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8/14/2019 Chen Defense
1/21
Intercultural SensitivityIntercultural Sensitivity
Development AmongDevelopment Among
Taiwanese BusinessTaiwanese Business
StudentsStudents
Hsiao-Yin Chen
8/14/2019 Chen Defense
2/21
Background of the Study
ChangingDemographics
Challenges in BSHigher Education
Cross-culturalConflicts
150,000 US employees
work overseas each
year;
43,000 foreigners livedin Taiwan in 2004;
100,000 international
students majored in
business and
management during the
2004-05 academic yearin the US.
Cross-cultural sensitivity
(respect for others
religion);
Business skills(communication &
adaptation);
International business
competencies (being an
international mediator).
Value of the host
country;
Language;
Living conditions; Interpersonal
relationship.
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Primary Research Questions
WhatWhat levels of intercultural sensitivityhavehave the Taiwanese undergraduatethe Taiwanese unde
rgraduate
international business and managementinternational business and mana
gement
majors in this studyma
jors in this study((my target populationmy target population))achieved as indicated by the Interculturalachieved as indicated by the Intercultural
Development Inventory (IDI)?Development Inventory (IDI)? What is the relationship between theWhat is the relationship between the
results of the IDI and selectedresults of the IDI and selected
demographic characteristics of myof mytarget population??
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Primary Research Questions(continued)
How do the interviewees selectedfrommy target populationview culture? How do
their responses relate to the IDI if at all?
What kinds oflife experiencescontributedto the intercultural sensitivity ofmy target
population?
What formal educational experiencesencouraged mytarget population to
develop their intercultural sensitivity? How?
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Conceptual Framework of the Study
The Relationship Between the Dimensions and the Scales (IDI, CD-ROM, 2005)
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Research Design and Samples
QuantitativeApproach
QualitativeApproach
Intercultural
DevelopmentInventory
(IDI)
PhenomenologyTheory
a. 195 seniors;
b. Majoring in international
business and management;
c. Taiwanese citizens.
a. 12 interviewees were selected
among 195 seniors;
b. 2 students from each group: Ethnocentric/ethnorelative Each of the 3 research site
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Hypothesis 1-1.
My target populationwill exhibit strong intercultural
sensitivity in theethnorelative dimensionas shown on the
IDI.
Hypothesis 1-2.
My target population in urban areaswill exhibit stronger
intercultural sensitivity in the ethnorelative dimension than
those studying in rural areas as shown on the IDI.
Specific of Question 1Do my target population show strong intercultural
sensitivity in the ethnorelative dimension?
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Hypothesis 2-1.
The femalesin my target populationwill exhibit stronger interculturalsensitivity than theirmale counterparts on each scale as shown on theIDI.
Hypothesis 2-2.
Theages ofmy target populationwill not affect their interculturalsensitivity as shown on the IDI.
Hypothesis 2-3.My target population who hadinternational experienceswill exhibitstrongerintercultural sensitivity than those who had not as shown oneach scale of the IDI.
Specific Question 2Do demographic characteristics affect intercultural sensitivity
in my target population in this study?
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Specific Question 2 (continued)
Hypothesis 2-4.My target population who can speak one or more foreignlanguages fluentlywill exhibit strongerintercultural sensitivitythan their counterparts who cannot as shown on each scale of theIDI.
Hypothesis 2-5.
My target population who have participated in interculturalactivities on campuswill exhibit strongerintercultural sensitivitythan their counterparts who have not as shown on each scale of theIDI.
Hypothesis 2-6.
My target population who have the desire to work or study abroadwill demonstrate strongerintercultural sensitivity than theircounterparts who do not as shown on each scale of the IDI.
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Questionnaire
50 items of Intercultural Development Inventory (IDI) intraditional Chinese language.
5 points scale:
1 2 3 4 5Disagree Agree
Developmental Score (DS):
Ethnocentric Dimension Ethnorelative Dimension
55-79:Low-middle Denial/Defense or
Reversal (DD/R)
80-109:
High DD/R to low-middle
Minimization (M)
110-139:High M to low-middle
Acceptance/Adaptation (AA)
140-145:
High AA to higher Adaptation
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Quantitative Findings
H 1-1.
Intercultural SensitivityAmong 195 Students
H 1-2.
School Areas
(A, B, C)
Result Not supported Not supported
Notes
Over 50% (n=103)of the
195 Taiwanese business
undergraduates in this
study fell in the DD/R or
in the denial dimension
of the DevelopmentalModel of Intercultural
Sensitivity (DMIS).
