Comparing For Profit and Non for Profit Colleges Essay Example for Free

Comparing For Profit and Non for Profit Colleges Essay Colleges and university have slowly become one of the stepping stones into the working world today. People go to colleges for higher education with the intention of earning degrees in which they can use in their respective fields. Some example degrees that people pursue are Medical, Law, Business, Accounting, and Science Degrees. Through the years the idea of college was that it was optional and it was a door for better life and job. However in the modern times, it become a necessity. It all started when the colleges once single- gender institutions target specific students in their respective demographics. Today, the college market has now been divided into two major categories: Not-for-Profit Colleges and For-Profit colleges. Not-For-Profit Colleges are institutions that are interested in serving the students needs by providing necessary education to the student. The Not-For-Profit organization are tax exempt and have a board of trustees that makes decisions. For-Profit Colleges are run like a business in which their goal is to generate income for their owners and shareholders. There are no board of trustees at For-Profit College and the owner and shareholders control the decision on which is best for the institution. Although the objective for both Not-for-Profit Colleges and For-Profit College is to provide their students an education in which they can use for their future, both institution have great differences in which their organizations are run. Although the primary objective For-Profit colleges is to provide an education, they are merely a business in which their goal is to earn a profit. Like any business, the For-Profit Colleges can be setup as a sole proprietorship, partnership, or even a subsidiary of a larger company. The For-Profit College can also be setup as a corporation that have stocks traded on the stock markets. They will try to bring earnings and a return on investment for all their shareholders and investors. They can have great flexibility because at the end of the day, the goal for the For-Profit College is to make money and only that. The instructors that are hired at For-Profit Colleges usually have a very different approach to their teaching compared to Non-For-Profit Colleges. Usually they are merely there to carry out the lesson plans in which was designed by the institution. Majority of the lesson plan given to each student is standard which means the instructors do not have the liberty to create their own curriculum or lesson plans. This is also due to the purpose of the education given is to assist the student in getting specific jobs with specific job functions. The courses at the For-Profit college is to help the students get better jobs in the market while the courses at Not-For-Profit College intend to allow the student learn and grow within their respective fields. Students that enter For-Profit colleges already have a plan in terms of type of jobs they would like to pursue and they enroll in the necessary courses while some students at Not-For-Profit College have no idea which career that they would like to pursue. Not-For-Profit college help you learn and gain the knowledge in the field that youre interested in while For-Profit colleges prepare you for the specific job that you want to do. The admission process for For-Profit schools are not as selective as the one in Not-For-Profit College. There isnt much prior evaluation of the student since their main goal is to make a profit. They tend to be more flexible in terms of their requirements and appeal to students of all ages and races. Modern day classes can be taken online and at more convenient times such as nights and weekends to accommodate students that work full time. Online has also been the new trend because of the lower overhead costs for the For-Profit institution. For-Profit institutions tend to not have a campus like the Not-For-Profit colleges do. For-Profit colleges classes is usually at their own building or leased space. There isnt any services such as on-campus food or housing that is available to the students at For-Profit institutions. The college provides students with the education that they need for their desire jobs rather than a college experience that a Not-For-Profit college can provide. For Profit institutions conduct their accounting the same as any regular business would do. Their main goal is to make a profit just like all businesses would do. For-Profit institutions must comply with the Federal Accounting Standard Board. The tuitions are recorded as revenue while the expenses include leases, staff, and maintenance expenses. For-Profit colleges budget system must include tools to forecast budgets, manage variance and generate financial reports. The budget forecast is designed to estimate revenue and expenses to its income center, administrative cost structure, and its academic schedule. The income center budget includes enrollments, revenue, and expenses by academic period. Administrative expenses include administrative costs per student and personnel pay ranges. The budget should also include financial report to show if the institution is profitable. Statements such as cash flow statements, net income, and balance sheet should all be included. The budget must also be flexible enough in case that their projections arent accurate. They should be easily accessible so that managers can routinely check if their performance is above, below, or even on target. To determine if the institution is on track with its budget and strategic plans, they would measure their six categories in their budget to get a better picture of the institutions performance. They are new students, enrollment, cost performance, revenue, net income, and cash flow. This way they would also be able to measure the efficiency of their institution also. The goal for Not-For-Profit Colleges is to provide students with higher education and help them advance in a particular field. Not-For-Profit Colleges are traditional college such as community colleges, state universities, and liberal arts colleges. These institutions gain funding to provide their services from the government subsidy, tuition fees, and donations. All the income that are received is strictly used for institution purposes. Some examples are professors, staff, maintenance, utilities, or even computers that the school needs and student needs. All the money is given back to the institution in some way. The professors hired at a Not-For-Profit College design their own courses and create their own course curriculum and lesson plan. They can provide the education in their courses with their own individual styles and lesson plans. The professors are under the guidance of the Board of Trustees, which is composed of different representatives that make decisions