Management Of Cultural Diversity Research Articles

Diversity in a Sino-French Company in Beijing: How Do Employees Manage Their Multilingual Practices?

Summary Sometimes the idea of multilingualism is connected to understanding problems that can potentially slow down the progress of professional activity in international workplaces. However, social actors often find solutions locally to cope with issues associated with multicultural contexts. Keeping in mind the management of cultural and linguistic diversity, I set out to study how social actors organize talk-in-interaction and coordinate participation in multilingual work meetings. To allow mutual understanding and carry out their work, social actors use various resources such as ad hoc interpreting practices during professional interactions. Drawing on my conversational analysis (CA) background, I will examine how members of a Sino-French company in Beijing use ad hoc interpreting practices and English as a lingua franca (ELF) as methods to resolve the linguistic asymmetries present in a multicultural context where ELF is not always taken for granted. Through analysis of several naturally occurring conversations, I will examine the methods, and verbal and multimodal resources used by ad hoc translators to keep work going and manage each member’s participation.

The Attitudes of Future Educational Agents to Religious and Cultural Diversity in Education in Catalonia

The religious diversity in Catalonia is a challenge for the coexistence in the public space and for the education of future educators. This article emphasizes the challenge of religious diversity in the educational context, analyzing which attitudes have the educational agents of the future towards: a) the religious diversity, b) the interreligious and intercultural dialogue, and c) the role of education in the management of this diversity. In order to ask these questions has been conducted a survey study on the framework of the Project AGAUR-2014RELIG00019 named Attitudes towards religious and cultural diversity in education for intercultural dialogue and interfaith scale. The population of the study has been the students in Teacher Training in Primary and Early Childhood, Social Education, Social Work and Pedagogy degree of all catalan Public Universities. The conclusions highlight a) the favorable attitude towards cultural and religious diversity and interreligious dialogue and b) the relevance to the education given by the students, as an key role in the management of religious and cultural diversity.

“We are all so different that it is just … normal.” Normalization practices in an academic hospital in the Netherlands

Internationally, academic hospitals are giving increasing attention to diversity management. This paper sheds light on the actual praxis of cultural diversity management by professionals in workplace interactions. An ethnographic study in a Dutch academic hospital showed that normalization practices were obscuring diversity issues and obstructing inclusion of cultural minority professionals. The normalization of professionalism-as-neutral and equality-as-sameness informed the unequal distribution of privilege and disadvantage among professionals and left no room to question this distribution. Majority and minority professionals disciplined themselves and each other in (re)producing an ideal worker norm, essentialized difference and sameness, and explained away the structural hierarchy involved. To create space for cultural diversity in healthcare organizations in the Netherlands and beyond, we need to challenge normalization practices.

Interculturalism: Postmulticultural discourse of social integration

In the current postmulticultural debates, interculturalism is a model of integration in the contexts of diversity, a way to conceptualize global social-cultural reality, and an intercultural dialogue or an instrument of ‘positive interaction’. The Council of Europe, European Commission and UNESCO consider interculturalism a main model of social integration in the contexts of diversity. Interculturalism takes into account the multiplicity of identities, differences and modes of coexistence inherent in the era of ‘super-diversity’, and mobility diversification under globalization. In the postmulticultural perspective, interculturalism is a part of the debates on ‘the end of multiculturalism’ that has lost its symbolic capital. Interculturalism develops a new narrative of social integration based on rethinking of ideas and social situations, shifting contexts and symbolic inversions, thus, becoming relevant to the social and cultural reality of the 21st century. However, interculturalism does not replace multiculturalism as the third strategy of integration beyond multiculturalism and assimilation for it implies various integration models such as Quebec interculturalism and European interculturalism with the revived idea of the nation state. Interculturalism focuses on creating ‘a formula for coexistence’ under super-diversity, and is not limited to the immigration context; it emphasizes the multidimensionality of differences (professional, gender, ethnic) in the context of inequality including the nation state. Theoretical heterogeneity and thematic diversity of interculturalism and the ambivalence of its concepts can determine new challenges for the national and international structures that rely on it. Interculturalism considers management of cultural diversity and development of intercultural dialogue as functions of not only government structures, but also of other segments of society such as educational and civil society institutions, private sector and local communities.

