communication and challenges in international co-operation · pdf file ·...
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Communication and challenges in international co-operationKey factors and analysis of a communication interplay
IRUAS Annual Conference
January 22, 2015
Dr. Wiltrud Weidinger
Co-Head IPE
Structure
Introduction and framework
Intercultural communication model
Goals and contents of co-operation
Differences on various levels
Dimensions of communication
Example of an interplay in communication
Insights
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Framework
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Intercultural communication (competence): broad field of research and publication
• Gudykunst 1995/2002, Kim 1995, Novinger 2001, Scheitza 2009, Moosmüller 2009, Arasaratnam & Doerfel 2005, Hu & Weiwei 2011, Barmeyer 2009, Ting-Toomey & Chung 2012, Hofstede 1984/2001/2005/2013, Milenkovic 2011, Kiss 2008, Okun et al. 1999
Different perspectives
• Anxiety/uncertainty management theory (Gudykunst 1995/2002)
• Personal network approach (Kim 1986)
• Systems-theory approach (Kim 1991, 1995, 2002)
• Social skills perspective (Martin and Hammer 1989)
• Identity negotiation perspective (Ting-Toomey 1993)
• Knowledge host culture and attitude towards the other culture (Wiseman et al. 1989)
Various related areas
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International and cross-cultural communication
Interracial and minority communication
Intercultural competence (trainings and diagnosis)
Intercultural competence diagnosis
Different dimensions/orientations of culture
A model for intercultural communication?
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(Ting-Toomey & Chung 2012)
- content meaning
- relational meaning
- identity meaning
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Goals
Capacity building andknowledge transfer
Initiating, realising andevaluating projects in
education
Principles of developmentco-operation
Contents
Democracy and human rights education
Job-orientation training forstudents
Life Skills and self-competences
Migration, mulitlingualism
Geography
Transition anddevelopment countries
Regions in or after crisis
Immigration countries ofMiddle/Western/Northern
Europe
International co-operation: Partners and regions
International partners:
• Ministries of Education (and implementing bodies)
• Universities and Teacher Training Institutes
• National NGOs
• Supra-national organisations
Countries:
• (S)EE: SRB, HR, BIH, KOS, MK, AL, GR, RO, UKR
• AFRICA: Ghana, Tanzania
• IMMIGRATION COUNTRIES: CH, D, A, GB, NOR...
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Differences on various levels
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(Kiss 2008, Milenkovic et al. 2011, Hofstede 2001/2005)
Historical and political context
General values within society
Different perspectives of the individual’s role in society
Role of national institutions and organisations
Power, hierarchies and decision-making processes
Time Management
Methods
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Case study by project
Content analysis via document analysis
• Emails, reports and working papers
• Discussion notes, protocols from joint work meetings, notes of de-briefing meetings
• Observation notes
Theoretical framework: Hofstede‘s cultural dimension model (2005) including two additional dimensions (Kiss 2008; Soares 2007)
Analysis and interpretation by theoretical process model (adapted from HA operations: Van de Ven 1995; Rodon et al. 2012)
Dimensions of communication
1. Power Distance/Power closeness
2. Collectivism/Individualism
3. Responsibility/Commitment
4. Time and space
5. Uncertainty avoidance
6. Face and face saving
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(Hofstede 2001/2005/2013; Weidinger 2014, Kiss 2008),
Novinger 2001; Okun et al. 1999; Milenkovic et al. 2011)
1. Power distance/Power closeness
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Question:
How are power andinequality dealt with
within a society?
Tendency:
(S)EE countries showa high level of power
distance
Description
Strong centralisation: «orders from above»
Experience:
Shift towards activity, pro-activity and
innovation means a rapid
2. Collectivism/Individualism
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Question:
How are individuals integrated in society?
Tendency:
(S)EE countries show a high value of collectivistic
traits
Description:
Loyalty and high long-term orientation has priority
High responsibility
Experience:
Affecting human resource placement – innovation can
be endangered
3. Responsibility/Commitment
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Question:
How do individualstake over action and
initiative?
