With the increasing number of Sino-foreign cooperations and more and more Chinese enterprises investing abroad, the ability to manage cross-cultural differences becomes critical. This paper discusses the standing of cross-cultural management (CCM) in China. A study was carried out that examines cultural awareness and cognitive cultural intelligence (cognitive CQ) among undergraduate Chinese business students as well as the impact of university CCM courses on both aspects. Findings suggest that Chinese undergraduate business students are moderately well culturally aware and they exhibit an average cognitive CQ. Moreover, both parameters positively correlate with academic CCM courses. Educational cross-cultural training is thus effective in increasing students’ cultural awareness as well as cognitive CQ and should be therefore further …show more content…
Conclusions and implications
The overarching goal of this paper is to explain the importance of cross-cultural management in China and to identify cultural awareness and cognitive cultural intelligence among Chinese business students. In addition, the effects of university cross-cultural management education on cognitive cultural intelligence are examined.
In China, a rising interest in cross-cultural aspects arose during the 1980s, which intensified over time. The growing number of Sino-foreign joint ventures and cooperations in China itself contributed significantly to this. The rapidly increasing international expansion of Chinese companies supports the process of dealing with cross-cultural aspects.
Concerning cross-cultural management, there is a tendency to imply the integration of cultural issues in academic management courses not only in executive but also in undergraduate and graduate courses. Besides Hong Kong, there are currently 17 Chinese universities and schools accredited by AACSB which explicitly require the transfer of teaching cross-cultural management competencies in undergraduate and graduate degree
Some strategies that can be used to enrich children’s understanding and respect for cultural identities within the services community may include: - • providing activities and opportunities that engage other cultures These activities could be a culture celebration for a day or week such as Chinese New Year, St Patrick’s Day, Christmas etc., where the children could come dressed up as something that represents that particular culture i.e. dragon, leppricon, Noah etc. and play games that originated from that culture, do drawings of things found in that culture or read books at story time that give information and embraces the culture. • engaging parents and families to discuss cultural practices.
According to the Rogers & Vismara article, while cultural factors may influence the course of detection, diagnosis, and treatment of autism spectrum disorders, child treatment programs for autism tend to lack cultural considerations. One strategy the authors mentioned to address this issue is to train researchers and service providers in cultural competence. What would be some of the essential components of effective cultural competency training that is uniquely catering to culturally diverse children with autism spectrum
“Why is it crucial as a student to learn about cultural competency”? The reason is due to the increasing cultural diversity in the United States. This increasing cultural diversity in the United States has resulted in the national health objective proposed in Healthy People 2020: achieving the highest level of health for all people by addressing societal inequalities and “historical and contemporary injustices” (Giddens, 2013, pp. 33). The belief is that all people deserve quality health care and access to care no matter what culture the individual may be.
Cultural competence is “the ability to communicate with, understand and effectively interact with people across cultures” (EYLF, 2015) Some legislation to keep in mind: • Belonging Being and Becoming The Early Years Learning Framework for Australia. - P. 16 Cultural Competence • Early Childhood Australia – Code of Ethics. Inclusivity and Cultural Responsiveness • The National Quality Standards – Relationships with children. Collaborative partnership with families and communities • Australian Human Rights Commission Act 1986 • Racial Discrimination Act 1975 • Anti-discrimination Act 1991 - OUR PHILISIOPHY
Cultural competence means working respectfully and effectively with all children, their families, team members and the community. It means being aware of your own values, beliefs, practices and prejudices and the influence this can have on your decision making. It means continual reflection on your work practices and working towards a better understanding and respect for all cultures. Being culturally competent also means being aware of dominant and minority cultures and the affect this has on the community and adapting your ways to interact with the children and families to make them feel safe, secure and supported (EYLF Outcome 1- Children have a strong sense of identity). Cultural competence not only belongs to an individual as an educator
Classes that focus on cultures will also make students much less ignorant when they visit countries outside America. Once high schools require
One of the most integral parts of cultural competency is the process of successfully becoming culturally competent. After synthesizing available research on the topic I have constructed four main steps in becoming culturally competent. Those include self-awareness, understanding various aspects of the culturally diverse population for whom you care for, practice evidence based medicine as it relates to culturally diverse populations and continuing education (Kodjo, 2009; Purnell, 2012). The first step includes becoming self aware of one’s own beliefs.
