Cross-cultural Students Research Articles

Dekadensi Kesantunan Berbahasa Mahasiswa Lintas Budaya di Universitas Tribhuwana Tunggadewi Malang: Kajian Antropososiopragmatik

This research examines the phenomenon of the decadence of language politeness by focusing on changes in politeness values ​​and the decline in communication ethics. This research is based on Brown and Levinson's theory of politeness which pays attention to the factors of social distance, social power, and threat ratings in communication, as well as anthroposociopragmatic theory to understand the influence of culture and social structure on language use. The method used is descriptive qualitative, with data collection through direct observation and analysis of student digital communication documents, especially via WhatsApp. Data analysis shows that there is a decline in politeness in language which is characterized by the use of less polite speech, both in daily communication between students and with lecturers. The research results show that the decadence of language politeness among cross-cultural students at Universitas Tribhuwana Tunggadewi Malang is influenced by various factors, including environmental influences, social media, and a lack of understanding of language politeness norms in diverse socio-cultural contexts. This study emphasizes the importance of understanding intercultural communication, cultural identity, and social interaction in overcoming the decadence of language politeness, as well as the need to integrate material on language politeness in higher education to develop effective and polite student communicative competence.

Experience of Realizing Cross-cultural Student Projects at the Language Faculty of Pedagogical University

Problem and goal. The paper highlights the problem of cross-cultural interaction of intending teachers, which is especially topical under the modern geopolitical conditions of urgency to build and develop tolerance and mutual understanding among people. Goal of the paper – to present the experience of organizing and realizing cross-cultural interaction of pedagogical university students on the basis of the project method under the conditions of academic mobility. Methodology. The methodological foundation of this material is the cross-cultural and competence approaches allowing building teacher’s cross-cultural competence including such important professional qualities as tolerance, open-mindness, ability to make a decision and bear responsibility for complying this decision. Research results. The author’s solutions for organizing international projects within academic mobility having the aim to build students’ cross-cultural competence are described. The forms of realizing the projects are indicted; the practical results expressed in building professional and personal qualities of intending foreign language teachers are characterized. The new cross-cultural projects planned to be held in 2023 – 2024 are presented. The authors arrive at the conclusion on the effectiveness of an extracurricular cross-cultural project in teacher professional training in getting to know other cultures, in in-depth study of native culture, in intellectual enrichment of a personality.

How “I” Shifts When Crossing Borders: Reflections of South Korean Artists Who Study Abroad in the United States

This article investigates the distinct journeys of two cross-cultural South Korean artists who each received an MFA degree in the United States. The research examines challenges faced by cross-cultural students, correlating with previous literature on the subject. The analysis provides insights on the experiences of cross-cultural artists, highlighting the educational implications for both artists and art educators, encouraging them to approach students in a manner that fully embraces their abilities.

International academics in the peripheries. A qualitative meta-analysis across fifteen countries

ABSTRACTThis paper is a meta-analysis of qualitative studies on international scholars migrating to academic peripheries. In contrast to studies focused on relocating to the US and other global centers, or those focused on ‘star faculty,’ these studies reveal a different face of international migration. By examining 19 studies from all over the world, we identified eleven common themes centered around: institutional motivations to hire international faculty, individual motivations to seek employment in the peripheries, the specificity of migration and recruitment processes as well as various integration problems associated with choosing a career in less popular destinations. This analysis offers an overview of in-depth national cases, which is interesting for cross-cultural researchers and students of particular peripheral systems. We demonstrate that foreign-born scholars in the peripheries are very often motivated by factors that would be negligible in the analysis of academic migration to centers and face different challenges.

Promoting a Sense of Belonging Among Underrepresented Medical Students Through Cross-Cultural Programming

