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Knapp, K., Kappel, B., Eubel-Kasper, K., Sal-Lee, L. (Eds.) (1999). Meeting the Intercultural Challenge. Effective Approaches in Research, Education, Training and Business. Verlag Wissenschaft & Praxis. https://doi.org/10.3790/978-3-89644-787-6
Knapp, Karlfried; Kappel, Bernd; Eubel-Kasper, Karla and Sal-Lee, Liisa. Meeting the Intercultural Challenge: Effective Approaches in Research, Education, Training and Business. Verlag Wissenschaft & Praxis, 1999. Book. https://doi.org/10.3790/978-3-89644-787-6
Knapp, K, Kappel, B, Eubel-Kasper, K, Sal-Lee, L (eds.) (1999): Meeting the Intercultural Challenge: Effective Approaches in Research, Education, Training and Business, Verlag Wissenschaft & Praxis, [online] https://doi.org/10.3790/978-3-89644-787-6
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Meeting the Intercultural Challenge
Effective Approaches in Research, Education, Training and Business
Editors: Knapp, Karlfried | Kappel, Bernd | Eubel-Kasper, Karla | Sal-Lee, Liisa
(1999)
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Abstract
Meeting the Intercultural Challenge SIETAR (Society for Intercultural Education Training and Research) ist die älteste und weltweit größte Vereinigung, die ein interdisziplinäres Forum zum Thema interkulturelle Kommunikation bietet. Das Buch faßt die Ergebnisse des Weltkongresses 1996 in rund 50 Beiträgen unter folgenden Schwerpunkten zusammen: Forschung, Wirtschaft und Politik. Es bietet einen umfassenden Überblick über den neuesten Stand der Theorie und Praxis dieser immer bedeutender werdenden Disziplin. Alle Beiträge sind in englischer Sprache geschrieben.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Meeting the Intercultural Challenge | 5 | ||
| Contents | 6 | ||
| 1 Introduction: The Intercultural Challenge | 10 | ||
| Karl F. Knapp: Meeting the Intercultural Challenge | 10 | ||
| 2 The Host Country: Germany | 15 | ||
| Gertraud Burkert: Welcome address | 15 | ||
| Karl F. Knapp: German identity in the 1990s | 18 | ||
| Some fundamental determinants | 18 | ||
| Some consequences of German culture | 25 | ||
| Current trends | 28 | ||
| Notes | 31 | ||
| References | 33 | ||
| Gerd Antos, Christine S. Kühn: One Germany: United but still divided? Verbal and non-verbal approaches | 34 | ||
| Introduction | 34 | ||
| Differences in life-styles between the East and the West | 35 | ||
| Eastern moms and western feminists: Gender issues in Germany | 37 | ||
| Language and identity in East Germany | 40 | ||
| Body politics or: the real distances among Germans | 43 | ||
| Conclusion | 46 | ||
| References | 47 | ||
| Kurt Biedenkopf: The unification of Germany — Perspectives for the unification of Europe? | 48 | ||
| Introduction | 48 | ||
| The unification of Germany | 48 | ||
| The unification of Europe | 52 | ||
| 3 Global and Societal Challenges | 59 | ||
| Y. R. Isar: Perspectives on the intercultural challenge | 59 | ||
| Challenges, tensions and opportunities | 60 | ||
| Towards a global ethics | 61 | ||
| From cultural pluralism to new research | 63 | ||
| Whither intercultural education? | 66 | ||
| Notes | 69 | ||
| P. B. Nayar: The infotainment explosion: Intercultural challenge or invasion? | 70 | ||
| References | 78 | ||
| Anne Seitz: Political issues in community based research in poly-ethnic Australia | 80 | ||
| Introduction | 80 | ||
| Australia - historically and contemporaneously | 81 | ||
| Post World War II immigration and settlement | 83 | ||
| Multiculturalism | 84 | ||
| Political issues in cross-cultural research | 84 | ||
| The multi-dimensional politics of cross-cultural research | 85 | ||
