Relevant bibliographies by topics / Personal Cross-cultural studies

Academic literature on the topic 'Personal Cross-cultural studies'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Personal Cross-cultural studies"

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Welsh, Dianne H. B. "Cross‐cultural Management: A Personal View." Cross Cultural Management: An International Journal 1, no. 2 (February 1994): 10. http://dx.doi.org/10.1108/eb010150.

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Karaban, Roslyn A. "Cross-cultural counseling: Is it possible? Some personal reflections." Pastoral Psychology 38, no. 4 (1990): 219–24. http://dx.doi.org/10.1007/bf01033162.

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Duvall, Nancy S. "Missions and Mental Health: A Personal Safari." Journal of Psychology and Theology 21, no. 1 (March 1993): 54–65. http://dx.doi.org/10.1177/009164719302100107.

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This is a description of one psychologist's involvement in missions and mental health with explicit sharing of impressions from a 3-month cross cultural experience in Kenya in the spring of 1992. It covers some aspects of the developing dialogue regarding mental health issues for MKs and for missionaries, and it provides an example of one professional's expanding awareness of cross-cultural issues. It is a personal statement and journey but raises the possibilities for a variety of opportunities for this kind of very practical integration of faith and learning.
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Fish, Alan, and Ramudu Bhanugopan. "Personal wellbeing and intra‐cultural interaction interventions for cross‐border adjustment." Cross Cultural Management: An International Journal 15, no. 3 (July 30, 2008): 244–63. http://dx.doi.org/10.1108/13527600810892530.

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Huang, Songshan (Sam), and Ganghua Chen. "Perceived Personal Development Benefits from Backpacking: A Cross-Cultural Comparison." Tourism Culture & Communication 18, no. 4 (October 1, 2018): 275–86. http://dx.doi.org/10.3727/109830418x15369281878413.

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Sicorello, Maurizio, Jasmina Stevanov, Hiroshi Ashida, and Heiko Hecht. "Effect of Gaze on Personal Space: A Japanese–German Cross-Cultural Study." Journal of Cross-Cultural Psychology 50, no. 1 (September 7, 2018): 8–21. http://dx.doi.org/10.1177/0022022118798513.

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In East Asian cultures, people maintain larger interpersonal distances than in European or American cultures. We investigated whether a preference for averted gaze might be responsible for this difference. Typically, when measuring interpersonal distance, participants are asked to maintain eye contact. This request might bias findings due to cultural differences in the interpretation of direct gaze. We had Japanese and German participants adjust preferred interpersonal distance in a standardized laboratory task, using averaged faces with straight-ahead or averted gaze direction. In line with previous findings, Japanese participants preferred overall larger interpersonal distances, and female–female dyads preferred the smallest distances. In contrast, there was no pervasive effect of gaze on interpersonal distance, as confirmed with Bayesian statistics. Thus, differences in the reactions to mutual gaze cannot explain the cultural preferences for interpersonal distance.
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Edwards, Keith J., Carley H. Dodd, Katherine H. Rosenbusch, and Leonard J. Cerny. "Measuring Expatriate Cross-Cultural Stress: A Reanalysis of the CernySmith Assessment." Journal of Psychology and Theology 44, no. 4 (December 2016): 268–80. http://dx.doi.org/10.1177/009164711604400402.

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This study reports a statistical modification of a psychometric expatriate adjustment survey (e.g., the CernySmith Assessment or CSA) applied to expatriate missionary and humanitarian workers and their families. Earlier CSA survey items assisted in a need for rapid response clinical assessment originating from clinical observations, literature with a factor analysis resulting in 20 subscales and 5 qualitative content domains (Organizational, Cultural, Relational, Behavioral, and Personal). However, the assessment required more robust scale and factor analysis development to assure replicability. The present study analyzed 1,133 respondents working in 130 host countries. After various factor analytical iterations, a final CSA psychometric scale of 5 factors and 15 subscales (and a final 3 factor solution) emerged that compares with other known expatriate employee and spousal adjustment scales (Bhaskar-Shrinivas, Harrison, Shaffer, & Luk, 2005; Black, Mendenhall, & Oddou, 1991; Brown, 2008). This improved adjustment assessment answers Hippler, Caligiuri, and Johnson's (2014) call for robust expatriate adjustment assessments. The CSA moves adjustment measurement forward with new domains of resilience (Well-Being, Past Stresses, and Focus) and personal foundation (Spirituality, Health, and Habits). In light of 20–40% rate of preventable missionary attrition, the CSA should contribute to research, practice, and organizational support.
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Li, Chenchen, Dongmei Li, Chi-Yue Chiu, and Siqing Peng. "Strong Brand From Consumers’ Perspective: A Cross-Cultural Study." Journal of Cross-Cultural Psychology 50, no. 1 (September 15, 2018): 116–29. http://dx.doi.org/10.1177/0022022118799456.

