Measurement of mother-infant interactions and the home environment in a European setting: preliminary results from a cross-cultural study

Background Infant development is adversely affected in the context of postnatal depression. This relationship may be mediated by both the nature of early mother-infant interactions and the quality of the home environment. Aim To establish the usefulness of the Global Ratings Scales of Mother-Infant Interaction and the Infant-Toddler version of the Home Observation for the Measurement of the Environment (IT-HOME), and to test expected associations of the measures with characteristics of the social context and with major or minor depression. Method Both assessments were administered postnatally in four European centres; 144 mothers were assessed with the Global Ratings Scales and 114 with the IT-HOME. Affective disorder was assessed by means of the Structured Clinical Interview for DSM-IV Disorders. Results Analyses of mother-infant interaction indicated no main effect for depression but maternal sensitivity to infant behaviour was associated with better infant communication, especially for women who were not depressed. Poor overall emotional support also reduced sensitivity scores. Poor support was also related to poorer IT-HOME scores, but there was no effect of depression. Conclusions The Global Ratings Scales were effectively applied but there was less evidence of the usefulness of the IT-HOME. Declaration of interest None.

Guanxi in a sub-national cross-cultural setting

This paper explores whether Chinese relationship building, Guanxi, is effective in crosscultural sub-national relationships. Derived from research into Sino-Australian Sister City Type Relationships and using material gathered through interviews in China and Australia, a modified Institutional Guanxi conceptual model has been developed. Some propositions are developed to link the components of the Guanxi conceptual model. Different methodologies are explored to determine the most effective way to test the hypotheses in a cross-cultural environment, and future research is outlined.

Cross cultural engagement: teaching African music to Australian students

This paper reports on research that examined the effectiveness of introducing rhythmic concepts through an unfamiliar musical genre to Australian generalist prim my teacher education students. The genre selected was African music, in particular action songs, dance and instrumental improvisation. The methodologies of Orff, Kodaly and Dalcroze were taught through the repertoire of African music in order to foster a closer relationship between pedagogical theory and practice and to teach rhythm through cross-cultural engagement. Through analyses of questionnaire and interview data, it was demonstrated that African music had a positive effect on students' conjidence as non-specialists music teachers and enhanced their skills in staff, sol-fa, hand notation and performance. Also students were not only highly motivated to engage with this new musical genre, but also gained an increased understanding of African culture. It is argued that African music was perceived by students not so much as a "novelty", but as a source of genuine motivation, interest and enjoyment. Its potential for extending student understanding of rhythm as well as taking a significant step towards internationalizing the curriculum for a cohort of predominantly Anglo-Celtic, pre-service teachers is also explored.

Approaches to learning accounting : a cross-cultural study

Purpose – The purpose of this study is to examine the relationship between the cultural background of students and their learning approaches in a first year undergraduate accounting program.

Design/methodology/approach – While prior research in this area has more generally focused on the investigation of the approaches to learning by accounting students, there appears to have been little investigation into the learning approaches of students from different cultures who are studying accounting together at the same institution. The paper presents the results of a study of 550 students enrolled in an undergraduate accounting program at a multi-campus university in Victoria, Australia, which used Biggs' study process questionnaire (SPQ) to assess the approaches to learning utilised by local and Chinese students.

Findings – The results showed that, while there were no significant differences in the use of surface and deep learning strategies by the Chinese and Australian students, there were significant differences in the learning motives of the two groups. Furthermore, the results contradict prior claims that Asian students rely principally on the memorisation and reproduction of factual information as a means of achieving academic success.

Originality/value – The study provides support for the notion that Chinese students may in fact have a culturally induced bias towards seeking understanding through deeper approaches to study.

The global village: online cross-cultural communication and HRM

Purpose – The purpose of this paper is to examine relational and task dimension of online communication and the associated emotional experience.

Design/methodology/approach – This paper examines four categories of work outcomes: emotional experiences of work, work attitudes, work dynamics and work behaviours; and links each to the cross-cultural online communication context.

Findings – It was found that diversity-oriented HRM can reduce the cultural fault-lines betweenindividualist and collectivist (IC) cultures, and thereby positively moderate the relationship between cross-cultural online communication and affective, cognitive and behavioural outcomes.

