Relevant bibliographies by topics / Cross-cultural engagements

Academic literature on the topic 'Cross-cultural engagements'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Cross-cultural engagements"

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Dunne, Nikki. "Feminism & Migration: Cross Cultural Engagements." Gender & Development 21, no. 2 (July 2013): 411–13. http://dx.doi.org/10.1080/13552074.2013.802136.

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Schrire, Carmel. "The Archaeology of Difference: Negotiating Cross-Cultural Engagements in Oceania:The Archaeology of Difference: Negotiating Cross- Cultural Engagements in Oceania." American Anthropologist 105, no. 3 (September 2003): 675–76. http://dx.doi.org/10.1525/aa.2003.105.3.675.2.

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Kumar, Manish, T. Muhammad, and Laxmi Kant Dwivedi. "Assessing the role of depressive symptoms in the association between social engagement and cognitive functioning among older adults: analysis of cross-sectional data from the Longitudinal Aging Study in India (LASI)." BMJ Open 12, no. 10 (October 2022): e063336. http://dx.doi.org/10.1136/bmjopen-2022-063336.

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ObjectiveThe present study aimed to examine the confounding effects of depressive symptoms and the role of gender in the association between social engagement and cognitive functioning among older Indian adults.DesignLarge-scale cross-sectional survey data were analysed.Setting and participantsData from the Longitudinal Aging Study in India (2017–2019) were used in the analysis. The sample included 23 584 individuals aged 60 years and above (11 403 men and 12 181 women).Outcome measuresThe outcome variable was cognitive functioning, which was based on various measures including immediate and delayed word recall, orientation, executive functioning, arithmetic ability and object naming. Social engagement measure consists of marital status, living arrangement, availability of confidant, and participation in indoor games, and social and cultural functions. The Center for Epidemiological Studies-Depression Scale was used to assess depressive symptoms.ResultsSignificant gender differences in mean cognition scores (men: 25.8, women: 21.1; on a scale of 0–43) were observed. Two-way stratification between social engagement and depressive symptoms was significantly associated with cognitive functioning after controlling for selected explanatory factors. Older men with a low level of social engagements had significantly poor cognitive functioning (β=−1.12; 95% CI: −1.53 to –0.72) compared with men with a high level of social engagements. On the other hand, women with a higher level of social engagement performed poorly on cognitive tests (β=−1.54; 95% CI: −2.11 to –0.98) compared with men with higher social engagements. Three-way stratification between social engagement, gender and depressive symptoms suggests that social engagement’s buffering effects are lower in women than in men. The Karlson-Holm-Breen method identified a significant confounding effect of depressive symptoms on the relationship between social engagement and cognitive functioning.ConclusionThe positive association of social engagement with cognitive functioning was significantly confounded by depressive symptoms, suggesting the need for maintaining social relations that help improve mental health and cognitive functioning among older adults.
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Kalafatis, Scott E., Julie C. Libarkin, Kyle Powys Whyte, and Chris Caldwell. "Utilizing the Dynamic Role of Objects to Enhance Cross-Cultural Climate Change Collaborations." Weather, Climate, and Society 11, no. 1 (November 28, 2018): 113–25. http://dx.doi.org/10.1175/wcas-d-17-0115.1.

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Abstract Engagements between climate scientists and communities feature challenges but are also essential for successfully preparing for climate change. This is particularly true for indigenous peoples who are proactively responding to the threats that climate change poses by engaging in collaborations with climate decision-support organizations. The potential for risks and rewards associated with engagements like these makes developing tools for comprehensively, consistently, and equitably assessing cross-cultural climate collaborations a critical challenge. This paper describes a multicultural team’s efforts to develop a survey that can assess collaborations between Native American tribes in the United States and climate science organizations. In the process, the developing survey’s oscillations between acting as a boundary object and acting as an epistemic object in the project revealed common ground as well as existing differences across the cultural, disciplinary, and professional divides involved. Delphi expert elicitation was shown to be an effective approach for negotiating a cross-cultural research effort like this one because of its ability to establish consensus while delineating gaps. This experience highlights that assessing cross-cultural climate collaborations requires that both researchers and the tools that they use have the capacity to identify both common ground and distinctions between climate scientists and the communities with which they collaborate.
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Jeyaraj, Daniel. "Migration and the Making of Global Christianity." International Bulletin of Mission Research 46, no. 2 (January 30, 2022): 247–53. http://dx.doi.org/10.1177/23969393221073984.

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This book documents how Christian migrants from the origins of Christianity until 1500 helped establish Christianity as a world religion. Its sociohistorical methodology identifies and celebrates the contributions of ordinary Christian migrants in cross-cultural and transnational contexts. It argues that Christian missionary engagements are often incorrectly associated with empire and institutional authorities; in reality, however, most of the cross-cultural missionary work was done by ordinary Christian women and men who migrated for various purposes. This book thus embodies a new historiography based on migration, providing ample evidence of the reality, complexity, and relevance of migration for World Christianity.
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Sheppard, W. Anthony. "Continuity in Composing the American Cross-Cultural: Eichheim, Cowell, and Japan." Journal of the American Musicological Society 61, no. 3 (2008): 465–540. http://dx.doi.org/10.1525/jm.2008.61.3.465.

