Acculturation and Global Mindsponge

Much research on acculturation around global experiences has focused on the “type” of overseas experience—e.g. expatriate, repatriate, inpatriate, flexpatriate. The experiences of people in those categories and across various demographics (single/married/divorced; gender; sexual orientation) can differ dramatically. In addition, given the explosion of people working in global business, some global business citizens could well fit into several of those various types of experiences over the course of their careers. In this paper, we propose to push in a somewhat different direction and explore something that for us would be quite new. Rather than focusing on the various categories and their resulting experiences, we take a step back to consider what attributes and ways of thinking a global citizen may need to become better as a global business citizen, regardless of type of experience. The question is less one of “Who am I” than “How can I become better?”. Essentially, we would like to explore what might be required in moving the global citizen from thinking about “global mindset” to “global mindsponge.” When we hear the term mindset, we think of a certain way of thinking that stays rather fixed. So part of the challenge of the paper will be to define and examine what mindsponge might mean in the global context—what does it take to unlearn or squeeze out certain ways of thinking or behaving before absorbing and reshaping new ways of thinking and behaving? Moreover, how might that become part of a natural and regular way of operating, especially in a rapidly changing developing country like Vietnam, in particular? At this early stage, we think of mind sponge as a mechanism that encourages flexibility and receptiveness through a process of using multiple filters and more focus on creativity, or doing things differently to improve an organization or individual performance. Our goal is to develop a basic conceptual framework for “mindsponge,” drawing upon a broad literature review as well as several unstructured interviews, to assess whether the idea of mindsponge helps people perceive that they are more culturally versatile and culturally mobile, regardless of whether they work in or outside of their “home environment.” We hope this would enhance their ability to shape an emerging set of cultural values that erases the divide between “foreign” and “local” cultural differences that so often dominates in emerging economies.

IGF-1 or insulin, and the TSH cyclic AMP cascade separately control dog and human thyroid cell growth and DNA synthesis, and complement each other in inducing mitogenesis.

The regular doubling of cell mass, and therefore of cell protein content, is required for repetitive cell divisions. Preliminary observations have shown that in dog thyrocytes insulin induces protein accumulation but not DNA synthesis, while TSH does not increase protein accumulation but triggers DNA synthesis in the presence of insulin. We show here that EGF and phorbol myristate ester complement insulin action in the same way. HGF is the only factor activating both protein accumulation and DNA synthesis. The effects of insulin on protein accumulation and in permitting the TSH effect are reproduced by IGF-1 and are mediated, at least in part by the IGF-1 receptor. The concentration effect curves are similar for both effects. Similar results are obtained in human thyrocytes. They reflect true cell growth, as shown by increases in RNA content and cell size. Carbachol and fetal calf serum also stimulate protein synthesis and accumulation without triggering DNA synthesis, but they are not permissive for the mitogenic effects of TSH or of the general adenylate cyclase activator, forskolin. Moreover the mitogenic effect of TSH greatly decreased in cells deprived of insulin for 2 days although these cells remain hypertrophic. Hypertrophy may therefore be necessary for cell division, but it is not sufficient to permit it. Three different mechanisms can therefore be distinguished in the mitogenic action of TSH: (1) the increase of cell mass (hypertrophy) induced by insulin or IGF-1; (2) the permissive effect of insulin or IGF-1 on the mitogenic effect of TSH which may involve both the increase of cell mass and the induction of specific proteins such as cyclin D3 and (3) the mitogenic effect of the TSH cyclic AMP cascade proper.

Satisfaction and acceptance with learning management systems

More and more often, universities make the decision to implement integrated learning management systems. Nevertheless, these technological developments are not realized without any trouble, and are achieved with more or less success and user satisfaction (Valenduc, 2000). It is why the presented study aims at identifying the factors influencing learning management system satisfaction and acceptance among students. The Technology Acceptance model created by Wixom and Todd (2005) studies information system acceptance through user satisfaction, and has the benefit of incorporating several ergonomic factors. More precisely, the survey, based on this model, investigates behavioral attitudes towards the system, perceived ease of use, perceived usefulness, as well as system satisfaction, information satisfaction and also incorporates two groups of factors affecting separately the two types of satisfaction. The study was conducted on a representative sample of 593 students from a Brussels university which had recently implemented an integrated learning management system. The results show on one hand, the impact of system reliability, accessibility, flexibility, lay-out and functionalities offered on system satisfaction. And on the other hand, the impact of information accuracy, intelligibility, relevance, exhaustiveness and actualization on information satisfaction. In conclusion, the results indicate the applicability of the theoretical model with learning management systems, and also highlight the importance of each aforementioned factor for a successful implantation of such a system in universities.