In general, Western cultures are short-term oriented while Eastern cultures tend to be more long-term oriented. The US-managers were obsessed of making high profits in a short amount of time, while their Chinese partners urged them to first take steps that support long-term oriented goals like the focus on the company´s strategic
Neher wk 2, Ruth (1 day late – vacation) In this section, I am choosing China to do my research of the cultural dimensions. Individualism and Collectivism in China are not even considered. Individualism is about ones self and doing what needs to be done for yourself not others, based on independence. Collectivism is based on group goals rather than individual goals.
My interest in intercultural communication and determination of pursuing a career in international education motivated me to apply for the MA ICBP at Warwick University. The decision has been carefully made based on my bachelor degree in International Communications Studies with Spanish, voluntary teaching in primary schools in China and Cameroon. After graduation, I wish to work for as an administrative coordinator in an international education institution or as a program manager of NGO, promoting quality education. With 3-5 year working experience, I will head for a PhD degree to prepare myself for a research-oriented position. Undertaking my bachelor degree in the first Sino foreign university, the University of Nottingham Ningbo China (UNNC), is the first step for me to engage in cross-cultural communication as a learner.
Personal Statement I would like to confirm that it is my motivating of Chinese culture that ignited my passion for cultural and creative industry. As a Tourism Management major student, I was able to explore the Chinese diversified cultures and landscapes, which offered me an insightful understanding of the Chinese cultural development. Under the guidance of commercialization, some cultural heritages have developed into huge tourism souvenir markets full of counterfeit and shoddy products. The over-commercialization reveals the fact that the Chinese culture is facing a severe situation. The country calls for a better cultural development strategy, which cultural and creative industry can offer.
Criticism: Lazonick (1993) took up the challenge with porter regarding the issues of rivalry, issues regarding rivalry alone cannot pressure firm to produce more innovative products. When a firms faces too many issues from their competitors, they may rather choose to imitate their competitors’ products than innovate products at their own risk. When foreign competitors come up to take challenges with firms, firms would rather choose to be cooperative the business with their current competitors to prevent decline of products. Porter’s diamond framework concept most of the time focuses on the home based market due to competitiveness of a national business system is usually derive from their home based market (Porter, 1990). Single diamond framework
The analysis of the case based on two cultural frameworks by Hofstede and Trompenaars & Hampden-Turner leads us to believe that there are several reasons at play behind JPMorgan’s (JPM) hiring practices in China. In China, identity among collectivists is defined by relationships and group membership where social behavior is governed by norms and obligations. There is an emphasis on relationships even if they may be disadvantageous and in-group goals have the utmost priority.
Cultural Analysis of China The definition of culture is; the customary beliefs, social forms, and material traits of a racial, religious, or social group; the characteristic features of everyday existence (such as diversions or a way of life) shared by people in a place or time. Mainland China has a rich and prosperous culture which dates back more than 4,000 years, which is full of Chinese culture and history. China has a colorful history, which focuses on more traditional aspects like food, customs, and the life style of its people. The Chinese people have shared a common culture longer than any other group of people on earth.
Teachers "You must go beyond and seek to understand the cultural context of each student" (Braley et al., 2016, pp. 259). Success looks different for each student and teachers should realize culture may be reflected in students' actions. Additionally, teachers may be teaching students at various comprehension levels and students with learning disabilities. In these instances, it is essential to learn about where difficulties lie for children and enhancing their learning by meeting them where they are with content they can