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Abstract Japanese music has repeatedly served as an exotic model for those American composers seeking “ultra-modern” status. Henry Eichheim's and Henry Cowell's engagements with Japan offer rich case studies for reconsidering our common critical approaches to cross-cultural works, prompting us to question the temporal, geographic, generic, and high/low boundaries typically employed in modernist taxonomy. I find that attempts to employ categorically such terms as “appropriation” and “influence” and “modernist” and “post-modernist” in evaluating cross-cultural compositions limits our experience of such works and that specific examples tend to demonstrate the full contradictory and multifaceted nature of musical exoticism. I turn first to the impact of literary japonisme and travel on Eichheim and consider his aesthetic and didactic motivations. The writings of Lafcadio Hearn provided Eichheim with ready-made impressions of Japan and directly shaped his compositional responses. I note the influence of gagaku and shōō pitch clusters and briefly compare Eichheim's work with that of Hidemaro Konoye (Konoe). I then chronicle Cowell's lifelong encounters with Japanese music, focusing on his study of the shakuhachi with Kitaro Tamada, his experiences at the 1961 Tokyo East-West Music Encounter Conference, and his collaboration with the koto performer Kimio Eto, which reveal the limits of Cowell's embrace of musical hybridity. I argue that Cowell's mature Japanese-inspired works should be considered within the context of American Cold War cultural diplomacy and contemporaneous works of popular, jazz, and film music.
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Bik, Olof, and Reggy Hooghiemstra. "Cultural Differences in Auditors' Compliance with Audit Firm Policy on Fraud Risk Assessment Procedures." AUDITING: A Journal of Practice & Theory 37, no. 4 (January 1, 2018): 25–48. http://dx.doi.org/10.2308/ajpt-51998.

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SUMMARY Internationally operating audit firms rely heavily on global firm policies and audit methodologies to ensure consistency of audits across the globe. However, cultural differences are likely to affect auditors' compliance with such firm-wide systems of control. In this study we use proprietary data from a Big 4's internal quality reviews, involving 1,152 audit engagements from 29 countries, to assess the impact of cross-national cultural differences on auditors' compliance (or not) with the firm's policy in a specific yet crucial and culturally susceptible area of the audit process: fraud risk assessment procedures. We find that collectivism and societal trust are negatively associated, while religiosity is positively associated with compliance with global firm policy. However, we do not find evidence that compliance and power distance are associated. Overall, our findings suggest that cross-national differences in auditors' compliance with global audit firm methodology (or not) are associated with cross-national cultural differences. An implication of our findings is that a uniform local application of global audit methodologies may remain an illusion unless different, targeted approaches for different regions in the world are considered.
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Valderrama Pineda, Andrés Felipe, Richard Arias-Hernández, María C. Ramírez, Astrid Bejarano, and Juan C. Silva. "The Borders of Engineers Without Borders: A Self-Assessment of Ingenieros Sin Fronteras Colombia." International Journal of Engineering, Social Justice, and Peace 1, no. 1 (May 24, 2012): 18–30. http://dx.doi.org/10.24908/ijesjp.v1i1.3191.

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This article results from a process of self-assessment within Ingenieros Sin Fronteras Colombia (ISFC). The activities usually referred to as humanitarian engineering, assistive engineering, engineering for aid, and/or engineering for development are increasingly involving educational frameworks, activities, and institutions in service-learning schemes. In this article, we discuss the issues and challenges that arise from this combination of objectives, activities, and institutional settings, especially when these approaches are implemented in the Global South. To do so we reflect on the type of service learning we are conducting in Colombia. We develop a general service learning in engineering typology to situate our work. We find that our Local Learning in the South collaboration makes the work of ISFC both different than and similar to other service-learning engagements. It is different in the sense that local engagements do not experience the cultural and language barriers faced by cross-cultural projects. It is similar in the sense that, with the exception of the cross-cultural challenges, our projects run the same risks as any other service learning in engineering projects in the world. To reflect on these risks we propose a set of five questions to self-assess our work. Thinking about the choice of naming our work “ingeniería sin fronteras” (engineering without borders), we consider what kind of borders we are dealing with and propose five: financial, epistemic, engineering educational, knowledge, and reputation. We invite other organizations to question the kind of borders their work aims at eliminating but risks replicating.
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Coppola, Rick, Rebecca Woodard, and Andrea Vaughan. "And the Students Shall Lead Us: Putting Culturally Sustaining Pedagogy in Conversation With Universal Design for Learning in a Middle-School Spoken Word Poetry Unit." Literacy Research: Theory, Method, and Practice 68, no. 1 (August 19, 2019): 226–49. http://dx.doi.org/10.1177/2381336919870219.

