The Contribution of Comparative Studies and Cross-Cultural Approach to Understanding Higher Education in the Contemporary World

2019 ◽  
pp. 1-20
Author(s):  
Ana Maria de Albuquerque Moreira ◽  
Jean-Jacques Paul ◽  
Nigel Bagnall
Keyword(s):  
Higher Education ◽  
Comparative Studies ◽  
Cross Cultural ◽  
Contemporary World ◽  
Cultural Approach

Reconstruction of communicative stereotype in indirect dialogue of cultures: methodology of studies

10.12737/363 ◽  
2013 ◽  
Vol 2 (2) ◽  
pp. 4-8 ◽  
Author(s):  
Силантьева ◽  
Margarita Silanteva
Keyword(s):  
International Relations ◽  
Conceptual Model ◽  
Comparative Studies ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Cultural Approach

The article addresses the main principles and methods of linguistic and cultural approach to reconstructing communicative stereotypes. The author shows the role of philosophical comparative studies in building a conceptual model of communicative stereotype, which makes it possible to define the content of cultural analysis in cross-cultural communication. The article proves the necessity to test their relevance in reference to historical facts in international relations. Studying the concept of ‘a border of constructive dialogues’, the author develops the idea further, introducing the term ‘a zone of transfer to irreversible destructiveness’.

Influence of the characteristics of competences on the employability of graduates of Higher Education Institutions

2020 ◽  
Vol 3 (3) ◽  
Author(s):  
Miguel Cueva Zavala
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Public Sector ◽  
Human Resources ◽  
Human Resource ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Institutions Of Higher Education ◽  
Contemporary World ◽  
Active Population

This research has a singular and notable importance, because if something should concern a Higher Education Institution, it is knowing what is the destiny within society of the human resource trained in its classrooms, that product that the institution delivers to the community who are its graduates and professionals. For the Institutions of Higher Education it is satisfactory on the part of employers, that the training received in the Institution of Higher Education is indicated, that the majority of graduates and professionals are incorporated into the occupational market; that is to say; some exercise their profession and others do it in occupations that do not correspond to their profession, which is justified, being aware that one of the great problems of the contemporary world is undoubtedly the lack of demand for human resources for stable work, which according to Authorized and reliable studies of every 10 people who join the economically active population, only 3 have real possibilities of fully joining the labor market, either in the private or public sector.

Forgiveness-related motives: A structural and cross-cultural approach

2011 ◽  
Vol 50 (2) ◽  
pp. 178-200 ◽  
Author(s):  
Sandrine Ballester ◽  
Fatima Chatri ◽  
Maria Teresa Muñoz Sastre ◽  
Sheila Rivière ◽  
Etienne Mullet
Keyword(s):  
Demographic Characteristics ◽  
Cross Cultural ◽  
The Other ◽  
Moral Principle ◽  
Cultural Approach ◽  
Meaningful Relationship ◽  
Self Protection

The structure of the motives invoked by people for forgiveness and for unforgiveness was assessed, and the relationships between these motives and demographic characteristics, conceptualizations of forgiveness, forgivingness, personality and culture were examined. Forgiveness appeared to be fueled mainly by three largely independent kinds of motives: having recovered sympathy for a repentant offender, applying a moral principle and preserving a meaningful relationship. Forgiveness may sometimes, however, amount to exploiting the offense for dominating or for challenging the offender as well as others. Unforgiveness appeared to be fueled mainly by persistent anger and indignation, sometimes associated with the desire for self-affirmation and self-protection, and, for a few participants, it was the only response to outgroup members. For each kind of invoked motive a meaningful pattern of relationships with the other measurements, including culture, was found.

A Comparison of Symptoms of Behavioral Disturbances in Yoruba and African American Individuals With Dementia

2000 ◽  
Vol 12 (S1) ◽  
pp. 403-408 ◽  
Author(s):  
Hugh C. Hendrie ◽  
Sujuan Gao ◽  
Olusegun Baiyewu
Keyword(s):  
Risk Factors ◽  
Genetic Variation ◽  
African American ◽  
Comparative Studies ◽  
Environmental Exposures ◽  
Cross Cultural ◽  
Industrialized Countries ◽  
Behavioral Disturbances ◽  
Great Opportunity ◽  
Similarities And Differences

Comparative cross-cultural studies represent a great opportunity for delineating risk factors for the dementias by providing a much wider diversity of both environmental exposures and genetic variation than studies within industrialized countries. Similarly, studies of the behavioral disturbances of dementia that allow for identification of similarities and differences may be useful both in understanding the etiology of these disorders and in determining the best approach to management. So far, few such comparative studies exist.

