a qualitative method with a case study of rattan industry. The case study analysis covers the linkages between upstream industries in emerging economies and downstream industries in developed countries. Findings The result shows that innovation and technology transfer play an essential role in the cross-cultural collaboration through presenting the creative value-adding process beyond the simple trade of rattan. This study identifies the social mechanism of cross-cultural collaboration in three GVC typologies of rattan industry. Research limitations/implications The study was undertaken between 2015 and 2017. The observed value chain in rattan industry context demonstrates the selected business network from Indonesia to the European countries. Practical implications There were some activities that worked well for decades, such as creative innovation and technology transfer from multinational corporations to small businesses. The initiative to promote brand seemed to work less well for the local designers in developing countries from being part of the GVC. The creative innovation and technology transfer from multinational corporations to rattan farmers continued to struggle. Originality/value This study draws a distinction between the typologies of GVC, where cross-cultural collaboration has developed slowly and those where it comes about quickly. This extends the discussion about creative value between players in developed and developing countries, including the social mechanism of cross-cultural collaboration in GVC.

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Hou, Jeffrey, and Min-Jay Kang. "Differences and Dialogic Learning in a Collaborative Virtual Design Studio." Open House International 31, no. 3 (September 1, 2006): 85–94. http://dx.doi.org/10.1108/ohi-03-2006-b0011.

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With the ability of linking distant partners and diverse bodies of students and faculty, virtual design studios provide unique opportunities for examining cultural, contextual, and methodological differences in design and design collaboration. However, most evaluations of virtual design studio in the recent literature have focused primarily on technical and operational issues. In contrast, the social and cultural dimensions of virtual design studio and their pedagogical implications have not been adequately examined. To address this gap, this article examines the experience and outcomes of a recent virtual design studio involving international collaboration between faculty and student partners. Specifically, it looks at how presence of differences and process of dialogic learning create pedagogical opportunities in a collaborative 'virtual' environment. Based on the case study, this article argues that through dialogues, collaboration, and negotiation of cultural, contextual and methodological differences, collaborative virtual design studio offers an alternative to traditional design studio based on the primacy of individual practice and the master-apprentice model of learning. By creatively utilizing the collaborative environment involving diverse partners, virtual design studio can foster a critical understanding of cross-cultural design process and the significance of dialogues and negotiation in design.

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O’Rourke, Kerryn, Nawal Abdulghani, Jane Yelland, Michelle Newton, and Touran Shafiei. "Cross-cultural realist interviews: An integration of the realist interview and cross-cultural qualitative research methods." Evaluation Journal of Australasia 22, no. 1 (December 5, 2021): 5–17. http://dx.doi.org/10.1177/1035719x211055229.

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Realist interviews are a data collection method used in realist evaluations. There is little available guidance for realist interviewing in cross-cultural contexts. Few published realist evaluations have included cross-cultural interviews, providing limited analyses of the cross-cultural application of realist methodology. This study integrated realist and cross-cultural qualitative methods in a realist evaluation of an Australian doula support program. The interviews were conducted with Arabic speaking clients of the program. The process included collaboration with a bicultural researcher, philosophically situating the study for methodologically coherent integration, bicultural review of the appropriateness of realist ‘how’ and ‘why’ questions, decisions about language translation and interpretation, pilot interviews, and co-facilitation of the interviews. Integration of the methods was feasible and valuable. This study may support other realist evaluators to give voice to people from culturally diverse groups, in a manner that is culturally safe, methodologically coherent and rigorous, and that produces trustworthy results.

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Swanson, Elizabeth, Cynthia M. Goody, Elena V. Frolova, Olga Kuznetsova, Swjatoslaw Plavinski, and Gayle Nelson. "An application of an effective interdisciplinary health-focused cross-cultural collaboration." Journal of Professional Nursing 17, no. 1 (January 2001): 33–39. http://dx.doi.org/10.1053/jpnu.2001.20244.

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Kim, Mi Jeong, Seo Ryeung Ju, and Lina Lee. "A Cross-Cultural and Interdisciplinary Collaboration in a Joint Design Studio." International Journal of Art & Design Education 34, no. 1 (February 2015): 102–20. http://dx.doi.org/10.1111/jade.12019.

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Jackson, Stevi, and Petula Sik Ying Ho. "Travelling conversations: Cross-cultural collaboration and the globalization of sexuality studies." Sexualities 21, no. 8 (June 21, 2018): 1261–67. http://dx.doi.org/10.1177/1363460718770444.

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Stengelin, Roman, Robert Hepach, and Daniel B. M. Haun. "Cultural variation in young children’s social motivation for peer collaboration and its relation to the ontogeny of Theory of Mind." PLOS ONE 15, no. 11 (November 19, 2020): e0242071. http://dx.doi.org/10.1371/journal.pone.0242071.

