Compilation on the literature concerning crosscultural aspects of teaching/learning in vocational
education and education in general.
Report for the project CCLVET
WP 2
Result 3
May 2009
Katrin Hansen
1
Empirical work on learning styles (International, mostly Anglo-American)
Recently, a few articles were published which looked deeper into the relation between
learning styles and cultural specifics.
De Vita argues that “[t]he importance of cultural background of individual learning styles
finds further support in the influence that culture-based educational experiences have in
predisposing individuals to certain ways of learning” (2001:167). De Vita (2001) uses the
Felder and Solomon index of learning styles for test if there is a difference in learning styles
between the students of his international class. He made a comparison between his local
students (UK) and the international ones (Almost 2/3 were international, form 20 different
countries). His objective is not only to analyze the impact of culture on the development of
individual learning styles but also to provide a framework for educators to adapt their
teaching style to an international classroom environment. The author’s conclusion about the
teaching styles is that it will be healthy to move between different teaching styles and not only
customize and match the learning style of the students. The reason is that a good practice in
education will be to teach the students to adapt to different environment, especially those to
are related to a multicultural/multinational environment. He provides also a few examples of
teaching techniques according to different learning styles.
One of the most important, still not empirically tested, models has been developed by
Yamazaki and Kayes. They “… describe the process of cross-cultural learning as the
interaction between person and culture.” (2004: 362), basing their model on Kolb’s ELT and a
literature analyses on the topic of success factors for expatriat adaptation to a new culture.
They suggest an “Experiential Model of Cross-Cultural Learning skills” which contains the
following competency clusters: (2004: 371 – 372)

Building relationships

Valuing people of different cultures

Listening and observation

Coping with ambuigity

Translating complex information

Taking action and initiative

Managing others

Adaptability and flexibility

Managing stress
A Canadian researcher group published several important articles, thus discussing learning
style from a constructivist viewpoint. Chevrier, Fortin, Théberge and LeBlanc (2000 ) give an
overview on history of learning style research and analyze the field according to six aspects of
the notion of learning styles:

Definition,

Multidimensional nature,

Relative value of those dimensions

Stability,

Origin,

Modifiability.
2
They apply the concept pf learning styles to teacher training, thus interpreting coping with
learning styles as a challenge to teachers meanwhile taking into closer consideration the
affective component of personality. The authors focus on developmental aspects, examining
the dynamic process behind the construction of learner self-representation which brings into
focus the contexts surrounding learning styles. This has important implications for the
empirical work of the EU-ALFA group widening the concept from individual learning styles
towards learning environment, this being represented by “throughlines” and “constructive
alignment” (Entwistle 2004, Biggs 2003).
Another important source is Barmeyer (2004) who worked on the measurement of croscultural skills using LSI) Learning Style Inventory going for an empirical comparative study
of the learning stylees French, German and Quebecers students brought to occupy manager
functions. Relevant to our project is not only the cross-cultural content of this paper but also
the methodological discussion presented here. Barmeyer is well-known as a researcher in
Germany, too, where he published on intercultural HRM (e.g. Barmeyer/ Bolten 1998).
3
Empirical Work on Cultural Differences (International, mostly AngloAmerican)
Of course, Hofstede’s work has to be mentioned in the first place. The most popular definition
of culture originates from Hofstede’s work:
“Culture is defined as collective programming of the mind; it manifests itself not
only in values, but in more superficial ways: in symbols, heroes, and rituals.”
(2001:1)
The term “collective programming” signals Hofstede’s understanding that culture is seen as
relative stable and as shared by an collective (often interpreted as the whole nation1) and
therefore the focus is on similarities inside a culture rather than on differences. Cultures are
characterized and compared one to another by scores. Hofstede’s work brought important
insights for cross-cultural studies and today, still, many of his findings have an important
influence on intercultural education. Nevertheless, his approach has been criticized by other
researchers. Thus, Ailon states: “Distributions were reduced to averages. Variables were
artificially separated and ‘controlled’ because otherwise ‘chaos’ could result…” (2008: 893).
She analyzes Hoftstede’s main book as exposing a political subtext which on the one hand
devalues the values of “others” and on the other hand overvalues and idealizes Western
cultures (2008:898, 899), stabilizing their hegemony.
A more differentiated approach has been used by the GLOBE project group. GLOBE asks
for values and practices on the societal and organizational level, thus using four scales to
assess each construct. The definition used in this project is as well more differentiated:
“…, culture is defined as shared motives, values, beliefs, identities, and
interpretations or meanings of significant events that result from common
experiences of members of collectives that are transmitted across generations.”
(House & Javidan 2004: 15)
The focus is, still, on similarities inside one culture and stability is a premise. However, the
GLOBE group distinguishes in certain countries more than one culture (e.g. Germany is split
into Germany East and Germany West). Moreover this group of researchers is quite careful in
constructing differences among cultures. Therefore they do not just use country scores but
instead form “bands”:
"This procedure groups test scores into bands in which scores within a particular band
are considered as being not meaningful different." (Hanges, Dickson & Sipe, 2004:
220)
Therefore similarities among cultures are brought into focus in this research. As Hofstede did
before, the GLOBE researchers expect general dimensions of culture to be significant. Six of
their dimensions are based on Hofstede, but modified on base of a critical discussion of
Hofstede’s concept and results. Collectivism had been split into institutional collectivism
concerning collective distribution of resources and collective action and in-group collectivism
concerning cohesiveness in organizations and families.
The newly added dimensions are the following:

Humane orientation

Assertiveness means
1
Tsiu, Nifadkar and Ou show that most of the cross-national and cross-cultural studies published in the leading
management journals during the recent decade used nation as a proxy for culture (2007).
4

Gender Egalitarianism

Future orientation

Performance orientation.
Keating, Martin & Szabo use the societal GLOBE questionnaire on Austrian and Irish
students, comparing their results to managers of both countries. The findings suggest that
there is some convergence between the cohorts, but also that the country effect is more
dominant than the cohort/age effect.
In respect of practices they observe a strong cohort effect on collectivism II (students are
weaker)and on gender egalitarism (the students score higher than the managers in each of the
two countries. Country effects were strong onb assertivenrss, future orientation, uncertainty
avoidance, humane orientation.
In respect of values cohrt effects are shown for collectivism I, Future orientation, Power
Distance, gender egalitarism. Country effects were found for 8 dimensions, the exception
being future orientation.
In sum the country effect is more dominant than the cohort/age effect, finding convergence in
respect of values, but not in respect of practices.
Cage painting
Glyn Rimmington and Mara Alagic have been working with the “Cage Painting Metaphor”
for years now. I strongly recommend their book “Third Place Learning”, Charlotte, N. C.:
IAP, 2008. They offer as well a web based training, available
5
German Literature:
The summary on German literature shows three streams of literature which could be useful
for the here pursued objectives:
First, literature on intercultural competence Schroll-Machl
A leading position in research on intercultural differences in Germany is clearly given to
Alexander Thomas , a psychologist who hold a chair in Regensburg. He himself and his
school published a huge amount of articles and books, mostly presented in German language.
Some of this literature can be found in the attached documents. One approach coming from
his group will here presented as one, most relevant example. (2003) analyses specific German
„Kulturstandards“ which might cause misunderstandings in intercultural encounters
o Task orientation
o Appreciation of structures and rules
o Internal control based on rules
o time management
o Differentiation between areas of personality and life (work and private life)
o Direct communication / low context.
More sources focus on other countries meanwhile giving important hints how to understand
and research cultural differences. In our context the chapter, written by Nový, & SchrollMachl is relevant. The authors present case studies on collaboration/ intercultural encounters
among Czech and German people. They identify the following cultural standards relevant for
Czechs
Importance of personal relations
Propensity towards improvisation
Simultanity
Personal well-being as criteria for controlling
Diffusion of work and life
Strong context
Conflict avoidance
Mixture of humility and self-confidence
Quite important as a background source on intercultural competence is the book, edited by
Heinz Antor. This book reports on the results of a research project on teaching intercultural
competence. The authors are part of an interdisciplinary discourse. History of the field as well
as limits of teaching intercultural competence is analysed. The concept of intercultural
competence is discussed and different aspects are unravelled. Transculturality is focused.
Especially the paper of MARC BEUTNER, is quite important in our context (“Die Förderung
von interkulturellem Verständnis in der beruflichen Bildung“). The author points out that trust
is a critical requirement in building intercultural competence. Therefore, “vertrauensbildenede
Maßnahmen” (trust-building activities) are indispensable parts of those trainings. Beutner
develops a model coverin 3 core phases:
1. Meeting people/ getting to know each other
2. Trust building
3. Experience
Additionally, reflection has to be done.
6