for the college. Not-For-Profit colleges are mainly to provide education for the student who are enrolled in their institution. The classes are usually on a campus in which the student spends a majority of their time at. The board of Trustees focuses on improving their campus for the student. The Board of Trustees is constantly making decisions from an academic, campus, and efficiency perspective in order to provide the best possible service for their students. Not-For-Profit Colleges select their students through a vigorous and selective process. Students usually express interest in attending the college and then the college decides if the student would be a good fit for the college. After being accepted, the student would be able to earn a scholarship to help with the room and board that the college charges. Not-For-Profit Colleges are selective of the students since they strive to serve students who would fit the reputation of the institution. This selective process allow college to focus on the needs of the students that are a good match for the college. From an accounting perspective Not-For-Profit colleges follow the rules of Governmental Accounting Standards Board who is responsible for Generally Accepted Accounting Principles used by the United States. The Governmental Accounting Standards Board issues statements that deal with the accounting principles and financial reporting rules of government and other Not-For-Profit organizations. Like all Not-For-Profit organization, these college contribute without expecting commensurate returns. Their main purpose is to provide education to the students that enroll in their school. Most of their income for these colleges come from the tuitions and fees they receive from their student. Other income comes from donation and government subsidies. When a Not-For-Profit College receives tuition payments and fees in full from students the college is supposed to record it at a gross amount, as any revenue would be recorded. If a student meets certain criterion that allows them to attend a publicly funded not-for-profit institution, tuition may be waived in the form of a tuition waiver. Tuition Waivers are reported as a contra-revenue account reducing the revenue account. If the college has any debts, they are recorded just as businesses record them as the debts are recorded with institutional support expenses. Students may pay for college with scholarships which are essentially amounts contributed for the education of a selected individual. Scholarships are given for a range of reasons including high academic standing, membership in certain societies, or awards. However there are two main sources of scholarships which are an outside donor or the scholarship is awarded by the college itself. If the scholarship is from an outside donor the not-for-profit college simply collects the amount receivable from the donor. If the scholarship is awarded by the college itself the accountant reduces the college’s accounts receivable. This reduction in the accounts receivable is recorded as an expense to education and general student aid. Certain expenses of a not-for-profit college are unrestricted net assets classified as instruction expense, research expense, public service expense, academic support, student services, institutional support, operation and maintenance of plant and student aid. Not-For-Profit Colleges cannot operate on tuition fees alone as all the money is immediately put into the school. Fortunately as a Not-For-Profit organization these colleges may receive governmental subsidies as support revenue. There are two types of government subsidies classified as unrestricted and restricted. Unrestricted subsidies are intended for the college to use in general operations. The Board of Trustees also has the power to decide whether a subsidy is unrestricted. Restricted subsidies can be split into either temporarily or permanently. These subsidies often are given for a certain purpose such as an expansion or special project. The restrictions on these subsidies refer to the amount that can be spent and when it can be spent. Sometimes the government may also provide students with grants, which are similar to scholarships in the sense that they are provided to help students reach their financial needs for school. Government grants can both be state or federal and come from government programs such as Pell or the Federal Supplemental Education Opportunity Grant. Similar to scholarships the college may either distribute the cash to the proper students or receive the amount that is to be distributed. If the college decides to receive the grant then it is recorded as a liability in the â€Å"Grant Funds Held for Students† account. Not-For-Profit colleges usually also have an endowment fund which is used to help finance the operating expenses of the organization. Aside from the general endowment the institution may also have restricted endowments intended for specific purposes such as professorships, scholarships or fellowships. For cash received from permanent endowments it is recorded as a contribution and the income is restricted to student aid. Any income received due to an endowment is temporarily restricted and the cash is meant to be spent on student aid. The other services that a Not-For-Profit College provides are the Auxiliary Services. The Auxiliary Services are the services and amenities of the campus. Examples of such services are residence halls, food services and the college athletic teams. These services are classified under unrestricted revenues and expenses. The total of the accounts from the auxiliary services are reported on the Statement of Activities for the College and subsidiary records are also kept. The Statement of Activities for the Not-For-Profit College will usually list the Revenues combined with Total Net Assets Released from Restrictions for Operations to get the Total Revenues and Reclassifications. The next section is usually the Expenses section followed by any Net Change in Unrestricted Assets, Temporarily Restricted Assets and finally Permanently Restricted Net Assets. The Statement of Activities is then followed by a summary on the Change in Assets for the past year. Even though the main purpose of both For-Profit and Not-For-Profit is the same, the way that they function arent necessary the same. The accounting standards and rules that they follow both are very different. Also the rules that both colleges follow are extremely different. Both colleges have their strength and weaknesses in their way that they serve their students. The student should chose the type of college they want depending on what their needs are. If the student is looking to advance their education they should be looking for a traditional Not-For-Profit College. If they are trying to land a job that has technical skills which are required, then the For-Profit College is a better option.