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The present research investigates cross-cultural differences in the characteristics associated with brand strength evaluation and the mechanism underlying these cultural differences. Using data from the United States and China, we found that American consumers judge brands with personal characteristics to be stronger than those with relational characteristics, while Chinese consumers show a reversed pattern. Furthermore, cultural differences in brand strength evaluation were salient only when consumers rated brands that were connected with their self-concepts, suggesting that cultural differences in brand strength evaluation ensue from consumers’ internalized preferences. Our findings have theoretical and practical implications for branding management and understanding the mechanism through which culture influences individual behaviors.
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Gordon, Andrew, Luwen Huangfu, Kenji Sagae, Wenji Mao, and Wen Chen. "Identifying Personal Narratives in Chinese Weblog Posts." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 9, no. 4 (June 30, 2021): 23–29. http://dx.doi.org/10.1609/aiide.v9i4.12618.

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Automated text classification technologies have enabled researchers to amass enormous collections of personal narratives posted to English-language weblogs. In this paper, we explore analogous approaches to identify personal narratives in Chinese weblog posts as a precursor to the future empirical studies of cross-cultural differences in narrative structure. We describe the collection of over half a million posts from a popular Chinese weblog hosting service, and the manual annotation of story and nonstory content in sampled posts. Using supervised machine learning methods, we developed an automated text classifier for personal narratives in Chinese posts, achieving classification accuracy comparable to previous work in English. Using this classifier, we automatically identify over sixty-four thousand personal narratives for use in future cross-cultural analyses and Chinese-language applications of narrative corpora.
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Jiricka-Pürrer, Alexandra, Valeria Tadini, Boris Salak, Karolina Taczanowska, Andrzej Tucki, and Giulio Senes. "Do Protected Areas Contribute to Health and Well-Being? A Cross-Cultural Comparison." International Journal of Environmental Research and Public Health 16, no. 7 (April 1, 2019): 1172. http://dx.doi.org/10.3390/ijerph16071172.

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Due to their valuable landscape and natural characteristics, protected areas (PAs) distinguish themselves from other green spaces. Studies that survey individuals on the perceived capacity of PAs to provide health benefits are very limited. However, the importance of PAs for societal health could emphasize the necessity to preserve them. In addition, studies of cross-country comparisons of nature-based activities show strong cultural differences with regard to the importance of wild nature and landscape preferences. Cross-country comparisons of the perception of PAs as a resource for personal well-being and health are lacking. An extensive survey with face-to-face questionnaires was conducted in PAs in Poland, Austria, and Italy with an overall sample size of 1390 people. It examined both emotional and physical personal well-being in the context of a stay in a PA. In general, the results showed that between the three countries, different perceptions of the capacity of PAs to contribute to personal health and well-being exist. Both diverse emotional and physical benefits were associated with a stay in a PA. Moreover, respondents from the three countries assessed the perceived capacity of a PA to reduce negative physical symptoms, such as muscular pain or tension, and negative emotional symptoms, such as depression or stress.
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Dissertations / Theses on the topic "Personal Cross-cultural studies"

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Leung, Wing-kwan, and 梁永坤. "Gender representation in personal ads in Hong Kong and the U.S.: a linguistic investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B42128572.

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Enderstein, Lars Gustaf. "The frequency of alternate conceptions in some areas of mechanics amongst South African school pupils : a longitudinal and cross-cultural study." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/15989.