Critical Review of Literature on Cultural Diversity in the Work Place and Organizational Performance: A Research Agenda

Cultural diversity is what binds all groups of employees at all levels in a company. Cultural diversity calls for a type of organizational culture where all members can pursue their aspirations without being inhibited by gender, race, nationality or other qualities that are irrelevant to performance. The importance of the need to have the concept of managing diversity embraced by top managers has also been emphasized. A statement concerning diversity should always refer to certain facets such as age, gender, culture and disability. Scholars have not concentrated more on cultural diversity in the workplace and how it affects organizational performance, hence creating a gap. This study provides background knowledge on cultural diversity among employees at the workplace and provides measures of organizational performance. The study further brings out the study theories under theoretical review, which comprises the resource-based theory, behavioural theories and competency theory. This study reviewed various literatures on cultural diversity in the workplace and organizational performance and found that cultural diversity in the workplace is a formidable competitive weapon in an organization. The study recommends that organizations should have proper cultural diversity management since it enables an organization to achieve a competitive advantage, which in turn influences organizational performance. In addition, the paper recommends that organizations should effectively manage their cultural diversity. This is because it has been established that cultural diversity influences organizational performance.

Cultural Differentiation and Social Integration in Complex Modern Societies Reflections on Cultural Diversity Management Strategies from a Sociological Point of View

This paper reflects on foundations of integration in our differentiated and globalized society from a sociological point of view, and links this reflection to most recent scientific acquisitions of the New Systems Theory or Complexity Science about how all systems, natural as well as social systems, work and evolve. Incorporating the sociological tradition on differentiation processes as rule of social functioning, the contemporary sociology accepted emergent, far from equilibrium (entropy), self-organization, unpredictable and surprising organizational change processes, operative closure and autopoiesis concepts, as particularly adapting concepts to represent social systems and, above all, our contemporary society characterized by an increase of complexity due to differentiation, individualization and globalization processes. In this regard, strong and permanent migratory waves, due to economic and digital globalization processes, and increasing cultural differentiation processes, have led contemporary western societies to face a serious social organizational problem: how the recognition of cultural difference and the instance of social integration can be reconciled? In this regard, the characterization of all systems as able to adapt to environmental perturbations and survive by self-organizing, balancing organization integrative constraints and emergencies, that is, far from complete differentiation, without being even minimal connection (far from equilibrium or in the edge of the chaos), can constitute a valid point of reference for sociologically reflecting, starting from here, on current integration policies of cultural differences in our complex society (pluralism, multiculturalism, interculturalism) and their implications for social integration. About it, the paper accepts the perspective of those sociological and political theories according to which, from a theoretical and empirical point of view, the sufficiency of procedural foundations seems to show serious limits as integrative constraint. Therefore, the Complexity language can justify the caution with which the normative multiculturalism—which implies it—is believed that should be considered, by anchoring it to the vision of a society conceived so as to dangerously visit that range of maximum differentiation which should be avoided, being identified as the range of ungovernability. Islamic radicalism and nationalistic rejection signs in the West show that this is no a mere theoretical possibility. How to bridge this relationality deficit that normative multiculturalism seems to institute and avoid the risk of a society unable to regain order with coherence? The Complexity framework is where the entire debate must be kept. Here, the integration proposal of interculturalism can gain greater meaning, avoiding the risks of mono-culturalism, on the one hand, and social balkanization, on the other hand.