Moreover, a taxonomie of intercultural trainings is delivered and relevant projects are
reported
A rather fresh approach has recently been presented by Stephanie Rathje. On her opinion,
the significance and content of the cultural elements are supposed to show differences as well
as similarities in and between societal cultures. Interculturality can then be interpreted as
interaction between individuals from different collectives who experience “strangeness” and
face the challenge to develop normality and cohesion (Rathje 2006). As Juch, Rathke and
Koeppel point out, the challenge is rather becoming “fit for culture” than achieving “cultural
fit” (2007).
Second, Literature on students that gives important hints how to integrate different
cultures into an effective learning environment
Heublein, Sommer, and Weitz, (2004), analyse the differences in study performance
between foreign students („Bildungsausländer“) and native students (“Bildungsinländer”).
The data comes from 4 large German universities (LMU Munich, RWTH Aachen, HAW
Hamburg, Universität Bielefeld).
One big problem is the lack of integration into German society and even the lack of closer
contacts to German students. They often feel discriminated and under-valued. Therefore they
turn to people of their own country.
Requirements of the German way of studying challenges their values and identity. Diversity
and ambiguity of requirements are really hard to fulfil. They have to develop a transcultural
identity Therefore universities have to give them some help to find an orientation and to
develop successful strategies of learning. Participation of the students is important, oral
information is much more helpful than written material. Small cross-cultural groups should be
organized in which students work together.
Third, information on the German system of vocational education.
The most important source to be used in this project is to be found under:
http://www.bmbf.de/pub/berichtssystem_weiterbildung_neun.pdf
This report is the fifth report on results of a survey on participation in continuing education in
Germany. It therefore allows for analysis of trends in participation. It further gives insights to
the structure of supply of the general and vocational education systems.
The report covers not only formal learning in organized courses but also informal learning at
home or at workplaces. Participation in the informal forms of learning is much higher
compared to participation in formal forms of leaning. Participation in organized courses is
decreasing since the year of 2000. Participation in general education remained stable, the
decrease was observed in vocational education. Not only participation in terms of numbers of
participating people decreases but also the average time spent for vocational education.
As in former surveys there were large differences between groups characterized by sociodemographic and work criteria. Structural differences between the eastern and western parts
of Germany decrease as in former years. This is mainly due to a decrease in vocational
education which in turn is due to changing structures of public engagement.
7
Attitudes to lifelong learning are very positive. Most of the interviewees learned by observing
and doing at their place of work as well as in organized courses. There was some
controversial judgement of computer and internet based self-directed learning programmes.
The results of the survey show the importance of lifelong learning and the many different
forms of it. Further the importance of the influences of the learning environment are pointed
out. On the background of the harmonization of education in the EU as well as the increasing
international comparison of the output of the educational systems endeavors to harmonize the
national statistics on education are requested.
8
Italian Recommendations to Read:
From Italy we receive two good recommendations:
Sennett, R., L’uomo artigiano (The Craftsman), Milano, feltrinelli, 2008
A philosophical reflection about craft-work and competence and how it could strengthen our