The Indian Mutiny of 1857-1858: Causes and Consequences :: British History

The Indian Mutiny of 1857-1858: Causes and Consequences Under the administration of the Marquess of Dalhousie (Governor-General 1848-56), the last of the independent Indian states, including the wealthy Muslim state of Oudh, were annexed by the British. To consolidate this new territory, some degree of Westernisation was introduced: an Indian railway and road system was developed and the first three Indian universities were founded, creating a tier of higher-caste men educated according to the British system but not fully incorporated into those careers of civil service and army awaiting them. Child marriage and the practice of suttee previously had been abolished and, in 1856, a regulation was passed requiring sepoys to serve overseas thereby losing caste. Both the annexation and consolidation heightened tension between government and population and mutiny was inevitable when the Indian section of the army was allocated cartridges smeared with the fat of cows and pigs, unclean to both Hindu and Muslim elements. The mutiny lasted thirteen months: from the rising of Meerut on 10 May 1857 to the fall of Gwalior on 20 June 1858.The sepoys were quickly joined by large numbers of civilians supporting the reinstatement of both a Moghul and a Maratha emperor and by landlords, particularly those of Oudh, penalised by the new administration and its policy of exporting raw materials for manufacture in Britain. Historians agree that the mutiny was characterised by violent reprisals on either side but, at least in British historical tradition, the most significant events are the massacres at Meerut, Cawnpore and Lucknow; post-mutiny literature dwelling on the fate of women and children especially. The mutiny, regarded by many as India's first War of Independence, was to have important consequences and the structure of British India was to be re-organised extensively. Increasingly, India came under direct Crown rule as the British East India Company was dispossessed of its functions and, in 1877, Queen Victoria was crowned Empress. Despite the severity of European reprisal as each territory had been regained and its subsequent defensive proposals of military alteration, a measure of conciliation had been introduced to administrative policy. Integration of the higher castes and princes was now considered important, land policy was revised and plans for radical social change were shelved. The Indian Mutiny of 1857-1858: Causes and Consequences :: British History The Indian Mutiny of 1857-1858: Causes and Consequences Under the administration of the Marquess of Dalhousie (Governor-General 1848-56), the last of the independent Indian states, including the wealthy Muslim state of Oudh, were annexed by the British. To consolidate this new territory, some degree of Westernisation was introduced: an Indian railway and road system was developed and the first three Indian universities were founded, creating a tier of higher-caste men educated according to the British system but not fully incorporated into those careers of civil service and army awaiting them. Child marriage and the practice of suttee previously had been abolished and, in 1856, a regulation was passed requiring sepoys to serve overseas thereby losing caste. Both the annexation and consolidation heightened tension between government and population and mutiny was inevitable when the Indian section of the army was allocated cartridges smeared with the fat of cows and pigs, unclean to both Hindu and Muslim elements. The mutiny lasted thirteen months: from the rising of Meerut on 10 May 1857 to the fall of Gwalior on 20 June 1858.The sepoys were quickly joined by large numbers of civilians supporting the reinstatement of both a Moghul and a Maratha emperor and by landlords, particularly those of Oudh, penalised by the new administration and its policy of exporting raw materials for manufacture in Britain. Historians agree that the mutiny was characterised by violent reprisals on either side but, at least in British historical tradition, the most significant events are the massacres at Meerut, Cawnpore and Lucknow; post-mutiny literature dwelling on the fate of women and children especially. The mutiny, regarded by many as India's first War of Independence, was to have important consequences and the structure of British India was to be re-organised extensively. Increasingly, India came under direct Crown rule as the British East India Company was dispossessed of its functions and, in 1877, Queen Victoria was crowned Empress. Despite the severity of European reprisal as each territory had been regained and its subsequent defensive proposals of military alteration, a measure of conciliation had been introduced to administrative policy. Integration of the higher castes and princes was now considered important, land policy was revised and plans for radical social change were shelved.

International Human Resource Management and Organizational Behavior

INTERNATIONAL HUMAN RESOURCE MANAGEMENT AND ORGANIZATIONAL BEHAVIOR II (1089) Individual Paper Review By Diana Kovacheva ID 0752805 I. Abstract This paper has the purpose to review the seven articles and parts of books stated in class and evaluate them with the help of 3 criteria. Firstly, the three chosen criteria are going to be defined. Then a brief summary of each article or book chapter is going to be made followed by an evaluation according to the mentioned criteria. . II. The Criteria * CurrencyThis criteria is supposed to define if the information in the article is current, not only by stating when it was published, but also by analyzing if this is from importance for the purpose/outcome of the article. This criterion might be very important when evaluating factual information, because new findings constantly emerge. However, for some type of information, currency is not an issue. * Objectivity This criterion is supposed to check if the information presented is mostly based o f facts or it just expresses personal opinion.Important for the evaluation is to examine whether the claims are logical and credible and if there is evidence for that. * Relevance for practitioners Here it is important to evaluate if the information given in the article could be of use for the audience it is meant for. For this paper, under â€Å"audience† is meant people who deal with the issue of international human resource management and organizational behavior. III. Global Managers: no longer men aloneThe article of Nancy Adler explores the changing role of women in management position and traces the evolution of the perceptions of the female role and that of diversity in the context of successful global management. The introduction to the topic stresses on the fact that the traditional judgment for one’s skills and abilities based on gender is increasing the opportunity costs for the companies. Due to the global intensified competition, it is becoming more and mo re crucial for a company’s success to recognize a potential talent regardless of its gender.This has led to an increasing number of female representatives to be found in top leading position. Following this trend, questions about the difference in the management style of both genders have arisen. Furthermore, no consensus has been reached on the issue if male and female managers act differently or they are just perceived to do so. For the better understanding of this issue, a table with a set of six questions – three behavior- vs. hree perceptual-based, two descriptive vs. four evaluating, was presented. In it individual assumptions showed different dimensions of â€Å"difference†, some people stating just that both type of managers are similar or different, and