Into Multicultural and Virtual Teamwork

There is a lack of research on girls’ physical activity (PA) in secondary schools in East Asian contexts, and in South Korea in particular, where the PA rates of adolescents are considerably low, especially for females. The purpose of this study was to investigate South Korean physical education (PE) teachers’ and female secondary school students’ beliefs about what influences girls’ PA participation with a particular focus on relational factors. Employing the theory of planned behavior (TpB) and a qualitative research design, data were collected from six PE teachers and 12 female students in public middle schools and high schools in South Korea through demographic questionnaires, a series of semi-structured interviews with teachers and students, and non-participant observations of the PE teachers’ classes. Using thematic analysis with TpB to guide the coding, findings indicated that relationships with classmates and teachers influenced girls’ PA engagement in PE in complex ways, yielding meaningful pedagogical implications.

This article offers a strictly qualitative approach to the range of historical and contemporary cultural practices and images, as well as literary histories, regarding dolls and dollification in East Asian context. The phenomenon of people, and especially women, considered and/or fashioned into “living dolls” is confirmed ethnographically and discussed theoretically. Direct ethnographic voices and the author’s own autoethnographic and theoretical observations regarding South Korean everydayness and/or popular culture are included, covering dollification in its narrower, subcultural and/or fetishistic sense, but also, more importantly, in its broader sense as the loose yet visible entanglement of already normalized and mainstreamed gendered procedures, narratives, and events. Dollification is analyzed in conjunction with the problematic aspect of Westernized gaze and the ongoing need for both feminist and post-colonial critiques of limited agency and social mobility of undollified women.

The importance of extended-STIRPAT in responding to the environmental footprint: Inclusion of environmental technologies and environmental taxation

In 1999, Taiwan initiated a judicial reform process that has transformed the island’s procedural laws and institutions. Judicial reform was motivated by a desire to accommodate Taiwan’s machinery of justice, inherited from an authoritarian era, to democratic society. The three leading items that emerged from the National Judicial Reform Conference were: restructuring the highest judicial body’s “position” to make it more court-like and less administrative; transforming judicial personnel policy to improve judicial independence and quality; and making criminal procedure more adversarial by enhancing the defendant’s status at the expense of the prosecutor’s. These changes signified a rebalancing of the relationship between the government and the people in favor of the latter. They also represented an update to the Continental-style machinery of justice that the Republic of China had adopted from the Japanese Empire. “Reformists” fought for deep changes, often urging the adoption of American-style procedure and institutions. “Traditionalists” argued for less radical reforms that would keep Taiwan closer to its Continental and German judicial roots. The debate over judicial reform thus resembled a contest of comparative law. At roughly the same time, Japan and South Korea also initiated strikingly similar judicial reform processes. While reform in Japan mainly aimed at reinvigorating the nation, the key cause of reform in Korea was the same as in Taiwan: a collapse of public trust in the judiciary. This chapter explains the course of Taiwan’s judicial reforms and how they can be understood in East Asian context and from the conceptual perspectives of democratization and the diffusion of law.

Understanding the Design of Mobile Social Networking

Virtual distance is a multidimensional perceptual construct resulting from key elements that promote a sense of distance in e-collaborative work environments. Why will virtual distance help to uncover some of the potential downside risks of collaboration using virtual and outsourced resources? Research has shown that the perceived distance between two or more individuals has negative effects on communication and persuasion and promotes a tendency to deceive more than those who do not perceive themselves to be as distant (Bradner & Mark, 2002). Virtual team members and work groups are, by definition, distant from one another, not only in the physical sense but in other ways as well. Socio-emotional factors, for example, can play a role in perceived distance and these factors may contribute to decreased success (Barczak & McDonough, 2003).