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Bibliography: p. 675-681.
This study, the first of its kind in Southern Africa, was undertaken in order to determine and compare the incidence of various alternate conceptions in some areas in mechanics amongst pupils from standards 4 through to 9, i.e. from ages ca. 11 to 17, in selected schools in the Western Cape and Transkei, South Africa. After a careful study of the relevant literature a questionnaire was designed for the purpose of identifying the frequency of various alternate conceptions in the selected areas in mechanics. This questionnaire was administered to 2326 pupils under carefully controlled conditions during August and September 1987. In analysing the data the frequency of particular alternate conceptions in the following groups of pupils were compared: (i) by school standard (ii) by geographical area (iii) by language group (iv) by gender (v) by urban and rural regions in the Cape (vi) by subject choice i.e. science pupils and non-science pupils An analysis of the data shows that in most of the areas in the field investigated remarkably small differences exist in the frequency with which different alternate conceptions are held by different groups of pupils. In most cases differences could be related to the pupils' school standard. However, in the fields of circular motion, projectile motion and static equilibrium, clear differences were found to exist between boys and girls as well as between pupils in schools in the Western Cape and Transkei. Furthermore, in most cases examined the accepted scientific conception was the least popular, particularly in the field of force and motion where conceptions linking force and motion were overwhelmingly selected by pupils in all of the groups. However, an exception was the standard 9 science pupils, i.e. 16- 17 year olds following the science course in high school, who in some cases favour the accepted scientific conceptions by a small majority. The implications of the findings of the study for classroom teaching are discussed.
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Kupka, Bernd, and n/a. "Creation of an instrument to assess intercultural communication competence for strategic international human resource management." University of Otago. Department of Management, 2008. http://adt.otago.ac.nz./public/adt-NZDU20080312.134104.

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The first research objective of this dissertation is to extend existing conceptualizations of intercultural communication competence to create a new theoretically grounded construct, the Rainbow Model of Intercultural Communication Competence. The second research objective of this dissertation is to utilize this foundation and assemble a new instrument, the 127-item Intercultural Communication Competence Inventory (ICCI). The ICCI consists of sub-scales to measure foreign language competence, non-verbal communication competence, perceptions of cultural distance, intercultural self-awareness, intercultural communication knowledge, intercultural communication skills, intercultural communication motivation, intercultural communication appropriateness, intercultural communication effectiveness, intercultural contextual relationships, and intercultural affinity. This tool is designed assist strategic international human resource management practitioners to find, select, and/or train the best possible candidates for international assignments in an efficient manner. To accomplish these goals, a quantitative research design has been adopted. In a pilot study and three subsequent studies data was collected between 2005 and 2006 when the ICCI was administered to students in 19 courses with clear intercultural education elements at eleven universities in four countries (New Zealand, Germany, United Arab Emirates, USA) to build four samples of students: self tests (N = 1014) and retests (N = 587), peer tests (N = 613) and retests (N = 529). The ICCI was used as a paper-pencil and an online questionnaire. Using this method is appropriate as it provides intercultural communication trainers with quantifiable results to differentiate candidates and to measure training effectiveness. This dissertation has produced several research findings. Each of the ICCI sub-scales is psychometrically scrutinized and results described in detail. In exploratory factor analyses most scales have supported their theoretical framework as described in the Rainbow Model of ICC. Most sub-scales show independence from a variety of biases, and demonstrate sensitivity to competence changes over time and differences between evaluators. Various hypothesized links between the scales could be verified. The entire ICCI demonstrated that, despite currently still insufficient sample sizes, its conceptual roots, the Rainbow Model of Intercultural Communication Competence, is recognizable in self and peer tests and retests. The implications of the findings of this dissertation are threefold: First, the Rainbow Model of Intercultural Communication Competence has received preliminary confirmation. Second, the ICCI has initially shown a tendency to be a practical and reliable tool for recruiting, selecting of, and conducting training needs assessments that facilitate intercultural communication training effectiveness evaluations for suitable candidates for international assignments. Third, ICCI sub-scales have demonstrated the potential to enhance selection and training efforts in a speedy and specific way to support resource-cognizant intercultural training. The reader, however, is cautioned that a variety of limitations of this study need to be acknowledged. Finally, numerous areas of future research are identified.
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Long, Janel Elaine Lehman. "Facilitating Positive Relationships between Patients and Foreign Born Providers in South Central Pennsylvania." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849700/.

