The Cultural Dimension of Global Business

Ferraro, Gary P.; Briody, Elizabeth K.

doi:10.4324/9781315411019

Cited by 49 publications

(62 citation statements)

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“…Downs (1971) defined culture as "a mental map which guides us in our relations to our surroundings and to other people" (quoted in Ferraro, 1994, p. 17). Ferraro (1994) approached culture in a somewhat similar manner, "Culture is everything that people have, think, and do as members of their society" (p. 17). The verbs have, think and do reflect what culture consists of.…”

Section: Meaning Of Culturementioning

confidence: 99%

“…The verbs have, think and do reflect what culture consists of. According to Ferraro (1994), culture has three major structural components:…”

Section: Meaning Of Culturementioning

confidence: 99%

“…A wide range ofrecent sources calls for cross-cultural education. Ferraro (1994), for instance, in his The Cultural Dimension oflnternational Business emphasizes the ever increasing need for international competency, and defines it as a national problem. He, like Harris Wofford, attributes the poor international competency of students to its relatively low priority in U.S. educational institutions.…”

Section: Call For Cross-cultural Educationmentioning

confidence: 99%

“…The sooner one starts training the cross-cultural mind, the better. Ferraro (1994) refers to a study the UN conducted with 10 to 14-year-old students from nine different countries.…”

Section: Training For Cross-cultural Mindmentioning

confidence: 99%

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An evaluative study of a cross-cultural learning community

Hlyva

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Best ways of learning and understanding about different cultures No cultural conflict? International instructor International team members Teamwork skills Teamwork or segmentation? Studying in groups Ways of Improvement Out-of-class activities Participant selection/informing the potential participants about the nature of the learning community Class choice Challenge 101 Instructor versus instructor? 101 "Good old days" or the experience in retrospect Changes and Benefits CHAPTER 5: SUMMARY, CONCLUSIONS, DISCUSSION AND IMPLICATIONS Summary of the Study Conclusions 111 What role did this learning community play in the students' transition to university life? 111 Did the cross-cultural learning community enhance crosscultural awareness and understanding? How did the students perceive this learning community experience in general? Discussion Leaming communities 115 Social construction of knowledge Cooperative learning culture Holistic and connected approach to learning Students' benefits from participation in the learning community Cross-cultural education Cross-cultural skills and capacities Cross-cultural learning community bridging cultural differences

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Section: Meaning Of Culturementioning

confidence: 99%

“…The verbs have, think and do reflect what culture consists of. According to Ferraro (1994), culture has three major structural components:…”

Section: Meaning Of Culturementioning

confidence: 99%

Section: Call For Cross-cultural Educationmentioning

confidence: 99%

“…The sooner one starts training the cross-cultural mind, the better. Ferraro (1994) refers to a study the UN conducted with 10 to 14-year-old students from nine different countries.…”

Section: Training For Cross-cultural Mindmentioning

confidence: 99%

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An evaluative study of a cross-cultural learning community

Hlyva

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“…Culture is the sum of material objects, attitudes, beliefs, behaviors, and ideology in a given society (Ferraro, 1998). Therefore, culture is essential to understanding consumer behavior.…”

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confidence: 99%

Apparel shopping behaviors among Korean female tourists

Choi¹

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Faculty subcultures in engineering and their implications for organizational change

Berger

Wu²,

Briody³

et al. 2020

J of Engineering Edu

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Background Prior efforts to understand faculty culture have largely described monoliths where individuals are differentiated by their productivity. Little prior work provides rich faculty subcultural descriptions and their connections to specific activities, including disposition to change. Purpose/Hypothesis This article describes the goals, assumptions, methods, and inferences made about faculty culture within an engineering department at a large university with very high research activity, with the potential to enrich future discussions about change among the target audience of engineering faculty, administrators, and researchers. Design/Method We employ cultural consensus theory (CCT) to characterize faculty culture, based upon a detailed survey, analysis, and member checking. We use the academic ratchet—as a theoretical framework to interpret CCT results, and extend our understanding using previously published change theories. Results We discovered two faculty subcultures of roughly equal membership: (a) change‐oriented and (b) continuity‐embracing. Members of each subculture agree on the primacy of research but differ in their views of change, leadership, and trust. Members of the change‐oriented subculture seek large‐scale changes but feel disempowered to pursue them, while members of the continuity‐embracing subculture seek modest changes and feel empowered to enact them. Conclusions We introduce a scalable, person‐centered culture characterization approach (CCT) to the engineering education research community. This approach deepens our understanding of faculty culture, and our results reinforce the central role of the academic ratchet in shaping faculty activities. This analysis illustrates the potential roles of each subculture in enacting change of various types and magnitudes.

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The Cultural Dimension of Global Business

Cited by 49 publications

References 0 publications

An evaluative study of a cross-cultural learning community

An evaluative study of a cross-cultural learning community

Apparel shopping behaviors among Korean female tourists

Faculty subcultures in engineering and their implications for organizational change

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