Conflict resolution across cultures

Objective: To investigate the dimensions of culture that may underlie difficulties in cross cultural conflict resolution.

Method: 43 Australian and 40 Chinese creative artists completed an 82-item scale measuring the four dimensions of cultural values identified by Hofstede. They then responded to two conflict scenarios by answering a series of questions based on the Littlefield, Love, Peck, and Wertheim model of conflict resolution.

Results: The groups did differ on each of the four cultural value dimensions. They interpreted and responded to the scenarios differently.

Conclusions: The value dimensions of culture are associated with conflict response, and further studies investigating the role of gender and individual conflict pathways are required in order to develop guidelines for intercultural conflict resolution more fully.

Conflict resolution and policy making mediation in the Mekong River Basin

The Mekong River serves China, Myanmar, Thailand, Laos, Cambodia and Vietnam covering an area of approximately 795, 000 square kilometres and the Mekong River basin is a delicate eco-system rich in natural resources and bio-diversity. Competing demands for increasingly scarce supplies of water, the reciprocal impacts of land and water uses and inadequate governance arrangements have given rise to conflicts that has to be resolved by policy making to facilitate a process, whereby the main principles adopted in the Mekong River Agreement can be implemented.

Conflict resolution and sustainable water use in the Mekong River Basin

In this paper it is argued that increased demands for water use in the Mekong River Basin makes this region vulnerable to conflict. Strategies to both prevent and manage conflict are necessary for sustainable water use in this region. Community development is integral to sustainable development. Community development strategies are particularly useful in recognising knowledge and expertise within local communities. They also assist in involving local communities - particularly members of minority groups in collaborative efforts for sustainable natural resource use and conflict management. It is essential that local communities are active partners in the development of conflict resolution and sustainable development strategies. Active and meaningful participation of local communities in the planning, and management of local water use development activities will increase the likelihood of sustainable outcomes.

Civil war, conflict resolution and culture in Lebanon and Algeria

This thesis examined the explanatory capacity of political culture in relation to civil war and conflict resolution in Lebanon and Algeria. It argued that political culture operates to affect the form and legitimacy of peace agreements by employing a method of content analysis that emphasised 'contextuality' in resolution processes.

Conflict resolution in student teams: an exploration in the context of design education

This chapter examines conflict in student design teams. A review of literature is presented to understand conflict within student design teams and explore strategies to manage it. In addition, qualitative data on students’ experiences of team conflict is analysed from two surveys offered to design students in 18 Australian Higher Education Institutions. Analysis of the survey found that “ignoring or avoiding to acknowledge team conflict” is a strategy commonly adopted by students, followed by “trying to resolve team conflict through discussion and improving communication” and “seeking support from teachers.” Drawing upon these findings, the chapter makes recommendations on strategies to prepare students for conflict situations through a number of support models that design instructors might adopt, including both preventive and intervention strategies.

Trainee underperformance: a guide to achieving resolution

BACKGROUND: Underperformance and the disharmony it can cause are not commonly faced by trainees. However, when it occurs, a process to recognize and manage the issues compassionately must be put in place. METHOD: A literature review was undertaken to outline processes and themes in addressing and resolving these types of issues. A PubMed search using 'surgical underperformance' and 'remedial teaching' was used as a broad template to find papers that illustrated key concepts. One thousand four hundred and fifteen papers were identified. In papers where the titles were in line with the stated topic, 294 abstracts were reviewed. Key papers were used to develop themes. Additional cross-referenced papers were also included where relevant. RESULTS: There can be a variety of reasons for trainee underperformance. The root cause is not always clear. Disharmony can result in a surgical unit during this time. The involved trainee as well as the members of the clinical unit may experience a variety of stressors. A systematic process of management can be used to evaluate the situation and bring some resolution to difficulties in working relationships. CONCLUSION: Early constructive intervention improves outcomes. There should be a process to systematically and compassionately resolve underlying issues. This paper outlines the disharmony that can result from trainee underperformance and offers guidance for resolution to those involved.

The Resilient Families program: promoting health and wellbeing in adolescents and their parents during the transition to secondary school.

Resilient Families is a school-based prevention program designed to help students and parents develop knowledge, skills and support networks to promote health and wellbeing during the early years of secondary school. the program is designed to build within-family connectedness (parent--adolescent communication, conflict resolution) as well as improve social support between different families, and between families and schools. It is expected to promote social, emotional and academic competence and to prevent health and social problems in youth.

