教師著作

Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/31271

Browse

Filter results by typing the first few letters
Now showing 1 - 20 of 25
  • No Thumbnail Available
    Item
  • No Thumbnail Available
    Item
    Considering the limitation of etic approaches in cross-cultural study
    (Wiley-Blackwell, 2003-11-24) Chang, Wei-Wen
  • No Thumbnail Available
    Item
    Cross-cultural adjustment in the multinational training programme
    (Taylor & Francis, 2009-10-09) Chang, Wei-Wen
    This study provides an in-depth understanding of the process of programmeme adjustment that occurred in the case of a US-born multinational training programme in Taiwan. Through observation, interview, and material analysis, this article looks at five essential and practical considerations in cross-cultural programme adjustment – spoken communication, material translation, silent communication, local trainers, and empowerment and localization.
  • No Thumbnail Available
    Item
    A cross-cultural case study of a multinational training program in the United States and Taiwan
    (SAGE Publications, 2004-05-01) Chang, Wei-Wen
    The purpose of this study was to understand the influence of national culture on international training program development. Implementation of the selected training program was analyzed by a qualitative case study to examine how training practitioners in the United States and in Taiwan pursue standardized learning outcomes in different cultural contexts. Findings indicate that in multinational program development, leaving room in course design increases the cultural adaptability of a multinational program. Regarding teaching strategies, the teaching techniques in the selected training program provide instructors with the flexibility to integrate the context of local culture into the curriculum. By applying the course contents to their own actual lives, learners have opportunities to incorporate the context of their life experience into the learning process.
  • No Thumbnail Available
    Item
  • No Thumbnail Available
    Item
    Cultural competence of international humanitarian workers
    (SAGE Publications, 2007-05-01) Chang, Wei-Wen
    As global interaction and cultural diversity become prominent, cultural competence has received more attention. To understand nonprofit organizations’ (NPO’s) international workers’ learning process in terms of cultural competence, this study used a cultural competence attainment model as a theoretical framework, enlisted 10 Taiwanese international humanitarian workers, and explored how their expatriate experiences of local service influenced their cultural competence. This study identified three levels of influence, namely, the peripheral, cognitive, and reflective levels. Based on these findings, this study suggests the practice of designing related developmental activities in accordance with the three levels and more future research focusing on the process of acquiring cultural competence.
  • No Thumbnail Available
    Item
  • No Thumbnail Available
    Item
  • No Thumbnail Available
    Item
    Does it matter? Going abroad for social openness and emotional stability
    (2010-03-10) Chang, Wei-Wen; Yuan, Yu-His; Peng; S. Samuel
    The climate of globalization has dramatically changed today’s workplace and educational environment. Faced such challenges, many organizations attempt to develop staff’s or students’ intercultural ability by encouraging them including traveling abroad, living abroad for a period of time, and interacting with foreigners. In past decades, such going-abroad experience has been viewed as an appropriate choice to enhance cultural competence, such as openness for social interaction and emotional ability. Increasing numbers of universities have initiated international exchange programs that encourage/require students to go abroad or study with international participants. In addition, many companies also include overseas experiences in their cross-cultural training. Such cross-border experience is perceived as an effective way to broaden people’s worldview and to develop better adaptability, which includes openness for social interaction and emotional stability. Some managers believed that sending people to an international arena will lead to their development in intercultural ability. A business executive suggested, “If you throw people into a swimming pool, they would learn to swim. Therefore, if you send them to international environments, they would fight to survive and really become international talents.” While international experience is assumed to be an effective way to help develop openness and emotional intelligence, empirical studies for examining such a relationship are rare. Therefore, the purpose of this study is to understand the relationship between the experience (going abroad and contacting foreigners) and the two critical components of cultural adaptability, namely, social openness and emotional stability. Through an empirical analysis by SEM approach, this study worked to clarify an important question, that is, does such cross-border experience facilitate development of openness and emotional stability, which are important components of cultural adaptability? A total of 359 Taiwanese samples were used from the database of the Taiwan Social Change Survey, which included questions regarding globalization that met the needs of this study. This database archives baseline information about Taiwanese society by surveying the general adult population using rigorous sampling designs. Although the experience of being abroad has been viewed as an important factor to enhance cultural ability in international education literature, the results of this study, however, indicate that such experiences had no significant effect on openness for social interaction and emotional stability. The findings suggest that these formats, including traveling overseas, living abroad, or contact with people abroad, were not guaranteed to enhance openness to social interaction and emotional ability. These finings were similar to Selmer’s unexpected results showing that expatriates’ previous international experience did not necessarily have effect on their later cross-cultural adjustment. In this study, these findings were not used to reject the benefits of international experiences identified in the number of previous studies. However, it called for a more careful examination regarding how to use and design international experience for learning more effectively. Implications for international exchange programmers and future researchers were provided based on the study results.