| Public servants and ministerial advisers | 85 | ||
| Government and semi-government agencies | 86 | ||
| NESB community leaders and spokespersons | 87 | ||
| NESB community members and inter- and intra- NESB group politics | 87 | ||
| NESB welfare, social workers and community development workers | 88 | ||
| Academics | 88 | ||
| Research issues in community based projects | 89 | ||
| Cross-cultural research - some practical considerations | 91 | ||
| Summary | 93 | ||
| References | 93 | ||
| 4 European Challenges: Eastern and Southeastern Europe | 95 | ||
| Darko Strajn: Matrix of identity | 95 | ||
| Abstract | 95 | ||
| Legacy of communism | 95 | ||
| New ideology in the making | 98 | ||
| „We“ are others for „them“ | 100 | ||
| References | 104 | ||
| Elena Gapova: Eastern Europe meets the West: Cultural misunderstanding over women’s issues | 105 | ||
| Women, Nationalism and the Constitutional State | 105 | ||
| Peasant mentality and state-sponsored emancipation | 109 | ||
| Sexual issues | 111 | ||
| References | 113 | ||
| Anna Pavlovskaya: Russia and Russians in Western orientation literature | 114 | ||
| Gifts | 121 | ||
| Accommodation | 121 | ||
| Entertainment | 122 | ||
| Shopping | 122 | ||
| Transport | 122 | ||
| References | 127 | ||
| Klára Falk-Bánó: Meeting the intercultural challenge in Hungary: Intercultural conflicts in British-Hungarian and American-Hungarian international organisations | 128 | ||
| Introduction | 128 | ||
| Research methods and key concepts | 129 | ||
| Fieldwork findings | 130 | ||
| Summary | 136 | ||
| References | 137 | ||
| 5 Challenges of Diversity | 138 | ||
| Philomena Essed: Theory, change agency and managing diversity | 138 | ||
| Introduction | 138 | ||
| Research background | 140 | ||
| Early frameworks for diversity | 142 | ||
| The role of change agents | 143 | ||
| Plans and strategies | 144 | ||
| Conclusions | 145 | ||
| Notes | 146 | ||
| References | 146 | ||
| Sjiera de Vries: Effects of ethnic diversity in work organizations | 148 | ||
| Comparing majority and minority workers in ethnically diverse groups | 148 | ||
| Comparing ethnically homogeneous and ethnically diverse groups | 152 | ||
| Discussion and conclusions | 153 | ||
| Notes | 154 | ||
| References | 155 | ||
| Lida M. v.d. Broek: Intimidation and discrimination in the workplace. A diversity approach | 156 | ||
| A diversity perspective | 156 | ||
| Preliminary investigation | 158 | ||
| Analysis of strengths and weaknesses | 158 | ||
| Intimidation? We’ll knock it down! | 160 | ||
| The program | 160 | ||
| Effects | 161 | ||
| Notes | 164 | ||
| References | 164 | ||
| 6 Challenges for Organizations | 165 | ||
| Jan Hoogsteder, Jan Verhoeven: Stimulating intercultural development in welfare organizations in the Netherlands | 165 | ||
| A national survey of Dutch social welfare organizations | 166 | ||
| Representation of ethnic groups | 166 | ||
| Representation of clients from ethnic groups | 167 | ||
| External and internal representation | 168 | ||
| Seven stages of intercultural development | 169 | ||
| 1. Monocultural organization | 170 | ||
| 2. Providing services to ethnic ciients | 171 | ||
| 3. Intercultural management of services | 171 | ||
| 4. Employment of ethnic personnel | 171 | ||
| 5. Intercultural management of personnel | 172 | ||
| 6. Total quality management | 173 | ||
| 7. The intercultural organization | 174 | ||
| Conclusions and recommendations | 174 | ||
| Hossein Dadfar, Claes Moberg, Anders Törnvall: In Search of Cultural Synergy in Multicultural Organizations | 175 | ||
| Introduction | 175 | ||
| Background and purpose of the study | 176 | ||
| Framework | 177 | ||
| Research strategy | 183 | ||
