communication and challenges in international co-operation · pdf file ·...

Communication and challenges in international co-operationKey factors and analysis of a communication interplay

IRUAS Annual Conference

January 22, 2015

Dr. Wiltrud Weidinger

Co-Head IPE

Structure

Introduction and framework

Intercultural communication model

Goals and contents of co-operation

Differences on various levels

Dimensions of communication

Example of an interplay in communication

Insights

22.01.2015Wiltrud Weidinger 2

Framework


Intercultural communication (competence): broad field of research and publication

• Gudykunst 1995/2002, Kim 1995, Novinger 2001, Scheitza 2009, Moosmüller 2009, Arasaratnam & Doerfel 2005, Hu & Weiwei 2011, Barmeyer 2009, Ting-Toomey & Chung 2012, Hofstede 1984/2001/2005/2013, Milenkovic 2011, Kiss 2008, Okun et al. 1999

Different perspectives

• Anxiety/uncertainty management theory (Gudykunst 1995/2002)

• Personal network approach (Kim 1986)

• Systems-theory approach (Kim 1991, 1995, 2002)

• Social skills perspective (Martin and Hammer 1989)

• Identity negotiation perspective (Ting-Toomey 1993)

• Knowledge host culture and attitude towards the other culture (Wiseman et al. 1989)

Various related areas


International and cross-cultural communication

Interracial and minority communication

Intercultural competence (trainings and diagnosis)

Intercultural competence diagnosis

Different dimensions/orientations of culture

A model for intercultural communication?


(Ting-Toomey & Chung 2012)

- content meaning

- relational meaning

- identity meaning


Goals

Capacity building andknowledge transfer

Initiating, realising andevaluating projects in

education

Principles of developmentco-operation

Contents

Democracy and human rights education

Job-orientation training forstudents

Life Skills and self-competences

Migration, mulitlingualism

Geography

Transition anddevelopment countries

Regions in or after crisis

Immigration countries ofMiddle/Western/Northern

Europe

International co-operation: Partners and regions

International partners:

• Ministries of Education (and implementing bodies)

• Universities and Teacher Training Institutes

• National NGOs

• Supra-national organisations

Countries:

• (S)EE: SRB, HR, BIH, KOS, MK, AL, GR, RO, UKR

• AFRICA: Ghana, Tanzania

• IMMIGRATION COUNTRIES: CH, D, A, GB, NOR...


Differences on various levels


(Kiss 2008, Milenkovic et al. 2011, Hofstede 2001/2005)

Historical and political context

General values within society

Different perspectives of the individual’s role in society

Role of national institutions and organisations

Power, hierarchies and decision-making processes

Time Management

Methods


Case study by project

Content analysis via document analysis

• Emails, reports and working papers

• Discussion notes, protocols from joint work meetings, notes of de-briefing meetings

• Observation notes

Theoretical framework: Hofstede‘s cultural dimension model (2005) including two additional dimensions (Kiss 2008; Soares 2007)

Analysis and interpretation by theoretical process model (adapted from HA operations: Van de Ven 1995; Rodon et al. 2012)

Dimensions of communication

1. Power Distance/Power closeness

2. Collectivism/Individualism

3. Responsibility/Commitment

4. Time and space

5. Uncertainty avoidance

6. Face and face saving


(Hofstede 2001/2005/2013; Weidinger 2014, Kiss 2008),

Novinger 2001; Okun et al. 1999; Milenkovic et al. 2011)

1. Power distance/Power closeness


Question:

How are power andinequality dealt with

within a society?

Tendency:

(S)EE countries showa high level of power

distance

Description

Strong centralisation: «orders from above»

Experience:

Shift towards activity, pro-activity and

innovation means a rapid

2. Collectivism/Individualism


Question:

How are individuals integrated in society?

Tendency:

(S)EE countries show a high value of collectivistic

traits

Description:

Loyalty and high long-term orientation has priority

High responsibility

Experience:

Affecting human resource placement – innovation can

be endangered

3. Responsibility/Commitment


Question:

How do individualstake over action and

initiative?

Tendency:

(S)EE low values(correlating with high value in collectivismand power distance)

Description

Strongly connected tocollectivisticperspective

Experience:

Challenge when twoextreme positions

come together

4. Time and space


Question:

How do individuals handle time?