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Foreign-born providers make up over a quarter of the physician workforce nationally. Patients in south central Pennsylvania are primarily white with limited interaction with foreigners which can produce barriers to communication and trust. This study proposes practical steps for building positive relationships between patients and their foreign-born providers. Ethnographic methods were used to interview and survey patients and providers about the relationships between foreign-born providers and patients, primarily in the Summit Health system. The results of the study provide a framework of how trust is built between patients and providers in general, suggest additional actions for foreign-born providers, and propose ways patients can do their part to achieve a positive relationship with their provider. While much of the literature on cultural competence is in the context of patients who are from minority ethnicities, this study adds to the body of research by also considering the providers as part of minority groups.
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Van, Esch Emmy. "Expatriate knowledge sharing: a three dimensional typology and the importance of perceived deep-level similarity /Van Esch Emmy." HKBU Institutional Repository, 2016. https://repository.hkbu.edu.hk/etd_oa/374.

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As organizations strengthen their presence overseas, the number of expatriates is increasing rapidly (Armstrong, & Li, in press; Brookfield Global Relocation Services, 2015). Expatriates are often used by multinational corporations (MNCs) for knowledge sharing (Fang, Jiang, Makino, & Beamish, 2010; Hocking, Brown, & Harzing, 2004). Knowledge sharing refers to a relational act based on a sender-receiver relationship which involves sending one's knowledge to another as well as receiving another's knowledge (Foss, Minbaeva, Pedersen, & Reinholt, 2009). Effective knowledge sharing is key for MNCs in order to create and sustain competitive advantage (Jensen & Szulanski, 2004; Schwaer, Biemann, & Voelpel, 2012; Wang & Noe, 2010). Given its relevance, organizations invest significant amounts of resources in the development of knowledge-management systems and provide employees with incentives to encourage knowledge sharing (Cabrera, Collins, & Salgado, 2006). MNCs however often face difficulties in encouraging employees to share their knowledge (Cabrera & Cabrera, 2002, 2005) and growing evidence suggests that in international contexts employees are even more reluctant to share their knowledge due to cultural, nationality, ethnicity and linguistic barriers (Gilson, Lim, Luciano, & Choi, 2013; Mäkelä, Andersson, & Seppälä, 2012). It is therefore critical to identify how to enhance knowledge sharing between expatriates and host country national (HCN) colleagues despite the cultural, linguistic, nationality, and ethnicity barriers they may experience when working together (Peltokorpi & Clausen, 2011). The first aim of this dissertation was therefore to identify how to enhance knowledge sharing between expatriates and HCNs. Survey data was collected from 84 expatriate-HCN dyads working in 31 different host countries in all parts of the world. Drawing upon the supplementary person-person (P-P) fit literature, a specific type of person-environment (P-E) fit, it was demonstrated that when expatriates perceive high similarity between themselves and their HCN colleague in terms of deep-level characteristics such as values, personality, goals, and abilities (i.e. high P-P fit) they are more likely to engage in information elaboration which in turn facilitates knowledge sharing. Interpersonal citizenship behaviour was identified as a moderator which increased information elaboration and knowledge sharing even when expatriates perceived low deep-level similarity between themselves and their HCN colleague (i.e. low P-P fit). Furthermore, we do not know what types of knowledge expatriates share with their HCN colleagues (Armstrong & Li, in press) despite the fact that knowledge is often considered as an organization's most important resource (Zander & Kogut, 1995). The second aim of this dissertation was therefore to systematically examine what types of knowledge expatriates share with their HCN colleagues. Survey data was collected from 197 expatriates working in 52 different host countries in all parts of the world. By means of a qualitative content analysis of written descriptions regarding the types of knowledge shared, a three dimensional typology of expatriate knowledge sharing was constructed which identifies the full range of knowledge types shared by expatriates. Three types of knowledge were identified: regulative knowledge, normative knowledge, and cultural-cognitive knowledge, each consisting of several subtypes. The theoretical and practical implications of these findings are discussed.
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Kaelber, Kara Young. "Empathy and Self-Construals: An Exploratory Study of Eastern and Western Master’s-Level Counseling Students." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1223092210.

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Vick, Linda. "Cross-cultural Training of Chinese Managers and Workers by U.S. Companies: A Comparative Cultural Analysis of the Problems Reported by U.S. Trainers." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4632.