Analysis of teachers’multicultural education in France

The author makes a review of scientific works by native and foreign researchers, pointing out that teachers' multicultural education in France has not been yet studied deeply and thoroughly, though principles of teachers' training are enlightened in many works of modern scientists. It was found that pedagogical education in France is diverse and is provided by different types of educational establishments. Further the author analyses programmes of professional education in University Teachers' Training Institutes and finds that they contain modules which combine teachers' training with the concepts of multicultural education as well as diversity in education, such as modules of the course Philosophy of Education «Cultural Diversity» and “Rights of Minorities”. The author analyses the given courses, gives her understanding of the themes that are included into the courses of studies and explains how they might facilitate teachers' multicultural training. Further the author analyses master's programmes of some French universities that provide specialized courses of International prospects of teachers' training which enable students learn the principles of cultural diversity, intercultural communication and intercultural management. The author draws the conclusion that multicultural education in the system of teachers' education in France is organized at the levels of bachelor and master training but it covers only certain aspects of multicultural training and is mostly theoretical. The prospects of the research are seen as further analysis of practical teachers' training and practical teaching materials which are used in the classroom with respect to multicultural education

Cultural Diversity and Its Implications in Human Resources Management Practice

The article concerns the problem of human resources management in organizations diversified by national culture. It presents advantages and disadvantages of multicultural organizations, main problems connected with cultural differences as well as strategies for solving them. It points out the important role of the human resources department and of managers of every level in the process of cultural diversity management. The main thesis is presented by describing cases related to a multinational company where the national culture strongly influences human resources practices.

Effects of a Dyad's Cultural Intelligence on Global Virtual Collaboration

Research problem: The purpose of this study is to examine the effects of the cultural intelligence of a dyad (a team of two persons) on its global virtual collaboration processes and outcomes. Research question: Does a dyad's cultural intelligence have an effect on global virtual collaboration processes and outcomes? If yes, which effects does that cultural intelligence have? Literature review: We review literature on the management of cultural diversity in global virtual collaboration and cultural intelligence. The literature suggests that cultural diversity in global virtual teams is mainly managed with rigid approaches, which are ineffective in many situations. Leveraging cultural intelligence has the potential to improve global virtual collaboration. However, its effects at the team level or in a virtual setting are not yet clear. Methodology: We used a collaboration simulation with 70 participants recruited from two public universities in China and Germany to study the effects of cultural intelligence. Quantitative and qualitative data were collected through questionnaires, voice recorders, and computer logs. Bale's interaction process analysis was used to code the voice recordings, and ordinary least-squares regression was used to test the hypotheses. Results and conclusions: The results indicate that cultural intelligence has an effect on global virtual collaboration; the lower cultural intelligence and the higher cultural intelligence in a dyad exert different effects on global virtual collaboration. Specifically, the lower cultural intelligence significantly influences the frequency of collaborative behaviors, which further influence group satisfaction. In contrast, the higher cultural intelligence significantly influences the deliverable quality. The findings advance the understanding of the effects of cultural intelligence at a dyad level and on proximal behavioral outcomes. The study has practical implications for global virtual collaboration practitioners and collaborative virtual environment designers. The study is limited by using student subjects and a self-report measure of cultural intelligence, as well as by examining global virtual teams in their simplest form. Future studies are suggested to examine contingency factors on the relationships between cultural intelligence and global virtual collaboration processes and outcomes.

Exercising Empathy: Ancient Rhetorical Tools for Intercultural Communication

Can multiculturalism work? Can people from different religious and ethnic backgrounds live side by side peacefully and, even better, enrich each other? There are two ways social scientists can deal with this question. The first one, which I would label as “macro”, focuses on statistics and opinion surveys. A macro approach would, for instance, analyze the effects of an increase in religious and ethnic diversity on social indicators such as trust in neighbors, civic engagement or political participation. The second one, which I would label as “micro”, focuses on the skills citizens need for a better management of cultural diversity. This paper falls into the second category and will provide support for two claims: (1) training for intercultural communication should focus first and foremost on empathy; (2) ancient rhetorical exercises offer an effective way to develop empathy. To support the first claim, it will be argued that for a multicultural society to be peaceful, citizens need to be willing and able to use empathy when interacting with their fellow citizens of different religious, ethnic or ideological background (section I). A method to develop empathy using rhetorical exercises will then be described (section II). Finally, I present the results of an experiment to test its effectiveness with secondary school teachers (section III).