Developing student transferable skills through reflective porfolios

The development of transferable skills in students, ie those relevant to any future employment, is a common goal of degree programmes. Reflection is a mechanism frequently used in the training of medical and teaching professionals to develop self-awareness of personal skills levels that enable participants to become self-reflective practitioners. The intention in this research was to trial reflection for construction management and architecture students through a series of interventions to engage students in the explicit development of transferable skills and self-awareness. Students were required to keep a ‘diary’ or journal under specific skills headings: communication (involving active listening, conflict resolution, negotiation), team building, problem solving, report writing and presentation skills based on their experiences at university, work and in social situations. A range of learning resources were made available to assist students. The journals were analysed according to a recognised coding for the depth of their reflection . At the end of the semester, students were required to “apply” for a job description that required explication of the knowledge and skills that were intended to be further developed during the unit. In practice, few students appreciated the journaling and some were even hostile to the process, but all students demonstrated good appreciation of their abilities and skills in the job application – essentially a mechanism that required reflection. In conclusion, explicit reflection through journaling is not a universally popular practice, but tasks that appear to have some foundation in practicality that require reflection are more likely to be appreciated. Students depth of reflection was found to improve through practice.

Hypothesis generation for management intelligence

Investigation of the role of hypothesis formation in complex (business) problem solving has resulted in a new approach to hypothesis generation. A prototypical hypothesis generation paradigm for management intelligence has been developed, reflecting a widespread need to support management in such areas as fraud detection and intelligent decision analysis. This dissertation presents this new paradigm and its application to goal directed problem solving methodologies, including case based reasoning. The hypothesis generation model, which is supported by a dynamic hypothesis space, consists of three components, namely, Anomaly Detection, Abductive Reasoning, and Conflict Resolution models. Anomaly detection activates the hypothesis generation model by scanning anomalous data and relations in its working environment. The respective heuristics are activated by initial indications of anomalous behaviour based on evidence from historical patterns, linkages with other cases, inconsistencies, etc. Abductive reasoning, as implemented in this paradigm, is based on joining conceptual graphs, and provides an inference process that can incorporate a new observation into a world model by determining what assumptions should be added to the world, so that it can explain new observations. Abductive inference is a weak mechanism for generating explanation and hypothesis. Although a practical conclusion cannot be guaranteed, the cues provided by the inference are very beneficial. Conflict resolution is crucial for the evaluation of explanations, especially those generated by a weak (abduction) mechanism.The measurements developed in this research for explanation and hypothesis provide an indirect way of estimating the ‘quality’ of an explanation for given evidence. Such methods are realistic for complex domains such as fraud detection, where the prevailing hypothesis may not always be relevant to the new evidence. In order to survive in rapidly changing environments, it is necessary to bridge the gap that exists between the system’s view of the world and reality.Our research has demonstrated the value of Case-Based Interaction, which utilises an hypothesis structure for the representation of relevant planning and strategic knowledge. Under, the guidance of case based interaction, users are active agents empowered by system knowledge, and the system acquires its auxiliary information/knowledge from this external source. Case studies using the new paradigm and drawn from the insurance industry have attracted wide interest. A prototypical system of fraud detection for motor vehicle insurance based on an hypothesis guided problem solving mechanism is now under commercial development. The initial feedback from claims managers is promising.

A deliberative approach to the Tibet autonomy issue : promoting mutual trust through dialogue

This paper reviews and compares three deliberative approaches to conflict, and applies the deliberative approach to the Tibet issue. It examines the case of a deliberative workshop, its achievements and limits. Deliberative dialogue appears to have improved knowledge and mutual understanding, enhanced mutual trust and deliberative capacities, and produced moderating effects.

Developing a culturally-specific peace curriculum for Vietnamese primary schools : a case study of participatory action research in cross-cultural design

In 2003 the International Conflict Resolution Centre at the University of Melbourne, Australia, produced a primary school teaching manual for UNESCO Vietnam in consultation with ASP schoolteachers and principals. The finished manual included lessons plans and materials for a five year, 50 lesson peace education course. The Manual is one of the first examples of a systematic core national curriculum in peace education worldwide.

Development of the Teaching Manual posed a number of challenges including differences in language, culture, government and education system. To meet these challenges, a Participatory Action Research approach was central in the project’s development and curriculum design. This case study is offered as a model for effective cross-cultural curriculum development of peace education materials. In particular, the creation of a systematic core course in peace education and the use of UNESCO’s peace keys are outlined as innovative aspects of the project.