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This case study explores how a research-practice partnership worked to cross-pollinate culturally sustaining pedagogy (CSP) and Universal Design for Learning (UDL) over the course of a 9-week spoken word poetry unit in a seventh-grade classroom. The unit reflected CSP’s commitment to linguistic, literate, and cultural pluralism (e.g., centering culture- and identity-focused writing) while also intentionally embedding principles of UDL (e.g., multiple means of representation, action, expression, and engagement). The analysis examines how and why some students in this classroom centered dis/ability in their poetry writing and how the design and implementation of the unit invited more complex understandings of cultures and identities. Findings suggest that CSP supported students in making their identities more visible in the classroom, while the integration of UDL principles eliminated barriers for participation. Both were integral in focal students’ engagements with aspects of their identities throughout the unit. Ultimately, the unit’s design facilitated the movement of the focal students from the periphery to more centripetal roles within the classroom community.
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Mansouri, Fethi, and Maša Mikola. "Crossing Boundaries: Acts of Citizenship among Migrant Youth in Melbourne." Social Inclusion 2, no. 2 (August 20, 2014): 28–37. http://dx.doi.org/10.17645/si.v2i2.164.

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This paper focuses on how migrant youth in Melbourne with experience of direct or indirect migration negotiate cross-cultural engagements and tensions between family, community and the greater society in which they are supposed to participate as political subjects. It examines whether the meaning and interpretation of citizenship in Australia allows migrant youth to act as full and active citizens with all the contradictions and difficulties inherent in acting as “a bridge between two worlds”. By voicing the personalised journeys of young people dealing with uneasy questions of displacement, identity and belonging, this paper examines the complex ways through which migrant youth negotiate and in some cases bridge intercultural tensions within a multicultural society.
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Dissertations / Theses on the topic "Cross-cultural engagements"

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Moran, Wayne Gordon. "Information Technology Sourcing Across Cultures: Preparing Leaders for Cross-Cultural Engagements and Implementing Best Practices with Cultural Sensitivity." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1411641924.

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Palmer, Sarah Margaret. "Cross-cultural engagement in China : problems, potential and opportunities." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/411236/.

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The challenges experienced by an individual operating within a cross cultural business setting arise from a number of factors related to and emanating from its context as a whole. This study explores the observations and experiences of design and engineering practitioners within the Chinese context and aspires to understand what factors affect their ability to function effectively and impact a potentially successful outcome to a project. It seeks to identify the historical, contextual and cultural factors which most affect the cross cultural experience both from an individual and a practice-based level and understand how the influence of Westernisation is changing the contextual characteristics of China, using observations and experiences communicated by participants. How practitioners learnt to respond to, plan for and adapt to the context and its challenges has been explored. The study also sought to identify how employees can be developed and supported in order to gain experience within this transforming context and identify the appropriate pedagogical strategy in order to achieve better contextual and cultural understanding. The study concluded that practitioners needed to experience the context first-hand in order to holistically understand the cultural issues and effectively adjust and respond the setting. Being in-context and having direct contact with their Chinese counterparts also afforded UK practitioners better opportunities to build relationships with them, which is shown to develop trust, improve communication and enhance the potential of a successful project outcome. Further, as data shows that companies are adopting an mentor-led experiential learning pedagogy in context in order to develop their staff for cross-cultural engagement, a degree of theoretical knowledge of culture, wider contextual issues and the implications of these would aid practitioners in being able to understand, interpret and thus respond effectively to the challenges which arise from the cross-cultural business setting.
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Keenan, Joanna. "Where’s Waddan? Missing Maps and cross-cultural voluntary engagement in ICT4D initiatives." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21582.

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In the wake of the Haiti earthquake response in 2010, crowdsourced humanitarian mapping has taken off, and today is considered an essential tool by many humanitarian agencies providing assistance in disaster-affected and under-resourced countries and contexts. But what happens when there is no information on a map to help agencies decide how to respond? If they cannot find roads to take to get there? If they do not know how many houses are in a village? What if the map is – missing?In response to this all-too-common problem, Médecins Sans Frontières (MSF), American Red Cross, British Red Cross and the Humanitarian OpenStreetMap Team (HOT) created and launched Missing Maps in 2014. A crowdsourced ICT4D tool designed to create accurate maps using satellite images, the initiative relies on volunteers – ‘digital humanitarians’ – to participate.So why participate? Previous research has looked at motivations for participation in open street mapping and other voluntary contribution-based tools, such as Wikipedia. Other research has described how to attract people to Missing Maps – and retain them. But until now, there has been no research exploring why people are motivated to volunteer for humanitarian ICT4D initiatives, and no researcher has tackled this subject from a cross-cultural perspective. Here I attempt to answer the question: what are the motivations for people to map? And more specifically, are the motivations of someone in the Global North to voluntarily map different from the motivations of someone in the Global South? In this paper, I outline the results of empirical research in the form of one-on-one interviews conducted across four cities I travelled to: London and Prague, to represent the Global North, and Beirut and Kampala, representing the Global South. In interviews in which a total of 21 participants were asked six standard questions about their interests, likes, motivations and challenges in mapping, I uncover clear differences between the motivations of not only people in the north versus south, but also amongst the young, and even between men and women. The results show that, while people from all walks of life and socio-economic backgrounds are motivated by a multitude of reasons, young people, especially in the Global North, are more likely to map from slacktivism tendencies given their perceptions of the mapping software’s ease of use. People from the Global North – particularly young women – were also more likely to engage out of interest in humanitarian issues or organisations like MSF. Played right, organisers could groom these young people into the humanitarians of the future. Meanwhile, people in the Global South were more likely to participate for both community and personal – such as career and life – benefits. This partly reflects previous research that has shown local bias to be a strong motivating factor for participation across other platforms. Although people across all four cities expressed some of their motivations to be altruistic ones, those in the Global South were more likely to express this response. Taking these results, I explore themes of how an ICT4D tool like Missing Maps will not change the status quo of inequality in the world, while questioning whether that is important enough to undermine the initiative. I also investigate the likelihood of being able to turn today’s young digital humanitarians into the humanitarian leaders of tomorrow. I also explore the impact of mapping in the Global South, both for those doing the mapping and those being mapped. Finally, I look at what initiatives like Missing Maps mean in the world of communications for development.
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Johnson, Robin Margarett. "Exploring Ethnic Differences in the Predictors and Outcomes of Academic Engagement During Middle School." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/577.