Practical implications – Diversity-oriented HRM can capitalize on an organisation’s cultural diversity and avoid cross-cultural misunderstandings. In a more practical sense, the research purports that combined use of IC HRM practices can produce greater efficiency and effectiveness in
online communications worldwide.

Originality/value – The paper provides an insight into the potential implications of increased use of information technology on cross-cultural communication, and human resource management. The significance of diversity-oriented human resource management in managing these implications is also highlighted.

Student characteristics and approaches to learning: a cross-cultural study

The principal aim of this study is to examine the relationship between the cultural background of students and their learning approaches in a tertiary accounting program. While prior research in this area has more generally focused on the investigation of the learning approaches of accounting students, there appears to have been little investigation into the learning approaches of students from different cultures who are studying together at the same institution. The paper presents the results of a study of 550 students enrolled in an undergraduate accounting program at a multi-campus Victorian university where learning approaches and cultural background variables were investigated together with other background variables such as gender and age.

The findings extend prior research on the impact cultural factors may have on the learning approaches of accounting students and also assists in clarifying the relationship between memorisation in the process of learning given the diverse ways that students from different cultures study accounting.

Marketing competencies : a cross-cultural study in a multinational company

Most research into international marketing focuses on the differences in markets across countries and cultures in terms of the variation in customers and products involved. Arguably, if different products are developed and offered to different customers, then the roles and requirements of marketing employees may reflect these differences also. This research study used self-report measures by marketing employees in a large multinational automotive company in Australia and Britain. Using structural equation modelling, the study found that the relationship between individual marketing competencies and marketing performance varied across countries, suggesting that there may be cultural differences that influence both the role of managers in improving performance, and the degree to which a marketing employee’s intention to perform results in actual performance.

A cross-cultural examination of social and sexual behaviour in High Functioning Autism and Down Syndrome

The focus of this research was to obtain an understanding of the social and sexual behaviour of adolescents with High Functioning Autism (HFA) or Down Syndrome (DS) in comparison to Typically Developing (TD) adolescents across cultures. The findings highlight the importance of cross-cultural research and indicate the need for sex education. The portfolio presents four case studies which support the proposition that insecure attachment is only likely to lead to depression in the presence of socially-related and other psychological difficulties, since not all insecurely attached children develop depressive symptoms.

Critical ethnography of the cross-cultural adaptation of HRQoL instruments

The thesis examines current approaches to the adaptation of health-related quality of life (HRQoL) instruments for cross-cultural research. The major conclusion is that nearly all existing HRQoL adaptation is based on simplistic processes that ignore relevant underlying disciplines including cognitive psychology, sociolinguistics, cultural anthropology, translation theory and survey research.

Cross-cultural assumptions about perception and identity in western socio-legal frameworks

Socio-legal analysis has relied heavily on Mnookin and Kornhauser's "bargaining in the shadow of the law" and Galanter's "litigotiation" concepts. These concepts provide a framework for examining the relationship between formal legal rules and other normative sources in out-of-court activity. In this paper we explore the extent to which these frameworks' Western assumptions about individualism, conflict and the rule of law would require adaptation if they were to be used to examine such phenomena in Chinese culture or in Australian-Chinese negotiations. In particular, we focus on the "difference" between: i) China and Confucian culture; and ii) Western society in terms of the Confucian principles relating to hierarchy, harmony, collectivism and face. These principles have fundamental implications for Chinese perceptions of appropriate dispute resolution behaviour. Western researchers who omit consideration of these perceptions and neglect the defining characteristics of Chinese identity will emerge with flawed projects.

Cross-cultural issues in the supervision of a Chinese socio-legal PhD student

The purpose of this co-authored paper is to explain how culturally specific features of Chinese students impact on the processes by which they commence their socio-legal research degrees by research candidature. The presentation by the co-authors of the paper will include a simulation of the first meeting between the candidate and the supervisor. This simulation will show how specific features of Chinese culture and the Chinese education system create a massive culture shock when Chinese research students are exposed to Anglo-Australian academic culture. We will explain how the underlying principles of Chinese culture impact on the candidate‘s expectations in relation to: the role of the supervisor; the requirement of original contribution; expectations in feedback on written work and communication more generally . We will then propose strategies for reducing the impact of culture shock and improving the experience of the candidature and the performance from each party to the relationship in terms of timely completions and reduced attrition. These strategies derive from the authors‘ experience in relation to doctoral research management and cross-cultural communication.

