An action research approach: developing intercultural competence in German Studies at Rhodes University
- Authors: Collins, Morgan Gwyneth
- Date: 2018
- Subjects: Action research in education -- South Africa -- Makhanda , German language -- Study and teaching -- Foreign speakers , Cultural relations , Multicultural education , World citizenship
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63910 , vital:28505
- Description: The need to develop interculturally competent graduates is a concern for universities across the world. In South African universities this need is linked to globalization and increased diversity in terms of student demographics since 1994. Considering the legacy of apartheid, South African universities especially, and pressingly, need to respond to both global and national diversity concerns. ICC can play a significant role in creating more culturally inclusive spaces as students are provided with opportunities to “relate to and with people from vastly different cultural and ethnic backgrounds” (Spitzberg & Changnon, 2009, p. 4). In a similar way, Germany has faced, and continues to face, challenges relating to diversity especially in relation to migrants and as such, interculturality is a topic of debate in society and scholarly discourse. Therefore, ICC is as relevant to German society as it is South African society. Courses that explicitly deal with ICC are however, not common in South African universities and discourse, and as a result universities are “missing out on developing students’ intercultural competence” (Deardorff & Quinlan, 2016). This thesis aimed to address this gap by investigating the viability and necessity of introducing a module that deals explicitly with ICC into the German Studies course at Rhodes University. In doing so it contributed to the creation of disciplinary knowledge as well as furthering the aim of aiding the creation of responsible global citizenship, alongside ‘academic citizenship’, and aiding the internationalisation at home concept by encouraging the students to understand their own lived reality in a diverse society. This research made use of an action research approach to implementing a module and tracing its development. Student responses, as well as reflection and observation, found that a module dealing explicitly with ICC was viable and able to contribute to developing students’ sense of cultural self-awareness and their awareness of ICC as a set of transferrable skills and knowledges. This module aimed to serve as an introduction to ICC for students in order to begin to develop their intercultural competence and increase their awareness and critical approach to culture and intercultural encounters.
- Full Text:
- Date Issued: 2018
- Authors: Collins, Morgan Gwyneth
- Date: 2018
- Subjects: Action research in education -- South Africa -- Makhanda , German language -- Study and teaching -- Foreign speakers , Cultural relations , Multicultural education , World citizenship
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63910 , vital:28505
- Description: The need to develop interculturally competent graduates is a concern for universities across the world. In South African universities this need is linked to globalization and increased diversity in terms of student demographics since 1994. Considering the legacy of apartheid, South African universities especially, and pressingly, need to respond to both global and national diversity concerns. ICC can play a significant role in creating more culturally inclusive spaces as students are provided with opportunities to “relate to and with people from vastly different cultural and ethnic backgrounds” (Spitzberg & Changnon, 2009, p. 4). In a similar way, Germany has faced, and continues to face, challenges relating to diversity especially in relation to migrants and as such, interculturality is a topic of debate in society and scholarly discourse. Therefore, ICC is as relevant to German society as it is South African society. Courses that explicitly deal with ICC are however, not common in South African universities and discourse, and as a result universities are “missing out on developing students’ intercultural competence” (Deardorff & Quinlan, 2016). This thesis aimed to address this gap by investigating the viability and necessity of introducing a module that deals explicitly with ICC into the German Studies course at Rhodes University. In doing so it contributed to the creation of disciplinary knowledge as well as furthering the aim of aiding the creation of responsible global citizenship, alongside ‘academic citizenship’, and aiding the internationalisation at home concept by encouraging the students to understand their own lived reality in a diverse society. This research made use of an action research approach to implementing a module and tracing its development. Student responses, as well as reflection and observation, found that a module dealing explicitly with ICC was viable and able to contribute to developing students’ sense of cultural self-awareness and their awareness of ICC as a set of transferrable skills and knowledges. This module aimed to serve as an introduction to ICC for students in order to begin to develop their intercultural competence and increase their awareness and critical approach to culture and intercultural encounters.
- Full Text:
- Date Issued: 2018
A framework for the integration of skilled / professional self-initiated expatrites into Qatari organisations
- Pieterse, Regan Christopher Ebrahim
- Authors: Pieterse, Regan Christopher Ebrahim
- Date: 2015
- Subjects: Human capital -- Qatar , Cultural relations
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: http://hdl.handle.net/10948/3074 , vital:20396
- Description: The main research problem in this study was to identify a framework that can be utilised for the integration of skilled/professional self-initiated expatriates (SIEs) into Qatari organisations. The main research problem gave rise to six sub-problems that were addressed through the following actions: A literature study was conducted to explore what the existing literature revealed about facilitating successful expatriate integration. In particular, the theoretical guidelines for expatriate recruitment and selection, orientation and cross-cultural integration were presented and discussed. Special attention was given to community embeddedness. Semi-structured interviews were conducted with ten members from the sample group. These were undertaken to obtain their views on the expectations that their organisations had of them upon their arrival in Qatar, as well as on what they felt made it easy or difficult for them to adjust. Subsequently, a structured survey questionnaire was developed using the theoretical guidelines from the literature review and the insights gained from the semi-structured interviews. The survey was conducted in Qatar and administered to 102 skilled/professional self-initiated expatriates from diverse backgrounds and three work sectors, namely: healthcare, education and aviation. The final sample size was 94 due to eight questionnaires not being completed properly. The results from the empirical study revealed a gap between theoretical guidelines/ best practices and the recruitment and selection, orientation and cross-cultural integration practices at the respondents’ organisations. The knowledge gained from the existing literature and from the quantitative and qualitative results of the empirical study were combined and developed into a framework for the integration of skilled/professional self-initiated expatriates into Qatari organisations (refer to Table 5.35). Areas that were identified for improvement related to issues such as the need for Qatari organisations to: provide SIEs with more comprehensive information regarding the role that they will play as knowledge workers with regard to the development/training of Qatari nationals; implement a more comprehensive recruitment, selection and orientation process, and implement a more robust set of strategies to enhance the cross-cultural integration of their expatriate workers. Globalisation has fuelled organisations and countries towards building and/or strengthening knowledge-based economies. However in order to build competitive, knowledge-based economies, organisations and countries require skilled/professional workers. Skilled/professional self-initiated expatriates can provide Qatar with a pipeline of knowledge workers to support the growth of their emerging knowledge-based economy. As such, a framework that will enhance the integration of self-initiated expatriates into Qatari organisations is of paramount importance, specifically with regard to fostering performance excellence, satisfaction and community embeddedness within the Qatari work and cultural system.