Tendency:
(S)EE low values(correlating with high value in collectivismand power distance)
Description
Strongly connected tocollectivisticperspective
Experience:
Challenge when twoextreme positions
come together
4. Time and space
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Question:
How do individuals handle time?
Tendency:
(S)EE countries show the tendency of a more polychronic
perspective
Description
polychronic vs. monochronicperspective
Experience:
Short-term orientation of job-related issues (long-term orientation
within sub-groups)
5. Uncertainty avoidance
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Question:
How much do individuals feel threatened by uncertainty?
Tendency:
(S)EE countries show a high level, connected
with rigid belief systems, need for rules
Description
Safety and securityhave strong influence
on individual motivation
Experience:
Strong effect on decision-making of
strategic and sustainable milestones
6. Face and face saving
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Question:
How muchvalue/standing does
the person have in theeyes of others?
Tendency:
(S)EE countries show a high tendency in
face saving
Description
Includes power, insider and outsider relations, humour and respect
Experience:
No direct confrontation
Example of an interplay in communication
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DOCCU: Development of citizenship competences in Ukraine
Project partner: National Academy of Public Administration (NAPA)
Goal: Supporting the development of democracy education:
Trainings for teachers, school principals and civil servants
Implementation via a cascade-model (multipliers) in 3 regions (Kiev, Bila Tserkva, Odessa)
Example of an interplay: Process model
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Cu
ltu
ral C
on
text
NA
PA Culture of local institution (NAPA)
IPE
Culture of IPE/PH Zurich
Inte
ractio
n/a
ctio
n
NA
PA Local institution (NAPA) action/interaction
IPE
IPE/PH Zurich operations
(Van de Ven & Poole
1995; Rodon et al. 2012)
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Inte
raction/a
ction
NA
PA passive listening and lethargy
IPE
use of the term «joint
development of training
plans» (workshop in ZH with
PM + senior experts)
pushing for the initiative
(future funding), activation,
giving out tasks to formulate
plans to experts
Cultura
l C
onte
xt
NA
PA perception: «experts tell us
what to do»
IPE
Concept of teamwork and
development of experts on
eye-level
partners don’t take over
responsibility and are not
interested
Collectivism
Time and space
Responsibility
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Inte
raction/a
ction
NA
PA Top-down production of
seminar plans (400 pages in
Ukrainian)
UA experts change training
plans completely and take out
CH presentation slots; 2nd
group left everything to CH
IPE
Organised workshop in ZH
with ALL UA experts; seminar
plans adapted according to
innovative approach in in-
service teacher training
Cultura
l C
onte
xt
NA
PA Hierarchical structures: boss
decides what is best
Face and face-saving: «Why
do they not accept what we
have done?»IP
E
Feeling of disrespect towards
joint development, no sharing
of concepts and missing
transparency
Power distance
Uncertainty avoidance
Face Saving
How can we use our interpretations?
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(www.hopespeak.com)
Insights
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Continuous reflection of our own communication and its influence by societal and cultural contexts
Reflecting communication processes with experts during different stages of theproject
Defining «soft moments» where we have to become active to fulfil expectations of...
• What is associated and meant with «innovation» in education?
• Our own donors and what is connected with outcomes, outputs and activities?
• Co-operation and co-operative culture between the partners
Defining «soft moments» in order to…
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Prevent personal violations
Prevent and act against corruptive behaviour
Support our general principles of development co-operation such as rights-basedapproaches, empowerment, participation, sustainability, accountability
Keep our goal of capacity building in the target context
«Culturally-fluent approach»
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We do not communicate in the same way day to day: factors like context, individual personality, mood etc. interact with the variety of cultural influences
Perfecting ourselves in effective communication skills
Working over time to understand that communication varies across culturesand time
www.phzh.ch/ipe
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