Tendency:

(S)EE countries show the tendency of a more polychronic

perspective

Description

polychronic vs. monochronicperspective

Experience:

Short-term orientation of job-related issues (long-term orientation

within sub-groups)

5. Uncertainty avoidance


Question:

How much do individuals feel threatened by uncertainty?

Tendency:

(S)EE countries show a high level, connected

with rigid belief systems, need for rules

Description

Safety and securityhave strong influence

on individual motivation

Experience:

Strong effect on decision-making of

strategic and sustainable milestones

6. Face and face saving


Question:

How muchvalue/standing does

the person have in theeyes of others?

Tendency:

(S)EE countries show a high tendency in

face saving

Description

Includes power, insider and outsider relations, humour and respect

Experience:

No direct confrontation

Example of an interplay in communication


DOCCU: Development of citizenship competences in Ukraine

Project partner: National Academy of Public Administration (NAPA)

Goal: Supporting the development of democracy education:

Trainings for teachers, school principals and civil servants

Implementation via a cascade-model (multipliers) in 3 regions (Kiev, Bila Tserkva, Odessa)

Example of an interplay: Process model


Cu

ltu

ral C

on

text

NA

PA Culture of local institution (NAPA)

IPE

Culture of IPE/PH Zurich

Inte

ractio

n/a

ctio

n

NA

PA Local institution (NAPA) action/interaction

IPE

IPE/PH Zurich operations

(Van de Ven & Poole

1995; Rodon et al. 2012)


Inte

raction/a

ction

NA

PA passive listening and lethargy

IPE

use of the term «joint

development of training

plans» (workshop in ZH with

PM + senior experts)

pushing for the initiative

(future funding), activation,

giving out tasks to formulate

plans to experts

Cultura

l C

onte

xt

NA

PA perception: «experts tell us

what to do»

IPE

Concept of teamwork and

development of experts on

eye-level

partners don’t take over

responsibility and are not

interested

Collectivism

Time and space

Responsibility


Inte

raction/a

ction

NA

PA Top-down production of

seminar plans (400 pages in

Ukrainian)

UA experts change training

plans completely and take out

CH presentation slots; 2nd

group left everything to CH

IPE

Organised workshop in ZH

with ALL UA experts; seminar

plans adapted according to

innovative approach in in-

service teacher training

Cultura

l C

onte

xt

NA

PA Hierarchical structures: boss

decides what is best

Face and face-saving: «Why

do they not accept what we

have done?»IP

E

Feeling of disrespect towards

joint development, no sharing

of concepts and missing

transparency

Power distance

Uncertainty avoidance

Face Saving

How can we use our interpretations?


(www.hopespeak.com)

Insights


Continuous reflection of our own communication and its influence by societal and cultural contexts

Reflecting communication processes with experts during different stages of theproject

Defining «soft moments» where we have to become active to fulfil expectations of...

• What is associated and meant with «innovation» in education?

• Our own donors and what is connected with outcomes, outputs and activities?

• Co-operation and co-operative culture between the partners

Defining «soft moments» in order to…


Prevent personal violations

Prevent and act against corruptive behaviour

Support our general principles of development co-operation such as rights-basedapproaches, empowerment, participation, sustainability, accountability

Keep our goal of capacity building in the target context

«Culturally-fluent approach»


We do not communicate in the same way day to day: factors like context, individual personality, mood etc. interact with the variety of cultural influences

Perfecting ourselves in effective communication skills

Working over time to understand that communication varies across culturesand time

www.phzh.ch/ipe


BibliographyArasaratnam, Lily A. & Marya L. Doerfel (2005): Intercultural communication competence: Identifying key components from multicultural perspectives. In: International Journal of Intercultural Relations 20 (2005) 137 – 163. Online under www.sciencedirect.com [19.11.2014]. ¨

Barmeyer, Christoph J. 2009: Coaching von Führungskräften in interkulturellen Kontexten. In: Otten, Matthias, Alexander Scheitza und Andrea Cnyrim (Hg.): Interkulturelle Kompetenz im Wandel. Band 1: Grundlegungen, Konzepte und Diskurse. Berlin: Lit Verlag.

Gudykunst, W.B. (1995): Anxiety/Uncertainty Management (AUM) theory intercultural adjustment training. Intercultural Communication Theory (8-58). Thousands Oaks. CA: Sage.