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As Western business increases in China and China acquires more technology from the West, the need to effectively train the Chinese workforce becomes more important. Identifying and understanding the perceived problems that Western corporate trainers encounter when they train Chinese may lead to more effective and efficient training programs. This study examines the experiences of trainers, working for American companies, who have designed and implemented training programs for Chinese from the People's Republic of China. The purpose of the study is to identify perceived problems the trainers encounter and to determine whether differences between Chinese and American cultures may account for these problems. Hofstede's Value Dimensions of Cultural Difference and Hall's Low-High Context Communication Schema are used to analyze the dimensions of cultural difference operating between the trainers and students of these training programs. Hofstede's and Hall's rating of U. S. culture as an individualist, moderately low power-distance, moderately weak uncertainty-avoidance, low context culture contrasts with the collectivist, moderately high power-distance, moderately strong uncertainty-avoidance, high context Chinese culture. Hofstede suggests that when a trainer from a culture with the American configuration trains students from a culture with a Chinese configuration several problems are likely to occur. Specific examples are included in the text. In-depth interviews, lasting between two and three hours, were conducted with nine trainers working for eight American companies. The data were analyzed using an ongoing constant comparative method which produced evolving problem categories and themes. In the final analysis of the data, three major problem categories, each with several subcategories, emerged. The major problem category, Power and Authority includes problems dealing with, Bureaucratic Maze, Decision-making, Getting Things Done, Communication, and the Chinese system of Connections. The second major problem category, Training and Learning Problems describes problems pertaining to Language, Training and Learning Processes, Problem-solving, Technical Sophistication, and Selection of Trainees. The third major problem category, Work Attitudes and Behavior addresses problems relating to Motivation, Responsibility, and Work Habits. Using Hofstede's Dimensions of Cultural Differences and Hall's Low-High Context Communication Schema, a sample of the most salient problems are analyzed for cultural differences between Chinese and American culture. Hofstede's and Hall's theories identify various dimensions of cultural differences between China and the U.S. which potentially lead to problems in a training context. The research revealed several perceived problems common to trainers of Western companies in training Chinese from the People's Republic. This study concludes that many of these problems can be explained in terms of the cultural differences identified by Hofstede and Hall. Finally, recommendations are made concerning both design and implementation of more effective training for Chinese. Possibilities for future study are suggested.
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Crist, Angela R. "South African Ubuntu Theory in Cross Cultural Community Development Practice: An Autoethnographic Exploration." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1244121998.

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Lee, Jee Hyang. "A cross-cultural study of Hwa-Byung with middle-aged women between native Koreans in South Korea and Korean immigrants in the United States." Thesis, The University of Iowa, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3638398.

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Hwa-Byung, known as an anger illness, was conceptualized in Korean culture and listed in the glossary under Culture-Bound Syndromes in the Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV; American Psychiatric Association, 1994). Hwa-Byung develops when the emotions of anger have been suppressed for a long period of time and it becomes difficult to control those feelings. Common complaints of Hwa-Byung have two dimensions, psychological and physical symptoms. The prevalence of Hwa-Byung exhibits gender differences in that the majority of individuals who experience Hwa-Byung are women between the ages of 40 and 60. However, as the number of Korean immigrants in the United States continues to increase and their issues draw attention from researchers, the topic of Hwa-Byung receives little. Because Korean immigrants in the United States share a cultural background with their origin of ethnicity, and at the same time, may also assimilate the American culture during the acculturation process, this study will address the cultural differences in Hwa-Byung between native Koreans who live in South Korea and Korean immigrants in the United States. Accordingly, the purpose of this study was to examine the differences and similarities of Hwa-Byung in native Korean middle-aged women in South Korea and Korean immigrants in the United States, roughly between the age range of late-30's to middle 60's, by investigating the influencing factors of stressful life events, stress response, anger expression, and demographic background.

A sample size of at least 200 participants, required for each group, using both paper-pencil and web-based methods, depended on participants' preferences, which were influenced by a gap in ages and the level of familiarity with and/or ability to access Internet. Participants were randomly selected from major cities, both in South Korea (including Seoul, Incheon, Busan, Daejeon, and Gyeonggi Province) and the United States (including Chicago, New York, and Los Angeles), using similar proportions of ages for both groups for the equivalences of participants in cross-cultural research.

Survey measures included five instruments: (a) the Hwa-Byung scale (Kwon, Kim, Park, Lee, Min, & Kwon, 2008); (b) Life Stress for Korean women (Chon & Kim, 2003); (c) stress response inventory (SRI) (Koh, Park, & Kim, 2000); (d) anger expression (Hahn, Chon, Lee, & Spielberger, 1997), and (e) demographic background that measured the variables used in this study. To minimize the weakness of language differences used in the different cultural contexts, survey packages for Korean immigrant participants in the United States were formatted in both Korean and English for each item. Thus, a translation process became necessary, especially for the Korean instruments of the Hwa-Byung Scale, Life Stress for Korean women and Stress Response Inventory (SRI), from Korean into Englishtwo of which were (originally developed by Korean researchers) . On the other hand, native Koreans submitted only the Korean version of questionnaires because they fully understood the meaning of questionnaire statements, as well as in order to get rid of possible distractions by the inclusion of English sentences.

