教師著作

在全球化的今日，來自不同文化的人在國際的平台中合作與競爭，如此國際化的發展已成為一股不可遏止的浪潮，也在全球各地對人力資源發展產生重大影響。面對國際化的趨勢，即使對於國內的工作人員，組織也逐漸開始要求人員發展多元文化的能力。多元文化的調適能力不再僅只是派外人員所需具備的條件，它也成為許多專業職場中對工作人員的能力發展的普遍目標。由於增加國際經驗往往被視為是提昇國際文化能力的方法之一，因此，本研究將探討兩項議題：國際經驗是否有助於文化調適力之發展、以及國際經驗與文化調適力是否反映在員工在職場的工作回饋。其主要的研究目包括：瞭解「國際經驗」在國際人才培訓中之運用、探討「國際經驗」是否促進「文化調適力」之發展、以及分析「國際經驗」、「文化調適力」、「工作回饋」之相關性。本研究將透過文獻、問卷、以及文件內容分析的方式，一方面持續在現蒐尋關於國際經驗的運用，以及對文化調適力發展的效益。另一方面，以問卷分析的方式，探討國際經驗、文化調適能力，以及工作回饋的相關性。並且，以文件分析與問卷分析結果與實務工作者之經驗相互對照。由於台灣目前積極推動國際化，本研究透過理論與實務的探討，將提供實證的研究結果與建議，以作為組織規劃國際人才培育方案及設計訓練方法時的參考。

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.

教師著作

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