- Full Text:
- Date Issued: 2015
- Authors: Pieterse, Regan Christopher Ebrahim
- Date: 2015
- Subjects: Human capital -- Qatar , Cultural relations
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: http://hdl.handle.net/10948/3074 , vital:20396
- Description: The main research problem in this study was to identify a framework that can be utilised for the integration of skilled/professional self-initiated expatriates (SIEs) into Qatari organisations. The main research problem gave rise to six sub-problems that were addressed through the following actions: A literature study was conducted to explore what the existing literature revealed about facilitating successful expatriate integration. In particular, the theoretical guidelines for expatriate recruitment and selection, orientation and cross-cultural integration were presented and discussed. Special attention was given to community embeddedness. Semi-structured interviews were conducted with ten members from the sample group. These were undertaken to obtain their views on the expectations that their organisations had of them upon their arrival in Qatar, as well as on what they felt made it easy or difficult for them to adjust. Subsequently, a structured survey questionnaire was developed using the theoretical guidelines from the literature review and the insights gained from the semi-structured interviews. The survey was conducted in Qatar and administered to 102 skilled/professional self-initiated expatriates from diverse backgrounds and three work sectors, namely: healthcare, education and aviation. The final sample size was 94 due to eight questionnaires not being completed properly. The results from the empirical study revealed a gap between theoretical guidelines/ best practices and the recruitment and selection, orientation and cross-cultural integration practices at the respondents’ organisations. The knowledge gained from the existing literature and from the quantitative and qualitative results of the empirical study were combined and developed into a framework for the integration of skilled/professional self-initiated expatriates into Qatari organisations (refer to Table 5.35). Areas that were identified for improvement related to issues such as the need for Qatari organisations to: provide SIEs with more comprehensive information regarding the role that they will play as knowledge workers with regard to the development/training of Qatari nationals; implement a more comprehensive recruitment, selection and orientation process, and implement a more robust set of strategies to enhance the cross-cultural integration of their expatriate workers. Globalisation has fuelled organisations and countries towards building and/or strengthening knowledge-based economies. However in order to build competitive, knowledge-based economies, organisations and countries require skilled/professional workers. Skilled/professional self-initiated expatriates can provide Qatar with a pipeline of knowledge workers to support the growth of their emerging knowledge-based economy. As such, a framework that will enhance the integration of self-initiated expatriates into Qatari organisations is of paramount importance, specifically with regard to fostering performance excellence, satisfaction and community embeddedness within the Qatari work and cultural system.
- Full Text:
- Date Issued: 2015
A comparison of extrinsic and intrinsic motivators between Germany and South Africa
- Authors: Giesser, Anne
- Date: 2014
- Subjects: Motivation (Psychology) , Employee motivation , Cultural relations
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9417 , http://hdl.handle.net/10948/d1021063
- Description: This thesis explored different perceptions of extrinsic and intrinsic motivation in an intercultural context. The main objective of this study was to investigate similarities and differences concerning extrinsic and intrinsic motivation in the workplace between the German and the South African culture by examining individuals with working experience and tertiary education. It provides background information about motivation and a historical overview of previous and current motivational theories as well as cultural influences and differences. In addition, regarding the two cultures the researcher aimed to investigate similarities and differences between other demographics such as gender, age and income. The literature review provides information about extrinsic and intrinsic motivation retrieved from previous research and puts it into an intercultural context. The researcher conducted a quantitative, exploratory study. The data was gathered using an existing research instrument, which was distributed online. The sample comprised 374 respondents. This sample was conducted by a combination of quota and snowball sampling. The obtained data is evaluated and presented in text and table form. The results revealed preferences for intrinsic motivators for the whole sample and higher motivation for the South African part of the sample. Demographic characteristics played a minor role.
- Full Text:
- Date Issued: 2014
- Authors: Giesser, Anne
- Date: 2014
- Subjects: Motivation (Psychology) , Employee motivation , Cultural relations
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9417 , http://hdl.handle.net/10948/d1021063
- Description: This thesis explored different perceptions of extrinsic and intrinsic motivation in an intercultural context. The main objective of this study was to investigate similarities and differences concerning extrinsic and intrinsic motivation in the workplace between the German and the South African culture by examining individuals with working experience and tertiary education. It provides background information about motivation and a historical overview of previous and current motivational theories as well as cultural influences and differences. In addition, regarding the two cultures the researcher aimed to investigate similarities and differences between other demographics such as gender, age and income. The literature review provides information about extrinsic and intrinsic motivation retrieved from previous research and puts it into an intercultural context. The researcher conducted a quantitative, exploratory study. The data was gathered using an existing research instrument, which was distributed online. The sample comprised 374 respondents. This sample was conducted by a combination of quota and snowball sampling. The obtained data is evaluated and presented in text and table form. The results revealed preferences for intrinsic motivators for the whole sample and higher motivation for the South African part of the sample. Demographic characteristics played a minor role.
- Full Text:
- Date Issued: 2014
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