Educación intercultural inclusiva. Funciones de los/as educadores/as sociales en instituciones educativas

Cross-culturalism in schools, as a focus of the treatment and management of cultural diversity in educational institutions, requires measures at the pedagogical level which are based on a cross-cultural, egalitarian education, promoting socio-educational conditions that will make people aware of the cultural diversity which surrounds them and give equal rights to all persons. Coordination and collaboration between all of the agents who intervene in an educational institution which aims to bring about a transformation for the better and the inclusion of all persons should be conceived in a natural manner. In this regard, the paper focuses on the profile of social educators as essential figures in schools, and who have recently been recognized as professionals within the sphere of regulated education (Jimenez Jimenez, 2013). In short, they are professionals in those educational institutions whose aim is to create a transformative, renovative, innovative educational culture. The objective of this research is to ascertain the functions and competencies –individual and/or shared- performed by social educators in schools in Andalusia in order to intervene with ethnic minorities and in cross-cultural education, as one of their fields of action. Quantitative research methodology using surveys was employed to gather information by means of a questionnaire. According to the results of the study, the functions most frequently performed by social educators are as intermediaries between all of the members of the educational community in the quest to improve harmony in the school, and in questions related to the design, coordination, development and evaluation of socio-educational integration programs and projects.

Perceptions of secondary school principals on management of cultural diversity in Spain. The challenge of educational leadership

The aim of this article is to examine how school principals perceive cultural diversity and management. To this end, qualitative research was carried out for one semester in four secondary schools in Andalusia (Spain). Through interviews and discussion groups, triangulated with other qualitative research techniques, we explored the mindset and attitudes that the principals of these schools have towards cultural diversity and the importance of leadership in managing it positively, as well as the actions they take in this area. The outcomes highlight a negative conception of diversity (identified as a source of problems) and the predominance of a management model based on assimilation and compensation. In general, the principals do not perceive it to be their responsibility as educational leaders and practise a fundamentally bureaucratic leadership focused on management of immigrant pupils rather than their social and academic integration. The findings highlight the need to implement an educational leadership that promotes the development of an inclusive professional culture, the creation of collaboration networks and the celebration of difference.

School counsellors and cultural diversity management in Spanish secondary schools: the role of relations with other educators and intervention models used in care of immigrant students

During the last 20 years, the influx of immigrant pupils in Spanish schools has taken up much of school counsellors’ agendas. This leads us to reflect upon the status and role of educational guidance in terms of cultural diversity management, particularly focusing on two elements that may potentially help understand the situation: relations with other educational agents and the intervention model applied. The field work for this study was carried out during an academic semester in four secondary schools in Huelva. In addition to the analysis of official school documentation, remarks and field notes, semi-structured interviews were carried out and a discussion group was held with the four counsellors. Counsellors are trying to overcome an intervention model that is mainly therapeutic in nature and make space in their schedules for a way of working that is more focused on prevention and advisory services, incorporating the participation of other educational actors. But this is not an easy task. The possibility of generating changes would encourage better integration of cultural diversity in the life of schools, rather than treating it as a negative/deficit view, as an occasional issue, individual and isolated from the sum of school activities and other members of the education community.

Managing culturally diverse maritime human resources as a shipping company’s core competency

ABSTRACTThe last few years a great body of research focused on the problems observed in the shipping industry due to the mix of different nationalities on board. Herein, the problem is observed in the managerial level, and specifically to the applied crew management strategies and the philosophy of the shipping companies regarding the issue of multiculturalism. The present paper seeks to elevate the value of human resources in shipping and to underline the potentials that human resource management and cultural diversity management have as a shipping company’s core competency. In a triangulated theoretical framework, the combination of resource-based view, human resource management, and cultural diversity management leads to a framework of choices which include strategies for the management of maritime human resources’ cultural diversity. The paper analyses the practical application of the proposed strategies and the fulfilment of the criteria required for turning crew management to a core competency and gaining sustainable competitive advantage from human resources.

