Academic literature on the topic 'Intercultural communication – Europe'
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Journal articles on the topic "Intercultural communication – Europe"
Buczak, Mikołaj. "“Interculturele competenties.” Dé competenties van de 21ste eeuw." Neerlandica Wratislaviensia 34 (December 29, 2023): 167–71. http://dx.doi.org/10.19195/0860-0716.34.11.
Full textHarum, Alexandria Cempaka, Atie Rachmiatie, and Ike Junita Triwardhani. "Cultural Adaptation of Indonesian Muslim Women Students in Europe." WACANA: Jurnal Ilmiah Ilmu Komunikasi 23, no. 1 (June 25, 2024): 67–76. http://dx.doi.org/10.32509/wacana.v23i1.3437.
Full textVerbytska, Lidiia, Iryna Babii, Tetiana Botvyn, Tetiana Konivitska, and Halyna Khlypavka. "Bridging cultures in Europe: exploring language and shared values in interactions." Multidisciplinary Science Journal 6 (May 7, 2024): 2024ss0705. http://dx.doi.org/10.31893/multiscience.2024ss0705.
Full textLalić, Ana. "Elementi della competenza comunicativa interculturale / Elements of Intercultural Communicative Competence." Journal of the Faculty of Philosophy in Sarajevo / Radovi Filozofskog fakulteta u Sarajevu, ISSN 2303-6990 on-line, no. 24 (November 10, 2021): 212–36. http://dx.doi.org/10.46352/23036990.2021.212.
Full textKozak, A., and L. Blyznyuk. "Challenges and opportunities of intercultural communication in Europe." Pedagogical sciences reality and perspectives, no. 96 (2023): 45–49. http://dx.doi.org/10.31392/npu-nc.series5.2023.96.08.
Full textChapel, William B., and S. Paul Verluyten. "Business Communication and Intercultural Communication in Europe: The State of the Art." Business Communication Quarterly 60, no. 2 (June 1997): 135–43. http://dx.doi.org/10.1177/108056999706000215.
Full textSpulber, Diana. "Life-Long Learning: intercultural education and communication Europe and beyond." Geopolitical, Social Security and Freedom Journal 4, no. 2 (December 1, 2021): 105–11. http://dx.doi.org/10.2478/gssfj-2021-0014.
Full textIsmail, Isma Rosila, Roswati Abdul Rashid, Rosmalizawati Ab Rashid, Parveen Kaur Sarjeet Singh, and Yus Sharmiza Yushriman. "Challenges and Intercultural Adaptation Among Japanese Students to Malaysian Culture: A Case Study." Jurnal Komunikasi: Malaysian Journal of Communication 38, no. 1 (March 31, 2022): 162–78. http://dx.doi.org/10.17576/jkmjc-2022-3801-09.
Full textChabanova, Olha. "European multiculturalism and the specifics of modern interethnic communications (on the example of essays by Karl-Marcus Gauss «The European Alphabet»)." Dialog: media studios, no. 27 (December 30, 2021): 212–26. http://dx.doi.org/10.18524/2308-3255.2021.27.251422.
Full textScollon, Ron. "Plagiarism and ideology: Identity in intercultural discourse." Language in Society 24, no. 1 (March 1995): 1–28. http://dx.doi.org/10.1017/s0047404500018388.
Full textDissertations / Theses on the topic "Intercultural communication – Europe"
Ljungbo, Kjell. "Language as a Leading Light to Business Cultural Insight : A Study on Expatriates' Intercultural Communication in Central and Eastern Europe." Doctoral thesis, Stockholms universitet, Företagsekonomiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-39620.
Full textBoursier, Axel. "Les exilés en communication : Le cas des auteurs de la francophonie choisie d’Europe médiane(1939 - à nos jours)." Thesis, Cergy-Pontoise, 2017. http://www.theses.fr/2017CERG0921.
