Learning to negotiate reality: a strategy for teaching intercultural competencies

Managers in a global business environment work with people who have different values, behavioral norms, and ways of perceiving reality. Team members bring their different national and professional backgrounds to the table, and suppliers and clients come from different corporate cultures. Consequently, intercultural competencies have become important for a wider range and larger number of people in business than ever before. In order to prepare students to become effective in the multiple cultural contexts they will face, business educators must clarify what constitutes intercultural competencies and how to develop them within the context of a business school classroom. In this paper we present the idea of learning to negotiate reality as a core intercultural competence and we describe an approach we designed and used for developing this competence at an international business school in Europe. -- Die Fähigkeit, mit Menschen aus unterschiedlichen nationalen, professionellen, ethnischen und organisationellen Kulturen zu arbeiten wird immer wichtiger. Sei es in Projektgruppen mit Mitgliedern aus verschiedenen Ländern und mehreren Funktionsbereichen, sei es in Verhandlungen mit Kunden und Lieferanten: kulturell geprägte Werte und Verhaltensnormen beeinflussen die Erwartungen über Ziele und Vorgehensweisen und können zu Missverständnissen und Konflikten führen. Interkulturelle Kompetenz, im Sinne der Fähigkeit, ein gemeinsames Verständnis einer Situation auszuhandeln (negotiating reality) gewinnt in Organisationen immer mehr an Bedeutung. Dieser Beitrag beschreibt wie diese Kompetenz im Rahmen eines drei- bis viertägigen Seminars entwickelt werden kann. Die relevanten Theorien werden dargestellt und an einem ausgewählten Fall illustrativ angewandt.

Overcoming dangerous learning: the role of critical reflection in cross-cultural interactions

Rapid globalization has increased the need and opportunity for interactions between people from different cultural backgrounds. Experience is often considered the best teacher and experiences with cross-cultural interactions represent important opportunities to learn to deal with differences. Drawing on a collection of 260 cases, this contribution argues that even when people enter into cross-cultural interactions with the intention of learning new ways of seeing and doing things, they often draw conclusions that make them unreceptive to information that might contradict what they already think. Thus, learning from experience can be dangerous when it inhibits inquiry and closes off new knowledge. This contribution illustrates the kinds of dangerous learning we have encountered in our research and presents strategies of critical self-reflection and interaction to generate shared understandings of situations, desired outcomes, and appropriate actions. -- Erfahrungen gelten als wichtige Lernressource, dieser Beitrag hingegen stellt anhand ausgewählter Fallstudien über interkulturelle Interaktionen dar, wie Erfahrungen dem Lernen auch im Wege stehen können. Die Untersuchung zeigt auf, dass auch Akteure, die sich bewusst in interkulturelle Situationen begeben, um neue Sichtweisen zu erlernen, auf eingeübte Interpretationsmuster und Lösungsansätzen zurückgreifen, sobald kulturelle Situationen ihren eigenen Erfahrungen und Vorstellungen widersprechen. Somit wird das unreflektierte Lernen aus Erfahrungen zu einer gefährlichen Strategie, da es die Überprüfung der Annahmen verhindert und neue Erkenntnisse ausschließt. Die Konsequenzen sind sowohl auf individueller wie auch auf organisationaler Ebene von Bedeutung, da Schlussfolgerungen aus Erfahrungslernen oft unkritisch als handlungsleitend für zukünftige Interaktionen im Organisationsgedächtnis gespeichert werden. Dieser Beitrag verdeutlicht, wie dangerous learning zu Stande kommt und entwickelt interaktive Lernstrategien, um dieser Gefahr entgegenzuwirken.

Overcoming dangerous learning: the role of critical reflection in cross-cultural interactions

Rapid globalization has increased the need and opportunity for interactions between people from different cultural backgrounds. Experience is often considered the best teacher and experiences with cross-cultural interactions represent important opportunities to learn to deal with differences. Drawing on a collection of 260 cases, this contribution argues that even when people enter into cross-cultural interactions with the intention of learning new ways of seeing and doing things, they often draw conclusions that make them unreceptive to information that might contradict what they already think. Thus, learning from experience can be dangerous when it inhibits inquiry and closes off new knowledge. This contribution illustrates the kinds of dangerous learning we have encountered in our research and presents strategies of critical self-reflection and interaction to generate shared understandings of situations, desired outcomes, and appropriate actions.Erfahrungen gelten als wichtige Lernressource, dieser Beitrag hingegen stellt anhand ausgewählter Fallstudien über interkulturelle Interaktionen dar, wie Erfahrungen dem Lernen auch im Wege stehen können. Die Untersuchung zeigt auf, dass auch Akteure, die sich bewusst in interkulturelle Situationen begeben, um neue Sichtweisen zu erlernen, auf eingeübte Interpretationsmuster und Lösungsansätzen zurückgreifen, sobald kulturelle Situationen ihren eigenen Erfahrungen und Vorstellungen widersprechen. Somit wird das unreflektierte Lernen aus Erfahrungen zu einer gefährlichen Strategie, da es die Überprüfung der Annahmen verhindert und neue Erkenntnisse ausschließt. Die Konsequenzen sind sowohl auf individueller wie auch auf organisationaler Ebene von Bedeutung, da Schlussfolgerungen aus Erfahrungslernen oft unkritisch als handlungsleitend für zukünftige Interaktionen im Organisationsgedächtnis gespeichert werden. Dieser Beitrag verdeutlicht, wie dangerous learning zu Stande kommt und entwickelt interaktive Lernstrategien, um dieser Gefahr entgegenzuwirken

