Challenges of Practicing and Honing Leadership Skills through Cross-Cultural Service Learning

2017 ◽  
pp. 225-251
Author(s):  
Jeff Zimmerman
Keyword(s):  
Service Learning ◽  
Culture Shock ◽  
Cross Cultural ◽  
New Host ◽  
Cultural Leadership ◽  
Host Culture ◽  
Cultural Challenges ◽  
Project Coordinator ◽  
Cultural Service ◽  
Service Learning Projects

This chapter provides insight into the unexpected cross-cultural challenges faced by service learning project coordinators in an overseas setting. The chapter focuses on a service learning project geared towards undergraduate U.S. leadership students on a 5-week summer study abroad trip to Austria. The instructor sought to utilize the abroad experience to highlight the value of service learning as a medium to benefit the local Austrian community, while furthering the U.S. students' understanding of cross-cultural leadership. Like other individuals in a new host culture (i.e. expatriates), the service learning project coordinator (US instructor) faced a variety of unexpected cross-cultural challenges upon arrival in the host culture (Austria). This chapter highlights some universal cross-cultural challenges (lack of cultural and organizational familiarity, culture shock), why they can be expected, and why they are often difficult to resolve. Potential solutions addressing these challenges in the context of cross-cultural service learning projects are also explored.

Challenges of Practicing and Honing Leadership Skills through Cross-Cultural Service Learning

2017 ◽  
pp. 1881-1901
Author(s):  
Jeff Zimmerman
Keyword(s):  
Service Learning ◽  
Culture Shock ◽  
Cross Cultural ◽  
New Host ◽  
Cultural Leadership ◽  
Host Culture ◽  
Cultural Challenges ◽  
Project Coordinator ◽  
Cultural Service ◽  
Service Learning Projects

This chapter provides insight into the unexpected cross-cultural challenges faced by service learning project coordinators in an overseas setting. The chapter focuses on a service learning project geared towards undergraduate U.S. leadership students on a 5-week summer study abroad trip to Austria. The instructor sought to utilize the abroad experience to highlight the value of service learning as a medium to benefit the local Austrian community, while furthering the U.S. students' understanding of cross-cultural leadership. Like other individuals in a new host culture (i.e. expatriates), the service learning project coordinator (US instructor) faced a variety of unexpected cross-cultural challenges upon arrival in the host culture (Austria). This chapter highlights some universal cross-cultural challenges (lack of cultural and organizational familiarity, culture shock), why they can be expected, and why they are often difficult to resolve. Potential solutions addressing these challenges in the context of cross-cultural service learning projects are also explored.

Accessibility of Sino-African Educational Partnerships in Higher Education

2017 ◽  
pp. 37-50
Author(s):  
Chak Pong Gordon Tsui
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Educational Partnerships ◽  
Cultural Issues ◽  
African Students ◽  
Cultural Challenges ◽  
Republic Of China ◽  
Potential Problems ◽  
Service Learning Projects ◽  
Learning Projects

By analyzing current literatures (2012-2016) and using author's personal experience in bringing one Chinese university's students to have service learning projects in Africa, this chapter aims at 1. reviewing the current forms of and 2. explore the alternative way of Sino-African educational partnerships in higher education since the establishment of Peoples' Republic of China in 1949. The literatures have informed that Sino-African educational partnerships have received positive feedback. However, cultural challenges associated with the existing educational partnerships may result in lowering the partnerships quality. The motivations of the African students to pursue their studies in Chinese universities may subsequently be lowered. To deal with these potential problems, the chapter argues that one way to handle the cultural issues could be to let both Chinese and African students experience their cultures physically before educational partnerships.

Accessibility of Sino-African Educational Partnerships in Higher Education

2020 ◽  
pp. 385-398
Author(s):  
Chak Pong Gordon Tsui
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Educational Partnerships ◽  
Cultural Issues ◽  
African Students ◽  
Cultural Challenges ◽  
Republic Of China ◽  
Potential Problems ◽  
Service Learning Projects ◽  
Learning Projects

By analyzing current literatures (2012-2016) and using author's personal experience in bringing one Chinese university's students to have service learning projects in Africa, this chapter aims at 1. reviewing the current forms of and 2. explore the alternative way of Sino-African educational partnerships in higher education since the establishment of Peoples' Republic of China in 1949. The literatures have informed that Sino-African educational partnerships have received positive feedback. However, cultural challenges associated with the existing educational partnerships may result in lowering the partnerships quality. The motivations of the African students to pursue their studies in Chinese universities may subsequently be lowered. To deal with these potential problems, the chapter argues that one way to handle the cultural issues could be to let both Chinese and African students experience their cultures physically before educational partnerships.