Full textThe link we make between exile and communication is not a classic one. In fact, an exile is someone who leaves his country and changes his language and culture. He is also someone who tries to reach a new culture and society. By considering the literature of writers from East and Central Europe, who choose to write their books directly in French, our thesis seeks to understand the way how an exile can generate new relationships in this space.We focus on the literary discourses and the notion of the author, as Foucault spoke about them, in order to understand how an author uses the narration of his own life to configure a face-speech acceptable to his host community. By using the difference between this face in a pre-discursive manner marked by the contract between the testimony and the authors’ will to be perceived as artists, we try to focus on the way those voices show their inclusion in the French literary world. We show that the exiles’ discourses must deal with the possibility of lack of communication due to inaudibility cause by semantic mistakes.We think that the configuration of exile is a way to present oneself as a « hero of freedom. » Authors manage the opposition between singularity and the necessity to find a new community in order to communicate. Moreover, we also consider the possibility of refusing the first contract of communication and we include the concept of « non-lieu » created by Marc Augé, a concept which refers to a space with no link to the community. Confronts with this threat, we consider that an author may manage this risk by a process of reverence-inclusion. According to this process, writers give their own description of French social markers to indicate to the public that they belong to the French culture. Those descriptions allow them to give to the French audience the rule of interpretation for their own books. Finally, we examine the possibility of speaking about this literature as an assimilated one. We show that this literature is not fully integrated because of the complex social integration of those authors. This difficulty of integration forces them to redefine their position in French society. As a result of their Soviet education, authors try to show a disturbing strangeness not as a marker of an outsider, but as an indication of their social place in French society. This past is made a tool for understanding French modernity. This specificity directs us to consider those writers, particularly their views on communication, identity, Europe and cosmopolitanism.Our thesis focuses on the problem of communication and tries to increase our knowledge of intercultural relations in Europe. By focusing on a large literary corpus, our thesis endeavours to understand this complex phenomena of European exiles. Finally, our thesis integrates the problem of non-communication as a conceptual center of interrogations in order to show that if communication is not an innate capacity, it can be developed into something beyond a tool for spreading a message, namely a concept to think
Pestalardo, Maria. "War on the Media: The News Framing of the Iraqi War in the United States, Europe, and Latin America." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2205.
Full textAceti, Monica. "Devenir et rester capoeiriste en europe : transmissions interculturelles et 'mondialité' de la capoeira afro-brésilienne." Thesis, Besançon, 2011. http://www.theses.fr/2011BESA1030.
Full textThe spread of Brazilian capoeira in the world is supported by the increasing mobility of the actors of its transmission between Brazil and Europe, as well as the possibilities created by current information circulation (YouTube, Internet). The capoeira roda (circle) presents itself as a space of plural expressions of ‘encircled’ individualities. Out of consideration for a ‘tradition’ and ‘foundations’, the control of the group and the master is over the bodies that perform a dance-fight and reverse –hands against the ground and feet up to the sky –in a playful way almost to the point of becoming subversive regarding sports effectiveness. In this work of interviews analysis (N=134) and participating observation in fields from various locations in Europe and Brazil, we concentrated on understanding how the career of capoeiristas are generated in Europe. In an interactionist and deeply rooted perspective, we have noticed that Gilberto Freyre’s myth of miscegenation finds a second life ‘outside’. Behind this mask, a first typological model (the micro-firms) reveals a liberal, commercial and patriarchal organization. These structures now train the most deserving members of their rank in the ‘job’ of capoeirista and acknowledge them as teacher, contramestre and more recently as mestre. From a marginal and exotic activity – this intangible cultural product recently