com, 2003). Fitting into the system of France is very important, and creating a good French citizen is one of the goals of the educational system. Students in France, for example, cannot wear religious clothing or other affiliations with national, non-French institutions of identity.
As in France and Japan, in the United Kingdom, education is free and compulsory until age sixteen, as an educated workforce is highly valued. There is also a great deal of respect and deference given to the role of the teacher. "Teachers in primary schools (4- to 11-year-olds) are always addressed by their surname by parents and pupils alike, always Mr., Mrs. Or Miss Smith
In secondary schools (11-16 years), teachers are always addressed as Miss or Sir" ("Introduction to School Life," Woodlands Junior School, 2007). Students in the United Kingdom must wear a uniform, which enforces a certain sense of national and school cohesion, although individualistic expression is more encouraged within the classroom environment of teaching than in Japan or France.
Still, there is less flexibility in United Kingdom curriculum planning than in America. Compulsory national testing is routine at the ages of 7, 11, 14, in England and Scotland. Students at state schools are also tested in science and math. Like Japan and France, students must take state exams to exit from university, and there are advanced level exams one must take to attend universities ("Introduction to School Life," Woodlands Junior School, 2007). However, while most students attend state schools, private schools are much more common in England (called 'public schools'). Often these schools are extremely expensive and criticized as vestiges of the English class system, as only the very wealthy and connected...
Cross-Cultural Communication With increased competition being witnessed in many industries, Multinational companies are setting shop to new foreign markets as a way of increasing their profitability and remaining competitive. Many countries have liberalized their markets, and present advancement in technologies has made it easy for companies to open new branches in foreign markets. However, this also comes with it challenges, particularly relating to cross-cultural communication. Effective cross-cultural communication is very important
As these examples convey, it is highly important that anyone who will be engaged in cross cultural communication be familiar with the nuances in behavior or even the lack of behavior of other nationalities as dictated by their cultures. In American business culture, communication tends to be more dynamic compared to the Japanese (Lee, 2). Most Americans expect a lively discussion when they are involved in negotiations. In American business
For this reason, the Americans and Cubans probably did have to use some of the techniques proposed by Shannon and Weaver to simplify communication in order to communicate at all. Despite the fact that communication between these two groups may have been difficult, and that coming together in order to form one design project produced by such culturally diverse designers may have resulted in the portrayal of mixed messages,
Support for the second hypothesis, that male speakers would be perceived as less cooperative than female speakers, also varied across situations, and the effect was even smaller" (Edwards & Hamilton 2004). Support for the Tannen model only was found after additional research was done, and a new questionnaire was given that scored recipient's self-perception in terms of feminine and masculine characteristics and inculcation into traditional gender roles. Individuals with
J Lastly, in chapter 9, Hendon, Hendon & Herbig (1999) focus on "what" or the contract, of cross-cultural negotiations. The authors claim the only purpose of cross-cultural negotiations is to product a "contract" or an agreement, which they define as an "exchange of conditional premises in which each party declares it will act in a certain way" only on the condition that the other parties involved agree to live up
Al, (2008). With such events still expected, the lessons to be drawn from this case is that extensive cross-cultural consultation needs to be conducted among the representatives from both sides hence ensuring there is a cultural balance and no disregard for one culture. Timely, open and continuous communication needs to be fostered between the two sides as this will give chance to iron out the few differences that may emerge. References Bambacas, Mary
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