Cross-Cultural Clinical Judgment Bias in Personality Disorder Diagnosis by Forensic Psychiatrists in the UK: A Case-Vignette Study

2007 ◽  
Vol 21 (4) ◽  
pp. 400-417 ◽  
Author(s):  
Christopher Mikton ◽  
Adrian Grounds
Keyword(s):  
Personality Disorder ◽  
Clinical Judgment ◽  
Cross Cultural ◽  
Case Vignette ◽  
Judgment Bias ◽  
Vignette Study ◽  
The Uk

International pharmacy students’ transition to Nottingham: Semi-structured interviews (Preprint)

2019 ◽  
Author(s):  
Yicong Liu
Keyword(s):  
International Students ◽  
Teaching Style ◽  
Cultural Adjustment ◽  
Independent Study ◽  
Cross Cultural ◽  
Pharmacy Students ◽  
Learning Ability ◽  
Structured Interviews ◽  
International Pharmacy ◽  
The Uk

BACKGROUND The transition from China to the UK can be challenging, and there is increasing concern among academics since cross-cultural learning and living may be a challenge for these students. OBJECTIVE To find out international pharmacy students’ worries and challenges as well as benefits on the transition experience from China to the UK. METHODS Semi-structured interviews were used to explore this group of students’ transition experiences. Selective transcription was done because of time limitations in the project. RESULTS The natural and cultural environment was the most pleasant experience for Tianjin students during this transition process. Cross-cultural adjustment and self-adaptability, as well as their autonomous learning ability were the main barriers for international students. CONCLUSIONS The difference between Asian and Western culture caused barriers for international students to fit into a new environment. In terms of integrating into local students, insufficient English language skills, culture shock and personality could be the influence factors. Moreover, the different teaching style and learning style could be the possible reasons for students having difficulty in an independent study. CLINICALTRIAL N/A

scholarly journals Factors that influence treatment decision-making in elderly DLBCL patients: a case vignette study

2015 ◽  
Vol 94 (8) ◽  
pp. 1373-1379 ◽  
Author(s):  
M. W. M. van der Poel ◽  
W. J. Mulder ◽  
G. J. Ossenkoppele ◽  
E. Maartense ◽  
M. Hoogendoorn ◽  
...  
Keyword(s):  
Decision Making ◽  
Treatment Decision ◽  
Case Vignette ◽  
Treatment Decision Making ◽  
Vignette Study

scholarly journals The Role of Figurative Complexity in the Comprehension and Appreciation of Advertisements

2018 ◽  
Vol 40 (6) ◽  
pp. 957-991 ◽  
Author(s):  
Paula Pérez-Sobrino ◽  
Jeannette Littlemore ◽  
David Houghton
Keyword(s):  
Significant Variation ◽  
Processing Time ◽  
Consumer Response ◽  
Cross Cultural ◽  
Cultural Variation ◽  
Perceived Effectiveness ◽  
The Uk ◽  
Linguistic Backgrounds ◽  
Different Levels

Abstract To date, research in advertising has focussed almost exclusively on metaphor, with linguists and marketing scholars paying very little attention to alternative types of figurative expression. Beyond the finding that metaphor leads to an increased appreciation of advertisements, there has been surprisingly little research into how consumer response is affected by metonymy, or by metaphor–metonymy interactions. In this article, we present findings from a study that investigated the depth to which participants (n = 90) from a range of cultural and linguistic backgrounds (the UK, Spain, and China) were found to process 30 real-world adverts featuring creative metaphor and metonymy in multimodal format. We focus on the cross-cultural variation in terms of time taken to process, appreciation and perceived effectiveness of adverts, and on individual differences explained by different levels of need for cognition. We found significant variation in the understanding of advertisements containing metaphor, metonymy, and combinations of the two, between subjects and across nationalities in terms of (i) processing time, (ii) overall appeal, and (iii) the way in which participants interpreted the advertisements.

scholarly journals Employing neo-Durkheimian institutional theory in cross-cultural accounting research

2016 ◽  
Vol 29 (8) ◽  
pp. 1270-1293 ◽  
Author(s):  
Philip Mark Linsley ◽  
Alexander Linsley ◽  
Matthias Beck ◽  
Simon Mollan
Keyword(s):  
Institutional Theory ◽  
Cultural Change ◽  
Cross Cultural ◽  
Content Type ◽  
Accounting Research ◽  
Mary Douglas ◽  
The Social ◽  
Wide Range ◽  
History Of ◽  
The Uk