recognized as Brazilian Heritage – is now the subject of commercial tensions and territorial stakes. Some make a name for themselves by taking matters into their own hands through the use of the gancho (hook kick), others specialize in socio-cultural activities and a few mark the start of resistance: negaça (evasive move, also called ‘denial move’), malandragem (trickery) and diplomatic jugglery, such are the tools that those ‘dissident’ capoeiristas (second typology) acquired during their socialization with a hint of neo-patrimony. Others still meet around self-organized and participating exchange rodas, by creating locally their terreiros (places) of capoeira. We are witnessing a deterritorialisation process of Brazilian heritage which as the same time produces forms of intercultural relations of ‘mondialité’ referring to Édouard Glissant. Thus, this study shows that the globalization of capoeira can neither lead to a mac’homogenization, nor to its decharacterization, but to the multiple meanings of ways of being and acting of women and men capoeiristas according to three typological models: the patriarchal micro-firms, the néopatrimonial dissidents and the participatory exchange networks
A difusão da capoeira brasileira no mundo é levada pela mobilidade crescente dos actores da sua transmissão entre o Brasil e a Europa, assim como pelas possibilidades de circulação de informação actuais (YouTube, Internet). A roda de capoeira apresenta-se como um espaço de expressões plurais de individualidades «cercadas». O controlo do grupo e do mestre, relativamente a uma «tradição» e «fundamentos» que se exercem sobre os corpos numa performance de uma dança-luta, invertendo-se – mãos contra o solo e pés para o céu – de maneira talvez lúdica para tornar-se subversiva face à eficácia desportiva. Neste trabalho por análise de entrevistas (N=134) e observação participante em terrenos multi-situados na Europa e no Brasil, nós nos aplicámos a compreender como as carreiras dos capoeirístas se fabricam na Europa. Numa perspectiva interaccionista e enraizada, nós reparámos que o mito da mestiçagem de G. Freyre encontra uma segunda vida no “exterior”. Atrás desta máscara, um primeiro modelo tipológico (as micro-firmas) revelam uma organização mercantil liberal e patriarcal. Estas estruturas formam de agora em diante os membros de maior mérito ao «ofício» de capoeirísta e é-lhes reconhecido o título de professor(a), contramestre(a) e recentemente de mestre. De uma actividade marginal e exótica - este bem cultural e imaterial reconhecido recentemente com o título de património brasileiro – é doravante o teatro de tenções de mercado e de concorrências territoriais. Alguns ganham o seu espaço, ajustando contas a força de «gancho» (golpe revirado), outros especializando-se em animações culturais e alguns entram em resistência : negaça (posição de esquiva dita de recusa), malandragem e malabarismo diplomático, tais são as ferramentas que estes capoeristas “dissidente” (segunda tipologia) adquiriram no decorrer da sua socialização com sotaque neo-patrimonial. Outros ainda, reúnem-se por ocasião de rodas de trocas auto-organizadas e participativas, criando localmente os seus terreiros de capoeira. Nós assistimos a um processo de desterritorialização do património brasileiro que paralelamente mostra formas de relações interculturais de “mondialité” em referência a E. Glissant. Assim, este estudo revela que a mundialização da capoeira não conduz nem a uma mac’homogeneização, nem à sua descaracterização, mas à pluralidade de maneiras de ser e de agir de mulheres e de homens capoeiristas segundo três modelos tipológicos: as micro-firmas patriarcais, os dissidentes neo-patrimoniais e as redes de trocas participativas
Hiller, Gundula Gwenn. "Intercultural Communication between Germans and Poles at the European University Viadrina." Department für Fremdsprachliche Wirtschaftskommunikation, WU Vienna University of Economics and Business, 2008. http://epub.wu.ac.at/1374/1/document.pdf.
Full textSeries: WU Online Papers in International Business Communication / Series One: Intercultural Communication and Language Learning
Chentsova-Dutton, Julia Evgenievna. "Physiological, behavioral, and self-reported components of relived emotions and their coherence in Hmong American and European American college students /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.
Full textZiberi, Linda. "The Rhetorical Uses of Multiculturalism: An Ideographic Analysis of the European Union and Macedonian Discourses in the Dialogue for EU Accession." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332361922.
Full textAlmeida, Joana Filipa Cardoso Lopes de. "European student mobility and intercultural learning at a portuguese university." Doctoral thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/15691.