| Discussion and preliminary findings | 186 | ||
| Implication | 188 | ||
| References | 188 | ||
| Ulrich Zeutschel: Intercultural synergy in professional teams: Views based on practical experience | 191 | ||
| Background | 191 | ||
| Models of synergy | 192 | ||
| Exploratory interviews with experts | 192 | ||
| Interviewees | 192 | ||
| Conducting the interviews | 193 | ||
| Evaluation | 194 | ||
| Central findings | 195 | ||
| Conclusions | 198 | ||
| References | 199 | ||
| Peter L. Fedon: About dialogue- and learning-oriented project management | 200 | ||
| Introduction | 200 | ||
| How industry specific is project management? | 200 | ||
| Technical assistance project approaches revisited | 202 | ||
| How can we escape the ‘mental prison of the normal view’? | 203 | ||
| Learning opportunities abundant | 205 | ||
| References | 211 | ||
| 7 Challenges for Business | 212 | ||
| Jürgen Bolten: Intercultural business communication: An interactive approach | 212 | ||
| ’’Comparative” versus ’’intercultural” management research | 212 | ||
| The life-world model | 213 | ||
| Intercultural Management Consulting: Theoretic principles and case studies | 217 | ||
| Case classification and description | 218 | ||
| Preconditions for the partners’ actions | 218 | ||
| Intercultural interaction | 221 | ||
| Intercultural management training: A model | 223 | ||
| Notes | 226 | ||
| References | 229 | ||
| Kenneth David: Constructing cultural distance: power and cultural issues in acquisitions and other project activity. | 234 | ||
| SIETAR priorities and other organizational realities | 235 | ||
| The trajectory of this presentation is as follows | 236 | ||
| Cultural Distancing | 236 | ||
| Joint ventures and licensing activities | 236 | ||
| Post-acquisition integration projects among departments | 237 | ||
| Case: BDDP’s attempted takeover of BMP | 237 | ||
| Introduction | 237 | ||
| Organizational Comparison: background, culture and acquisition regime. | 237 | ||
| Strategic considerations | 238 | ||
| Merger proposal by BMP | 238 | ||
| Initiation of hostile takeover by BDDP in 1989 | 238 | ||
| The public relations battle aimed at stakeholders | 239 | ||
| Outcome | 239 | ||
| Lesson of case | 240 | ||
| Boundary-spanning project regimes | 240 | ||
| Transparent perceived inequity | 240 | ||
| Perceived inequity neutralized by meritocracy regime | 240 | ||
| Perceived inequity neutralized by pre-divestment; culture bridging by massive socialization. | 241 | ||
| Perceived inequity partially neutralized by equity regime (double top management) plus de facto meritocracy regime (at lower levels). | 241 | ||
| Enlisting diversity: multicultural tolerance for target firm’s culture and unobtrusive socialization | 241 | ||
| Eliminating cultural diversity | 242 | ||
| Long term impact | 242 | ||
| References | 242 | ||
| Marie-Joelle Browaeys, Math. W. Göbbels: Impact of National Business Cultures on East & West Joint Ventures | 243 | ||
| Introduction | 243 | ||
| Problem statement and research questions | 243 | ||
| Methodology | 244 | ||
| Data collection | 244 | ||
| Qualitative research results | 245 | ||
| Trust between business partners | 245 | ||
| Respecting differences | 245 | ||
| Commitment and motivation | 245 | ||
| Clarity or unity of objectives goals | 246 | ||
| Communication | 246 | ||
| Quality of Human Resource Management | 246 | ||
| Design of a measurement instrument | 246 | ||
| Questionnaire test | 247 | ||
| Results | 248 | ||
| Conclusions | 251 | ||
| Notes | 251 | ||
| References | 251 | ||
| Peter R. Prud’homme van Reine: Globalisation and indigenous management models: the periphery talks back | 252 | ||