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Chen, I. Chun Lisa. "The societal culture dimension within the human resource practices of Taiwanese management in the UK." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/68.

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This thesis examines approaches to international human resource management by Taiwanese MNCs located in the UK. A range of international human resource management models are discussed, from the universalist paradigm originating in the US to more contextual models, particularly those emphasising the impact of culture. The key elements of Chinese culture and their application to management are reviewed Interview and questionnaire data is drawn from 32 Taiwanese companies operating in the UK in the manufacturing and financial services sectors, and is analysed using SPSS and NVivo packages. Key findings include that the cultural origin of Taiwanese managers remains crucial in the way they manage UK subsidiaries. The small size of the Taiwanese companies also influences their internationalisation and international human resource strategy. In addition, there is a sectoral difference in the different HR practices being adopted. Japanese MNCs have been the only non-western MNCs to have been studied in depth. Although the Japanese and Chinese have been said to share a similar culture, they are shown in this thesis to adopt different techniques to achieve their HRM goals. It is concluded that many goals similar to those of western models of HRM can be found in Taiwanese MNCs, but achieved through different HR practices, for example, group reward rather than individual reward for commitment. It is suggested that conventional HRM frameworks fail to readily explain companies of non-western origin and the thesis tries to develop an IHRM model suitable for Chinese MNCs. Following strong economic development in China, research on Taiwanese MNCs can contribute to future perspectives on Chinese internationalisation and management transfer.
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Books on the topic "Personal Cross-cultural studies"

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Personal relationships across cultures. London: Routledge, 1999.

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Alford, Richard D. Naming and identity: A cross-cultural study of personal naming practices. New Haven, Conn: HRAF Press, 1988.

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Vanity: The art of looking good. New York, NY: Red Rock Press, 2003.

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Isabel, Testón Núñez, ed. Un juego de engaños: Movilidad, nombres y apellidos en los siglos XV a XVIII. Madrid: Casa de Velázquez, 2010.

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The role of sports in the formation of personal identities: Studies in community loyalties. Lewiston, NY: Edwin Mellen Press, 2012.

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A river forever flowing: Cross-cultural lives and identities in the multicultural landscape. Greenwich, Conn: Information Age Pub., 2003.

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Zureik, Elia. Surveillance, privacy, and the globalization of personal information: International comparisons. Montréal [Québec]: McGill-Queen's University Press, 2010.

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1954-, Börsch-Supan Axel, ed. Life-cycle savings and public policy: A cross-national study of six countries. Amsterdam: Academic Press, 2003.

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Borel, France. Le vêtement incarné: Les métamorphoses du corps. [Paris]: Calmann-Lévy, 1992.

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Health policy and hospital mergers: How the impossible became possible. Reykjavík: Háskólaútgáfan, 2006.

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Book chapters on the topic "Personal Cross-cultural studies"

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Poidevin, Robin Le. "Religious Conversion and Loss of Faith: Cases of Personal Paradigm Shift?" In Sophia Studies in Cross-cultural Philosophy of Traditions and Cultures, 55–70. Singapore: Springer Nature Singapore, 2021. http://dx.doi.org/10.1007/978-981-19-7249-2_5.

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Liao, Yuan, and David C. Thomas. "Cross-Cultural Competence." In Springer Series in Emerging Cultural Perspectives in Work, Organizational, and Personnel Studies, 3–15. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-18171-0_1.

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Kontala, Janne, Mika Lassander, and Nurit Novis-Deutsch. "Searching for Uncommon Worldviews: ‘Idiosyncratic’ and ‘Divided’ Outlooks in a Global Sample of Young Adults." In The Diversity Of Worldviews Among Young Adults, 113–31. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94691-3_6.