Full textThe purpose of this study is to understand, impact and evaluate the development of intercultural communicative competencies among European credit-seeking exchange students and other sojourners through purposeful intercultural pedagogy. This pedagogy encompasses intentional intercultural- educational approaches which aim to support and enhance sojourners’ intercultural learning throughout the study abroad cycle (pre-departure, in-country and reentry phases). To test and validate these pedagogies a 20-hour intervention was designed and implemented among two cohorts of 31 sojourners during the in-country phase of their sojourn in Portugal. The process to develop and validate the intercultural intervention was driven by a mixed-methods methodology which combined quantitative and qualitative data to triangulate, complement and expand research results from a pragmatic stance. The mixed methods research design adopted is multi-phased and encompasses a multi-case study and an evaluative component. The multi-case component is embodied by sojourner cohorts: (1) the primary case study involves 19 incoming students at the University of Aveiro (Portugal) as participants in the European exchange program Campus Europae; (2) the second case study comprises three incoming Erasmus students and nine highly skilled immigrants at the same university. All 31 sojourners attended two intermediate Portuguese as Foreign Language classrooms where the intervention was employed. Data collection was extensive and involved collecting, analyzing and mixing quantitative and qualitative strands across four research phases. These phases refer to the: (1) development, (2) implementation and (3) evaluation of the intervention, as well as to (4) a stakeholder analysis of the external value of the intervention and of the Campus Europae program. Data collection instruments included pre and posttest questionnaires and semi-structured interviews. Results confirm the intercultural effectiveness of the intervention and the positive impact upon research participants’ intercultural gains. This impact was, however, greater in case study 2. Among explanatory variables, three stand out: (1) participant meaning-making abilities, (2) host language proficiency and related variables, and (3) type of sojourn or exchange programs. Implications for further research highlight the need to systematize purposeful intercultural pedagogy in sojourner populations in general, and in European credit student mobility in particular. In the latter case, these pedagogies should be part of the design and delivery of credit-bearing exchange programs in pre- departure, in-country and re-entry phases. Implications for practice point to the urge to improve intercultural practices in: macro (higher education institutions), mezzo (exchange programs) and micro (sojourner language classrooms) contexts where this research took place, and wider social scenarios they represent.
O propósito deste estudo é compreender, intervir e avaliar o desenvolvimento de competências de comunicação intercultural de estudantes de intercâmbio europeus com vista à aquisição de créditos e de outros sujeitos em contexto de imersão, através de uma pedagogia intercultural propositiva. Este tipo de pedagogia representa abordagens pedagógico-interculturais que visam auxiliar e otimizar a aprendizagem intercultural destes sujeitos durante o ciclo de intercâmbio (fase prévia à partida, durante o intercâmbio e na reentrada). De forma a testar e validar estas pedagogias, uma intervenção com a duração de 20 horas foi desenhada e implementada em dois coortes de 31 sujeitos durante sua imersão em Portugal. O processo de desenvolvimento e validação da intervenção intercultural foi guiado por uma metodologia mista que combina dados quantitativos e qualitativos para triangular, complementar e expandir os resultados investigativos a partir de uma instância pragmática. O desenho de investigação misto adotado é multifaseado e integra uma componente de estudo de caso-múltiplo e de avaliação. A componente de estudo de caso-múltiplo é corporizada pelos dois coortes de sujeitos em imersão: (1) o principal estudo de caso integra 19 estudantes recebidos pela Universidade de Aveiro (Portugal) enquanto participantes no programa de intercâmbio Europeu Campus Europae; (2) o segundo estudo de caso integra três estudantes Erasmus e nove imigrantes altamente qualificados recebidos pela mesma universidade. Todos os 31 sujeitos frequentaram duas salas aulas de Português Língua Estrangeira, onde a intervenção foi implementada. A recolha de dados foi extensiva e compreendeu a recolha, análise e integração de dados quantitativos e qualitativos ao longo de quatro fases de investigação. Estas fases referem-se ao: (1) desenvolvimento, (2) implementação e (3) avaliação, bem como a (4) uma análise das perceções de stakeholders com o intuito de compreender o valor externo da intervenção e do programa Campus Europae. Os instrumentos de recolha de dados incluíram inquéritos por questionário antes e após a intervenção e entrevistas semi- estruturadas. Os resultados confirmam a eficácia intercultural da intervenção e um impacto positivo nos ganhos interculturais dos participantes. Este impacto foi, no entanto, maior no estudo de caso 2. Entre as variáveis explanatórias, três destacam-se: (1) as capacidades de construção-de-significado dos participantes, (2) a proficiência na língua de acolhimento e varáveis associadas e (3) o tipo de imersão e programas de intercâmbio. Implicações para investigações futuras salientam a necessidade de sistematizar uma pedagogia intercultural propositiva em poluções em imersão, no geral, e na mobilidade europeia estudantil de crédito, em particular. No último caso, estas pedagogias deverão ser parte do desenho e implementação de programas de intercâmbio de crédito na fase prévia à partida, durante o intercâmbio e na reentrada. As implicações de teor prático salientam a premência de melhorar as práticas interculturais nos contextos macro (instituições de ensino superior), meso (programas de mobilidade) e micro (aulas de língua para sujeitos em imersão) onde esta investigação decorreu, bem nos cenários sociais alargados que estes contextos representam.