identity. It’s the first of three books dedicated to the proposal of a “material culture” to
overthrow the negative prejudice about manual skills.
A defense of the capably to make things and, more in general, to make good things. “Craft”
for the author means art, technical work and capability.
That kind of work where the head and the hand are connected and the relationship with the
life is strong.
Craftwork allows to the worker a contact with external world and it’s internal to a cooperative
context not in a competitive one.
The wish to make good things is a decisive test for our identity.
To pursue actively a “well-done” work and to discover that it’s impossible to do can threaten
our self consciousness.
This book has first been written in English and then been translated into several languages.
Demetrio, D., Favaro, G., Didattica interculturale. Nuovi sguardi, competenze e
percorsi. Milano, Franco Angeli, 2002
This book represents a relevant effort to support trainers and teachers in the relation with the
different way to manage cultural differences. The work retraces the path of intercultural
approach in the learning spread in Europe and practiced in Italy only from ten years.
The author want to demonstrate that beyond the cultural difference to enhance and promote
it’s above all important the research of the similarity (in the feeling, in the way to live the
emotions and reproduce them inside the narrations and in the knowledge) that can help in the
encounter with the others.
9
Literature cited in this text:
Ailon 2008: Ailon, G.. Mirror, Mirror on the Wall: Culture’s Consequences in a Values Test
of its Own Design. Academy of Management Review, Vol. 33, No. 4, pp. 885 - 904
Antor 2007: Antor, H., (edit.). Fremde Kulturen verstehen – fremde Kulturen lehren.
WINTER, Heidelberg.
Barmeyer/ Bolten 1998: Barmeyer, C. I., Bolten, J (Hrsg.) (1998), Interkulturelle
Personalorganisation, Sternenfels
Bergmann 2005: Bergmann, G., (2005). Studie zur Internationalen Personalentwicklung.
Personalentwicklung für Expatriates während des Auslandseinsatzes. In: Zeitschrift für
Personalführung 7: 18 – 31
Biggs 1987 : Biggs, J. B. Study Process Questionnaire Manual. Melbourne: Australian
Council for Educational Research, 1987.
BMBF 2006: Bundesministerium für Bildung und Forschung, Berichtssystem Weiterbildung
IX, Integrierter Gesamtbericht zur Weiterbildungssituation in Deutschland, Bonn, Berlin
2006, retrieved 22.11.2008, http://www.bmbf.de/pub/berichtssystem_weiterbildung_neun.pdf
Chevrier/Fortin/ Théberge, / LeBlanc 2000 : Chevrier, J, Fortin, G., Theberge, M.,
Leblanc,R., « Le style d’apprentissage. Une perspective historique. » Le style d’apprentissage,
vol XXVIII, No. 1, ACELF, Quebec.
Demetrio, D., Favaro, G., Didattica interculturale. Nuovi sguardi, competenze e percorsi.
Milano, Franco Angeli, 2002
De Vita 2001: De Vita, Glauco. “Learning styles, culture and inclusive instruction in the
multicultural classroom: A business and management perspective.” In: Innovations in
Education and Teaching International, 38 (2): 165 - 173
Entwistle 2004: Entwistle, N. (2004), Approaches to learning and levels of understanding.
Influences and responsibilities (presentation documented on
http://www.ed.ac.u./etl/project/html
Heublein/ Sommer/Weitz, 2004: Heublein, U., Sommer, D., Weitz, B., Studienverlauf im
Ausländerstudium (Projektbericht HIS), Hannover 2004
Hofstede 2001: Hofstede, G. H., Culture’s Consequences: Comparing Values, Behaviors,
Institutions, and Organizations Across Nations, Thousand Oaks 2001.
House, Hanges, Javidan, Dorfman & Gupta 2004. House, R. J., Hanges, P. J. Javidan, M.,
Dorfman, P.W., Gupta, V., 2004. Culture, Leadership and Organizations. The GLOBE-Study
of 62 Societies, Thousand Oaks: Sage.
Juch, Rathje, Koeppel, & Juch, 2008: Rathje, S., Koeppel, P., Cultural fit or fit for culture?
– Ansätze zur kulturellen Gestaltung der Zusammenarbeit in internationalen
Unternehmenskooperationen. In: ARBEIT 16.Jg., Heft 2, S. 89 - 103
Keating, Martin & Szabo 2002: Keating, M. A., Martin, G. S., Szabo, E.,: Do managers and