Overcoming dangerous learning: the role of critical reflection in cross-cultural interactions

"Rapid globalization has increased the need and opportunity for interactions between people from different cultural backgrounds. Experience is often considered the best teacher and experiences with cross-cultural interactions represent important opportunities to learn to deal with differences. Drawing on a collection of 260 cases, this contribution argues that even when people enter into cross-cultural interactions with the intention of learning new ways of seeing and doing things, they often draw conclusions that make them unreceptive to information that might contradict what they already think. Thus, learning from experience can be dangerous when it inhibits inquiry and closes off new knowledge. This contribution illustrates the kinds of 'dangerous learning' we have encountered in our research and presents strategies of critical self-reflection and interaction to generate shared understandings of situations, desired outcomes, and appropriate actions." (author's abstract)"Erfahrungen gelten als wichtige Lernressource, dieser Beitrag hingegen stellt anhand ausgewählter Fallstudien über interkulturelle Interaktionen dar, wie Erfahrungen dem Lernen auch im Wege stehen können. Die Untersuchung zeigt auf, dass auch Akteure, die sich bewusst in interkulturelle Situationen begeben, um neue Sichtweisen zu erlernen, auf eingeübte Interpretationsmuster und Lösungsansätzen zurückgreifen, sobald kulturelle Situationen ihren eigenen Erfahrungen und Vorstellungen widersprechen. Somit wird das unreflektierte Lernen aus Erfahrungen zu einer gefährlichen Strategie, da es die Überprüfung der Annahmen verhindert und neue Erkenntnisse ausschließt. Die Konsequenzen sind sowohl auf individueller wie auch auf organisationaler Ebene von Bedeutung, da Schlussfolgerungen aus Erfahrungslernen oft unkritisch als handlungsleitend für zukünftige Interaktionen im Organisationsgedächtnis gespeichert werden. Dieser Beitrag verdeutlicht, wie 'dangerous learning' zu Stande kommt und entwickelt interaktive Lernstrategien, um dieser Gefahr entgegenzuwirken." (Autorenreferat

Learning to negotiate reality: a strategy for teaching intercultural competencies

"Managers in a global business environment work with people who have different values, behavioral norms, and ways of perceiving reality. Team members bring their different national and professional backgrounds to the table, and suppliers and clients come from different corporate cultures. Consequently, intercultural competencies have become important for a wider range and larger number of people in business than ever before. In order to prepare students to become effective in the multiple cultural contexts they will face, business educators must clarify what constitutes intercultural competencies and how to develop them within the context of a business school classroom. In this paper we present the idea of learning to 'negotiate reality' as a core intercultural competence and we describe an approach we designed and used for developing this competence at an international business school in Europe." (author's abstract)"Die Fähigkeit, mit Menschen aus unterschiedlichen nationalen, professionellen, ethnischen und organisationellen Kulturen zu arbeiten wird immer wichtiger. Sei es in Projektgruppen mit Mitgliedern aus verschiedenen Ländern und mehreren Funktionsbereichen, sei es in Verhandlungen mit Kunden und Lieferanten: kulturell geprägte Werte und Verhaltensnormen beeinflussen die Erwartungen über Ziele und Vorgehensweisen und können zu Missverständnissen und Konflikten führen. Interkulturelle Kompetenz, im Sinne der Fähigkeit, ein gemeinsames Verständnis einer Situation auszuhandeln ('negotiating reality') gewinnt in Organisationen immer mehr an Bedeutung. Dieser Beitrag beschreibt wie diese Kompetenz im Rahmen eines drei- bis viertägigen Seminars entwickelt werden kann. Die relevanten Theorien werden dargestellt und an einem ausgewählten Fall illustrativ angewandt." (Autorenreferat