  • No Thumbnail Available
    Item
    Emotional display through smile: A system approach to create emotional display training program in the hotel industry
    (2010-07-16) Wang, Kuo-Ching; Chang, Wei-Wen; Tsai, Li-Fang; Wu, Mei-Hui
  • No Thumbnail Available
    Item
    Expatriate experience and cultural competence of international humanitarian workers
    (2005-11-03) Chang, Wei-Wen
    As global interaction and cultural diversity becomes prominent, cultural competence has received more attention. To understand non-profit organizations' (NPOs) international workers' learning process in terms of cultural competence, this study enlisted 10 Taiwanese international humanitarian workers, and explored how their expatriate experiences of local service influenced their cultural competence. The finding of this study identified three levels of influence, namely the peripheral, cognitive, and reflective levels. Based on these findings, this study suggested the practice of designing related developmental activities in accordance with the three levels and more future research focusing on the individuals' resistance during the process of acquiring cultural competence.
  • No Thumbnail Available
    Item
    Expatriate training in international non-governmental organizations—A model for research
    (SAGE Publications, 2005-12-01) Chang, Wei-Wen
    In light of the massive tsunami relief efforts that were still being carried out by humanitarian organizations around the world when this article went to press, this article points out a lack of human resources development research in international nongovernmental organizations (INGOs) and proposes a conceptual model for future empirical research. This article reviews the three related research areas of NGO history, volunteer training, and expatriate development; discusses the possibility of integrating the theory from these three areas; and finally builds a model for further empirical studies for expatriate training in INGOs.
  • No Thumbnail Available
    Item
  • No Thumbnail Available
    Item
    Go to the people: Using emic approaches for cultural understanding
    (Palgrave Macmillan, 2009-01-01) Chang, Wei-Wen
  • No Thumbnail Available
    Item
  • No Thumbnail Available
    Item
    Human resource strategic partnership practices in financial institutions in El Salvador
    (2010-11-14) Rivas, Cesar Oswaldo Alas; Chang, Wei-Wen
  • No Thumbnail Available
    Item
    International service and learning: a perspective of schema adjustment
    (2010-03-10) Chang, Wei-Wen; Huang, Yu-Fu.; Yuan, Yu-His
    Today, in the field of education, international service has been suggested as an active means to enhance participants’ learning in professional and personal aspects. While the globalization increases the interdependency among countries, many challenges, such as humanitarian care, disaster relief, medical assistance, or education system development, rely on collaboration by international talents from various areas. As such needs increase, more and more young people choose to participate in international voluntary service in the hope to contribute their time and knowledge for local community while obtaining cross-cultural experience for personal growth. In literature, empirical studies have found that participation in international service increases learners’ intercultural competence, language skills, appreciation of cultural difference and tolerance for ambiguity. It is often suggested that international service learning programs are potentially transformative in nature. However, while the previous studies reported the transformational outcomes from international service participation, they provided limited information regarding another critical question: Why transformational outcomes happen through international service experiences? Without a deeper examination of participants’ cognitive process, the transformative process for learning would remain as an un-opened mystery box. A closer examination of the cognitive and psychological processes is necessary to develop a thorough understanding regarding the learning. Therefore, the purpose of this study is to examine, from a cognitive perspective, what are factors that encourage participants to transform. To respond to such an inquiry, schema theory in the field of social psychology is utilized as a framework to examine participants’ international service experiences. To reach this purpose, this study utilized three methods to collect data, including observation, interview, and document review. The interview data was collected from 10 young international volunteers from Taiwan (age 24-35). The participants included 5 females and 5 males who all had gone abroad for their international assignments. The areas of their international assignments included Brazil, Belgium, England, Germany, Iceland, Panama, and Thailand. Their work content included adolescent education assistance, community service for people with disabilities, computer education, English education, school administration, and medical care assistance. In this study, all participants mentioned that, through international service experience, they learned and changed to some degree. They adjusted their schema in order to more appropriately respond to the work or life demands in the new environment. When they faced new experiences, several important factors in cognitive level have been identified that helped to enhance their transformation in a cross-cultural setting. The factors included: (a) sharp contrast in experiences, (b) things beyond the existing frame, (c) hidden self released and revealed, (d) a new mental map that relocates self in the world. These four components in cognitive process serve as catalysts that encourage individuals to extend and adjust their existing schema. While the schema moves, perspectives change, and therefore, the transformational learning occurs. Based on the findings, this study provides implications for educators and participants of international service learning.
  • No Thumbnail Available
    Item
    Is the group activity food or poison in a multicultural classroom?
    (American Association of Training and Development (ASTD), 2010-04-01) Chang, Wei-Wen
  • No Thumbnail Available
    Item
  • No Thumbnail Available
    Item