A Situational Approach for Assessing and Teaching Acculturation

Autor/in	Molinsky, Andrew
Titel	A Situational Approach for Assessing and Teaching Acculturation
Quelle	In: Journal of Management Education, 34 (2010) 5, S.723-745 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562909337713
Schlagwörter	Acculturation; Foreign Workers; Foreign Students; Masters Programs; Business Administration Education; Self Concept; Teaching Methods; Intercultural Communication; Interpersonal Competence; Schemata (Cognition); Adjustment (to Environment); Context Effect; Personality Traits; Individual Characteristics; United States + Suchen Sie Ihr Suchwort? Akkulturation; Magister course; Magisterstudiengang; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Interkulturelle Kommunikation; Interpersonale Kompetenz; Cognition; Schema; Kognition; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Personality traits; USA
Abstract	This article introduces a situational approach for assessing and teaching acculturation that captures how a person's level of competence and authenticity in a foreign cultural setting varies across the various situations the person encounters. Whereas previous research, such as the U-curve and Berry's dual identification model, portrays cultural adaptation at a broad, general level, the current approach provides a more nuanced perspective on acculturation by taking into account situational variability as well as variability in experienced competence and authenticity. The benefits of the framework for cross-cultural training and education are illustrated within the context of foreign MBA students in the United States. (Contains 1 note, 1 table, and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10