教師著作

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

Browse

Filters

2007 - 20093

Settings

Subject: search.filters.subject.expatriate workers

Search Results

Now showing 1 - 3 of 3
  • No Thumbnail Available
    Item
    跨文化經驗與調適：台灣國際援助合作派外人員之研究
    (第三部門學刊編輯委員會, 2009-09-01) 張媁雯
    臺灣在全球事務之參與，歷經多年的發展已累積了許多的經驗，而組織對於發展派外人員跨文化能力的需求也日益提高。本研究以臺灣國際援助合作事務為範圍，探討派外人員之跨文化經驗與調適，包括行前訓練和當地異文化的適應與學習。本研究透過問卷，彙集12個國際援助合作機構辦理訓練之概況，並選擇「壓力調適成長」之動態模式為理論架構，透過30位國際援助合作派外人員之訪談資料，檢視理論對實務經驗之應用性。 研究結果發現，在文化迥異的服務地區，即使行前已有說明會及經驗分享，派外人員在當地仍然面對生活與價值觀的衝擊，必須在壓力中
  • No Thumbnail Available
    Item
    The negative can be positive for cultural competence
    (Taylor & Francis, 2007-06-08) Chang, Wei-Wen
    The trend of globalization has provoked a wide discussion with regard to cultural competence. In studies regarding cultural competence, researchers have often focused on the positive aspect in order to acquire insights and implications for other practitioners. However, intercultural dynamics involve multiple individuals with diverse backgrounds, for whom these positive aspects convey only a part of their cultural competence. Whereas, in the literature, individuals' negative feelings are often treated as problems that need to be solved and cured, the purpose of this article is to elaborate on the need to include individuals' reactions and emotional feelings in research regarding cultural competence.
  • 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.