A (Urban):86.50 (1)+(3)
B (Rural): 76.40 (1)+(2)+(3)
C (Rural): 76.58 (1)+(3)
(5) Disinterest in cultural difference
(6) Avoidance of interaction with
cultural differences
(7) Tendency to view the world in
terms of us and them, where us
is superior
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Quantitative Findings (Continued)
H 2-1.Gender
H 2-2.Age
H 2-3.Intl
Exp.
H 2-4.Language
Ability
H 2-5.Activities
on campus
H 2-6.Future Plan
Significant
Difference X X X
NoSignificant
DifferenceX X X
Notes
3-6 months
(sig. diff.)
Less than
3 months
(no diff.)
Participated
(sig. diff.)
Not provided
& Not
participated
(no diff.)
Study abroad
(sig. diff.)
Others(study/work in
TW; work
overseas)
(no diff.)
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Sample (Qualitative Approach)
12 interviewees were selected from 195 students basedon the IDI;
2 students whose DS toward the ethnocentric dimension
were selected from each school;
2 students whose DS toward the ethnorelative dimension
were selected from each school.
Research Site A Research Site B Research Site C(M&F) low-middle DD/R (M&F) low-middle DD/R (M&F) low-middle DD/R
Research Site A Research Site B Research Site C
(M&F) High M to low-middle
AA
(M) High DD/R to low-
middle M
(F) High M to low-middle
AA
(M) High DD/R to low-
middle M
(F) High M to low-middle
AA
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Framework of Qualitative Findings
An individualsintercultural sensitivity development
Life experiences Formal education
FamilyMedia
Peers Religion
Teachers
sharing
Intercultural
activitiesIntl
students
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Qualitative Findings
Individuals toward Ethnocentric
dimension
Individuals toward Ethnorelative
dimension Provide more examples of
objective culture(food and eating
styles);
Learn different cultures from
the media(American TV shows,
Japanese and/or Koreas dramas);
Learn from interacting with
foreigners in Taiwan(teachers in
English cram schools, foreigners
visit in Taiwan);
Provide more examples of
subjective culture(value, and
ways of life);
Learn different cultures from
parents, friends, and relatives
personal experiences (working,
studying, and living experiences) ;
Learn different cultures from
interacting with foreigners both in
Taiwan and overseas(teachers in
schools, short-term study abroad,
and do missionary work overseas);
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Qualitative Findings (continued)
Individuals toward Ethnocentricdimension
Individuals toward Ethnorelativedimension
Learn from teachers
personal experiences;
Shareno interest in participating
intercultural activities oncampus and short-term study
programs;
Avoid interactingwith foreign
students in classes;
Haveno suggestionsregarding
culture study to their schools.
Learn from teachers
personal experiences;
Share interest in participating
intercultural activities such as ashort-term study overseas
which is held by schools;
Interactwith foreign
students in classes frequently;
Suggest their schools to
provide seminars or classes
related to cultures.
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Integrating Quantitative and Qualitative FindingsIndividuals toward
Ethnocentric dimension
Individuals toward
Ethnorelative dimension
Gender No difference Females students showed stronger
intercultural sensitivity than male
students (Qual.)
Age No difference No difference
International
experiences
*
No overseas experience or
interaction with foreigners inTaiwan
Short-term international experience
and interaction with foreigners inTaiwan and overseas
Language
capability
Most participants rated their
foreign-language in the fair level
(Qual.)
Most participants rated their
foreign-language in the good level
(Qual.)
Intercultural
act. on
campus*
No interest in participating Participate and suggest foreigners
involvement in the activities
Future plan* Prefer to work in Taiwan after
graduation
Prefer to study abroad after
graduation
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Limitation of the Study
The IDI is a self-evaluation test;
3 research sites and 195 students may not represent all
Taiwan business college students;
Volunteer instructors disallowed classroom observations;
The building of interpersonal relationships between the
researcher and interviewees was difficult.
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Implications
Taiwan Business
School
Taiwan Business
Faculties
Taiwan Classroom
Application Hire diversity faculties;
Provide programs
for foreign exchange
or summer work abroad;
Provide varieties of
intercultural activities
on campus;
Provide culture-
related seminars;
Provide useful
culture courses.
Design appropriate
curriculum (students
gender, future plans,
and language ability);
Attend cross-
culture seminars.
Provide more
information
to enhance
students interests
before students
participate in
intercultural
activities on campus;
Discuss the
activities with
students after they
participate in
intercultural activities
on campus.
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Suggestions for Further Study
Quantitative Study Qualitative Study
Discover about the
educational level of
parents;
Find out individualsreligion;
Understand facultys
intercultural sensitivity.
Observe intercultural
activities on campus;
Interview faculty mentioned
frequently by students.
Recommended