Gates, Denise. "Exploring the superior-subordinate relationships of Caucasian American, African American, and Latino/A or Hispanic American women and men from the perspective of co-cultural theory /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137701.
Full textNastase, Monica. "A Media Analysis of Racism and Ethnocentrism Issues Framed in US and European Mass Media within the Setting of the 2006 FIFA World Cup Competition." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2083.
Full textBooks on the topic "Intercultural communication – Europe"
1974-, Dervin Fred, and Suomela-Salmi Eija, eds. Intercultural communication and education: Finnish perspectives. Bern: P. Lang, 2006.
Find full textHeinderyckx, Francois. L' Europe des médias. Bruxelles: Éd. de l'Université de Bruxelles, 1998.
Find full textS, Gundara Jagdish, and Jacobs Sidney 1942-, eds. Intercultural Europe: Diversity and social policy. Aldershot: Ashgate, 2000.
Find full textTerry, Garrison, and Rees David 1952-, eds. Managing people across Europe. Oxford: Butterworth-Heinnemann, 1994.
Find full textRoslund, Mats. Guests in the house: Cultural transmission between Slavs and Scandinavians 900 to 1300 A.D. Leiden, NL: Brill, 2007.
Find full textHeinderyckx, François. L' Europe des médias / François Heinderyckx ; préface de Gabriel Thoveron. Bruxelles: Editions de l'Université libre de Bruxelles, Institut de sociologie, 1998.
Find full textKoll-Stobbe, Amei. Zwischen den Sprachen, zwischen den Kulturen: Transfer- und Interferenzprozesse in europäischen Sprachen. Frankfurt am Main: Peter Lang, 2009.
Find full textInstitute, European, ed. Multilingualism in Europe and the US: A communications challenge for transatlantic relations and global business : conclusions from an international round table seminar. Washington, DC, USA: The Institute, 1993.
Find full textStiftung, Robert Bosch, European Cultural Foundation, and International Society for Intercultural Education, Training, and Research., eds. The Role of intercultural mediators in Europe: Results of the SIETAR-Roundtable in Amsterdam, 16 May 1986 = Le Rôle des médiateurs interculturels en Europe : résultats de la table ronde au congrès SIETAR à Amsterdam, 16 mai 1986. Stuttgart: R. Bosch, 1987.
Find full textMudimbe-boyi, M. Elisabeth. Essais sur les cultures en contact: Afrique, Amériques, Europe. Paris: Karthala, 2006.
Find full textBook chapters on the topic "Intercultural communication – Europe"
Wang, Xiaojing. "Hopeful Disappointment: Cultural Morphology and the Relation Between China and Europe." In Intercultural Communication with China, 9–39. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4014-6_2.
Full textLähdesmäki, Tuuli, and Aino-Kaisa Koistinen. "Explorations of Linkages Between Intercultural Dialogue, Art, and Empathy." In Dialogue for Intercultural Understanding, 45–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_4.
Full textChikudate, Nobuyuki. "Limitations and Potentials of Intercultural Communication in Unethical Business Conventions: A Theoretical Scrutiny of Intercultural Communication, Business Ethics, Habermasian Discourse Ethics and Foucaultian Aesthetics." In Asia and Europe in the New Global System, 262–82. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230503069_14.
Full textRapanta, Chrysi, and Susana Trovão. "Intercultural Education for the Twenty-First Century: A Comparative Review of Research." In Dialogue for Intercultural Understanding, 9–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_2.