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Guided by a motivational framework derived from self-determination theory, a study was conducted to examine the role of academic engagement in helping to explain and ameliorate ethnic differences in school achievement. Building on decades of research that documents both the importance of engagement to learning in European American students as well as its malleability, this study relied on an ethnically diverse sample of 6th and 7th grade students to examine three questions (1) Are achievement differences across ethnic groups due to differences in engagement? (2) Does engagement predict achievement similarly or differently across ethnic groups? and (3) Are the predictors of engagement suggested by the motivational model the same or different for students from different ethnic groups? Participants were 194 African-American, Hispanic/Latino/a, Asian/Pacific Islander, and European American middle school students who provided information about their engagement, self-system processes (SSPs) of relatedness, competence, and autonomy, and their experiences with teachers in school; information about students' cumulative achievement (GPA) was extracted from school records. First, analyses revealed few ethnic differences in achievement (only Asian/Pacific Islander students' levels of achievement were higher than students from other ethnic groups), and no ethnic differences in engagement. In analyses designed to examine if controlling for variations in engagement would cause achievement differences between ethnic groups to disappear, a test of the simple main effects demonstrated that ethnic differences in achievement were found only at the lowest level of engagement (again Asian/Pacific Islander students outperformed all other student groups). However, at medium and high levels of engagement, there were no significant differences in achievement across the four ethnic groups. Second, analyses designed to examine whether engagement predicts achievement differently across ethnic groups, revealed that although engagement was an important predictor of achievement for all students, it was even more important for non-European American (compared to European-American) students. Third, analyses designed to examine whether potential facilitators (SSPs and contextual constructs) predicted students' engagement similarly or differently across ethnic groups revealed no group differences: All predictors were positively and significantly associated with engagement for students from all four ethnic groups. These findings are considered in the context of the study's strengths and limitations and the larger literatures on engagement and achievement in ethnic minority students. A important implication of the current study is that with a more comprehensive understanding of how to support the engagement of students from ethnic minority backgrounds, schools and teachers will be better equipped to address the engagement gap, and in so doing also eliminate the achievement gap.
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Lizot, Edouard, and S. M. Abidul Islam. "The impact of Privacy concerns in the context of Big Data : A cross-cultural quantitative study of France and Bangladesh." Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75355.

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Background Big Data Analytics take place in almost every sector of new business world. Nowadays, banks are also adopting Big Data to handle the huge number of data that generate every day. Big Data helps banks to provide a fast, personalised service in a cost efficient way. On the other hand, Big Data has some privacy issues as it deals with a lot of data that can be decoded by third party. It is also the case in online banking as it is involved with personal and financial information. Privacy concerns also vary among different cultures. PurposeThe purpose of this cross-cultural study is to investigate online privacy concerns in the context of Big Data MethodologyA quantitative approach has been followed and data were collected through an online survey to understand the relations between variables. ConclusionThe findings indicate that the relationship between the privacy concern and its antecedents differ between France and Bangladesh. Though for both countries, the desire upon transparency showed a significant positive relationship with online privacy concerns. Additionally, for both countries a high privacy concern will not conduct to lower consumer trust and consumer engagement in online baking. The findings involving moderator variables were not significant at al
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Shaik, Zuleika Bibi. "Anthropology and literature: Humanistic themes in the ethnographic fiction of Hilda Luper and Edith Turner." University of Western Cape, 2020. http://hdl.handle.net/11394/8176.

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Magister Artium - MA
This mini-thesis makes an argument for the significance of a female-dominated hidden tradition of experimental ethnographic writing in British social anthropology. It argues that the women anthropologists who experimented with creative forms of ethnography were doubly marginalised: first as women in an androcentric male canon in British social anthropology and American cultural anthropology, and second as creative writers whose work has been consistently undervalued in sombre scholarly circles. The study proposes that Hilda Beemer Kuper (1911-1995) and Edith Turner (1921-2016) should be regarded as significant in a still unexcavated literary tradition or subgenre with Anglo-American anthropology.
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Azordegan, Jennifer M. "School-family relationships in diverse Australia: A sociological case study of the connections between a school community and parents from an Afghan refugee background." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/136522/1/Jennifer_Azordegan_Thesis.pdf.