Gudykunst, W.B. (2002): Intercultural communication. In W.B. Gudykunst & B. Mody (Eds). Handbook of international and intercultural communication (179-182). Thousand Oaks, CA: Sage.

Hofstede, G.; Hofstede G.J. (2005/2011): Lokales Denken, globales Handeln. Interkulturelle Zusammenarbeit und globales Management. 5. Auflage. Beck: dtv.

Hofstede, G.; Hofstede, G.J. (2013): The Hofstede Centre. What about Romania? Romania in comparison with the below. Online under www.geert-hofstede.romania/html [26.08.2013].

Hu, Yanhong & Fan Weiwei (2011): An exploratory study on intercultural communication research contents and methods: A survey based on the international and domestic journal papers published from 2001 to 2005. In: International Journal of Intercultural Relations. www

Kim, Y.Y (1991): Intercultural communication competence: A systems-theoretical view. In S. Ting-Toomey & F. Korzenny (Eds.): Cross-cultural interpersonal communication (259-275). Newbury Park, CA: Sage.

Kim, Y.Y. 1995): Cross-cultural adaptation: An integrative theory. In R.L. Wiseman (Ed.): Intercultural communication theory (170-193). Thousand Oaks, CA: Sage.

Kiss, Gabriella (2008): A theoretical approach to intercultural communication. In: AARMS Vol. 7, No.3 (2008) 435 – 443. Online under: www.sciencedirect.com [19.11.2014].

Martin, J.N. & M.R. Hammer (1989): Behavioral categories of intercultural communication competence: Everdy communicators’ perceptions. International Journal of Intercultural Relations. 13, 303 – 332.

Milenkovic, M. et al. (2011): Interkulturelle Aspekte – Die Kulturdimensionen von Edward T. Hall, Geert Hofstede und Fons Trompenaars. Handout Universität Basel. Online under ius.unibas.ch/typo3conf/ext/x4eunical/scripts/ handleFile.php?file [27.08.2013].

Moosmüller, Alois 2009: Interkulturelle Kommunikation: quo vadis? In: Otten, Matthias, Alexander Scheitza und Andrea Cnyrim (Hg.): Interkulturelle Kompetenz im Wandel. Band 1: Grundlegungen, Konzepte und Diskurse. Berlin: LitVerlag.

Novinger, T. (2001): Intercultural Communication. Austin, TX: University of Texas Press, 2001.

Okun, B.F. ; J. Fried & M.L. Okun (1999): Understanding Diversity. A Learning as Practice Primer. Pacific Grove, CA: Brooks/Cole Publishing, 1999.

Rodon, Juan; Josep F. Maria Serrano & Cristina Gimenez (2012): Managing cultural conflicts for effective humanitarian aid. In: Int. J. Production Economics 139 (2012) 366 – 376. Online under: www.sciencedirect.com [19.11.2014].

Scheitza, Alexander 2009: Interkulturelle Kompetenz: Forschungsansätze, Trends und Implikationen für interkulturelle Trainings. In: Otten, Matthias, Alexander Scheitza und Andrea Cnyrim (Hg.): Interkulturelle Kompetenz im Wandel. Band 1: Grundlegungen, Konzepte und Diskurse. Berlin: Lit Verlag.

Soares, Ana Maria; Minoo Farhangmehr & Aviv Shoham (2007): Hofstede’s dimensions of culture in international marketing studies. Online under: www.sciencedirect.com [19.11.2014].

Ting-Toomey, Stella; Leeva C. Chung (2012): Understanding Intercultural Communication. Second Edition. New York/Oxford: Oxford University Press.

Van de Ven, A.; M.S. Poole (1995): Explaining development and change in organizations. Academy of Management Review 20 (3), 510 – 540.

Weidinger (2014): Acquiring competences for life: JOBS – Job orientation training for businesses and schools in Romania. Experiences on implementation from a transcultural point of view. In: Revista de Pedagogie, Anul LXII, Nr. 1, 2014. Institutul de Stiinte ale Educatiei.

Wisemann, R.L. ; M.R. Hammer & H. Nishida (1989) : Predictors of intercultural communication competence. International Journal of Intercultural Relations. 13, 349 – 369.


http://www.sciencedirect.com/

http://www.geert-hofstede.romania/html




communication and challenges in international co-operation · pdf file ·...

Documents