others evaluating the difference as inferior or superior. It was criticized the fact, that most of the assumptions are based on perceptions and not on real observations, due to the fact that still not so many women are to be found in higher positions.After further reclassification of the questions, four approaches were presented about increasing the number of women in global management positions: 1) Identifying with men’s approaches to managing internationally : Here management by men is conceived to be superior to that by women and women try adopt their manner of managing; 2) Denying difference : this approach assumes that there are no differences, there is only one way to manage and both male and female managers are treated identically; 3) Identifying with women’s approaches to managing internationally : here the difference between the two gender is agreed upon, but also the women’s superiority in managing because of the typical characteristics of the female gender and their increasing importance in doing business globally; 4) Creating synergy : this approach stresses on the contribution and synergies of the combined management styles ‘ The article also presents the evolution of organizational culture and classifies it into 5 stages: 1) Homogenous culture: in this first stage it is mainly the historical-conditioned dominance of men in leading roles.This is possible only when no internal or external pressure is present and diversity is irrelevant; 2) Single-culture dominance: identifying with men – since the 60s, equality on the two genders was promoted which led to an increased number of women in domestic and low-level position; 3) Denial of differences: the stress here is not on the gender, but on excellent performers. However, the identical treatment of women like men led to many women in top positions resigning because of the unsatisfactory conditions; 4) Accepting differences: companies recognized and appreciated the different between the genders and the importance of tolerating women’s approach for market segments dominated by women; 5) Leveraging differences: the increased global competition since the beginning of the 20th century has led to the recognition of the importance of diversity and diversity-based learning and innovation.As a conclusion, the evolution of the role women has played over time was briefly summarized again, stressing on the shift from quantitative to qualitative measures. The authors mentions that still only few companies have reached the last level and recommends a more open discussion about the importance of diversity. * Currency : the article was published in 2002 and most of the sources are from the 90s; furthermore, the last trends discussed has started with the beginning of the century and so, are still current; * Objectivity: the statements made are mostly based on research on a global level and a logical relationship between the arguments and the stages presented in obvious * Relevance for practitioners: the topic is of high relevance and importance for practitioner.The issue presented in the article in increasingly discussed globally and represents a crucial part in the modern understanding of management. IV. Creating Values with Diverse Teams in Global Management The central issue in this article is how to create value with global diverse teams and the obstacles that arise using such teams. There teams are believed to have a lot of potential and be able to create significant comparative advantage. However, in practice this is usually not the case because of misunderstandings and lack of interaction between the various cultures. On the other hand, exactly the cultural differences are believed to create value due to the multi-sided approach and innovative solutions they can generate.According to the article, global teams were divided into three performance categories: * The destroyers: those team usually underperform because of mutual mistrust and lack of collaboration * The equalizers: by suppressing the differences, these teams are just performing on average in order for the business to keep going * The creators: here the potential of a global teams is fully taken advantage of and cost and time are saved while coming up with new and innovative products at the same time As stated in the article, the success of the creators? team was due to the use of the three principles of mapping, bridging and integrating (MBI). * Mapping to understand the differences: i. e. understanding the reasons that lead to the different approach of the team members. This principle includes the following steps: define the territory (identification of the crucial differences), draw the map ( assessment of members` characteristics), assess the terrain ( using the map generated in the previous step in order to identify future potential dynamics), develop cartographers ( mapping alone is not enough for high performance, incorporating the knowledge is what makes difference). Bridging to Communicate Across Differences: here of great importance in the well-functioning communication within the team, the latest define in the article as â€Å"send ing and receiving meaning as it was intended†. Three steps are included in this principle : prepare the ground ( â€Å"motivation to communication†¦ and confidence to overcome any differences† are considered to be crucial, keyword here is also self-management), decenter : build to the other shore ( adapting one? s behavior and thinking to the other’s one, without judgment), recenter: span the bridge ( in contrast to the previous step, here essential is the building of a new basis of interaction after the differences are already known). Integrating to Leverage Differences: the final principle in order to manage diversity consist of the following steps: managing participation for basic leverage with the help of tools and techniques that can facilitate the interaction and include all the members, resolving disagreement ( also hidden ones) to increase leverage and building on ideas for optional leverage, where everybody should be given the chance to take part an d to express their ideas. In conclusion, the article states that the MBI principles are just a prescription, and not a guarantee of success. Furthermore, a separate approach for each team should be applied since each team and its potential is unique.Last but not least, the article concludes with the statement that global teams hide great potential, but it takes time and effort in order for it to be exploited. However, global teams belong inevitable to the future and so, the sooner managers try to use differences and not to avoid them, the better their companies will be performing * Currency: The topic is quite current nowadays. It has been discussed for a large degree in the recent years and it is also going to be a leading issue in the years to come. Also, due to the high degree of unsatisfactory performance of such teams, the topic is going to be further analyzed till some form of advance has been found. Objectivity: The arguments presented are following a certain, easily-traceabl e scheme, with logical relationships and empirical supported information. The logical transition from one stage to another is solidly explained. * Relevance for practitioners: this is highly important topics for practitioners. Because of the effects of increasing globalization and the more free movement of people on a global level, work in diverse teams has become a major issue for managers. Especially the fact, that in such teams a huge potential is hidden, makes the article very attractive for this audience. V. Understanding cultures and implicit leadership theories across the globe : an Introduction to the project GLOBE The article of House et al. ntroduces and gives a more