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Children seek and like to engage in collaborative activities with their peers. This social motivation is hypothesized to facilitate their emerging social-cognitive skills and vice versa. Current evidence on the ontogeny of social motivation and its’ links to social cognition, however, is subject to a sampling bias toward participants from urban Western populations. Here, we show both cross-cultural variation and homogeneity in three- to eight-year-old children’s expressed positive emotions during and explicit preferences for peer collaboration across three diverse populations (urban German, rural Hai||om/Namibia, rural Ovambo/Namibia; n = 240). Children expressed more positive emotions during collaboration as compared to individual activity, but the extent varied across populations. Children’s preferences for collaboration differed markedly between populations and across ages: While German children across all ages sought collaboration, Hai||om children preferred to act individually throughout childhood. Ovambo children preferred individual play increasingly with age. Across populations, positive emotions expressed selectively during collaboration, predicted children’s social-cognitive skills. These findings provide evidence that culture shapes young children’s social motivation for dyadic peer collaboration. At the same time, the positive relation of social motivation and social cognition in early ontogeny appears cross-culturally constant.

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Dodd, Andrew, Camelia C. Pasandaran, Sue Green, Adi Wibowo Octavianto, and F. X. Lilik Dwi Mardjianto. "Proyek Sepaham: An Experiment in Cross-cultural and Collaborative Journalism Education." Asia Pacific Media Educator 27, no. 1 (April 21, 2017): 67–84. http://dx.doi.org/10.1177/1326365x17701790.

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Proyek Sepaham, or Project Understanding, brought together staff and students at the journalism schools at Swinburne University in Melbourne, Australia, and Universitas Multimedia Nusantara in Tangerang, Indonesia, for an exercise in cross-cultural journalism education in which each university separately wrote feature stories and produced multimedia reports in response to questions provided by the other university’s students. The questions reflected topics about which the students felt they lacked understanding about the other country. Once the questions were exchanged, the students produced journalism for readers at the other country’s university, seeking to generate greater understanding of the topics concerned. The results were then published on two inter-connected websites under the banner Proyek Sepaham. This paper explores the nature of the collaboration and discusses the key lessons learnt about the design and scope of the project and its practical day-to-day operation. It also considers how the model might be improved for future collaborative exercises.

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Sari, Dewi Comala, Heru Pranoto, Edi Putra Berutu, and Edy Sahputra Sitepu. "Model Struktural Kompetensi Industri 4.0 dengan Social Intelligence sebagai Variabel Intervening." INOBIS: Jurnal Inovasi Bisnis dan Manajemen Indonesia 4, no. 4 (September 1, 2021): 532–47. http://dx.doi.org/10.31842/jurnalinobis.v4i4.203.

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Penelitian ini mengalisis model struktural bagaimana variabel new media literacy, cross cultural competency, adaptive thinking, virtual collaboration dan social intelligence mempengaruhi kesiapan sumber daya manusia dari perguruan tinggi untuk memasuki industri 4.0. Penelitian dilakukan di perguruan tinggi vokasi yang ada di Kota Medan, dimana sampel ditetapkan dengan purposive random sampling sebanyak 400 responden. Dalam analisis ini dilakukan dengan dengan model struktural dimana variabel social intelligence menjadi variabel intervening untuk kesiapan memasuki industri 4.0. Output penelitian ini diharapkan untuk memberikan masukan dan strategi bagi perguruan tinggi vokasi dalam melakukan penguatan kualitas SDM yang dihasilkan untuk memasuki pasar tenaga kerja. Berdasarkan hasil analisis data full model SEM duperoleh bahwa new media literacy, virtual collaboration, adaptive thinking dan cross cultural competency berpengaruh positif dan signifikan terdahap variabel social intelligence. Sedangkan untuk variabel kesiapan di industri 4.0 secara positif dan signifikan dipengaruhi oleh variabel adaptive thinking, new media literacy, dan cross cultural competency. Sedangkan pengaruh variabel virtual collaboration adalah positif namun tidak signifikan. Untuk peran mediasi dapat disimpulkan bahwa variabel social intelligence memiliki peran partial mediation effect untuk variabel new media literacy dan adaptive thinking. Sedangkan untuk variabel virtual collaboration dan cross cultural competency variabel social intelligence memberikan peran full mediation effect.

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Berry, John W. "The Forgotten Field: Contexts for Cross-Cultural Psychology." Journal of Cross-Cultural Psychology 53, no. 7-8 (August 2022): 993–1009. http://dx.doi.org/10.1177/00220221221093810.

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Cross-cultural psychology has employed the concept of the “field” in two ways. First, as articulated by Lewin, it is the larger context in which all individuals develop their behaviors and now express them; it is a conceptual space within which to situate human behavior. Second, it refers to the cultures and communities in which anthropologists have usually worked, making observations of daily life, and then describing the cultures of the people; it is a physical and symbolic space in which human activity takes place. These two meanings share common features: they both consider that all human behavior develops and is exhibited in contexts; and that these contexts need to be studied and described before human activity can be understood and interpreted. I argue that it is essential for cross-cultural psychology to use and study both meanings of the field concept if we are to make valid interpretations of the origins (roots) and the influences (routes) on behaviors that we observe and assess in our research and practice. Starting over 100 years ago, collaboration between anthropologists and psychologists established the field of cross-cultural psychology. This collaboration continued for many years, but has diminished in recent times. I argue for the necessity to return to the field in both senses in order for our field to advance. This paper examines these two meanings in the disciplines of anthropology and psychology, and presents some elaborations of them, using the ecocultural framework as a general guide, and an arc framework as a specific exposition of it. Examples of fieldwork in psychology and anthropology are presented to provide substance to these frameworks. The claim is made that our discipline has largely abandoned the concept of the field, and proposes a way to correct this error.

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Journal articles on the topic 'Cross-cultural collaboration'

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