Full textMolino, Alessandra, Slobodanka Dimova, Joyce Kling, and Sanne Larsen. "Intercultural communication and identity in English-medium instruction." In The Evolution of EMI Research in European Higher Education, 177–96. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003150923-8.
Full textZapata-Barrero, Ricard, and Zenia Hellgren. "Intercultural Citizenship in the Making: Public Space and Belonging in Discriminatory Environments." In IMISCOE Research Series, 111–28. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25726-1_7.
Full text"Interpersonal Communication, History, and Intercultural Coherence: Timothy Stephen." In Communication in Eastern Europe, 14–34. Routledge, 2012. http://dx.doi.org/10.4324/9780203053003-6.
Full text"On the Communication of Sacred Texts: Intercultural Comparison or Intercultural Encounter." In Interreligious Hermeneutics in Pluralistic Europe, 379–96. Brill | Rodopi, 2011. http://dx.doi.org/10.1163/9789401200370_020.
Full textIfe, Anne. "Language and Othering in Contemporary Europe." In The Cambridge Handbook of Intercultural Communication, 396–411. Cambridge University Press, 2020. http://dx.doi.org/10.1017/9781108555067.029.
Full text"Intercultural communication between North-Africa and Southwestern Europe." In Paradise Lost, 240–58. BRILL, 1997. http://dx.doi.org/10.1163/9789004491472_014.
Full textConference papers on the topic "Intercultural communication – Europe"
Zoltan, Kato, and Doru alexandru Plesea. "E-LEARNING, INTERCULTURAL DIMENSION AND DIFFERENCES." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-089.
Full textCondruzbacescu, Monica. "E-TWINNING - THE COMMUNITY FOR SCHOOLS IN EUROPE." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-139.
Full textKennedy-Karpat, Colleen. "Adaptation studies in Europe." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.02015k.
Full textKennedy-Karpat, Colleen. "Adaptation studies in Europe." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.02015k.
Full textMarinescu, Roxana. "USING NEW MEDIA AND TECHNOLOGIES IN FOREIGN LANGUAGE EDUCATION FOR PLURILINGUAL COMMUNICATION AND DEMOCRATIC CITIZENSHIP." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-267.
Full textBolgari, Natalia. "Defining intercultural communicative competence from international perspective." In International Scientific Conference “30 Years of Economic Reforms in the Republic of Moldova: Economic Progress via Innovation and Competitiveness”. Academy of Economic Studies of Moldova, 2022. http://dx.doi.org/10.53486/9789975155649.15.
Full textSAVA, Anastasia. "L’approche interculturelle dans l’enseignement d’une langue étrangère en contexte heuristique." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v3.25-03-2022.p165-170.
Full textColibaba, Anca cristina, Irina Gheorghiu, Stefan Colibaba, Carmen Antonita, Irina Croitoru, and Ovidiu Ursa. "INNOVATIVE STRANDS IN THE ZOE PROJECT." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-120.
Full textHerlo, Dorin. "ELEARNING IN INTERCULTURAL LEARNING." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-160.
Full textMušura, Gordana. "THE IMPORTANCE OF ACQUIRING INTERCULTURAL COMMUNICATIVE COMPETENCE FOR PRESENT AND FUTURE TOURIST PROFESSIONALS IN MONTENEGRO." In Fourth International Scientific Conference ITEMA Recent Advances in Information Technology, Tourism, Economics, Management and Agriculture. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/itema.2020.69.
Full textReports on the topic "Intercultural communication – Europe"
Гарлицька, Тетяна Сергіївна. Формування міжкультурної компетентності як одна з умов запровадження європейських стандартів мовної освіти. Wschodnioeuropejski Institut Psychologii, 2022. http://dx.doi.org/10.31812/123456789/7064.
Full textChan, Gregory. Contrasting Cultural Orientations among the Indian, Chinese, and Euro-American Peoples and Some Effects on Intercultural Communication. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2268.
Full textThunø, Mette, and Jan Ifversen. Global Leadership Teams and Cultural Diversity: Exploring how perceptions of culture influence the dynamics of global teams. Aarhus University, October 2018. http://dx.doi.org/10.7146/aul.273.
Full text