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Purpose: This paper examines the impact of communication technology and human-related factors on teacher, student and course performance, in particular on teacher's clarity, perceived value of the course and student learning. Design/methodology/approach: Communication technology factors are analyzed in terms of social media use, while human-related factors are considered through teacher expertise and communication skills, more specifically non-verbal communication (NVC). The research model is tested on a sample of 303 students from two European universities, one in Southwestern and another in Southeastern Europe. Findings: Findings reveal dominance of human factors over technology ones. Culture moderates some of the relationships examined. Research limitations/implications: Notwithstanding the relatively limited sample of students according to their national culture, this work offers valuable insights into the impact of technology use in classroom and teacher communication skills. Practical implications: Teacher NVC and expertise override their use of technology-mediated communication in classroom. Findings have raised important questions whether social media applications should actually have place in nowadays education systems. What seems clear from this research is that technology advancements cannot replace teachers, although further research is necessary to re-examine their impact on different student outcomes and in different cultural contexts. Originality/value: The originality of this paper lies in comparing the impact of technology vs human-related factors on classroom performance. An additional contribution is provided by considering the moderating role of national culture within the proposed research model. [ABSTRACT FROM AUTHOR]

Background: Due to changes in Polish society resulting from a significant inflow of immigrants to Poland, the need to develop the cultural competences of various professional groups who have contact with immigrants in their work has increased. These groups should include healthcare professionals, especially because of the significant increase in the number of culturally diverse patients. Therefore, medical education in Poland has had to rapidly adapt to this novel situation. For instance, the teaching process should be now more focused on the development and evaluation of the cultural competences of prospective health care workers. However, there is still a lack of standardized, valid and reliable instruments to assess cross-cultural competences among healthcare professionals. The purpose of the present paper was to describe, for the first time, the translation, adaptation, and psychometric evaluation of the Polish version of the Cross-Cultural Competence Inventory. Methods: Across two studies, we examined psychometric properties of the Cross-Cultural Competence Inventory (CCCI) such as reliability (i.e. internal consistency, test-retest reliability, factor structure) and validity (i.e. theoretical, criteria, convergent). In the first study, 408 participants (75% were healthcare professionals) completed the Polish version of the CCCI and the Positive/Negative Attitude Towards Culturally Divergent People Questionnaire. In the second study, 317 participants (97% were healthcare professionals) completed the CCCI twice, with an interval of at least 22 days. In addition, across two study sessions, participants completed questionnaires constructed to measure (a) cultural intelligence, (b) need for cognitive closure, (c) emphatic sensitiveness, (d) emotional intelligence, (e) self-esteem, (f) social desirability, and (g) personality. Finally, to additionally examine the theoretical validity, 36 professional cross-cultural competence trainers completed the CCCI during a one-session study. Results: Our findings confirm the reliability and validity of the CCCI. More precisely, in study 1 we proved the theoretical validity and reliability (i.e. internal consistency) of the CCCI. While the assumed structure did not fit the data well, all items were significantly related to the general factor, thus providing strong support for the usage of the total score of the CCCI. In study 2, we additionally estimated the test-retest reliability and theoretical, criterion and convergent validity. Across two studies we were able to successfully confirm these psychometric properties. The reliability was satisfactory and ranged from .83 to .86. We also observed a high and significant positive correlation between CCCI and the Cultural Intelligence Scale, which measures a concept similar to the one measured by CCCI. In addition, a significant relationship between intercultural competences (CCCI) and other variables such as personality, empathic sensitivity, emotional intelligence, self-esteem (positive correlations) and the need for cognitive closure (mainly negative correlation) were demonstrated. Conclusions: The obtained results support the usage of the CCCI questionnaire in scientific research, such as, for example, among healthcare professionals (nurses, doctors) and students of medical fields (nursing, medicine). [ABSTRACT FROM AUTHOR]