detailed description of the GLOBE (Global Leadership and Organizational Behavior Effectiveness) research program as well as the motives that hide behind the idea. The aim of the survey is to identify how and to what extend could cultural-specific attributes have an influence on effective leadership. The need f or a deeper understanding of the influence of culture on management and leadership styles has arisen for various reasons. Apart from its practical relevance, nowadays it is also highly important to know in what way one should conduct business in a different cultural environment. In addition to that, factors, not taken into consideration in the existing theories ( e. g. eligion, ethnic background) could play a key role in identifying new relationships. Literature on this issue shows an established connection between culture and leadership styles. However, different points of view also exist. According to the article, some believe that historical background inevitably has an impact on the degree of cooperation and commitment. On the other hand, some aspects of leadership are thought to be universal in practice. The GLOBE research consists of several phases and different methods are being used in order to study the relationship between societal and organizational culture, as well as or ganizational leadership.Its team is represented by the Principal Investigator (who is author of the article), Co-Principal Investigators and Country Co-Investigators (CCIs), who have a specific knowledge of the examined cultures and are able to interpret the results in a proper way and context. As stated in the article, the main goal behind the idea for the GLOBE project was to develop an empirically-tested theory which examines the impact of different cultural variables on effective leadership. Of course, this was achieved with the help of numerous sub-questions, which studied different aspects of the acceptance of leader behavior. The following phases were used in the research: Phase 1 – development of research instruments (societal and organizational measures of culture) ; * Phase 2 – assessment of nine relevant dimensions and testing the hypotheses made; additional measures of ethnic, social, political and economic background were also included; * Phase 3 – impact and effectiveness of leadership styles, culture-specific and organization-specific aspects; long-term effects on the organization; In order to conduct the research, unanimous definitions of the examined factors were needed. A consensus was reached about the definition of â€Å"an organizational leadership† and â€Å"a leader†. However, it was not so easy to give a definition for â€Å"culture†. As House et al. states in the article, the chosen variables were â€Å"indicators of shared modal values of collectivist† (House et al, 2002, p. 5) The studied nice dimensions were: Uncertainty Avoidance, Power Distance, Societal and In-Group Collectivism, Gender Egalitarianism, Assertiveness ( reflecting the Hofstede dimensions), Future Orientation ( Kluckhohn & Strodtbeck ), PerformanceOrientations ( Mcclelland ) and Human Orientation ( Kluckhohn & Strodtbeck ) . The empirical research identified six of those nine dimensions that could be generalized for d ifferent cultures. The results were not presented in the article with further details but a reference to another article of the same author was made. The integrated theory in the areas of leadership, values/belief, implicit motivation and organizational form and effectiveness that hides behind the GlOBE model is based on various propositions about the relationships between cultural values, leaders’ actions, organizational and societal culture, strategic organizational contingencies and leader’s effectiveness and his acceptance by others. Currency: The GLOBE project began in the mid-90s and so, the data analyzed has been collected also towards that time, which makes them considerably current. Furthermore, the topic is of great relevance and this would remain so also in the future. Many current studies are also based on the GLOBE project, which means that the information and data it provides are considered to be up-to-date. * Objectivity: The research has been conducted in several phases, also with the usage of different methods, which means that the results presented could be considered for highly reliable. Also, the logical connection between the arguments and the main points discussed are easy to follow and well-grounded. * Relevance for practitioners: Leadership is also one of the main issues of the new century.Due to the fact that business is conducted worldwide and one and the same company is expanding to new and foreign markets, the problem of effective leadership has been worrying many managers. This is why this article provide an important and relevant information for managers and leaders. VI. Cultural Acumen for the Global Manager: Lessons from Project GLOBE The article by Javidan & House focuses on cultural similarities and a difference among many of the countries examined in the GLOBE project, discusses the results and explains their implications for global managers. Globalization itself in considered to be bringing many opportunities, but with respect to cultures, it also brings many challenges.As stated in the article: â€Å"Being global is not just about where you do business. It is also about how you do it. † ( Javidan & House, 2001, p. 292). As an introduction to the topic, the authors mention the drivers and results of globalization and their impact on international business. Nowadays different cultures come more and more often in contact with each other and business is becoming more global than ever. The main drivers for that are considered to be the increasing trade between nations, internet, foreign direct investments and various mergers and acquisitions. As a result of that, collision of different cultures in the business life has become something common.From this, however, could not be concluded that cultural differences diminish. Quite the opposite, major problems and misunderstandings arise from the lack of awareness for the various cultural values and practices. This is why the importance of a competent global leader is becoming crucial. His role was even rated the most important factor for business success in a survey of Fortune 500. An expert in international business is required to accustom and take into consideration differences as well as to consider the ideas and opinion of the partners he is doing business with. Because of the mentioned above, the authors stress the importance of the GLOBE project as a guide for managers in international business.With the help of the nine dimensions (already mentioned in the previous article as well), the derived results could be used for better understanding of cultural similarities and differences. In the articles the nine dimensions are briefly explained and the results of cultural practices are shortly presented: * Assertiveness – explained as the extent to which a self-confident and assertive behavior is tolerated. Here high score the U. S. , Austria and Spain; low – Sweden, New Zealand respectively, the last be ing thought to prefer cooperation over competition. * Future Orientation – the inclination for planning and investing in the future. As highly future-oriented appear Singapore, Switzerland and the Netherlands.On the contrary, Russia, Argentina and Italy are characterized with shorter planning horizon * Gender Differentiation – the emphasize on garner role differences; As paying less importance on gender appear Hungary, Poland and Denmark. , where more women could be found on higher positions. On the other hand, in South Korea, Egypt and China men enjoy higher social status. * Uncertainty Avoidance – in