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Schema adjustment in cross-cultural encounters: A study of expatriate international aid service workers
Presenter : Yi-Chun Vivian TsaiInstructor : Dr. Pi-Ying Teresa Hsu
April 13, 2010
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Chang, W. W. (2009). Schema adjustment in cross-cultural encounters: A study of expatriate international aid service workers. International Journal of Intercultural Relations, 33(1), 57-68.
An associate professor at Graduate Institute of International Workforce Education and Development, National Taiwan Normal University
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Contents
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I. Introduction
II. Methodology
III. Results
IV.
Implications
V. Reflection
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Introduction
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Definition of Schema
The schema has been defined as a mental structure that stores people’s common knowledge learned from their life experiences.
(Bartlett, 1932)
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Introduction
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Definition of Schema
A schema has been described as general knowledge, and it is stored in people's mind, affecting how they select, perceive, interpret, and respond to information from the outside world.
(Chang, 2009)
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Introduction
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Background of the Study
For expatriate workers and sojourners who physically go abroad to pursue their goals and missions, learning how to function well in a new culture is a major task.
(Chang, 2009)
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Background of the Study
Each curve represents a part of adjustment reality that was derived from different sample populations.
Introduction
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Low to high line
W-shaped curve
U-shaped curve
1955
Lysgaard
1963
Gullahorn & Gullahorn
1998
Word, Okura, Kennedy, & Kojima
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Introduction
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Statements of the Problem
Cultural adjustment involves a psychological process of reaching a harmonious status between the individual and environment, such an explanation covered the environmental aspect but overlooked the psychological influence within individuals.
(Hannigan, 1990)
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Introduction
Purposes of the Study
to explore the expatriate workers’ cross-cultural experiences
to identify the components that influenced the expatriate workers’ schema adjustment
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Participants
Age
Male: Female
Organizations
Working experience
Methodology
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22 expatriate workers
11:11
15 (68%) 3-5 years4 (18%) 6-10 years2 (9%) 11-15 years1 (5%) 20 years
30 to 60 (1 was below 30)
Educational assistance services (13)International medical (9)
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Working locations
Methodology
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Burma the Dominican Republic India Malawi
Pakistan Panama Thailand Vietnam
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Methodology
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Theoretical Framework
• Beamer’s schemata model
• to explain the events and phenomena in practice
Semi-structured Interviews
Field Observation
• Critical incident analysis
• 6 interview questions
• 4 days in Vietnam
• General understanding of daily basis
Data Collection
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Methodology
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Data Analysis
•To break down, examine, and categorize the original data•To create small categories
•To group data in a higher level category•To use the software Atlas/ti to code
•To review the data by the researcher, two research assistants and three parties
InterviewTranscripts
Open Coding
Axial Coding
Triangulation
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Results
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Schema awareness Mental tension
Mental dialogue Culturally relevant others
Cross-cultural
interaction
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Results
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Schema Awareness : Cultural shock
Dr. BetiDr. Beti
In my idea, it was rude to ask people's age when you barely knew them. However, later I realized that this is just a common way to begin a social conversation in their culture.
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Results
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Mental tension : Uneasy emotions
ShineShine
In international work, you would find many things that you always took for granted were not what you thought. You would challenge your own limitations.
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Results
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Mental dialogue : New perspective
Dr. BetiDr. Beti
“How you would face yourself and solve the problems.” Through these challenges and conflicts, “I felt I grew a lot.”
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Culturally relevant others : Information
Results
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Kui & ShingKui & Shing
You have to keep in contact with them [local people].
Hanging out with local people and being friends with them is one of the best ways to learn their values
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Results
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Cross-cultural incidents & schema adjustment
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Implications
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Creating opportunities for schema awareness
Practicing schema adjustment through
scenarios and cognitive task analysis
Including positive and negative experiences in learning resources
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Reflection
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Reflection
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?
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