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This theory-led case study investigated how a Queensland primary school is engaging parents from an Afghan refugee background. Employing sociologist Pierre Bourdieu's comprehensive approach to researching social fields, this research draws from interviews with school staff and parents to explore how parent engagement was approached and perceived by the participants, and how it was influenced by external forces. This study sheds light on the complexities of forging effective school-family relationships in increasingly diverse societies. Amongst the study's contributions are a 4-pillared ethical approach to cross-cultural research and a new sociological template for equitable parent engagement in culturally diverse schools.
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Kridis, Alya. "Valeurs culturelles, Styles organisationnels et comportements de citoyenneté chez les managers des multinationales implantées en Tunisie." Thesis, Paris 10, 2015. http://www.theses.fr/2015PA100007/document.

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Cette recherche a pour objectif d’examiner les effets des dynamiques interactionnelles entre systèmes de valeurs individuelles et organisationnelles sur le fonctionnement des entreprises, dans un contexte de diversité culturelle. Il s’agit d’identifier les valeurs culturelles des managers opérant dans des filiales de multinationales implantées en Tunisie et leur congruence avec les styles organisationnels. Notre intérêt porte particulièrement sur les dimensions liées à la culture et au climat organisationnels et leurs contributions dans le déploiement des comportements de citoyenneté organisationnelle.Les résultats mettent en exergue un style organisationnel intégrateur reflétant une congruence entre les valeurs des managers et les valeurs de l’organisation. L’analyse des comportements et des attitudes des managers a permis d’identifier les styles organisationnels susceptibles de favoriser des comportements de citoyenneté. L’analyse corrélationnelle montre que le climat organisationnel est un bon prédicteur des comportements de citoyenneté
This research aims to study the effects of dynamic interactional between individual and organizational values system on how firms operate in a context of cultural diversity. It comes to identify the cultural values of managers working in multinational subsidiaries operating in Tunisia and their congruence with organizational styles. Our interest is particularly on dimensions related to organizational culture and climate and their contributions in the deployment of organizational citizenship behaviors. The results highlight an organizational integrator style reflecting congruence between the values of managers and values of the organization. The analysis of the behavior and attitudes of managers identified organizational styles might encourage citizenship behavior. The correlational analysis shows that the organizational climate is a good predictor of citizenship behavior
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Berru, Gabriela. "Cross-cultural differences in electronic word-of-mouth engagement." Master's thesis, 2018. http://hdl.handle.net/10362/39056.

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Nowadays SNSs grow in importance and still cross-cultural studies about the factors that influence the engagement of electronic word-of-mouth are limited. Therefore, this study explores the influence of social relationship variables on eWOM behaviors, between Ecuador and Portugal. An online survey was conducted among 145 Ecuadorian and 47 Portuguese, Generation Y, Facebook users. The findings displayed for Portuguese users, eWOM key motivating factors for opinion seeking is bridging social capital, while for sharing information bonding social capital and tie strength. Contrarily in Ecuador bridging social capital influenced three eWOM behaviors. For both cultures, bonding social capital predicted the desire to share.
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Spray, Erika. "A cross-cultural study of dispositions towards learning." Thesis, 2018. http://hdl.handle.net/1959.13/1389330.

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Research Doctorate - Doctor of Philosophy (PhD)
Enrolments at the postgraduate coursework (PGCW) level are expanding both in terms of number and diversity, with Masters programs attracting increasing numbers of students from a widening range of backgrounds. Despite this, however, the individual differences literature largely fails to address learning at this educational level, or the issue of potential cultural variation. This study therefore profiled the epistemic, metacognitive and affective attributes of PGCW students at Australian universities, to profile the cohort’s disposition towards learning. An online survey measured attributes chosen to represent three dispositional domains: epistemic, metacognitive and affective. Results showed the PGCW cohort to be elite overall, but significant variation existed between both individuals and groups. Cluster analysis revealed three groups of participants that differed dispositionally, demographically and in terms of academic achievement. The dispositional profiles of the three clusters showed a clear two-part pattern of agentic and epistemic attributes. This was replicated in factor analysis, which identified two dispositional factors: agentic engagement and epistemic engagement. Of these, epistemic engagement best predicted achievement, with agentic engagement a necessary but insufficient condition for academic success. Cross-cultural comparison found that international students tended to hold less adaptive dispositional profiles, and achieved lower grades. This suggests that learners’ dispositions develop adaptively within a specific cultural context, and may not translate effectively to new contexts. This is the first study to describe the dispositional profile of a PGCW population, and the first to propose the two underlying dispositional dimensions of agentic and epistemic engagement. Although dispositional profiles varied significantly between learners from different cultural backgrounds, the two dimensions were cross-culturally consistent, supporting the idea of a culturally universal model of dispositional learning. The greater importance of epistemic engagement in this model suggests that epistemic attributes underpin successful metacognition at this level. Effective teaching should therefore address epistemic expectations explicitly, and this is particularly important for students from different cultural contexts.
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Books on the topic "Cross-cultural engagements"

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Bonifacio, Glenda Tibe. Feminism and Migration: Cross-Cultural Engagements. Dordrecht: Springer Netherlands, 2012.