Background and Hypothesis: Despite improvements in recruiting trainees from underrepresented backgrounds, there is a paucity in programming designed to enhance underrepresented in medicine (URM) students’ sense of belonging and well-being. In addition to academic stressors, URM students may experience discrimination and stereotype threat, all of which contribute to burnout. Although Indiana University School of Medicine is one of the largest and more diverse medical schools in the country, URM students continue to experience disconnectedness from peers, mentors, and faculty from URM backgrounds due to the regional campus model. To address the complex challenges URM students face, the Cross-Cultural Student Success Retreat (CCSSR) was created. We hypothesize that URM students will feel an increased sense of belonging through participation in the retreat.
 Project Methods: The CCSSR was developed in partnership between Medical Student Education and the Office of Diversity Affairs as a response to concerns of isolation and burnout among URM students. The program is designed to be cohort style where day-long events take place twice an academic year to engage students with minority faculty and activities designed to promote sense of belonging, retention, and success. The retreat is broken into four sessions; self-discovery, self-efficacy, bias/perception, and well-being. Each of the sessions includes a presentation, discussion, and activity.
 Results: The retreat was found to be a success, with positive responses received from 36 participants across each session. Outcomes included an increased awareness of personal biases and prejudices, heightened sense of belonging among peers, and a feeling of empowerment to make their environment more inclusive.
 Conclusion and Potential Impact: The positive outcomes of the retreat strongly suggest a need to implement long and short-terms programs catering specifically to the success of URM students. Ultimately, addressing the specific challenges faced by URM students will decrease rates of burnout and isolation among this population.

A Novel Virtual Partnership to Promote Asian American and Asian International Student Mental Health.

In 2018, the Massachusetts General Hospital Center for Cross-Cultural Student Emotional Wellness (CCCSEW) developed the CCCSEW Consortium, a year-long virtual program for secondary schools, colleges, and universities, to support campus staff in promoting the mental health of Asian American and Asian international students. The program shares similarities with the Extension for Community Healthcare Outcomes model, including the hub-and-spoke virtual learning environment, development of self-efficacy, and peer learning. The program is in its second year of operation and has been well received by participants. The Consortium, a nonprofit entity, has achieved financial sustainability through support of annual membership fees.

Behavioral intention towards mobile learning in Taiwan, China, Indonesia, and Vietnam

The factors that influence students' attitudes towards mobile learning (ML) is an intriguing topic. Though previous studies have examined the determinants influencing the acceptance of ML, few studies have investigated the influences of different cross-cultural factors on ML acceptance in higher education. When students from various countries participate in class, it is very important to address and improve the learning experiences of cross-cultural students. To elucidate this issue, this study proposes a conceptual model and theoretical framework through the theory of planned behavior (TPB) by incorporating diverse constructs to examine the influences of cross-cultural students' attitudes toward ML. Moreover, the following issues must be addressed: (1) examining cross-cultural ML problems within cross-cultural perspectives in a culturally sensitive manner, and (2) identifying the similarities and differences in cross-cultural students' behavioral intentions (BI) when influenced by attitude (ATT), subjective norm (SN), and perceived behavior control (PBC). Data were collected using an online survey from 947 respondents in Taiwan, Vietnam, Indonesia, and China. Our results show that BI towards the adoption of ML was influenced by ATT, SN, and PBC among the Taiwanese, Chinese, Indonesian, and Vietnamese undergraduate students. In addition, PBC was a significant predictor for students in Taiwan and Vietnam but was not a significant predictor for students in China and Indonesia. On the contrary, SN was significant in China and Indonesia but not in Taiwan and Vietnam. These findings showed a weaker relationship with SN in both China and Indonesia. Overall, our proposed model has reached an acceptable level. As a result, 82.3% and 81.2% acceptance levels were found for Taiwan and Vietnam, respectively, indicating that these students exhibit PBC-orientated distinguishing characteristics. This implies that students in Taiwan and Vietnam seem to be have more confidence in their ability to accept and perform a specific task for ML. Meanwhile, it is interesting to note that the 77.3% and 80.2% acceptance levels for China and Indonesia, respectively, indicate that these students also have SN-orientated distinguishing characteristics. The findings imply that students tend to follow other students’ decisions to use or not use ML. These findings are expected to facilitate decision makers and service providers in formulating appropriate strategies to improve the uptake of ML activities. Furthermore, these findings can help us understand the issues facing ML adoption in different cultural settings and contribute to the design and adequate provisions of ML programs.

Tensions and Rewards: Behind the Scenes in a Cross-Cultural Student–Staff Partnership

In the domain of “internationalization of the curriculum,” this article introduces the rarely incorporated dimension of “engaging students as partners” (SaP) to address and explore challenges of increasingly diverse universities. The aim of this qualitative research was to explore engaging international students as partners in a modest and targeted internationalization innovation, which was specifically designed to address the needs of Chinese international students at a prominent Australian university business school. The innovation involved embedding WeChat, a prevalent Chinese social media platform, in a postgraduate learning module to form a cross-cultural bridge to better connect academics and learning support staff at the Business School with their Chinese international student cohorts. Staff and partnered Chinese international students in this small-scale cross-cultural partnership have coauthored this article, which reports on the identified tensions and rewards behind the scenes in this partnership. Findings mostly align with existing SaP literature; however, some unique benefits also emerged from having an explicit cross-cultural focus for the partnership.