| Business globalization strategies | 252 | ||
| Convergence of organizational competence versus adoption of indigenous models | 252 | ||
| A case: globalization and local models in South Africa | 254 | ||
| Conclusion | 260 | ||
| References | 261 | ||
| Narendra Reddy: Culture and management in the South Pacific | 263 | ||
| Introduction | 263 | ||
| Methodology | 264 | ||
| The People | 265 | ||
| Participants | 266 | ||
| Culture and its impact on managers | 266 | ||
| Summary of findings | 270 | ||
| Notes | 271 | ||
| 8 Challenges for Education and Training | 272 | ||
| Andrea Wolff, Nicole Eulenburg, Karla Eubel-Kasper: Intercultural toolbox - developing seminars for individual needs | 272 | ||
| Notes | 278 | ||
| Maria Elena Hoffmann, Sonia Kook, Diana Minguel - De Mey: Intercultural coaching: A workshop | 279 | ||
| Jane Orton: Intercultural learning in a short-term international program | 284 | ||
| Aim | 284 | ||
| Research design | 284 | ||
| Data analysis and discussion | 285 | ||
| Nancy: | 289 | ||
| Interviews & Post Return Questionnaire | 291 | ||
| Liz: | 291 | ||
| Conclusion | 295 | ||
| Notes | 296 | ||
| References | 296 | ||
| Roberta Wiig: Teaching business students intercultural communication: An experiment in skills acquisition | 299 | ||
| Introduction | 299 | ||
| Background | 299 | ||
| Theory and practice | 303 | ||
| Tools for theory application | 305 | ||
| Implementation | 310 | ||
| Conclusion | 310 | ||
| References | 311 | ||
| Michael Berry: Reflecting on reflections. Integrating pedagogical and research agendas to meet the intercultural challenge | 312 | ||
| Human science for an action sensitive pedagogy | 313 | ||
| An ethnographic approach to communication | 314 | ||
| Classroom organization of validating circles of inquiry that bring ethnography and cultural analysis together | 314 | ||
| References | 318 | ||
| Astrid Podsiadlowski: Evaluation eines Trainings zur Erhöhung interkultureller Kompetenz | 319 | ||
| Gliederung | 319 | ||
| Problemstellung | 319 | ||
| 1. Falsche Ursachenzuschreibungen | 320 | ||
| 2. Personale Ursachenzuschreibungen | 320 | ||
| Untersuchung | 324 | ||
| Exkurs: Deutsche, Amerikaner | 327 | ||
| Auswertung | 328 | ||
| Kategorie: Stereotypisierungen | 329 | ||
| Kategorie: Empathie | 330 | ||
| Kategorie: Kulturstandards | 331 | ||
| Ergebnisse | 331 | ||
| Zusammenfassung der Unterschiede zwischen Trainingsteilnehmern und Nicht-Trainingsteilnehmern | 333 | ||
| Praktische und theoretische Konsequenzen | 334 | ||
| Literatur | 335 | ||
| Alvino E. Fantini: State of the art: A survey of intercultural communication courses | 338 | ||
| Abstract | 338 | ||
| Overview | 338 | ||
| The Fantini Survey: Background | 340 | ||
| Part 1. Respondents | 341 | ||
| Part 2. Institution, Program & Faculty | 341 | ||
| Part 3. Course | 341 | ||
| Part 4. Course Goals & Objectives | 342 | ||
| Part 5. Curriculum Design | 342 | ||
| Part 6. Content | 343 | ||
| Part 7. Course Implementation/Delivery | 343 | ||
| Part 8. Materials & Resources | 344 | ||
| Part 9. Assessment: Students, Teacher & Course | 344 | ||
| Appendices | 345 | ||
| Reference | 347 | ||
| 9 Challenges for Language Teaching | 348 | ||
| Dana Sleicher, Wayne Jacobson, Maureen Burke: Interrogation, denial, silence and other intercultural communication strategies | 348 | ||
| The Video Project | 350 | ||
| References | 354 | ||
| Dominic W. Cogan: How culture influences practice in the foreign language classroom | 355 | ||
| Introduction | 355 | ||
| Beliefs about learning | 356 | ||
| The roles of teachers and learners | 356 | ||
| Classroom cultures | 358 | ||
| Different strokes for different folks | 359 | ||