students share the same perceptions of societal culture? In: International Journal of
Intercultural Relations 26 (2002) 633 – 652
Nový & Schroll-Machl 2003: Nový, I & Schroll-Machl, S.: Tschechien. In: Thomas, A.,
Kinast, E.- U., Schroll-Machl, S. (Hrsg.), Handbuch Interkulturelle Kommunikation, Band 1:
Grundlagen und Praxisfelder, Band 2: Länder, Kulturen und interkulturelle Berufstätigkeit,
Göttingen: 90 - 102
10
Rathje 2006: Rathje, S.. Interkulturelle Kompetenz – Zustand und Zukunft eines umstrittenen
Konzeptes. In: Zeitschrift für interkulturellen Fremdsprachenunterricht, 11( 3) (online)
www.ualberta.ca/~german/ejournal/rathje.pdf
Rimmington & Alagic, 2008. Rimmington, G. M. & M. Alagic. Third Place Learning.
Reflective Inquiry Into Intercultural and Global Cage Painting, Charlotte.
Schroll-Machl 2003: Schroll-Machl, S. (2003), Die Deutschen – Wir Deutsche, 2. Aufl.
Göttingen (Engl. Edition: Doing Business with Germans. Their perception, Our Perception)
Sennett, R., L’uomo artigiano (The Craftsman), Milano, feltrinelli, 2008
Thomas et al 2003: Thomas, A., Kinast, E.- U., Schroll-Machl, S. (Hrsg.) (2003.), Handbuch
Interkulturelle Kommunikation, band 1: Grundlagen und praxisfelder, Band 2: Länder,
Kulturen und interkulturelle Berufstätigkeit, Göttingen
Yamazaki/ Kayes 2004: Yamazaki, Y., Kayes, D. C. An Experiential Approach to CrossCultural Learning: A Review and Integration of Competencies for Successful Expatriate
Adaption. In. Academy of Management Learning and Education, 2004, Vol. 3, No. 4, 362 –
379
11
Key References
Reference
Adler, N., 2007. International Dimensions of Organizational Behavior 5th edition.
Cengage / South-Western Education Publishing.
Relevance to CCLVET:
Useful for understanding sources of misunderstanding and to set up suggestions to
improve intercultural learning
Content (0.5, max 1 page):
The analysis bases on well-known concepts of intercultural differences (Laurent,
Hofstede, Trompenaars) The author shows positive and negative effects of
intercultural collaboration in organizations and especially in teams. Sources of
misunderstanding are reflected and three levels (Misperception, misinterpretation,
misevaluation) discussed. The lack of self-awareness is identified as one relevant
weakness of intercultural cooperation.
Adler aims on creating cultural synergy and develops means to manage multicultural
teams and global careers
Keywords (max 5)
Cross-cultural learning
Global careers
Useful for
o Teachers
X
o Trainers
X
o Young learners
x
o Adult learners
x
12
Reference
Ashford, S. J., Blatt, R., Vandewalle, D., Reflections on the Looking Glass: A Review
of Research on Feedback-Seeking Behavior in Organizations, in: Journal of
Management 6 /2003 p. 773 – 799
Relevance to CCLVET:
Results to be considered when giving suggestions in CCLVET.
Content (0.5, max 1 page):
Analysed Dimensions are:
high/low status identity,
specific/ holistic
high/ low tolerance for ambiguity
individualism/ collectivism
They find a lot of differences in feedback behavior along theses dimensions and
close:
“These suggested interpersonal dynamics provide fascinating opportunities for both
cross-cultural research and for informing cross-cultural management practices.” (793)
Keywords (max 5)
Cross-cultural learning and management
Expat managers
Feedback behavior
Useful for
o Teachers
o Trainers
X
o Young learners
o Adult learners
13
Reference
Hofstede, G. H., Culture’s Consequences: Comparing Values, Behaviors, Institutions,
and Organizations Across Nations, Thousand Oaks 2001.
See also: Hofstede, G. H., Lokales denken, Globales Handeln, Interkulturelle Zusammenarbeit und
globales Management, 2. Aufl. München 2001
Hofstede 1991: Hofstede, G. H., Culture and Nations. Software of the Mind, new York et al. 1991
Hoppe 2004: Hoppe, M. H., An Interview with Geert Hofstede, in: The Academy of Management
Executive 1/2004, p. 75 -79
Relevance to CCLVET:
Basic work
Content (0.5, max 1 page):
Chapter 1: Values and Culture
“Culture is defined as collective programming of the mind; it manifests itself not only