Purpose The purpose of this paper is to propose Neo-Durkheimian institutional theory, developed by the Durkheimian institutional theory, as developed by anthropologist Mary Douglas, as a suitable theory base for undertaking cross-cultural accounting research. The social theory provides a structure for examining within-country and cross-country actions and behaviours of different groups and communities. It avoids associating nations and cultures, instead contending any nation will comprise four different solidarities engaging in constant dialogues. Further, it is a dynamic theory able to take account of cultural change. Design/methodology/approach The paper establishes a case for using neo-Durkheimian institutional theory in cross-cultural accounting research by specifying the key components of the theory and addressing common criticisms. To illustrate how the theory might be utilised in the domain of accounting and finance research, a comparative interpretation of the different experiences of financialization in Germany and the UK is provided drawing on Douglas’s grid-group schema. Findings Neo-Durkheimian institutional theory is deemed sufficiently capable of interpreting the behaviours of different social groups and is not open to the same criticisms as Hofstede’s work. Differences in Douglasian cultural dialogues in the post-1945 history of Germany and the UK provide an explanation of the variations in the comparative experiences of financialization. Originality/value Neo-Durkheimian institutional theory has been used in a wide range of contexts; however, it has been little used in the context of accounting research. The adoption of the theory in future accounting research can redress a Hofstedian-bias in accounting research.

scholarly journals Internationalisation strategy, faculty response and academic preparedness for transnational teaching

2018 ◽  
Vol 60 (9) ◽  
pp. 1084-1096 ◽  
Author(s):  
Tasawar Nawaz
Keyword(s):  
Cross Cultural ◽  
Faculty Members ◽  
Policy Makers ◽  
Policy Documents ◽  
Content Type ◽  
Staff Members ◽  
Cultural Teaching ◽  
Internationalisation Strategy ◽  
Academic Faculty ◽  
The Uk

Purpose Transnational education (TNE), interpreted as the mobility of education programmes and providers between countries, has grown exponentially as a worldwide phenomenon in recent years. Higher education institutions (HEIs) have mainly used such opportunities to internationalise their degrees and programmes, and have paid scant attention on preparing academics to teach cross-culturally. As a result, academics being at the coalface of teaching and learning often feel under-informed, under-supported, underprepared and under-confident when it comes to cross-cultural teaching, suggesting that universities have largely failed to prepare their academic faculty members to face the challenges of internationalisation. This is particularly important for new and young players such as the post-92 universities in the UK. However, such institutions have largely been ignored by the previous research in this area. Reverting the research focus on young HEIs, the purpose of this paper is to highlight the importance of preparing faculty staff members in the context of a post-92 university in the UK, to teach cross-culturally at partner institutions via the TNE route. Design/methodology/approach The paper adopts Deardorff’s intercultural competency process model to develop a framework (focussing on three core elements of knowledge, skills and attitudes) that could help the academic staff members to prepare for teaching internationally. The paper is based on a detailed analysis of university’s internationalisation strategy, policy documents and related reports for the 1999–2016 period. The initial analysis is further supplemented by 11 interviews with the main stakeholders, i.e. academics, educational developers and policy makers. Findings As the post-92 university in focus, like its counterparts, continues to proliferate its degrees and programmes through the TNE route, academics who are tasked with transnational teaching have an increased responsibility to develop the competencies required to work with learners from diversified cultural backgrounds. However, there has been less interest at university or faculty level in ensuring that academic faculty members who teach in transnational context are prepared for the specific rigours of transnational teaching. Research limitations/implications The research findings have broader implications at individual, organisational and industry-level for individual academic faculty members to progress further in their career, HEIs to improve the quality of training programmes and policies and the HE industry to adjust the strategy towards internationalisation. Practical implications In the absence of any formally structured training, the paper proposes pre-departure informal training workshops/seminars conducted by seasoned academics at faculty, school or department level to help new academics transform their knowledge, skills and attitudes in order to facilitate positive interactions with students in a cross-cultural teaching environment. Although the focus is on one post-92 university; however, the proposed framework could be adopted across HEIs worldwide. Originality/value The paper is based on a detailed analysis of university’s internationalisation strategy, policy documents and related reports for the 1999–2016 period. The initial analysis is further supplemented by 11 interviews with the main stakeholders, i.e. academics, educational developers and policy makers. Informed by the best practices, the paper also discusses the implication of intercultural competencies for cross-cultural teaching.

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