Implementation of the Cross-Cultural Approach in the Modern School

2021 ◽  
Vol 20 (4) ◽  
pp. 210-244
Author(s):  
Natalia P Dichek ◽  
Igor M Kopotun ◽  
Svitlana M Shevchenko ◽  
Natalia B Antonets ◽  
Daria V Pohribna
Keyword(s):  
Empirical Data ◽  
Cross Cultural ◽  
Educational Process ◽  
School Age Children ◽  
Control Group ◽  
Percentage Increase ◽  
Primary Input ◽  
Cultural Approach ◽  
The Cross ◽  
Experimental Group

High-quality interaction on a personal or educational, professional level is possible in today’s world only through enhanced cultural exchange. It is based on the principles of intercultural tolerance and mutual enrichment. The cross-cultural identity of a student’s personality provides for psychological openness to interact with other cultures without losing one’s own national or ethnic identity. Evidence of the effective application of the cross-cultural approach in the education of schoolchildren is the high-level cross-cultural competence (CCС). Aims. The aim of the study is a comprehensive analysis of the implementation of a cross-cultural approach to the organization of the educational process in senior school. Methods: general scientific method, molding experiment, qualitative and quantitative analysis of the data obtained through diagnostic methodic of the experiment, statistical and mathematical interpretation of empirical data and their representation in the visual (table, diagrams) form, functional analysis of the data (while generalizing empirical data and making conclusions). Results. Effective, complex (multicomponent) models of primary (input) and secondary (output) diagnostics of CCC were developed. A model of an integrated school environment aimed at intensifying the CCC was also defined. Secondary diagnostics revealed a tendency to improve CCC in both groups. However, the percentage increase in the level of CCC was 4 times greater in the experimental group, than the level of the control group (+ 4.3% vs. + 17.8%, respectively). The mean values of CCC in the experimental group were confidently at a Good Level (85.7%), that is improved by one order. CCC in the control group was detected at 73.0% (within the Sufficient Level of CCC). The relationship between the level of CCC and the level of foreign language proficiency is proved: CCC is higher in respondents with higher academic achievements in foreign languages. Conclusions. The implementation of a cross-cultural approach to the curricula of school-age children requires close attention of scholars and qualified practical support by the staff of the school. It is advisable to implement a cross-cultural approach in the context of modern schooling through the tactics of facilitation and multicultural modelling. The modern information age opens new horizons for the implementation of the cross-cultural approach in modern schools. Prospects. Further research on the topic involve the effectiveness of integrated learning tactics to increase CCC at other levels of school education, taking into account the variability of the interdisciplinary component (for example, involving also potential of Geography to develop and impove CCC).

The relationship between supportive campus environment and cultural diversity in enhancing students’ sense of belonging in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yaw Owusu-Agyeman
Keyword(s):  
Higher Education ◽  
Cultural Diversity ◽  
Sense Of Belonging ◽  
Positive Relationship ◽  
Cross Cultural ◽  
Hierarchical Regression ◽  
Cultural Interaction ◽  
Content Type ◽  
Campus Environment ◽  
The Relationship

Purpose The current study examines the moderating effect of supportive campus environment on the relationship between cultural diversity and students’ sense of belonging in a university in South Africa. Design/methodology/approach An online survey was designed and used to gather data from a sample of 2,026 registered undergraduate students. Using the Statistical Package for the Social Sciences (SPSS) version 26 software, the data gathered were analysed by way of hierarchical regression analysis. Findings Results of the hierarchical regression analysis revealed that supportive campus environment and cross-cultural interaction serve as strong predictors of students’ sense of belonging. Furthermore, a simple slope analysis showed that supportive campus environment enhance: the positive relationship between cross-cultural interaction and students’ sense of belonging; and the positive relationship between students’ interaction with diverse peers and their sense of belonging. Originality/value This study addresses important knowledge and practical gaps in the relationship between supportive campus environment, cultural diversity and students’ sense of belonging in higher education. The results further highlight the significance of institutional structures, policies and practices that aim at enhancing students’ sense of belonging and reducing possible feeling of otherlings that arise due to a lack of supportive campus structures.

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