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National Association of Student Personnel Administrators (U.S.), ed. Creating inclusive campus environments: For cross-cultural learning and student engagement. [Washington, D.C.]: NASPA, 2008.

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Indigenous Australia and the unfinished business of theology: Cross-cultural engagement. New York: Palgrave Macmillan, 2014.

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Artin, Göncü, ed. Children's engagement in the world: Sociocultural perspectives. Cambridge: Cambridge University Press, 1999.

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Understanding service-learning and community engagement: Making engaged scholarship matter. Charlotte, N.C: Information Age Pub., 2011.

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Digital media and political engagement worldwide: A comparative study. New York: Cambridge University Press, 2012.

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Politics of occupation-centred practice: Reflections on occupational engagement across cultures. Chichester, West Sussex, UK: Wiley-Blackwell, 2012.

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The engaged university: International perspectives on civic engagement. New York, NY: Routledge, 2011.

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M, Rousseau Denise, and Schalk René, eds. Psychological contracts in employment: Cross-national perspectives. Thousand Oaks, Calif: Sage Publications, 2000.

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Bonifacio, Glenda Tibe. Feminism and Migration: Cross-Cultural Engagements. Springer, 2012.

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Book chapters on the topic "Cross-cultural engagements"

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Clarke, Anne, and Ursula Frederick. "Closing the Distance: Interpreting Cross-Cultural Engagements Through Indigenous Rock Art." In Archaeology of Oceania: Australia and the Pacific Islands, 116–33. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470773475.ch6.

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Pelle, Julia. "Cross-Cultural Communication." In Engagement and Therapeutic Communication in Mental Health Nursing, 98–112. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Inc., 2014. http://dx.doi.org/10.4135/9781473922501.n7.

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Tiessen, Rebecca. "LVA4D and Cross-Cultural Engagement." In Learning and Volunteering Abroad for Development, 42–65. Abingdon, Oxon; New York, NY: Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781351709415-3.

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Parsons, Meg, Karen Fisher, and Roa Petra Crease. "‘The past is always in front of us’: Locating Historical Māori Waterscapes at the Centre of Discussions of Current and Future Freshwater Management." In Decolonising Blue Spaces in the Anthropocene, 75–119. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61071-5_3.

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AbstractThis chapter examines the historical waterscapes of Indigenous Māori iwi (tribes) and hapū (sub-tribes) in the Waipā River (Aotearoa New Zealand). We highlight some of the principles of Te Ao Māori (the Māori world) that shaped Māori understandings and engagements with their ancestral waters and lands prior to colonisation. We explore how the arrival of Europeans resulted in Māori embracing new technologies, ideas, and biota, but always situating and adapting these new imports to fit within their Indigenous ontologies and epistemologies. In contrast, British colonial officials were unwilling to embrace such cross-cultural learnings nor allow Te Ao Māori to peacefully co-existent with their own world (Te Ao Pākehā). Military invasion, war, and the confiscation of Māori land occurred, which laid the foundations for environmental injustices.
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Jack, Gavin, and Robert Westwood. "Engagement, Hybridization and Resistance." In International and Cross-Cultural Management Studies, 224–48. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230248441_9.

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Sim, Malcolm. "Integrated Discussion: Innovation via Cross-Cultural Engagement." In Teaching English for Academic Purposes (EAP) in Japan, 15–40. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8264-1_2.

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Deitz, George, Jared Oakley, Alexa K. Fox, and Jeong Eun. "Cross-Cultural Issues in Sales Behavior Research." In Let’s Get Engaged! Crossing the Threshold of Marketing’s Engagement Era, 789–93. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-11815-4_230.

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Ho, Matius. "Cross-cultural religious literacy, competencies, and skills." In The Routledge Handbook of Religious Literacy, Pluralism, and Global Engagement, 309–20. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003036555-27.

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Gagné, Marylène, and Devasheesh Bhave. "Autonomy in the Workplace: An Essential Ingredient to Employee Engagement and Well-Being in Every Culture." In Cross-Cultural Advancements in Positive Psychology, 163–87. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9667-8_8.

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Aydinli-Karakulak, Arzu, Ayben Baylar, Seray Çağla Keleş, and Radosveta Dimitrova. "Positive Affect and School Related Outcomes: Feeling Good Facilitates School Engagement Among Turkish-Bulgarian Minority Adolescents." In Cross-Cultural Advancements in Positive Psychology, 145–56. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68363-8_10.

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Conference papers on the topic "Cross-cultural engagements"

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Wolfe, Byron, and Seher Erdoǧan Ford. "How Do We Work? Metacognition in Creative and Collaborative Practices." In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.64.