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AbstractIn this chapter, we explore uncommon worldviews, meaning that we take a closer look at outlier respondents in a larger international sample from 12 countries. These outliers are the ones whose personal outlooks did not match any of the major worldview types found in the national case studies. First, we identify shared patterns amongst these respondents. Second, we place these outlier outlook types on a broader worldview map. Juxtaposing the outlier outlooks with the results from other case studies allows us to identify idiosyncratic worldviews. Certain outlooks would not stand out in analyses of single case studies, but bringing them together in a cross-cultural comparison enables us to see patterns shared by individuals across different national contexts. This also reveals better such worldviews that incorporate those elements, which normally are distributed amongst opposing viewpoints. The emergence of these outlook types can support the development of a nuanced theory of religious subjectivities.
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Scholderer, J. "Data handling in cross-cultural studies: measurement invariance." In Consumer-Driven Innovation in Food and Personal Care Products, 470–87. Elsevier, 2010. http://dx.doi.org/10.1533/9781845699970.4.470.

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Palumbo, Giuseppe, and Ann Hill Duin. "Making Sense of Virtual Collaboration Through Personal Learning Networks." In Advances in Linguistics and Communication Studies, 109–36. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4154-7.ch005.

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This chapter describes the use of personal learning networks (PLNs) in an online collaborative project involving technical communication students at the University of Minnesota and translation students at the University of Trieste. The authors, who acted as instructors at each end of the project, examined the PLNs produced by the students with the aim of making visible aspects of collaborative projects that have to date received less attention in the literature on both translator training and technical communication. More specifically, the analysis of PLNs – supported by a study of the exchanges that took place between the students in the course of the project – sheds some light on issues of cross-cultural competence, trust, and learning strategies and attitudes. These aspects were found to be characteristic of the students' collaboration besides the obvious and more immediate focus on questions of language and translation.
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Kwan, SanSan. "Mourning." In Love Dances, 50–77. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197514559.003.0003.

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Chapter 2 examines two duets in which cultural miscomprehension occurs alongside personal expressions of loss. It begins with a discussion of Flash, a duet between Rennie Harris, a popper, and Michael Sakamoto, a butoh artist. Flash is compared to Simulacrum, a duet between an Argentinian contemporary dancer who also studies kabuki and a Japanese dancer famous for flamenco. Analyzing both works’ multimodal incorporation of dancing and talking, this chapter demonstrates how the grief the artists disclose to each other and the conjunctions and disjunctions they find in the different forms of danced mourning they practice result in a moving expression of cross-cultural empathy, an impetus toward understanding in the face of the incommensurability of tragedy.
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Elenurm, Tiit. "Knowledge Management and Innovative Learning." In Knowledge Management Innovations for Interdisciplinary Education, 108–31. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1969-2.ch006.

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The aim of this chapter is to link knowledge management as a field of education to innovative learning. There are opportunities to apply personal knowledge management and knowledge sharing logic in several related subject fields that enable innovative learning. Raising awareness of business students about their online and face-to-face networking priorities and entrepreneurial orientations are educational tools for managing personal connectivity and for understanding knowledge management challenges linked to innovative learning. The experiential learning cycle is implemented in field projects, which also support cross-cultural learning and highlight real life challenges of knowledge sharing in innovative activities. The assessment of knowledge management prerequisites in different organizations serves as the departure point for knowledge management development visions. The chapter explains that knowledge management learning in business studies is not limited to a separate knowledge management course. Action learning projects can mean innovative learning both for students and managers that learn how to apply external “gatekeepers.”
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Gökoğlu, Selcen Kılıçaslan, and Engin Bağış Öztürk. "A Cross-Cultural Review of Workplace Deviance Research." In Advances in Human Resources Management and Organizational Development, 23–46. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9996-8.ch002.

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In the last two decades, workplace deviance becomes one of the most important topics to understand negative behaviors at work. However, many of the studies that examine deviance take a universal perspective and undermine cross-cultural differences. To address this gap, this chapter focuses on cross-cultural differences and its relationship with deviant workplace behaviors. The authors claim that cross-cultural differences can play an important role as an antecedent and/or moderator variable in influencing deviant behaviors. In order to discuss these effects, they first summarize recent developments in individualism-collectivism, tightness-looseness, and honor cultures. Based on their interpretations, target-oriented deviance might be highly contextualized in collectivist cultures, form of deviance and contents of deviance could be different from honor to dignity cultures. In addition, deviant behaviors as responses to specific events might differ whether a person belongs in a tight culture or not. The implications of our arguments and future research directions are discussed.
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Kwan, SanSan. "Introduction." In Love Dances, 1–31. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197514559.003.0001.