Sweden and Germany more attention is paid to orderliness and structure, whereas in Russia, Greece and Venezuela people are more tolerant towards uncertainty. * Power Distance – here high rank Russia, Thailand and Spain, where superiors are granted greater power and obedience. In countries like Denmark and the Netherlands, however, there is less differentiat ion in the hierarchical structure. Institutional emphasis on collectivism versus individualism – individual performance counts more in countries like Greece, Italy and Argentina. Cooperation and collective good is more important in Sweden, South Korea and Japan, where because of historical reasons people tend to help and rely on each other for their â€Å"survival†. * In-group collectivism- in Iran, India and China belonging to a group is of great importance. In contract, in Denmark, Sweden and New Zealand people do not feel obliged to the others belonging to their groups. * Performance Orientation – in Singapore, Hong Kong and the U. S. results show a high interest in development and training.In countries like Russia, Italy and Argentina people pay more attention to loyalty and tradition than performance and competition * Humane orientation – in Malaysia, Ireland and the Philippines support of each other is highly valued, whereas in Germany, France and S ingapore people are more interested in power and material gains. As the authors point out, the results of the GLOBE project provide information managers can rely on when confronted with cross-cultural communication. Because of the high sensitivity of each culture, for successful negotiations it is crucial to be aware of some cultural differences in the other country, concerning direct language and punctuality, contract horizon, hierarchy etc. As a further advantage of the project, the author point out the high reliability that the findings provide. All in all, the GLOBE provides guidance and help for the global managers and enhances their cultural acumen. Currency: As already mentioned by the evaluation of the previous article, the information that the GLOBE project provides and the possible areas of its implication are a topical relevance and high interest. Furthermore, the problem discussed in the article in a global problem at the moment and will probably be in the next decades. * Objectivity: Data for the research has been gathered in several phases, also with the usage of different methods, which means that the results presented could be considered for highly reliable. Arguments are logically connected and relationships between the results of the project and the problem discussed are supported. Relevance for practitioners: Since globalization brings so many opportunities and doing business abroad always includes minimum a collision of two different cultures, the impact of culture on the business and negotiation process has been of high relevance for practitioners Because the article provides important information in this matter, it could be used as a guide with real-life related tips. VII. Culture: the neglected concept The book chapter â€Å"Culture: the neglected concept† has as main issue the prediction of behavioral differences across cultures. At the beginning the role of culture is discussed as a tool for cross-cultural comparison, as well as the different aspects that culture, social system and society imply. However, no clear conclusion was reach at on how to differentiate cultures.Furthermore, the author mentions also that there is a huge diversity within major nations (e. g. Japan, UK, the Netherlands) and also that there are many conflicts within nations. As next, with the help of key studies, the author tries to develop a conceptual framework which would help to identify variables with which cultures could be differentiated. Different studies using economic development factors, or ecological and sociopolitical indicators were discussed, but in both cases there were criticism and inconsistent findings. A positive contribution was considered the work of Hofstede in his book â€Å"Culture’s consequences†. He has analyzed a large scale data bank and on this basis has developed a model how to compare countries.He has classified them into four dimensions: power distance, uncertainty avoidance, individualis m-collectivism and masculinity- femininity. Of course, that model is considered to be just one possibility in finding differences among on a country level. Hofstede’s study was criticized on various basis, but still the data used covers a substantial global sample. Furthermore, conformity is identified in the definition of culture by Hofstede and Rohner. However, it has been pointed out that the core values of Hofstede are applicable to national cultures and not individuals, and as still, they are average results. The Chinese Culture Connection pointed out the necessity to discount cultural bias from the results Hofstede came with.The results of their research overlapped to a great extend with those of Hofstede (three out of four factors). In addition to that, another variable was also proposed which led later on to the supplement of a fifth dimension. Another study by Schwarz was reviewing earlier history and defined three needs as essential: biological needs, social coordin ation needs, and the survival and welfare needs. This study was more analyzing the meaning different people put into values and it focused more on individuals rather than countries. However, the results were seen as a more detailed version than those of Hofstede. Furthermore, Trompenaars examined value dilemmas across nations.He proposed seven dimensions, some of them very close to the ones of Hofstede plus conservatism-egalitarian commitment and loyal involvement – utilitarian involvement. In the last part of the chapter a step-wise approach towards identifying a useful conceptual framework was adopted. Firstly, a search for universal aspects of social behavior, mainly used by social anthropologists and psychologist, has been discussed. In this place universals are further divided into simple, variform and functional ones, the first two mainly used by ‘etic’ analysis of human behavior and the third one- in ‘emic’ analysis. The last one (emic analysi s) is considered for the most reliable method for making generalizations on a local level.In this first step also the four elementary forms of social relations by Fiske are mentioned : ‘communal sharing’ , ’authority ranking’ (these two similar to two of the Hofstede’s dimensions) , ‘equality matching’ ( i. e. parties relate on the basis of equal contribution) and ‘market pricing’ (i. e. people use their comparative advantages over the others). The second step mentioned is the dilemma about the cultural causation of human behavior. A problematic point here is to determine if the research question is to be examined at the individual- or at the culture- level (the so called levels of analysis). The article proposed several different approached by different researchers. Furthermore, Smith and Schwartz (1997) proposed the following dimensions: autonomy vs. embeddedness and equality vs. ierarchy, which resemble again some of the Hofstede’s dimensions (namely individualism-collectivism and power distance), but using the updated results from some more recent studies. Then the authors introduce a further division of collectivism according to the context it is meant: in a hierarchical or egalitarian one. According to Parsons and Shils there is also another pair of concept: universalism and particularism. The first is describing the equal distribution of justice and the second – the subjective desire to associate with somebody. The final part of the chapter comes back to the major issue if values of people serve as a sufficient orientation