in values, but in more superficial ways: in symbols, heroes, and rituals.” (1)
“…mental programs are intangibles, …constructs.” (2)
“A value is ‘a broad tendency to prefer certain states of affairs over others’.” (5)
“…, values have both intensity and direction.” (6) (intensity = relevance, direction =
good/ bad)
Norm: “It indicates the values actually held by the majority” or: “pertaining what is
ethically right” (6)
“Culture is to a human collectivity what personality is to an individual.” (10)
“ … five independent dimensions of national culture differences, each rooted in a
basic problem with which all societies have to cope, but on which their answers vary.
…
1. Power distance, which is related to the different solutions to t5he basic
problem of human inequality
2. Uncertainty avoidance, which is related to the level of stress in a society in the
face of an unknown future
3. Individualism versus collectivism, which is related to the integration of
individuals into primary groups
4. Masculinity versus femininity, which is related to the division of emotional roles
between men and women
14
5. Long-term versus short-term orientation, which is related to the choice of focus
for people’s efforts: the future or the present. (29)
P. 451 ff: Intercultural Encounters in Schools
“The chances for successful cultural adaptation are better if the teacher is to teach in
the student’s language than if the student has to learn in the teacher’s language,
because the teacher has more power over the learning situation than any single
student.” (451)
Differences that matter:
 Language
 Differences in cognitive abilities (due to importance of subjects and the chance
to do things often)
 Relevance of materials to the situation, life, ..
 Institutional differences in societies ( e. g. educational systems)
Keywords (max 5)
Cultural specifics
Useful for
o Teachers
X
o Trainers
X
o Young learners
o Adult learners
15
Reference
House, R. J., Hanges, P. J. Javidan, M., Dorfman, P.W., Gupta, V., Culture,
Leadership and Organizations. The GLOBE-Study of 62 Societies, Thousand Oaks
2004
Relevance to CCLVET:
To be used as a background-theory to interpret results of our research.
Content (0.5, max 1 page):
GLOBE project contains surveys in 62 societies, sometimes making a distinction
between cultural subgroups in countries (Switzerland, Germany, South-Africa).
17.000 middle managers from 951 organizations in 3 industries (food processing,
financial services, telecommunications services) answered to three different
questionnaires (organizational aspects, societal aspects, leadership). Qualitative
analysis had been added but not yet published in detail.
In a first phase the team focused on the development and validation of scales. In the
second phase propositions were tested. The results are published in the book
presented here. The third phase of GLOBE is currently being conducted focusing on
leadership effectiveness.
GLOBE asks for values and practices on the societal (78 questions) and
organizational level (75 questions), thus using four scales to assess each construct.
The survey has been done by using two different questionnaires (societal,
organizational), each of them been given to the half of the sample.
A correction procedure has been carried out to reduce cultural-response bias. The
results imply that this bias plays a small role in GLOBE culture scales. For procedure
see chapter 7 and appendix B.
Dimensions of intercultural differences:
Power Distance
Uncertainty Avoidance
Collectivism I (Institutional
Collectivism II (In-Group Collectivism)
Humane Orientation
Assertiveness
Gender Egalitarianism (distinguishing attitudes from behavioral manifestations, see p.
348 ff)
Future Orientation
Performance Orientation
16
Six of the GLOBE dimensions are based on Hofstede, but modified on base of a
critical discussion of Hofstede’s concept and results. Collectivism had been split into
institutional collectivism concerning collective distribution of resources and collective
action and in-group collectivism concerning cohesiveness in organizations and