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The introduction draws upon the author’s personal experience with loss to introduce the key concerns of the book. It lays out a brief history of intercultural discourse in dance and theater and positions the work of the book in the conversations around “new interculturalism.” It introduces the East-West dance duets that will be studied in the book and considers the main expressive modes operational in these duets—talking, choreography, and improvisation—asking questions about the efficaciousness of these various approaches. The introduction acknowledges that the politics of loss, failure, and refusal are constitutive operations in any intercultural collaboration, reviewing relevant literature in racial melancholy, Afro-pessimism, and queer negativity. Likewise referencing scholarship on the ethics of intersubjectivity, as well as theories of love, intimacy, community, and friendship, however, the chapter ultimately posits loving as the central condition for cross-cultural understanding. Finally, it argues that intercultural collaboration requires the third space of the viewer in order for the work to effectively exemplify the ethics and politics of intercultural exchange and point toward an aesthetics of decolonization.
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Callen, Tara. "Utilizing Mobile Learning for Orphans Aging Out." In Advancing Mobile Learning in Contemporary Educational Spaces, 292–316. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9351-5.ch011.

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How can mobile e-learning be used to support and enhance the goals of working with youth aging out of an orphanage. This chapter describes the use of an ethnographic narrative approach to tell the stories of eight young women who were “aging out” from their orphanage where many of them had spent most of their lives. The chapter examined the way in which a collaborative art community could support the participants as they narrated their lives over a 16-month period through photo-journaling and social media outlets. The focal points of this study were community building via art making and building of personal aesthetic, community engagement, reflection on self-identity, cross-cultural art education, and shared experience via photo-art narratives. The authors also examined the role of collaborative art experiences in helping these young women form social connectedness with their peers. The project was also designed to help sustain the girls digitally and virtually in the present and future. The research project studied the identity development and how these functioned within a collaborative medium that supported the young participants as they moved out of their orphanage.
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Conference papers on the topic "Personal Cross-cultural studies"

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Gunness, Sandhya, Rubina Devi Rampersad, Thanasis Daradoumis, and Reena Ittea. "Co-Creating for Resilience – Development of Transdisciplinary Skills and Competencies in Higher Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5478.

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This paper presents the co-creation of a University-wide Open Educational Resource (OER) on Transdisciplinary Skills and Competencies for enhancing graduate employment with the necessary knowledge, values, and attitudes for building a more resilient workforce in an increasingly uncertain future. The four Key Pillars underlying education and life from the highly influential, and increasingly relevant, Delor’s report (1996) underpinned the development of future-thinking stances for the first-year students as they engaged with learning activities that enabled them to: 1. Learn to know: Investigate their own learning and courses with more agency and depth through metacognitive strategies. 2. Learn to do: Relate theoretical knowledge to more relevant, practical, transdisciplinary applications through collaboration on working towards solution-oriented and challenge-based learning. 3. Learn to live together: This entails the cross-fertilization and respect of each-others’ ideas to bring about innovation through a learning environment that is conducive for thriving together. 4. Learning to be: Developing the human potential to its fullest, especially the skills, competencies and attitudes required to work in an increasingly connected world with greater responsibility for the attainment of common goals. // The objective of the action research was to co-create the OER with the input of both academics and students from different faculties. The collaboratively designed learning activities were adapted to different disciplines and educational contexts to enable learners to be assessed for four main value-laden skills and competencies: a) Collaborative Networking (comprising Cultural awareness, Acknowledging differences, Personal branding, Team playing and trust building, Virtuous circles). b) Communication Networking (comprising Social and Emotional Intelligence, Technology-enhanced Communications, verbal and non-verbal communication, conflict management). c) Growth Mindsets (comprising Solution Orientedness, Grit and determination, Opportunity seeking, creative and critical thinking, design thinking. d) Professional and Ethical Practices (comprising case studies and role plays to demonstrate Social responsibility, Sustainable development, Managing ethical dilemmas and transformational leadership). // 9 faculty members and their respective students formed part of the action research and while co-creation is perhaps too innovative and disruptive for certain academics, the students were appreciative of the opportunity of having a voice and participating in the co-creation of the learning activities that would develop their full potential. This study demonstrates the need for engaging with learners so that they are aware of the active role they play in the learning environment and to build resilience and self-efficacy from within.
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