point when cultures are being compared. Behavior is also mentioned to play an important role in this matter.Different studies are offering different approaches and assumptions concerning those variables and it is also presumed that this is a potential future field of further research. * Currency: Concerning this criterion, this chapter might be classified as a b it old. A reason for that is not only the publication year (1998), but also because many of the studies and data used for it are already dating to even earlier. As it is quite well-known, the new century brought with itself many new directions for the futures and the impact of globalization on culture-related issues changes every now and then. * Objectivity: In this chapter various authors and research results are mentioned, however with the criticism that some of the researches conducted do not based on a solid and reliable data.The different concepts are relationships between concepts and studies are explained, but due to the large number of studies and various explanations, the comprehensiveness sometimes goes lost and this might lead to losing the logic of the argument. * Relevance for practitioners: the approach in this chapter is more theoretical relevant than practical. Many studies are discussed, which are based on different approaches and research fields. However, less prac tical applicability in real business life has been detected. VIII. Theoretical Basis: Intercultural Communication and Cooperation The article of Thomas begins with a discussion about culture and its meaning.He compares it with a ‘system of orientation’ that creates a sense of belonging among the members of the same culture due to its specific features. Moreover, based on the usage of the same symbols and meanings, people can identify that they belong to the same group. However, in the socialization process it often happens that we are confronted with an unfamiliar behavior. Here a crucial point is what orientation signals to use when two persons from different cultures are in a conflict situation. A good example of the different approaches of Germans and Americans is given – the first handing more customer-oriented and the second caring more about technical perfection.Those examples lead to the conclusion that some general cultural standards exists that can expla in why different cultures act differently and the same situation. Furthermore, domain-specific cultural standards also exist, which are bound to a specific context. Lastly, another study indicates also the existence cultural-specific behavior patterns. The main use of cultural standards in that they provide a helping hand for orientating and explain why the partner behaves unfamiliar. The knowledge of other culture standards can be very important by interpersonal negotiating and cooperating. In addition to national culture, the concept of corporate culture also exists and it is highly influenced by the first one.In an organization, many factors, such as the industry the company in operating in and other job-related factors have an impact on the behavior of its members/employees and thus they can also form a â€Å"common language† and values. It is suggested that corporate culture can be analyzed on the basis a three-level-model suggested by Schein. Those are: material and imm aterial artefacts (easy to identify, but not to interpret their impact), values, norm and rules of behaviour (great influence) and basic assumption (vastly accepted values that help attain corporate goals). Thus, due to the daily interaction people in a corporation create their own subjective reality, based on the common values and social norms.So, as stated in the article, corporate culture is influenced by and influences national culture on the one side, and on the other, there are also subcultures formed within the corporate one. As a further point in the article the effects of internalization are discussed. Because of this phenomenon, the international atmosphere that is more often to find in many work places, cause that many different national cultures collide in an organization. Here an importance should also be paid to the industry the company is operating. The author mentions both the advantages and challenges of internalization and mentions that the inability to identify wi th the newly formed corporate culture can has a serious negative impact on the newly formed company.This is why the issue of the transition from the old to a new system has become a central concern for the leaders of such international corporations. The last part deals with cultural overlap, more precisely, the situation when two people with different cultures (values and understandings too) are supposed to work together. This difference can either improve the work together or threaten it. In the article four type of behavioural ruler are presented: either the own culture is considered for superior and the other party has to adapt or vice versa. The third option would be the one, where the two parties are too different in order to cooperate in any case.The best option, however, is when significant elements of the two cultures and combined and integrated into a new one. A Challenge in those rules is to gain more understanding about the cause-effect relationship of each other’s behaviour and also to have a deeper understanding about the own way of thinking and judgement and the reasons defining the way of perception of the other. New opportunities could be recognized and exploited only if a person is open for and interested in the different culture, and not taking right away the unfamiliar behaviour for one of lower rang. Obviously, none of the too extreme options (convergence or divergence) are good for the interaction.As stated in the article, differences should be recognized and acknowledged, and a gradual modification of the own, and adaptation to the other’s culture should follow. The next question that arises is: to what extend should that happen? As a conclusion it is said, that interculturality is only possible is one of the partners has a dominant role. However, he should also be able to understand and accept the other’s behaviour, be tolerant and respect it. This characteristic can be best developed by specialized trainings and int ercultural coaching. * Currency: The book from with this chapter comes was published only in 2010, which is an obvious sign of its currency. Furthermore, the issue discussed in it is becoming more and more important with the ever increasing trend towards internalization. Objectivity: The chapter includes different theories, but no own empirical research. Many situations are given as an example for the stated arguments and those sound quite convincing. Also for the issue discussed, probably observation of behavior in cultural overlap should also be more appropriate. * Relevance for practitioners: The topic is quite important for managers doing business abroad. Even if they are not aware of the fact, that cultural overlap can cause huge problems in negotiations or work together, the topic should be seriously taken by them. The main argument behind that is the fact that the majority of foreign ventures are not successful mainly due to misunderstandings between the parties. IX.The A, B, Cs of Acculturation This chapter is a review of both theory and empirical research concerning acculturation. The term of acculturation is defined here as â€Å"changes that occur as a result of continuous first-hand contact between individuals of different cultures† (Ward, 2001). Furthermore, it can be divided on the basis of various dimensions. In this chapter the focus falls on sojourners, immigrants and refugees on the one hand, and social identification, culture learning and stress and coping