Challenged by Respect

2018 ◽  
pp. 20-42
Author(s):  
Andrew Watts
Keyword(s):  
Native American ◽  
Service Learning ◽  
Cross Cultural ◽  
Learning Theories ◽  
Cultural Learning ◽  
Pedagogical Issues ◽  
Learning Program ◽  
Community Partners ◽  
Learning Programs ◽  
Cultural Service

This chapter explores how service-learning programs offered by U.S. colleges and universities might partner with Native American communities on reservations. It reviews relevant scholarship on approaches to cross-cultural learning, such as the Authentic and Culturally Engaging (ACE). It provides background for the participating partners in a current service-learning program. It examines issues affecting cross-cultural service-learning on reservations in light of ongoing historical, social and cultural trauma. It addresses pedagogical issues unique to Humanities (Religion) service-learning programs. It provides a description of various strategies used in the program that implement service-learning and learning theories. Throughout the chapter Native American voices and scholars serving as community partners for this specific program offer critical perspectives on pedagogy and partnerships.

Cross-cultural Service Learning: American and Russian Students Learn Applied Organizational Communication

2001 ◽  
Vol 64 (3) ◽  
pp. 59-69 ◽  
Author(s):  
Betsy Stevens
Keyword(s):  
Nursing Home ◽  
Service Learning ◽  
Public Relations ◽  
Organizational Communication ◽  
Cross Cultural ◽  
Non Profit ◽  
The Press ◽  
American Students ◽  
Cultural Service ◽  
Non Profit Organizations

In an unusual cross-cultural endeavor, American and Russian students engaged in service learning as part of an organizational communication class in which they applied their skills to assist non-profit organizations. American students worked with a nursing home to plan a public relations event and the Russian students gave a party for children at an orphanage in Tomsk, Russia. Students worked in teams and accomplished assigned responsibilities. Both groups produced a public relations event and each contacted the press seeking news cover age. The Americans surveyed stakeholders about the effectiveness of the organiza tion's ability to communicate with its constituents. The Russians went about their project differently (they participated in the course online) .

scholarly journals Cross‐cultural impression management: a cultural knowledge audit model

2012 ◽  
Vol 5 (1) ◽  
pp. 22-36 ◽  
Author(s):  
Abigail Spong ◽  
Caroline Kamau
Keyword(s):  
International Students ◽  
Impression Management ◽  
Cultural Adaptation ◽  
Structured Interview ◽  
Cultural Knowledge ◽  
Cross Cultural ◽  
The European Union ◽  
New Host ◽  
Content Type ◽  
Host Culture

PurposeMany people moving into a new culture for work or study do so without prior cross‐cultural training, yet successful cultural adaptation has important ramifications. The purpose of this paper is to focus on cross‐cultural impression management as an element of cultural adaptation. Does cultural adaptation begin by paying strong attention to nonverbal cues in a host culture? How is that attention converted into knowledge, and how do people use such knowledge management during impression management within the new culture?Design/methodology/approachThe method was qualitative. In total, ten international students at an English university were recruited. All originated outside the European Union and each took part in a one‐hour structured interview. The transcripts were analysed through thematic analysis.FindingsInternational students adopted cross‐cultural impression management strategies in order to enhance successful adaptation to the new host culture. Students consciously processed knowledge about nonverbal behaviour norms through everyday interactions. They audited knowledge deficits by detecting differences between the host norms and their home culture's norms. The motives for this included desiring to maximise rewards from situations.Research limitations/implicationsThe findings imply that being in a new culture makes people “high self monitors”. They are more aware than usual about their own and others' nonverbal behaviours. The findings tell us about how cultural adaptation begins.Originality/valueThis appears to be the first in‐depth qualitative research examining cross‐cultural impression management by international students and deducing implications for expatriates.

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