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Possessing skills in social and intercultural interaction is vitally important for employees who work in globalized environments, especially as people's working lives tend to involve an increasingly large amount of service-related activities. As a consequence, universities offer cultural studies courses and strive to enable their students to study abroad for a period of time. However, there is still no widely shared agreement on how intercultural experiences and cultural preparation courses predict the perception, thinking and acting of individuals. Therefore, the study at hand uses a cross-sectional design with N = 430 participants in order to investigate whether students of cultural studies gain more intercultural competencies during the time spent studying abroad, compared to studies of other subjects. The results reveal that students of cultural subjects show significantly higher levels of cultural empathy and openness in the post hoc measurement, even though there was no interaction effect with the amount of time spent studying abroad. Length of stay abroad had a significant indirect effect on social competence via all the dimensions of the Multicultural Personality Questionnaire. Moreover, results indicate that flexibility to adapt one's behaviour to cultural norms may predict problems when returning to one's home country.
Building on Hofstede's finding that individualism and social hierarchy are incompatible at the societal level, the authors examined the relationship between individualism-collectivism and orientations toward authority at the individual level. In Study 1, authoritarianism was related to three measures of collectivism but unrelated to three measures of individualism in a U.S. sample (N = 382). Study 2 used Triandis's horizontal-vertical individualism-collectivism framework in samples from Bulgaria, Japan, New Zealand, Germany, Poland, Canada, and the United States (total N = 1,018). Both at the individual level and the societal level of analysis, authoritarianism was correlated with vertical individualism and vertical collectivism but unrelated to horizontal collectivism. Horizontal individualism was unrelated to authoritarianism except in post-Communist societies whose recent history presumably made salient the incompatibility between state authority and self-determination.
Aims: This study examines the relationship between the time, students spent abroad, personality traits and circumstances during this time with the student’s intercultural competence and integration performance in the target culture. Design and sample: The study had a correlative cross-sectional design. 202 academic subjects were surveyed. The average age was 22 years. There was one measuring time, to which 58 % of the participants stated that they have had a stay abroad. Measurements: Metacognitive, cognitive, motivational and behavioural intercultural competence were measured with the Cultural Intelligence Scale. The personality traits involvement, discipline, social competence, cooperation, dominance and stability were captured with the "Bochum inventory for job-related personality description-6F". Work-related attitudes as patterns of behaviour and experience were measured using the "Work-related Behaviour and Experiencing Pattern 44" (Geman: Arbeitsbezogene Verhaltens- und Erlebensmuster; AVEM). In addition, the demographic factors and characteristics of stays abroad as well as the integration into the target culture based on the Sociocultural Adaption Scale were examined. The data was tested for relationships and differences by tests for mean differences, variance and regression analyses. Results: There was a positive correlation between duration and cognitive, motivational and behavioural intercultural competence. The motivational competence is higher in subjects who have no risk pattern in the AVEM. The different types of competence influence each other at diverse times. Moreover, the suggested structural equation model could be confirmed. This showed the effect of the AVEM pattern on intercultural competence, moderated by the stay abroad and the social competence.
Aims: Intercultural competence has become a key-competence, since the world has become more and more volatile, uncertain, complex and ambiguous. Therefore, insights in the development of intercultural competence and its´ links to individual traits are crucial for companies and researchers to face the requirements in a VUCA world. This study examines the relationship between the time, students spent abroad, personality traits and circumstances during this time with the student’s intercultural competence and integration performance in the target culture. The study had a correlative cross-sectional design. Design and sample: A total of 202 academic subjects were surveyed. The average age was 22 years. There was one measuring time, to which 58 % of the participants stated that they have had a stay abroad. Measurements: Metacognitive, cognitive, motivational and behavioural intercultural competence were measured with the Cultural Intelligence Scale. The personality traits involvement, discipline, social competence, cooperation, dominance and stability were captured with the "Bochum inventory for job-related personality description-6F". Work-related attitudes as patterns of behaviour and experience were measured using the "Work-related Behaviour and Experiencing Pattern 44" (German: Arbeitsbezogene Verhaltens- und Erlebensmuster, AVEM). This scale captures the way participants relate to work in general based on the measurement of personality traits and their fit to specific clusters, which describe, whether individuals have healthy or risky patterns. In addition, the demographic factors and characteristics of stays abroad as well as the integration into the target culture based on the Sociocultural Adaption Scale were examined. The data was tested for relationships and differences by tests for mean differences, variance and regression analyses. Results: There was a positive correlation between duration and cognitive, motivational and behavioural intercultural competence. The motivational competence is higher in subjects who have no risk pattern in the AVEM. The different types of competence influence each other at diverse times. Moreover, the suggested structural equation model could be confirmed. This showed the effect of the AVEM pattern on intercultural competence, moderated by the stay abroad and the social competence. Thus, the study contributes to the understanding of both the measurement of intercultural competence and the development process of intercultural competence in a globalized world.
Herausforderungen an Assessment von Lehramtstudierenden am Beispiel von Work-Life-Balance Forschung
(2009)
Gegenstandsbereiche
(2015)
Fairness und Teameffizienz
(2007)
Fairness and Team Efficiency
(2013)
This study applies to the perception of fairness during teamwork. Students were assigned to work groups by lot and were instructed to prepare a course presentation. Groups were given no guidelines relating to allocation of tasks, but each group was graded as a whole. Since a real grade was given in a non-simulated experiment, it was possible to determine team efficiency, work satisfaction, and perception of fairness via a subsequent study. Results show a strong influence of fairness on team efficiency.