A framework for considering cross-cultural exchanges as a way to develop reasoning about environmental socio-scientific issues

This study analyses the evolution of socioscientific reasoning on sustainability, of French and Australian tertiary students exchanging ideas on a digital platform, concerning local (Australian, French) environmental SSIs, and global environmental SSIs. We explore how the exchange of arguments from various disciplinary and cultural perspectives, can promote reasoning about complex problem-situations in the environment. We develop a framework of reasoning, and show how it enables a productive analysis of the nature of the exchanges, and the quality of reasoning. We argue that such a strategy may improve epistemological training on the nature of science, and citizenship.

Stigma toward mental illness : a cross-cultural comparison of Taiwanese, Chinese immigrants to Australia and Anglo-Australians

This study investigated the relationship between culture and attitudes toward mental illness. In total, 196 men and 347 women were recruited from Australia and Taiwan. All participants completed a questionnaire assessing their attitudes toward mental illness. Australian-born Chinese and Chinese immigrants to Australia also completed a questionnaire assessing cultural values. Chinese immigrants to Australia and Taiwanese held more stigmatizing attitudes than Australian-born Chinese and Anglo-Australians. Australian-born Chinese adopted Australian cultural practices more than Chinese immigrants, but these groups did not differ in terms of adherence to Chinese cultural practices. The adoption of Australian cultural practices was significantly associated with lower stigmatizing attitudes. These findings reveal the influence of culture and acculturation processes on stigmatizing attitudes toward the mentally ill.

Cross-cultural learning and international collaboration: evaluation of a study tour to Thailand

Purpose:
To evaluate cross-cultural learning among Thai staff and host students from the Faculty of Nursing, Mahidol University (MU) and Australian guest students from the School of Nursing and Midwifery, Deakin University (DU), who participated in a study tour.

Design:
Descriptive exploratory evaluation.

Methods:
Key stakeholders were invited to participate resulting in a convenience sample of seven MU staff, five MU and 22 DU students. Data were collected using mixed methods. Qualitative data were theme analysed and quantitative data were analysed using descriptive statistics.

Main findings:
The semi-structured interviews with MU staff, focus group with MU students and free response questions in the online survey with DU students indicated the themes of enhanced and valuable cross-cultural learning and relationship building, the challenges of different social behaviours and the importance of tolerance and acceptance. In the online survey, over 77% (n = 17) of DU students reported high satisfaction with their cross-cultural learning on the study tour. The online survey included the validated Miville-Guzman Universality-Diversity scale short form (M-GUD-S). All Australian students reported seeking diversity of contact (X ± SD = 23.1 ± 4.4), relativistic appreciation (X ± SD = 24.7 ± 3.9), and comfort with differences (X ± SD = 26.2 ± 3.0), indicating high levels of openness to cultural diversity and similarity on the M-GUD-S. 

Conclusion and recommendations:
This study provides an example of an evaluated study tour emphasising cross-cultural relationship building. Findings indicate that nursing education should include opportunities for intercultural exchange among nursing students. Nurses require excellent skills in cross-cultural nursing and relating to meet the future global challenges to health care over the next millennium.

Toward a pedagogy of feeling: understanding how museums create a space for cross-cultural encounters

In this chapter I engage with two developments – a growing understanding that citizenship involves political activity on the part of citizens in the public sphere and that affective relationships are an important aspect of this activity – to engage with the increasing use of affective interpretation strategies within exhibitions. I argue that the use of these strategies can be understood as the beginning of a new moment in museological practice that is concerned not so much with finding ways to become more pluralistic in who is represented within museums but with building opportunities for cross-cultural encounters in ways that question established relationships between self and other. I call this new moment “a pedagogy of feeling,” marking it as distinctive from both “a pedagogy of walking,” a term used by Tony Bennett to encapsulate the specific exhibition strategies that supported evolutionary narratives, and “a pedagogy of listening,” which I suggest marks the moment when exhibition practices were concerned with finding ways to increase the number of voices found in museum exhibitions as part of a civic program to encourage greater degrees of tolerance. Central to a pedagogy of feeling is, I argue, the idea of a “terrible gift” (as Roger Simon calls it), which is enacted through an exhibition syntax that uses a wide variety of affective or sensorial interpretation strategies.