![]() ![]() ![]() ![]() Keywords: intercultural communication, business communication, cultural diversity, stereotypes, Chinese managers, collectivism, psychological needs 1. Although cultural differences were considered to hinder the respondents’ performance and often to be a source of dissatisfaction, they did not discourage them from entering into intercultural communication. Moreover, ignoring or even disrespecting the different cultural values of interactants were regarded as basic barriers in intercultural communication, and such barriers can be avoided when a different cultural background is respected. Analyses showed that even if the respondents expressed negative effects of cultural differences on communication, they also manifested positive attitudes toward intercultural interactions. To better understand the connection between cultural background and efficient business communication, we conducted a questionnaire survey in 2014 among 20 employees from a Chinese subsidiary of a European top global manufacturing company. This study examines the personal opinions of Chinese employees working in a multicultural environment on the relationship between cultural diversity and the efficacy of their communication in a multicultural environment. ![]() Journal of Intercultural Communication, ISSN 1404-1634, issue 43, March 2017 Cultural Differences, Stereotypes and Communication Needs in Intercultural Communication in a Global Multicultural Environment The Employees’ Perspective Arkadiusz Gut, Michał Wilczewski and Oleg Gorbaniuk John Paul II Catholic University of Lublin and the University of Warsaw Abstract An Internship Proposal must be approved by the faculty prior to starting the Internship.Cultural Differences, Stereotypes and Communication Needs in Intercultural Communication in a Global Multicultural Environmen Previous internship sites include international-student advising offices, elementary and secondary schools, community outreach organizations, social-service agencies, educational or cultural exchange programs, and consulting firms. Fulfilling the internship requirements is not merely about logging a certain number of hours at a host site, but about learning from, with, and about the people and communities with whom one interacts. It allows students to bridge the theoretical concepts they are learning in their coursework with practical skills and experiences gained outside of the classroom while promoting critical reflection.ĭeveloping intercultural competence, therefore, happens not only in the classrooms at Penn GSE, but also in experiences outside academia, especially while completing the 160-hour participant observation at an internship site over the summer between the first and second year. Participant observation is an integral component of the ICC M.S.Ed program at Penn GSE. Genealogies of Race and Language in Educational Research.Cultural Perspectives on Human Development.Intercultural Communication & Miscommunication.Selected Topics in Educational Linguistics.Teaching Performance Arts for Cross-Cultural Education ( TPACE).Indigenous Education & Language Revitalization.Approaches to Teaching English & Other Modern Languages.Language Teaching & Literacy Development in Multilingual Contexts.For a full list of courses offered at GSE, visit Penn’s University Course Catalog. Note: This suggested plan of study is for full-time students students enrolled part-time will work with the program manager and faculty to determine the best plan of study for their situation. ![]()
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