The learning process model for intercultural partnerships

This paper addresses the issue of how learning can support intercultural effectiveness and is one of the outputs of the eChina-UK Programme. In this paper I synthesise theory and evidence from a number of fields in order to propose a practical model of learning that can be applied to intercultural collaborations. The aim is not to replace existing theories and models of learning but to draw on them in order to present a simple description that might be of value to those planning and managing international partnerships. Although much of what is said here relates specifically to intercultural collaboration I believe that many of the observations remain true of cross-sectoral partnership (which is, anyway, often intercultural as well) and of inter-professional learning too: indeed, there might be an argument for asserting principles of learning that contribute to effectiveness in working across boundaries in any long-term collaboration. The paper is divided into an Introduction and four further sections. Section 2 reviews the various streams of literature which have informed the current study and presents an argument for the particular approach to learning promoted in this paper on the basis of established and complementary research in a number of different disciplines. Section 3 contains a description of the learning model for intercultural collaboration which has been developed as part of our current research at the University of Warwick. The practical application of this model, and the implications for policy in cultural collaboration, are discussed briefly in Section 4. The final section summarises the work and looks forward to further research and development around the issue of learning in intercultural collaboration

The learning process in intercultural collaboration: evidence from the eChina-UK Programme

The eChina-UK Programme was established in 2002 and originally comprised a small number of projects in which British and Chinese teams worked collaboratively to develop and pilot e-learning materials in the field of education. Phase 1 of the Programme spanned the period 2003 to 2005 and produced a number of practical outputs (Spencer- Oatey 2007). Three follow-on projects were funded in Phase 2, which started in October 2005, and these included research reflecting on issues of pedagogy as well as the creation of further teaching and learning materials. These projects ran until 2007 and, in December of that year, Phase 3 of the Programme was put in place to capture insights from the experiences of all of the completed projects. The goal of Phase 3, therefore, was to draw out the learning from Phases 1 and 2 of the eChina-UK Programme with respect to the management of intercultural aspects of international education projects. In addition to the learning to be gained from the eChina-UK projects, the Phase 3 work included new research both into data generated in Phases 1 and 2 and into other sources of knowledge relating to intercultural effectiveness. The focus was on situating the learning from the eChina-UK projects into a wider intellectual context. The intention was to maximise the understanding of the intercultural management of international education projects and enable the production of resources for those engaged in current and future projects of this kind (Reid et al. 2009). This paper presents findings from one strand of the research carried out during Phase 3 of the eChina-UK Programme. The objective of this strand was to draw on data from eChina- UK and related studies in order to produce theoretical and practical insights into the nature of intercultural collaboration as a learning process. The focus on learning was primarily determined by the realisation (from analysis of the eChina-UK data and other studies of intercultural collaboration) that building intercultural competencies required significant attention to individual and group learning. Any practical recommendations and resources developed in Phase 3 of the programme would therefore need to pay attention to how participants managed their learning during an international partnership. Similarly, we might usefully be able to demonstrate how those planning such collaborations could benefit from embedding good learning practices from the outset of their work. The purpose of this paper is to summarise and analyse the findings from the empirical work carried out within this strand of Phase 3 research. I have set out elsewhere the theoretical background to this research and specifically to the development of the learning process model utilised here (Reid 2009a). That model will constitute part of the material available to researchers, managers and other practitioners through the Global People Resource Bank (www.globalpeople.org.uk) developed in Phase 3 of the eChina-UK Programme. None of this work would have been possible without the sustained support and co-operation of our colleagues in the various eChina-UK projects and at our funding body, the Higher Education Funding Council for England

UNH Great Bay Coast Watch Involvement in the New Hampshire Estuaries Project

The Great Bay Coast Watch (GBCW) is a volunteer estuarine monitoring program established in 1989 that includes teachers, students, and local citizens with a diversity of backgrounds. Volunteers participate in a variety of training programs that enable them to monitor water quality parameters in Great Bay and coastal areas, sample for marine phytoplankton along coastal New Hampshire and conduct shoreline surveys and habitat evaluations. Since 1997 the New Hampshire Estuaries Project (NHEP) has relied on the ability of GBCW to recruit and train volunteers to assist with the implementation of its plan to protect, restore and manage the state’s estuarine systems. This year GBCW participated in plan implementation by assisting the NH Department of Environmental Services (NHDES) Shellfish Program. Volunteers completed a variety of program work tasks, including mussel collection for toxicity monitoring, water quality sampling and sample transport. Goal

Multifrequency microwave radiometer (MFMR) L-band modification

The redesign of the L-band part of the multifrequency microwave radiometer (MFMR) was conducted to provide an instrument with improved sensitivity and accuracy. The results are discussed

GBCW Support for Shellfish Activities 2003

The Great Bay Coast Watch (GBCW) is a volunteer estuarine monitoring program established in 1989 that includes teachers, students, and local citizens with a diversity of backgrounds. Volunteers participate in a variety of training programs that enable them to monitor water quality parameters in Great Bay and coastal areas, sample for marine phytoplankton blooms and conduct shoreline surveys and habitat evaluations. Since 1997 the New Hampshire Estuaries Project (NHEP) has relied on the ability of GBCW to recruit and train volunteers to assist with the implementation of its plan to protect, restore and manage the states estuarine systems. This year GBCW again participated in plan implementation by assisting the NH Department of Environmental Services (NHDES) Shellfish Program. Volunteers completed a variety of work tasks, including mussel collection, sample collection and transport and general field assistance

NHEP Support for DES Shellfish Program 2005

For the past three years, Great Bay Coast Watch (GBCW) volunteers have provided the New Hampshire Department of Environmental Services (NHDES) Shellfish Program with significant assistance in performing tasks necessary in managing shellfish resources for human safety. This report describes a continuation of this mutually beneficial partnership

Conical-scan tracking with the 64-m-diameter antenna at goldstone

The theory and experimental work which demonstrated the feasibility of conical-scan tracking with a 64 m diameter paraboloid antenna is documented. The purpose of this scheme is to actively track spacecraft and radio sources continuously with an accuracy superior to that obtained by manual correction of the computer driven pointing. The conical-scan implementation gives increased tracking accuracy with X-band spacecraft signals, as demonstrated in the Mariner Venus/Mercury 1973 mission. Also, the high accuracy and ease of measurement with conical-scan tracking allow evaluation of systematic and random antenna tracking errors