theoretical approaches, on the other. The first of the theoretical approaches – social identification- concerns the perception of oneself and others.This can be measured on two levels- on individual (focuses on how acculturation is defined and measured) or on group-level (interaction between a member and a foreigner of a community). Culture learning, on the other hand, blames for the cross cultural problems the ‘foreign’ parties and suggests that they should adap t to the culture-specific variables. The third approach defines the process of adapting as a series of stress-provoking situations, followed by attempts to cope with them. In a reversed order, those approaches constitute the three components of acculturation- affective, behavioral and cognitive, the so called A, B, Cs of acculturation.The question how to define adaptation has been mentioned as an important point. Many indices resulting from numerous researches have been proposed, each offering different approach and models. However, as common variables in all mentioned measures appear the psychological well-being/satisfaction and the effective relationships with representatives of the new culture. Furthermore, the author proposes two major categories for intercultural adaptation – psychological adjustment and sociocultural adaptation – that provide a good but still scarce overview. A model that combines the three theoretical approaches and the two aspects of cross-cult ural adaptation is further introduced and described in details.On the cognitive side (social identification), three models are mentioned for fundamental changes of cultural identity: assimilation of the foreign culture, a middle position between assimilation and separatism (bicultural identity) and the perception of the host and home cultures as independent. The following findings were presented: younger immigrants tend to be more easily acculturated; men get accustomed quicker than women and second generation immigrants are more opened to adapt. In addition to that, demographic, educational and socioeconomic factor also have an impact on acculturation. However, a recommendation for further theory development has been because of the insufficiency and inconsistency of the existing ones. The next approach – cultural learning- focused on behavioral changes in connection with cultural interaction in order to gain useful skills to adapt.Social skills and social interaction has bee n mentioned as crucial. However, many barriers, may threaten the successful intercultural communication. For example, nonverbal forms, such as gestures, silence or facial expression, that have different meaning across cultures, may lead to even an insult without any purpose. These obstacles can be over masters with the help of cultural trainings, participation and intercultural friendships. Sociocultural adaptation could be facilitate with more culture-specific knowledge, it follows a learning curve and it is easier for sedentary groups. Of greatest importance for the last theoretical approach is the prediction of psychological adjustment.For the stress-and-coping approach cultural contact and change are crucial because they lead to the search of a response. Here also a recommendation for further research in the area has been made. In the conclusion the author mentions that concerning acculturation, the field of research is vast. The combination of theory and conducted research cont ributes to the better understanding of the issue, but it is still not universal. Cultural differences could easily be translated into assimilation discouragement and psychological and sociocultural problems. Even if great development in the area of acculturation has been witnessed, for the future more comprehensive and larger scale studies would be warmly welcomed. Currency: The chapter has been published in the beginning of the century, thus also marking the beginning of the century where borders have less and less meaning. The topic is also one that is highly discussed and many future researches will be directed towards the issue of acculturation. * Objectivity: The chapter represents a mix of various theories and empirical studies, the results of various relevant to the topic studies has been presented and so, this criteria could be considered as fully fulfilled. * Relevance for practitioners : No doubt the problem of acculturation and the impact on a global level is of high rele vance for practitioners.Especially since borders has lost their meaning, nowadays people are moving all around the world, and consequently, are directly faced with the problem. References: Adler, N. : Global managers: no longer men alone. In : The international Journal of Human Resource Management, 2002, Vol. 13(5) (pp. 746-761) Distefano,J. , Maznevski, M. : Creating Values with Diverse Teams in Global Management. In : Organizational Dynamics, 2000, Vol. 19 (1) (pp. 45-63) House, R. , Javidan, M. , Hanges,P. , Dorfman, P. : Understanding cultures and implicit leadership theories across the globe: an introduction to the project GLOBE. In: Journal of World Business, 2002, Vol. 37 (pp. 3-10) Javidan, M. , House, R. Cultural Acumen for the global manager: Lessons from project GLOBE. In: Organizational Dynamics, 2001, Vol. 29, (4) (pp. 289-305) Smith,P. B. , Bond, M. H. : Culture: the neglected concept. In: Social Psychology across Cultures, 1998, 2nd edition, Harlow, London, New York ( pp. 38-69) Thomas, A. : Theoretical Basis of Intercultural Communication and Cooperation. In: Thomas, A. , Kinast, E. , Schroll-Machl: Handbook of intercultural Communication and Cooperation: Basics and Areas of Application, 2010, 1st edition, Vandenhoeck & Ruprecht (17-52) Ward,C. : The A,B,Cs of Acculturation. In: Matsumoto (ed. ): The Handbook of Culture and Psychology, New York, 2001

Verbal Behavior and Verbal Response - 1328 Words

Skinner, in ‘A review of B. F. Skinner’s verbal Behavior’ and ‘Selections from Science and Human Behavior’, discusses the idea of operant conditioning in human behavior, and functional analysis in human verbal behavior respectively. Both ideas seek to explain human behavior, whether in physical action or in verbal communication. Operant conditioning takes its root from Thorndike’s law of effect, dealing with reinforcing consequences that are contingent on a response (or specified behavior). Functional analysis, on the other hand, deals with the identification of the variables that control verbal behavior and the means by which they interact to produce a particular verbal response. In this paper we seek to look at these two ideas in detail, as well as present Chomsky’s concerns and arguments about them. As briefly described in the previous chapter, operant conditioning has its basis in Thorndike’s law of effect. Thorndike’s law states that responses that result in a gratifying effect in a particular situation are more likely to occur in that situation, and responses that result in an inconvenience are less likely to occur again in that situation. Operant conditioning hence involves a reinforcing consequence that is contingent on a response (specified behavior). As a result the operant, which is a reference to the class of responses that result in the reinforcing consequence, is made more probable. Skinner illustrates the concept with an example in which an experimentalShow MoreRelatedSabrina Will Use A Low Tech Picture Board Essay1594 Words   |  7 Pagescan use her communication board with limited prompts. Although, Sabrina will need more prompts if her frustration level gets too high, and she begins to engage in aggression behavior towards self or others. C. Receptive or Expressive: Is the targeted skill a receptive skill or an expressive skill? 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