School counsellors in cultural diversity contexts. An analysis of their practice / El orientador escolar en contextos de diversidad cultural. Un análisis de su práctica

This article includes the assessments made by four counsellors of their work in cultural diversity management in Huelva (Spain). Using interviews and focus groups, together with other qualitative research techniques, we examined the counsellors’ intervention models and the relationships they maintain with other members of the educational community to address issues raised by the presence of immigrant students in their respective schools. The results of the experiment emphasize the predominant use of a clinical intervention model, along with limited and isolated collaborations with teachers and other education agents (administrators, social workers, families). However, in recent years, the institutional consolidation of counsellors in schools and their commitment to prevention and collaborative work creates opportunities for a new, more participatory intervention model that would better manage cultural diversity.

LA GESTION DE LA DIVERSITE CULTURELLE PAR LES CHEFS D'ETABLISSEMENT REVUE DE LA LITTERATURE

Contemporary education systems need to address increasing Cultural diversity of students and the need to a change of perspective. From a problem to solve, cultural diversity can become an opportunity to improve learning. This article presents a synthesis of literature on the role of school principals in the management of cultural diversity. The academic literature  on this issue is very heterogeneous. We present the main theoretical and conceptual debates. The notion of social justice appears to represent  an innovative concept likely to destabilize unequal power relations between groups. The text discusses the professionalization of principals. This article highlights a tension between two visions of school leadership in the management of cultural diversity: a vision linked to critical pedagogy that develops multicultural education as a means to promote social justice and transformation of school structures. On the other side, an approach centered on management of education with a more focused approach towards measurable learning outcomes  and greater control of the cost of education.

Collections create connections: stitching the lives of marginalised women on the national memory canvas

In his work Past beyond memory: Evolution, museums, colonialism, Tony Bennett asks how museums can ‘shed the legacy of evolutionary conceptions and colonial science, so that they can contribute to the development and management of cultural diversity more effectively’. This question is of particular pertinence in the South African context where for a long time the material found in public or government-funded museums on those not from the dominant sectors of society presented these marginalised people as ‘objects rather than citizens and individual actors in their own right’. Issues of inclusion or connection and exclusion are central to democracy – who feels connected to civil society, who does not, and why? Who feels their voice is heard and who does not? Over the past few decades a number of community embroidery projects have been initiated in formerly marginalised areas. These projects have made a name for themselves in terms of their artistic merit and have participated in exhibitions both nationally and internationally. Proponents of these initiatives claim that they go beyond connecting these craft artists with a wider audience. This paper will discuss how these collections of embroidered story cloths can contribute to a more inclusive society by combatting disadvantage, empowering communities and developing social capital so that people can have an informed involvement in the creation of an inclusive South African national memory.

THE KURDS: THEIR HISTORY AND STRUGGLE FOR POLITICAL INDEPENDENCE

One of the most challenging questions for contemporary societies has been the recognition of cultural differences and the governance over diversity. Cultural and political leaders of complex communities tend to essentialize cultural boundaries by dichotomizing and categorizing differences. This promotes conflict and prevents effective management of cultural diversity. It has been the common experience of a number of contemporary nation states that not only categorize but also dichotomize and isolate minorities within their borders. A classic example of this, though very little known to the world at large, is the case of the Kurds.

Considering National Features in Successful Cultural Diversity Management and Cross-Cultural Communication

At the age of global business and globalizing system of education we believe that along with learning cultures awareness of national features undoubtedly helps to communicate interculturally.In the article we are going to highlight the necessity to manage cultural diversity, to distinguish the major Russian national characteristics which need to be taken into account while communicating across cultures, to emphasize how important is to consider national features in successful cultural diversity management.

Interculturalismo y Republicanismo: cruce de miradas sobre la diversidad cultural

When we speak of managing cultural diversity or accommodation policy and the recognition of the difference two problems generally come to mind. First, the notion of communitarism models, which aim to strengthen cultural property using strategies that create closure and exclusion; second, the difficulty that stems from applying, without nuances, some of the principles of liberalism, such as universalism or rigid secularism, to all contexts. This paper explores other ways of approaching the challenge of living together harmoniously in cultural diversity, focusing, on one hand, on a pluralistic and inclusive form of republicanism and, on the other hand, on the Quebecois model of integration and cultural diversity management known as interculturalism. Likewise, it explores the possibilities of establishing ways of combining both approaches.