Due to the fast growth of consumption, the promotion of purchasing green products could be a way to minimize the environmental impact and achieve the sustainable consumption. Considering that there is a lack of studies about green purchase behavior and its determinants in all European Union countries (EU), the aim of this paper is to evaluate the main determinants of green purchase behavior by applying the Theory of Planned Behavior. Referring to Hostefe's cultural dimensions we revealed how cultural aspects contribute to purchase behavior. The results showed that there were observed big differences in terms of green purchase behavior in the EU countries and it did not depend on economic development significantly. The subjective norms and interaction of knowledge and confidence in green products significantly determined the green purchase behavior in all countries. According to the cross-culture studies, all cultural dimensions did not have significant influence on green purchase behavior. However, cultural dimensions are related to factors which directly influence green purchase behavior. Therefore, due to the process of the EU cultural convergence and economic crisis, it could have indirect impact on green purchase behavior. These findings have important implication for marketers and policy makers. [ABSTRACT FROM AUTHOR]

What Western academic literature described as ethnic or cultural Tibet in fact implies something composite and processually constructed: Tibet then often appears as a typical example for explanations of collective identity (and ethnicity). Such approaches increasingly are applied in present-day anthropology and historical studies, highlighting the historical conditions and the politically, socially and ideationally constructed features of identity. In Tibet, identity-building was strongly related to the spread of Buddhism. The new religion was introduced in the time of the Tibetan Empire (seventh to ninth century), but it was only its later spread (from the eleventh century) that led to the effective, all-embracing establishment of Buddhism in the Highlands. It was interlinked with regionally different forms of political manifestations—the founding of Buddhist kingdoms at the periphery and the emergence of monastic hegemonies in the central regions. These developments correlated with processes of conversion, which in its narrative model is described as an act of conquest, taming and civilizing the physical universe and which in theory actually never ends. Apart from considering current anthropological discussions of the phenomenon of religious conversion, this paper will include a comparative view of the history of Christianization in early medieval Europe (especially in Western Europe—the Frankish kingdom and the barbarian zones North of the Rhine and the Danube, fifth to tenth century). Inter alia this also raises questions about the initial social forces and interests promoting the new religion's adoption, and to what extent formal similarities with the Tibetan case are ascertainable in Europe. [ABSTRACT FROM AUTHOR]

The aim of the present paper was to test the cross-cultural validity of the Positivity-Scale ( P-Scale ), a new questionnaire designed for the measurement of positivity (i.e., general tendency to evaluate self, life, and future in a positive way). Participants ( N = 3544) from Italy, Germany, Spain, Poland, and Serbia answered eight items of the P-Scale and responded to items from other well-validated measures. Confirmatory Factor Analysis supported the assumed one-factor structure of the P-Scale and demonstrated its gender invariance in each country and cross-cultural validity. Correlation analyses revealed significant and positive associations of the P-Scale with self-esteem, life satisfaction, optimism, and a latent factor variable of positivity , and a negative relation to depression. The findings provided support for the convergent validity of the P-Scale across countries. Possible applications of the P-Scale are suggested. Implications for further research on conditions and outcomes of positivity in different cultural contexts are discussed. [ABSTRACT FROM AUTHOR]

Tolerance is everywhere. The Council of Europe endeavours to build it, schools are required to teach it, and neighbours are asked to extend it. It features in citizenship ceremonies, city-marketing campaigns, and religious texts and is attached to a variety of different objects, people, and behaviours. Yet despite its ubiquitous circulation as a moral good, critiques of tolerance as a way of relating have called for its rejection in favour of alternative projects such as respect and equality. In this paper I contextualise recent critiques and ask what possibilities remain for a politics of tolerance in multicultural Europe. In so doing, I argue that critiques are insufficiently attuned to the different contexts in which tolerance becomes productive and offer a starting point for further empirical research on its embodied practice. Using an example of dialogue, I argue that tolerance can be intrinsic to the development of alternative relations when positioned as part of an ongoing struggle to multiply ways of thinking and acting. I finish by reflecting on the relationship between tolerance, agonism, and dialogue, to outline a more pragmatic politics of difference, arguing that it is not enough to call for alternative projects without attending to the difficult and incremental learning that such projects demand. [ABSTRACT FROM AUTHOR]