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constitute best practices for initiatingand maintaining sustainable collaborations?These questions arise regularly within the context of our institution, Tyler School of Art and Architecture, which is part of TempleUniversity in Philadelphia, Pennsylvania. The school includes the departments of Architecture and Environmental Design, Art Education and Community Arts Practices, Art History, Studio Art, and Graphic and Interactive Design. It recently updated its structure and adopted a name that captures its breadth of programs to support cross-disciplinary study and reflect current understanding of creative practice and research.One of us being a professor in Studio Art with a background in Photography and the other in Architecture and EnvironmentalDesign, our collective experience and shared interests in interdisciplinary engagements motivated us to design and co-teach a new, graduate-level course focusing on collaboration and the creative process. Following preparations and planning for about a year, we taught the course titled “ Collaboration and Creativity” three times since its first iteration in the fall of 2017. Each semester varied widely in terms of the number of students enrolled, background and expectations both on the part of the students as well as us, as instructors. So far the cohort has included students from architecture, photography, ceramics, glass, painting, printmaking, sculpture and film and media programs.To facilitate research-based collaborative work, we considered place-based topics, allowing for various modes of research, which would generate connections with the local environment. Since students from diverse disciplinary backgrounds and with different skill-sets enroll in the course, we deliberately selected a neutral topic of study, a locally sourced stone, in order to encourage a shared experience of discovery. Taking its name from the creek that defines the northwestern arm of the city of Philadelphia, the Wissahickon schist stone—a metamorphic rock—is widely used in historical construction in the area and well-recognized for its distinct specks of shiny mica and multi-toned layers of gray, blue, brown, and black. We decided to work with this stone as a departure point for diverse lines of inquiry into physical, historical, cultural, and social domains.
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Azondekon, Christson. "KEY DETERMINANTS EXPLAINING DIFFERENCE IN CROSS-COUNTRY PROJECTS PERFORMANCES AMONG IMPLEMENTATION COUNTRIES IN AFRICAN CONTEXT." In 10th IPMA Research conference: Value co-creation in the project society. International Project Management Association, Serbian Project Management Association, 2022. http://dx.doi.org/10.56889/ulml4475.

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In the last two decades, there is a significant effort of research in international project management primarily focusing on success factors, but those searches are yet to focus on cross-country projects perspective and moreover to perfectly highlight the root cause of the difference appearing in cross-country' project performance across different settings. Using structural equation modeling (SEM), we shed light on the key determinants that explain the difference in cross-country project performance across countries of implementation. Four main categories of critical success factors for international development, that are the matching of the project goal and real needs of the countries (beneficiaries), the context (politic, legal, social-cultural) of implementation, the level of stakeholder engagement in each country, project managers and project teams' competencies and capabilities in Project management in each country, have been hypothesized as explaining the difference of performance in our theoretical model. However, the final model from the structural equation modeling shows that the level of stakeholder engagement in each country explains more the difference in performance observed among countries, even though the influence of the three other categories is not totally null.
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Coulentianos, Marianna J., Shanna R. Daly, and Kathleen H. Sienko. "Stakeholder Perceptions of Requirements Elicitation Interviews With and Without Prototypes in a Cross-Cultural Design Setting." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22772.

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Abstract Using prototypes during design requirements elicitation (RE) interviews with stakeholders can encourage stakeholder participation. Stakeholder engagement and the quality of the feedback provided can be influenced by the format of the RE interview, especially in a cross-cultural design setting. Although the selection of design practices is typically motivated by designer preferences and design outcomes, deliberate consideration of stakeholder preferences and perceptions may lead to a more nuanced understanding of when and how to best leverage particular design practices. This study investigated the influence of the number of prototypes (here, assistive devices for removing subdermal contraceptive implants) presented during RE interviews on Ghanaian stakeholder preferences. The findings revealed that most participants (n = 34, 94%) preferred the presence of one or more prototypes compared to no prototypes during the interviews because prototypes enabled participants to better understand the design space, provide accurate feedback, and evaluate ideas. Prototypes provided participants with a basis for answering designers’ questions. When they were not provided with a prototype, participants explained that they imagined a novel device concept or recalled a device from prior experiences. Further, participants preferred the use of three prototypes versus a single prototype because multiple prototypes enabled them to compare across designs and make choices. These findings suggest that designers seeking requirements-related input from stakeholders at the problem definition stage should consider using one or more prototypes, unless they are interested in collecting design ideas from stakeholders.
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Zhou, Jian. "Experience And Interaction - Application Of Audiovisual Synesthesia In Interactive Devices." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001939.

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Background: As material culture improves, people's need for spiritual culture becomes more and more urgent. Art exhibitions are an important way for the public to participate and absorb cultural and spiritual nutrients, and the interactive installation works in the exhibition are a favorable form of creation that can bring the audience closer to the works. However, the diversity of audiences and the varying degrees of professional inculcation have led to some audiences being turned away. This situation extent an obstacle to the dissemination and development of the arts.Aims: The interactive installation removes the distance between the audience and the artworks, enhances the interactivity and experience between the audience and the artworks, and diversifies the exhibition format and enriches the visual language.Method:Through the variety of exhibition displays, new forms of artistic expression are discussed. Specifically, the phenomenon of audiovisual association and the correlation characteristics that exist between audiovisual factors are studied, key influencing factors are extracted and applied to the creation of interactive installation artworks, opening up the way of perception for the audience to recognize the works through multiple channels.Consequence:Through the creation of the experimental works, it was found that there is a cross-correlation between the sound and the visual presentation in the interactive installation; secondly, the audience is transformed from a single spectator to a participant. Compared to static installations or sculptures, interactive installations with audio-visual associations have unparalleled advantages in terms of creative dimension and cognitive engagement with the work.Keywords: audiovisual synesthesia、 interactive artwork、 sound consciousness、experience、exhibition
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Reports on the topic "Cross-cultural engagements"

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Dodson, Giles. Advancing Local Marine Protection, Cross Cultural Collaboration and Dialogue in Northland. Unitec ePress, January 2015. http://dx.doi.org/10.34074/rsrp.12015.