Cross-Cultural Student Teaching: Examining the Meaning-Making of one White, Female, MiddleClass Preservice Teacher

While teacher educators implement diverse student teaching placements for preservice teachers as a means of bridging the cultural mismatch in classrooms around the United States, researchers have only recently begun to tap into the role that preservice teachers’ “whiteness” plays in their ideologies. As such, the purpose of this study was to better understand how one white, female preservice teacher made meaning of her experiences during a cross-cultural experiential learning (CCEL) student teaching placement abroad. Analyzing if and how previous intercultural interactions were drawn upon while abroad, as well as how experiences abroad were employed once returning to the US, findings suggest that cultural competency does not directly equate to recognizing whiteness and the privileges associated.

Team performance in cross cultural project teams

Purpose– The purpose of this paper is to test the conditional effect of team composition on team performance; specifically, how collective team orientation, group consensus, faultline configurations and trust among team members explain the objective performance of project teams in cross-cultural contexts.Design/methodology/approach– Employing path analytical framework and bootstrap methods, the authors analyze data from a sample of 73 cross cultural project teams. Relying on ordinary least-squares regression, the authors estimate the direct and indirect effects of the moderated mediation model.Findings– The findings demonstrate that the indirect effect of collective team orientation on performance through team trust is moderated by team member consensus, diversity heterogeneity and faultlines’ strength. By contrast, high dispersion among members, heterogeneous team configurations and strong team faultlines lead to low levels of trust and team performance.Research limitations/implications– The specific context of the study (cross-cultural students’ work projects) may influence external validity and limit the generalization of the findings as well as the different compositions of countries-of-origin.Practical implications– From a practical standpoint, these results may help practitioners understand how the emergence of trust contributes to performance. It will also help them comprehend the importance of managing teams while bearing in mind the cross-cultural contexts in which they operate.Social implications– In order to foster team consensus and overcome the effects of group members’ cross-cultural dissimilarities as well as team faultlines, organizations should invest in improving members’ dedication, cooperation and trust before looking to achieve significant results, specially in heterogeneous teams and cross-cultural contexts.Originality/value– The study advances organizational group research by showing the combined effect of team configurations and collective team orientation to overall team performance and by exploring significant constructs such as team consensus, team trust and diversity faultline strength to examine their possible moderated mediation role in the process.

Mayrhofer, U., Management of Multinational Companies: A French Perspective, Palgrave Macmillan, 2013