| The four skill areas | 360 | ||
| Overcoming barriers | 362 | ||
| References | 363 | ||
| Sharon Wotschke: American multicultural texts in the German EFL-classroom | 366 | ||
| On the context of the German EFL-classroom | 366 | ||
| American minority literature | 368 | ||
| Creative methods and the literary text | 369 | ||
| Maxine Hong Kingston: The woman warrior | 370 | ||
| „No Name Aunt“ | 371 | ||
| „White Tigers“ and „Shaman“ | 371 | ||
| „At the Western Palace“ | 372 | ||
| „A Song for a Barbarian Reed Pipe“ | 373 | ||
| Conclusion | 373 | ||
| Brief profile of the author | 374 | ||
| Notes | 374 | ||
| References | 374 | ||
| Vivien Lee Jensen: Training the trainers: Developing cross-cultural competence in the culturally homogeneous workplace | 375 | ||
| References | 379 | ||
| Michael Berry: Developing a multicultural e-mail network | 381 | ||
| Theoretical considerations underpinning pedagogical goals | 381 | ||
| Benefits and challenges of e-mail in teaching intercultural communication | 383 | ||
| Learning from the success and failures of others | 384 | ||
| Learning from one’s own mistakes | 385 | ||
| Learning from successful experiments | 385 | ||
| Conclusion | 387 | ||
| References | 387 | ||
| 10 Challenges for Research: Approaches and Studies | 389 | ||
| Kristin Bührig: Consecutive translation in intercultural communication | 389 | ||
| Translatory action and intercultural communication | 389 | ||
| Characteristics of translatory action | 389 | ||
| Consecutive translation | 390 | ||
| The source text | 391 | ||
| On the character of the conference | 391 | ||
| Characteristics of reporting in the source text | 391 | ||
| Changing the report into a portrayal | 392 | ||
| The categorisation of reality | 393 | ||
| Perspective: Consecutive translation as a paradox constellation of translatory action? | 397 | ||
| Notes | 398 | ||
| References | 399 | ||
| Bernhard Haupert, Bernt Schnettler: Culture shock: Empirical evidence supporting the W-curve hypothesis | 401 | ||
| Abstract | 401 | ||
| Introduction | 401 | ||
| The evolution of the culture-shock concept | 402 | ||
| Why coping with culture shock is important: The dangers and costs of not coping | 403 | ||
| Positive aspects of culture shock | 403 | ||
| The phases of culture shock | 404 | ||
| Criticism of the U-curve hypothesis | 405 | ||
| Methods | 407 | ||
| Results | 408 | ||
| Discussion | 409 | ||
| Notes | 410 | ||
| References | 412 | ||
| Kunyu Bu-Zielinski: Exploring the meaning of culture shock through culture bump analysis | 415 | ||
| Introduction | 415 | ||
| Purpose of the study | 416 | ||
| Aspects for inquiry | 416 | ||
| Method | 416 | ||
| Participants | 417 | ||
| Instruments | 417 | ||
| Interviewing process | 418 | ||
| Results | 419 | ||
| Conclusions | 421 | ||
| Implications | 423 | ||
| Extensive exploration | 423 | ||
| Implications for cross-cultural education | 423 | ||
| References | 424 | ||
| Enid Alston, Robert Stratford: Living abroad - the adjustment experiences of children during international relocation | 426 | ||
| Introduction | 426 | ||
| Theoretical perspectives | 427 | ||
| Early work on international relocation | 427 | ||
| Self-concept theory and self shock | 428 | ||
| The preliminary research project Development of the relocation adjustment questionnaire - RAQ | 428 | ||
| Qualitative analysis based on family interviews | 429 | ||
| The presence of or freedom from significant stressors | 430 | ||
| Expressive style within the family system | 430 | ||
| Conclusion | 431 | ||
| Notes | 432 | ||
| References | 432 | ||
| Nancy Bragard: Self-disclosure as a therapeutic technique in Eastern and Western cultures | 434 | ||
