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In this age of the global economy, cross‐cultural negotiation is becoming an increasingly important part of the management and marketing process for nearly every firm…
In this age of the global economy, cross‐cultural negotiation is becoming an increasingly important part of the management and marketing process for nearly every firm. Compares the cross‐cultural negotiation behaviour and differences in the perceived processes between those firms which consider themselves North American‐focused and those firms which report a worldwide or international outlook. Proposes several hypotheses, reports significant differences between the two groups and provides analysis.
This project focuses specifically on how intercultural negotiating differences are evidenced communicatively. Evidence suggests that negotiators deal differently with internationals than domestics. Therefore, it is important to move beyond within‐culture comparisons as a basis for predicting intercultural negotiation processes. This paper tests empirically the endurance of culturally‐associated negotiation styles in inter‐cultural negotiations between Americans and Taiwanese. Results suggest that culture does exert some global effects in face‐to‐face encounters with cultural outsiders. Other aspects of negotiation are managed locally, so that predicted cultural differences do not emerge in interaction.
This article is an executive summary of a full scientific paperthat appeared in the journal Personality & IndividualDifferences. A study was conducted to examine the…
This article is an executive summary of a full scientific paper that appeared in the journal Personality & Individual Differences. A study was conducted to examine the factor structure of the Occupational Personality Questionnaire (OPQ) on a sample of 94 British undergraduates. The results indicated that five factors should be extracted, providing further evidence for the “Big Five” structural model of personality. This lends support for the use of the OPQ Pentagon model (Extroversion, Vigorous, Methodical, Emotional Stability and Abstract), but use of the Concept model (containing 30 scales) cannot be recommended.
The purpose of this conceptual study is to offer an assessment and evaluation of the literature in the field of international marketing negotiations and to propose a…
The purpose of this conceptual study is to offer an assessment and evaluation of the literature in the field of international marketing negotiations and to propose a descriptive organizing framework which could serve as a basis to integrate and evaluate the existing empirical and conceptual work. The premise of the model is that certain cultural value orientations will be reflected in the characteristics of individuals and in those of their respective companies. Cultural value orientations will, thus, indirectly affect the process of negotiation and the outcomes of the dyadic interaction.
States that the involvement of a sales organisation in international business requires sales interactions that transcend national boundaries. Understanding the…
States that the involvement of a sales organisation in international business requires sales interactions that transcend national boundaries. Understanding the complexities of cross‐cultural sales negotiations is most important and is a difficult task for sales managers. States that despite the importance and complex nature of cross‐cultural negotiations, the literature is normative and largely disjointed. By using the negotiation process as an analytical framework, this study examines the relevant literature, offers research propositions and indicates additional areas necessitating further research.
Technology is transforming teaching in ways that break down classroom walls while improving course quality and capitalizing on educators’ creativity. Rather than using…
Technology is transforming teaching in ways that break down classroom walls while improving course quality and capitalizing on educators’ creativity. Rather than using technology in an ad hoc way, technology needs to fit the content and pedagogical style of the teacher.Our chapter builds on the extant literature on the necessary knowledge to integrate content, pedagogy, and technology (TPACK) in the classroom. We propose a comprehensive model that outlines the factors that lead to the development of TPACK, the relationship between TPACK and the use of technology, and outcomes gleaned from technology-enhanced learning.Our proposed model is an important first step to considering the precursors and outcomes of TPACK, which will need to be validated empirically. We extend the TPACK framework by identifying the predictors of TPACK such as teacher self-efficacy, experience with technology, and student factors. We argue that the extent to which educators develop their TPACK and use technology is bound by contextual factors such as organizational culture, resources, and student characteristics. Without considering the extensions that are identified in the Technology Integration Model, the linkages between TPACK and desirable outcomes (e.g., student engagement) are unclear. As a result, our proposed model has implications for educators and institutions alike.