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This research report summarises findings and observations arising from the Advancing marine protection through cross-cultural dialogue project, which examines community-driven, collaborative marine protection campaigns currently being pursued in Northland. This project consists of a series of case studies undertaken between 2012–2014 and draws on data obtained from archival research, semistructured interviews with campaign participants, and published documents. The aims of these case studies have been to compare different approaches taken towards marine protection in Northland and to understand the composition of effective marine protection campaigns, within the context of collaborative approaches to environmental management and the communicative processes underpinning these engagements. The report provides a number of insights into how contemporary marine protection campaigns have been developed and the place of cross-cultural (Māori – non-Māori) collaboration and communication within these processes.
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Dodson, Giles. Advancing Local Marine Protection, Cross Cultural Collaboration and Dialogue in Northland. Unitec ePress, January 2015. http://dx.doi.org/10.34074/rsrp.12015.

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This research report summarises findings and observations arising from the Advancing marine protection through cross-cultural dialogue project, which examines community-driven, collaborative marine protection campaigns currently being pursued in Northland. This project consists of a series of case studies undertaken between 2012–2014 and draws on data obtained from archival research, semistructured interviews with campaign participants, and published documents. The aims of these case studies have been to compare different approaches taken towards marine protection in Northland and to understand the composition of effective marine protection campaigns, within the context of collaborative approaches to environmental management and the communicative processes underpinning these engagements. The report provides a number of insights into how contemporary marine protection campaigns have been developed and the place of cross-cultural (Māori – non-Māori) collaboration and communication within these processes.
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Dodson, Giles. Advancing Local Marine Protection, Cross Cultural Collaboration and Dialogue in Northland. Unitec ePress, January 2015. http://dx.doi.org/10.34074/rsrp.12015.

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This research report summarises findings and observations arising from the Advancing marine protection through cross-cultural dialogue project, which examines community-driven, collaborative marine protection campaigns currently being pursued in Northland. This project consists of a series of case studies undertaken between 2012–2014 and draws on data obtained from archival research, semistructured interviews with campaign participants, and published documents. The aims of these case studies have been to compare different approaches taken towards marine protection in Northland and to understand the composition of effective marine protection campaigns, within the context of collaborative approaches to environmental management and the communicative processes underpinning these engagements. The report provides a number of insights into how contemporary marine protection campaigns have been developed and the place of cross-cultural (Māori – non-Māori) collaboration and communication within these processes.
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Cavender, RayeCarol, and Trina Gannon. Engagement in Cross-Cultural Large Lecture Classrooms: Using Top Hat Technology to Include Students in the Discussion. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1378.

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The COVID Decade: understanding the long-term societal impacts of COVID-19. The British Academy, 2021. http://dx.doi.org/10.5871/bac19stf/9780856726583.001.

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The British Academy was asked by the Government Office for Science to produce an independent review on the long-term societal impacts of COVID-19. This report outlines the evidence across a range of areas, building upon a series of expert reviews, engagement, synthesis and analysis across the research community in the Social Sciences, Humanities and the Arts (SHAPE). It is accompanied by a separate report, Shaping the COVID decade, which considers how policymakers might respond. History shows that pandemics and other crises can be catalysts to rebuild society in new ways, but that this requires vision and interconnectivity between policymakers at local, regional and national levels. With the advent of vaccines and the imminent ending of lockdowns, we might think that the impact of COVID-19 is coming to an end. This would be wrong. We are in a COVID decade: the social, economic and cultural effects of the pandemic will cast a long shadow into the future – perhaps longer than a decade – and the sooner we begin to understand, the better placed we will be to address them. There are of course many impacts which flowed from lockdowns, including not being able to see family and friends, travel or take part in leisure activities. These should ease quickly as lockdown comes to an end. But there are a set of deeper impacts on health and wellbeing, communities and cohesion, and skills, employment and the economy which will have profound effects upon the UK for many years to come. In sum, the pandemic has exacerbated existing inequalities and differences and created new ones, as well as exposing critical societal needs and strengths. These can emerge differently across places, and along different time courses, for individuals, communities, regions, nations and the UK as a whole. We organised the evidence into three areas of societal effect. As we gathered evidence in these three areas, we continually assessed it according to five cross-cutting themes – governance, inequalities, cohesion, trust and sustainability – which the reader will find reflected across the chapters. Throughout the process of collating and assessing the evidence, the dimensions of place (physical and social context, locality), scale (individual, community, regional, national) and time (past, present, future; short, medium and longer term) played a significant role in assessing the nature of the societal impacts and how they might play out, altering their long-term effects.
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