| Patterns of self-disclosure in Western & Eastern cultures | 434 | ||
| Self-disclosure and value systems of Eastern cultures | 436 | ||
| Is Western psychotherapy adaptable to Eastern populations? | 438 | ||
| Conclusion | 441 | ||
| Note | 442 | ||
| References | 442 | ||
| Christopher Leeds: Stereotypes, national identities, values and Europeanness | 444 | ||
| Introduction | 444 | ||
| Stereotypes - Negative aspects | 444 | ||
| Stereotypes as a natural cognitive process, values and National Identity | 445 | ||
| Stereotypes and North-South European differences | 447 | ||
| Europeanness and Conclusions | 449 | ||
| Notes | 451 | ||
| References | 451 | ||
| Øyvind Dahl: The use of stereotypes in intercultural communication | 453 | ||
| Lippmann’s Introduction to the Concept of Stereotype | 453 | ||
| Katz and Braly’s study of racial stereotypes | 454 | ||
| Stereotypes in the research of ethnicity | 454 | ||
| Prejudice | 456 | ||
| Categorization | 456 | ||
| Stereotype as Categorization | 456 | ||
| Stereotype and prejudice | 457 | ||
| Uncertainty Reduction | 457 | ||
| Present Status of the Term Stereotype | 458 | ||
| The empirical research of Geert Hofstede | 459 | ||
| Summary of findings | 461 | ||
| Notes | 462 | ||
| References | 462 | ||
| 11 Challenges for Research: Theories | 464 | ||
| Edwin Hoffman: Cultures don’t meet, people do | 464 | ||
| Introduction | 464 | ||
| The risks of a cultural approach | 465 | ||
| An attempt on a systemtheoretical approach to intercultural communication | 466 | ||
| Aspects of attitude Regard communication as an universal matter | 468 | ||
| Focus attention on interaction, communication between people instead of culture or discrimination. | 468 | ||
| Regard communication as a circular process instead of a linear process | 469 | ||
| Be pessimistic about the course of one’s communication | 471 | ||
| Be optimistic about the people one is communicating with | 471 | ||
| The T.O.P.O.I-model | 472 | ||
| References | 475 | ||
| Richard Harris: Concepts of paradise and intercultural communication | 476 | ||
| Introduction | 476 | ||
| Historical survey of the idea of paradise | 477 | ||
| A taxonomy of paradise myths | 481 | ||
| Notes | 487 | ||
| References | 488 | ||
| 12 Challenges for Us Ourselves: Reflections | 491 | ||
| Irmgard Sollinger: Über das Gewöhnliche am Umgang mit Fremden | 491 | ||
| These 1: Stereotype Sichtweisen trüben den Blick | 491 | ||
| These 2: Die Sprache ist verräterisch | 491 | ||
| These 3: Fremden gegenüber ist das Denken undifferenziert und oft abwertend | 493 | ||
| These 4: Fremde werden auf Teile ihres Selbst eingeengt | 493 | ||
| These 5: Fremde werden verklärt | 494 | ||
| These 6: Man projiziert eigene Vorstellungen in das Fremde | 495 | ||
| These 7: Man beurteilet Gleiches bei sich und den anderen mit unterschiedlichen Maßstäben | 495 | ||
| These 8: Man vergleicht das Ideal der eigenen Gesellschaft mit den Beispielen aus der schnöden Wirklichkeit der anderen | 496 | ||
| These 9: Oft werden Schicht und Nationalität verwechselt | 496 | ||
| These 10: Kultur gilt als fest, statisch und naturhaft | 496 | ||
| Notes | 497 | ||
| Michael H. Hoppe, Meena S. Wilson: Working interculturally: A call for continuous self development | 498 | ||
| Introduction | 498 | ||
| A framework for self development | 498 | ||
| Closing remarks | 503 | ||
| References | 503 | ||
| Ruth Mastron: “Munich 1996: Meeting the intercultural challenge” | 504 | ||
| Invitation | 504 | ||
| Valid evidence | 506 | ||
| Never again? | 507 | ||
| Research and reason | 508 | ||
| We can do no other | 509 | ||
| The price of our souls: Endangering ourselves | 511 |