Staphylococcus aureus Redirects Central Metabolism to Increase Iron Availability

Staphylococcus aureus pathogenesis is significantly influenced by the iron status of the host. However, the regulatory impact of host iron sources on S. aureus gene expression remains unknown. In this study, we combine multivariable difference gel electrophoresis and mass spectrometry with multivariate statistical analyses to systematically cluster cellular protein response across distinct iron-exposure conditions. Quadruplicate samples were simultaneously analyzed for alterations in protein abundance and/or post-translational modification state in response to environmental (iron chelation, hemin treatment) or genetic (Δfur) alterations in bacterial iron exposure. We identified 120 proteins representing several coordinated biochemical pathways that are affected by changes in iron-exposure status. Highlighted in these experiments is the identification of the heme-regulated transport system (HrtAB), a novel transport system which plays a critical role in staphylococcal heme metabolism. Further, we show that regulated overproduction of acidic end-products brought on by iron starvation decreases local pH resulting in the release of iron from the host iron-sequestering protein transferrin. These findings reveal novel strategies used by S. aureus to acquire scarce nutrients in the hostile host environment and begin to define the iron and heme-dependent regulons of S. aureus

Assessment of the relationship between stenosis severity and distribution of coronary artery stenoses on multislice computed tomographic angiography and myocardial ischemia detected by single photon emission computed tomography

The relationship between luminal stenosis measured by coronary CT angiography (CCTA) and severity of stress-induced ischemia seen on single photon emission computed tomographic myocardial perfusion imaging (SPECT-MPI) is not clearly defined. We sought to evaluate the relationship between stenosis severity assessed by CCTA and ischemia on SPECT-MPI. ECG-gated CCTA (64 slice dual source CT) and SPECT-MPI were performed within 6 months in 292 patients (ages 26-91, 73% male) with no prior history of coronary artery disease. Maximal coronary luminal narrowing, graded as 0, ≥25%, 50%, 70%, or 90% visual diameter reduction, was consensually assessed by two expert readers. Perfusion defect on SPECT-MPI was assessed by computer-assisted visual interpretation by an expert reader using the standard 17 segment, 5 point-scoring model (stress perfusion defect of ≥5% = abnormal). By SPECT-MPI, abnormal perfusion was seen in 46/292 patients. With increasing stenosis severity, positive predictive value (PPV) increased (42%, 51%, and 74%, P = .01) and negative predictive value was relatively unchanged (97%, 95%, and 91%) in detecting perfusion abnormalities on SPECT-MPI. In a receiver operator curve analysis, stenosis of 50% and 70% were equally effective in differentiating between the presence and absence of ischemia. In a multivariate analysis that included stenosis severity, multivessel disease, plaque composition, and presence of serial stenoses in a coronary artery, the strongest predictors of ischemia were stenosis of 50-89%, odds ratio (OR) 7.31, P = .001, stenosis ≥90%, OR 34.05, P = .0001, and serial stenosis ≥50% OR of 3.55, P = .006. The PPV of CCTA for ischemia by SPECT-MPI rises as stenosis severity increases. Luminal stenosis ≥90% on CCTA strongly predicts ischemia, while <50% stenosis strongly predicts the absence of ischemia. Serial stenosis of ≥50% in a vessel may offer incremental value in addition to stenosis severity in predicting ischemia

Shedding Light on Restorative Spaces and Faculty Well-Being

The nature of academic work has changed dramatically in recent decades, resulting in part in decreased well-being among faculty. In this article, we discuss these changes and their effects, with a focus on coping through restorative spaces. While faculty members may frequently conceal their restorative spaces in fear of how our time spent in them may be criticized, we seek to shed light on this important coping tool through sharing six unique restorative space narratives. Drawing from these vignettes, we encourage faculty members to share their own stories of restoration in their academic communities to counter the busyness narrative that pervades many academic spaces, and we call on colleges and universities to acknowledge and support the creation of restorative spaces for academics within their institutions

Evidence and Ideology in Macroeconomics: The Case of Investment Cycles

The paper reports the principal findings of a long term research project on the description and explanation of business cycles. The research strongly confirmed the older view that business cycles have large systematic components that take the form of investment cycles. These quasi-periodic movements can be represented as low order, stochastic, dynamic processes with complex eigenvalues. Specifically, there is a fixed investment cycle of about 8 years and an inventory cycle of about 4 years. Maximum entropy spectral analysis was employed for the description of the cycles and continuous time econometrics for the explanatory models. The central explanatory mechanism is the second order accelerator, which incorporates adjustment costs both in relation to the capital stock and the rate of investment. By means of parametric resonance it was possible to show, both theoretically and empirically how cycles aggregate from the micro to the macro level. The same mathematical tool was also used to explain the international convergence of cycles. I argue that the theory of investment cycles was abandoned for ideological, not for evidential reasons. Methodological issues are also discussed