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You searched for subject:( multicultural abilities). Showing records 1 – 2 of 2 total matches.

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University of Tasmania

1. Daly, AJ. Outbound student exchange at Australian and New Zealand universities: the effects of pre-departure decision-making, in-country experiences and post-sojourn outcomes.

Degree: 2007, University of Tasmania

There is increasing student mobility around the world and a growing focus on transnational education. Until a decade ago in Australia and New Zealand the emphasis was on attracting international students to be full-fee paying (FFP) enrolments. Consequently, much of the research has focused on issues relating to the psychosocial and sociocultural adjustment, and learning and teaching needs of FFP international students. Recently, there has been a growing field of work from the US and Europe examining outbound student mobility programs including cultural and language tours, study abroad and student exchange. Although student exchange is purported to be an effective method for increasing the intercultural competence of domestic students to perform in the global marketplace, there is a paucity of research empirically examining the student exchange experience. Thus, this thesis examined student exchange in the Australian and New Zealand context. This research project investigated the processes and outcomes of the student exchange experience for Australian and New Zealand university students. This thesis examined how many students participate in exchange programs; who these students are; why they participate and what impact this experience has in terms of intercultural competencies and international orientation. This research project is unique as it represents the first detailed national study of student exchange in both Australia and New Zealand. Reflecting the longitudinal study in this thesis, a model was developed spanning the three phases of the exchange sojourn: pre-departure, in-country, post-exchange. The model incorporated the factors that influence Australian and New Zealand students to participate in an exchange program and the variables which affect their experiences in the host country. It was proposed that these factors influence the outcomes of the exchange experience. Two additional models provided further details of the factors influencing the exchange decision-making process and students’ experiences in the host country. Multiple methodologies were adopted across the four studies in this thesis in order to understand the factors at all phases of the exchange experience that may impact upon the outcomes of the sojourn. The first study encompassed an analysis of each institution’s strategic plan in regards to student mobility to consider organisational factors influencing participation in the exchange program. Additionally, Study One examined student exchange participation at Australian and New Zealand universities from 1996-2005. The second study had two purposes. Firstly, it examined the personal characteristics of exchange students before departing on their sojourn in order to establish a baseline of competencies. Second, Study Two compared these traits with those of non-exchange students to investigate personal drivers and barriers of mobility. The third study was comprised of interviews with students who were studying on an exchange program in Canada to identify the significant experiences of…

Subjects/Keywords: 339999 Other Education; 420308 Multicultural, Intercultural and Cross-cultural Studies; 380104 Personality, Abilities and Assessment

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Daly, A. (2007). Outbound student exchange at Australian and New Zealand universities: the effects of pre-departure decision-making, in-country experiences and post-sojourn outcomes. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/6736/3/Front_Matter.pdf ; https://eprints.utas.edu.au/6736/2/Daly_PhD_2007.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Daly, AJ. “Outbound student exchange at Australian and New Zealand universities: the effects of pre-departure decision-making, in-country experiences and post-sojourn outcomes.” 2007. Thesis, University of Tasmania. Accessed March 31, 2020. https://eprints.utas.edu.au/6736/3/Front_Matter.pdf ; https://eprints.utas.edu.au/6736/2/Daly_PhD_2007.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Daly, AJ. “Outbound student exchange at Australian and New Zealand universities: the effects of pre-departure decision-making, in-country experiences and post-sojourn outcomes.” 2007. Web. 31 Mar 2020.

Vancouver:

Daly A. Outbound student exchange at Australian and New Zealand universities: the effects of pre-departure decision-making, in-country experiences and post-sojourn outcomes. [Internet] [Thesis]. University of Tasmania; 2007. [cited 2020 Mar 31]. Available from: https://eprints.utas.edu.au/6736/3/Front_Matter.pdf ; https://eprints.utas.edu.au/6736/2/Daly_PhD_2007.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Daly A. Outbound student exchange at Australian and New Zealand universities: the effects of pre-departure decision-making, in-country experiences and post-sojourn outcomes. [Thesis]. University of Tasmania; 2007. Available from: https://eprints.utas.edu.au/6736/3/Front_Matter.pdf ; https://eprints.utas.edu.au/6736/2/Daly_PhD_2007.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Guelph

