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The influences of cross-culture factors on the school organizational culture: A Case Study of Taiwan Businessmen’s Dongguan School

By 簡鈺珣 and Chien Yu-Hsun

Abstract

[[abstract]]The main purpose of this study is to discuss the influences of cross-culture factors on the school organizational culture. The “Taiwan Businessmen’s Dongguan School” with the cross-culture background has been chosen as the research subject. The researcher chooses a case study approach and adopts three methods to gather sources, including the interview, participant observation and document analysis. During a one-week pilot study and three-month research period, researcher interviewed twenty-five faculty and staff, including different occupations, such as the board chairman, the president, the vice president, chief teachers, subject teachers and life assistance teachers; and also including different nationality, such as Republic of China (Taiwan), People’s Republic of China and other aliens. Based on the results of the empirical study, the study concludes: 1.Because of cross-culture factors, there will bring more challenges to the school organization, such as how to manage a school under different culture, how to possess workforce diversity, and how to deal with the issue of members’ organizational socialization. 2.The influences of cross-culture factors are deeply blended into different faces of the school organizational culture, such as basic underlying assumption, man-made artifacts, and the cultures of school administration and teachers. Because of the influences, cross-culture school generates a exclusive and unique organizational culture. 3.In the process of a cross-culture school developing its culture, the outside local environment is the most influential factor. 4.“To act according to circumstances” should be the top subject for a cross-culture school that desires to operate everlastingly. 5.The essentials of being a good school administrator, managing the cross-culture diversity, are to lead by personal example and professionally; to have adequate language ability and to communicate with others in a easy-understanding way; to establish a appropriate reward scheme for inspiring member’s potentials; and to use informal communication, to coordinate and to comfort members promptly. 6.In a cross-culture school, school members interact in small groups due to having different salaries, benefits, stereotypes, culture backgrounds, languages, communication styles, work relationships, personal interests and personality traits. 7.After becoming a member of a cross-culture school, she/he should change and adjust in order to go through the process of organizational socialization. 8.The period of the organizational socialization is varied and depends on the individual consciousness of culture distance, work motivation, background, personality traits, and teaching and life experiences. 9.If the school is able to provide a proper assistance, it will help the newcomer to go through the process of the organizational socialization successfully and smoothly. Based on the above, the study contains the following suggestions: 1.For Taiwan education administration, 1)Giving more assistance to the cross-culture schools. 2)Creating a healthy relationship with local education administration, schools, and culture and education organization. 2.For “Taiwan Businessmen’s Dongguan School”, 1)Establishing a good system of the board of directors. 2)Creating a good communication channel in the organization. 3)Laying down a fair and reasonable management mechanism for multicultural faculty and staff. 4)Setting up a long-term and effective program for educating members and eliminating instability of employment. 5)Enriching contents of the cross-culture training. 6)Developing a schedule for the process of going through cross-culture adjustment. 7)Interacting with other cross-culture schools more frequently. 3.For a member of a cross-culture school, 1)Setting up a long-term life plan for individual and family. 2)Having open-minded. 3)Keeping stable emotion and tolerating the high uncertainty. 4.For the future research, 1)Increasing the sources of interviewees. 2)Increasing the variety of research subjects. 3)Increasing the type of research methods. 4)Extending the research period.

Topics: 跨文化因素;學校組織文化;東莞台商子弟學校, cross-culture factors;school organizational culture;Taiwan Businessmen’s Dongguan School, [[classification]]12
Year: 2011
OAI identifier: oai:ir.lib.ntnu.edu.tw:309250000Q/65539
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