families.
Humane orientation means: „The degree to which a collective encourages and
rewards individuals for being fair, altruistic, generous, caring, and kind to others.“
(House et al. 2004: 30)
Assertiveness means: “The degree to which individuals are assertive, confrontational,
and aggressive in their relationships with others” (ebd.)
Gender Egalitarism: “The degree to which a collective minimizes gender inequality”
(ebd.)
Future orientation: “The extent to which individuals engage in future-oriented
behaviors such as delaying gratification, planning, and investing in the future.” (ebd.)
Performance orientation: “The degree to which a collective encourages and rewards
group members for performance improvement and excellence” (ebd.)
Practice (as is) and values (should be) are asked, so there are quite interesting
conclusions to be drawn. In our sample most of the dimensions show higher scores
on the value side than on practice (not PDI, not assertiveness!). Sometimes countries
with low scores on practice show a high score on values’ dimension while others,
scoring high on practice have a more relaxed view or even wish to decrease
(example uncertainty avoidance). In the middle countries often seem to be satisfied
by the reached level. Therefore, we have to discuss learning styles/learning
preferences reflected by the students as an outcome of wishes/ values as well as
experience. Thus, toolbox should first contain individuals’ adaptation to practice in
current education systems as well as (second) organizational development aspects
which aim on fulfilling students’ wishes. Third this insight supports learning
arrangements in which students share their differences in practice and values.
Keywords (max 5)
Cultural Specifics
Useful for
o Teachers
X
o Trainers
X
o Young learners
X
o Adult learners
X
17
Reference
Keating, M. A., Martin, G. S., Szabo, E.,: Do managers and students share the same
perceptions of societal culture? In: International Journal of Intercultural Relations 26
(2002) 633 – 652
Relevance to CCLVET:
This is a nice example how to use GLOBE questionnaire on students. Results show
the dominance of country effects in comparison to cohort/ age.
Content (0.5, max 1 page):
The authors use the societal GLOBE questionnaire on Austrian and Irish students,
comparing their results to managers of both countries. The findings suggest that
there is some convergence between the cohorts, but also that the country effect is
more dominant than the cohort/age effect.
In respect of practices they observe a strong cohort effect on collectivism II (students
are weaker) and on gender egalitarism (the students score higher than the managers
in each of the two countries. Country effects were strong on assertiveness, future
orientation, uncertainty avoidance, humane orientation.
In respect of values cohort effects are shown for collectivism I, Future orientation,
Power Distance, gender egalitarism. Country effects were found for 8 dimensions,
the exception being future orientation.
In sum the country effect is more dominant than the cohort/age effect, finding
convergence in respect of values, but not in respect of practices.
Keywords (max 5)
Cross-cultural learning
Relation managers - student
Useful for
o Teachers
X
o Trainers
X
o Young learners
o Adult learners
18
Reference
Rimmington & Alagic, 2008. Rimmington, G. M. & M. Alagic. Third Place Learning.
Reflective Inquiry Into Intercultural and Global Cage Painting, Charlotte.
Relevance to CCLVET:
An important, WEB-based tool is presented for improving intercultural competence.
Cage painting could be one of our recommendations to be used in VET.
Content (0.5, max 1 page):
Intercultural and global communication competences are defined. The metaphor of
“Cage-painting” is deeply explained and connected to learning environments.
Theoretical framing based on the concept of third place learning is delivered.
Keywords (max 5)
Cross-cultural learning
Third place learning
Cage-painting
Useful for
o Teachers
X
o Trainers
X
o Young learners
o Adult learners
19