Mayrhofer, U., Management of Multinational Companies: A French Perspective, Palgrave Macmillan, 2013 1 A Capsule Summary of the Book and Its Review Management of Multinational Companies: A French Perspective is the collaborative work of junior and senior researchers from IAE Lyon (Jean Moulin Lyon 3 University). At the same time, it is the English version of Le management des firmes multinationales, published in 2011 at Editions Magnard-Vuibert. Edited by Ulrike Mayrhofer, Professor of Management at IAE Lyon, this volume treats questions of how Multinational Companies (MNCs) deal with increasing complexity and rapid changes in today's global economy. While these aspects are relevant for any MNC, this book adds a contextual perspective, particularly focusing on French multinationals and MNCs operating in France. This combination reflects the authors' awareness "that the management of MNCs remains highly contextualized, and that it is necessary to renew concepts and tools likely to guide managers" (p. xvii). It thus grants insights into current challenges of international management as well as into the often-omitted group of French global players. This review is supposed to provide the information and critique necessary for judging the adequacy, usefulness and value of the proposed object of investigation-the modern MNC--and the French perspective on it. 2 Objective and Targeted Audience As stated in Alan Rugman's foreword and Ulrike Mayrhofer's introduction, it is the declared goal of this book to analyze the nature, strategies, practices and future plans of multinational companies active in the French economy. Focusing on the MNC as the central unit of analysis, this volume aims at putting forward an object of study that has not yet attracted exuberant attention in French academic research. It is the main objective of this book to fill this gap by providing empirically grounded insights from a variety of corporate contexts. The targeted audience is not explicitly stated. However, due to its "French perspective" and interest in MNCs' strategies and practices, Management of Multinational Companies addresses all those studying international management (IM) with special interest in France. By means of its contextual perspective, cross-cultural management students and researchers are equally targeted. Compared to its prior French edition, the English version of this "'journey' to the heart of French MNCs and foreign MNCs located in France" (p. 248) makes its reflections accessible to an even larger audience. 3 Structure and Contents Management of Multinational Companies: A French perspective starts with a foreword by Alan Rugman and an introduction by the editor, Ulrike Mayrhofer. The main part of the book contains three chapters of approximately the same length: part I discusses New challenges of Multinational Companies in a Rapidly Changing Global Environment, part II contains articles regarding The Complexity of International Management: Headquarters-Subsidiaries Relationships, and part III focuses on Management of Multiple Partnerships Formed By Multinational Companies. Each of those parts contains five contributions. The compilation ends with a conclusion also written by Ulrike Mayrhofer, the editor. 3.1 Part I The first part of the book focuses on the new challenges MNCs face in today's global economy. It deals with a variety of meta-trends (e.g. diversified geographic expansion, fragmentation of the value-chain, the rise of new MNCs etc.) and the consequential need for persistent organizational (re-)configuration. Thus, this part connects the subsequent contributions focusing on MNCs in France (part II and III) with existing research on MNCs and their regional nature: Chapter 1 by the editor, Ulrike Mayrhofer, discusses the ontological question "What is the nature of MNCs?", their role in the context of economic globalization as well as the (evolution) of managerial coping and internationalization strategies. …

An Examination of Cross-Cultural Curriculum Development and Student Cross-Cultural Competencies in a School-Based Consultation Course

The goal of this case study was to describe the cross-cultural consultation experiences of school psychology graduate students as they progressed through a semester-long school-based consultation course. Graduate students enrolled in a consultation course completed both quantitative and qualitative assessment measures. The course instructor used these tools to adapt course components to students' expressed cross-cultural needs. Highlighted themes from the data included the importance of continual cross-cultural competency development in school psychology training programs. Other questions raised from the case study included how to extend a practitioner's cross-cultural development beyond formal training.

Cross-Cultural Field Education: A Transformative Learning Experience

Seminary field education offers students a hands-on way to connect theology and practice. When that practice occurs in a cross-cultural setting, students and faculty need an educational lens to guide their experiences of teaching and learning. Mezirow's Transformative Learning Theory informs and forms the process of exploring ministry in unfamiliar settings that are right next door.

Host Students’ Perspectives on Crosscultural Student Teaching Experiences

Host Students’ Perspectives on Crosscultural Student Teaching Experiences

Continuing professional development: a cross-cultural learning approach

The pursuit of a postgraduate degree can be seen as a continuous process in which students develop their professional competence. Literature reveals many conceptual frameworks of knowledge applicable to professional development and education. However, at present, there is little research that explores the forms of individual Continuing Professional Development (CPD) situated in different cultural contexts. In order to examine the issue of CPD in different contexts, this paper critically reviews, evaluates and synthesises theories of cross-cultural adjustment and international students' sojourn activities while engaged in academic pursuit. Empirical evidence, collected from the experience of Taiwanese postgraduate students in the UK, is used to build a grounded theory of cross-cultural adjustment. This study shows that cross-cultural adjustment is a continuous process in which international students develop their competence of instrumental diversity, where there is increased pressure and consequent possibility of contingent behaviour. Furthermore, this study provides a conceptual framework for future research in cross-cultural adjustment within different host countries, serving as a basic framework for helping organisations anticipate and effectively manage the adjustment problems faced by international students and employees.

Understanding Cross-Cultural Student Perceptions of Advertising in General: Implications for Advertising Educators and Practitioners

Abstract The purpose of our study is to present a cross-cultural comparison of student perceptions toward advertising in general. While there exists considerable research on U.S. students' responses to predetermined statements about advertising in general, a decided lack of research exists regarding international students' thoughts about advertising in general. Therefore, 553 undergraduate students from the United States, New Zealand, Denmark, Greece, and India were sampled for their thoughts about advertising in general. Results indicate significant differences across countries on self-generated thoughts regarding advertising's functions, practices, affective responses, the industry, and advertising users. Implications of findings for advertising educators and practitioners are provided.