2. Houde, Sebastien. The Application of the Mindfulness Framework to the Study of Intercultural Competence .

Degree: 2014, University of Guelph

Although a growing body of evidence has looked at the beneficial impact of mindfulness practice in a number of domains (e.g., improvement of mental health and psychological well-being, physical health, behavioral regulation, relationship and social interaction quality; see Baer, 2003; Brown et al., 2007), very little empirical research has been conducted or focused on the role that mindfulness could play in better understanding intercultural relations and related issues (e.g., intercultural competence development and training, intercultural adaptation and effectiveness). As such, the purpose of this dissertation was to investigate the relationship between mindfulness and intercultural competence, and more specifically investigate the extent to which there exists a direct or indirect relationship between these constructs. Although empirical evidence suggests that numerous mechanisms could be at play (see Shapiro et al., 2006), there are no theories or models specifically looking at the construct of mindfulness and the means by which it could potentially impact the development of intercultural competence. By drawing on the seminal work of Shapiro et al. (2006), two studies were conducted to test an integrative framework to highlight the presence of such a relationship and investigate the mediating role played by these different mechanisms, including (a) decentering, (b) exposure, (c) flexibility/rigidity, (d) self-regulation/self-management, and (e) value clarification. After steps were taken to ensure that the measurement properties of the different indices or psychometric instruments were meeting an acceptable standard across both studies, results generally indicated that mindfulness was indeed related to a number of intercultural competence indices, and that this relationship tended to be partially mediated by a number of mediating variables or mechanisms of action (i.e., exposure, flexibility/ rigidity, self-regulation/self-management, and value-clarification). Overall, these results tend to suggest that applying the mindfulness framework to the study of intercultural competence is likely to generate a number of interesting insights and greatly benefit both research and practice. Advisors/Committee Members: Desmarais, Serge (advisor).

Subjects/Keywords: mindfulness; culture; cultural competence; intercultural competence; intercultural skills; mindful; mindfulness practice; mindless; cultural intelligence; mechanism of action; mechanism; intercultural training; cross-cultural training; cultural sensitivity; learning culture; mindful leadership; expatriation; intercultural adaptation; cultural adaptation; international assignment; cross-cultural expertise; workforce diversity; international management; global business management; cross-cultural interaction; cultural empathy; universality; diversity; universal attitude; intercultural effectiveness; cross-cultural effectiveness; foreign assignment; personel selection; training; training and development; cultural sense-making; multicultural attitude; multicultural values; pluralistic values; pluralistic attitudes; intercultural adjustment; cross-cultural adjustment; awareness; cultural awareness; mindful awareness; FFMQ; five-factor mindfulness questionnaire; theoretical framework; mediation; structural equation modeling; relative weight analysis; relative importance analysis; present-focused; orientation to experience; exposure; psychological flexibility; cognitive flexibility; decentering; reperceiving; phenomenological attitude; shift in perspective; mechanisms of mindfulness; emotional flexibility; behavioral flexibility; rigidity; cultural flexibility; self-regulation; self-management; behavioral regulation; emotional regulation; self-compassion; authenticity; ethnocultural empathy; perspective-taking; stereotyping; stereotype; acceptance; value clarification; benefits of mindfulness; multicultural competence; multicultural skills; multicultural abilities; dispositional mindfulness; non-judgment; non-reactivity; reactivity; global worldview; cross-cultural adaptation; ethnocentric; cultural tolerance; ethnorelative; openness to experience; openness; universality-diversity orientation; relativistic appreciation; acceptance of cultural differences; cultural differences; cultural frame switching; non-judgmental; non-evaluative; cultural metacognition; metacognitive skill; cultural skills; cultural knowledge; acting with awareness; AAQ; frustration intolerance; discomfort intolerance; experiential avoidance; comfort with differences; emotion regulation; common humanity; unbiased; unbiased processing; positive psychology; five facet mindfulness questionnaire; experience questionnaire; frustration discomfort scale; universality-diversity scale; acceptance and action questionnaire; international compence; mindful organization; organizing framework; adaptive performance; cross-cultural performance

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Houde, S. (2014). The Application of the Mindfulness Framework to the Study of Intercultural Competence . (Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8251

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Houde, Sebastien. “The Application of the Mindfulness Framework to the Study of Intercultural Competence .” 2014. Thesis, University of Guelph. Accessed March 31, 2020. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8251.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Houde, Sebastien. “The Application of the Mindfulness Framework to the Study of Intercultural Competence .” 2014. Web. 31 Mar 2020.

Vancouver:

Houde S. The Application of the Mindfulness Framework to the Study of Intercultural Competence . [Internet] [Thesis]. University of Guelph; 2014. [cited 2020 Mar 31]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8251.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Houde S. The Application of the Mindfulness Framework to the Study of Intercultural Competence . [Thesis]. University of Guelph; 2014. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8251

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.