PurposeThe purpose of this study is to explore some quantitative indicators from the social network analysis, observe the variations of these indicators over time and determine whether these indicators fit into the traditional team development stages model or theory. The primary focus is on the perspective of social interaction rather than the suitability of the indicator, i.e. the authors will not determine the optimal indicators nor compare the performance of different indicators. This study aims to propose a quantitative method to identify the development stages of virtual teams.Design/methodology/approachTwo phases were designed in this study. The first phase was a simple study to prove the preliminary ideas and explore which quantitative indicators would be suitable for analysis. In total, 16 undergraduates were randomly assigned to two virtual teams. They were required to complete an information system (IS) project through virtual teamwork and use information and communications technologies (ICTs) to communicate with each other. After proving the preliminary ideas, the authors collected communication data of the 30 virtual teams working on IS projects in the second phase. The total duration of this process was two months.FindingsThe findings practically identified three stages, which were found to be consistent with that of the previous qualitative studies. In the initial (inclusion) stage, intensity had an upward trend. In the second (control) stage, centralization had an upward trend. In the final (affection) stage, intensity and density had upward trends and centralization had a downward trend. Both density and centralization also became smooth in this final stage. The conclusion can serve as a basis for further studies in virtual team development.Originality/valueA successful virtual team will help industries to reduce their costs and increase performance and benefits. The findings will help industries quickly and objectively identify which stage they are at. This quantified approach will provide managers and leaders with a simple, useful way to highlight the needs for managing different aspects of team behavior at each stage of development. After establishing this approach, managers and leaders will be able to make plans to improve existing processes, set priorities, provide suitable principles and guidelines, etc., and eventually improve virtual team performance.

Virtual work research has grown significantly and, over time, attracted scholars from diverse disciplines. While this has brought multiple perspectives, it has also brought the risk of segmentation into disparate clusters of research (e.g., virtual teams, telework). We used co-citation analysis to map network data and the development of virtual work research clusters for the past 20 years. We find some coalescing of research clusters, but also a separation into three primary clusters: virtual teamwork, telework and computer-mediated communication. Our panelists represent these distinct domains. Consistent with the conference theme, 'At the interface', the purpose of this panel symposium is to advance virtual work scholarship by identifying opportunities to bridge the boundaries between the research clusters described above in order to better leverage and integrate research from different domains. With this, we hope to identify future research opportunities cutting across the domains. This will be a highly interactive symposium.

In the last decades, the Internet has become an information and communication network which reaches a wide audience and which has spread all over the world. Within this communicative context it is of paramount importance to know who hides behind a specific linguistic profile in computer-based communication. In order to establish the features of male and female genderlects, sociolinguistics has been based on oral interactions, but, this traditional classification of male and female language still valid, or should it be updated adapting to this new communication medium? The aim of this project has two sides. On the one hand, we have carried out an analysis just to detect if the traditional characterization of genderlects matches with the linguistic traits which are observed in computer-based communicative exchanges between men and women. On the other hand, we have tried to offer a genderlect characterization which could be useful concerning automatic gender detection tasks.

For over two decades, South Korean pop culture has occupied the Vietnamese' cultural lives as it has conquered numerous other markets, giving rise to the global cultural phenomenon of the Korean Wave, or Hallyu. While Hallyu has spread across Vietnam, businesses serving made-in-Korea or (mimicking) “Korean-style” products and services have also developed in many of its cities, including the capital, Hanoi. Tracing the “Hallyu spaces” which such businesses constitute, this article explores the extent and patterns of those spaces and how they fit into the day-to-day flows of Hanoi and its residents' consumerist lives. It focuses on two main areas of discussion: the kinds of Korean (or Korean-inspired) products and services on offer and the locations in which these are found. Using a combination of methods, including walking, participant observation, photo-taking, mapping, casual interviews, and digital ethnography, the study contributes to the scholarship on the urban spaces and consumption practices in Hanoi and the cultural exchange between Vietnam and South Korea. It reveals how Hallyu spaces add to Hanoi's experience economy as well as the conspicuous and seeping effects of Hallyu in urban Hanoi and Vietnam. Theoretically, the study advances the conceptualisation of “K-culture” and “global Koreanness” in Hallyu studies.

Samples of 513 South African consumers, 292 South Korean consumers, and 938 consumers in the United States were drawn using identical, but appropriately translated, questionnaires. The data collection instrument addressed a number of psychographic considerations germane to consumption – and anti-consumption – decisions. Using the index scores from Hofstede’s Theory of Cultural Dimensions as bases for differentiating among the three countries, meaningful differences related to issues germane to sustainability were identified. The three cultural dimensions used for comparative purposes were individualism (versus collectivism), indulgence (versus restraint) and long-term (versus short-term) orientation. Differences were documented for all eight of the sustainability-related phenomena under scrutiny. The results are significant for academicians who seek to teach and for practitioners who seek to operationalize differentiated marketing strategies on a global basis.

This study suggests institutional and methodological approaches for preservation of South Korea's registered cultural properties of modern architecture. The suggested approaches are as follows. First, in order to improve the current registration and preservation system for cultural properties, we need to employ both structure-based classification and style-based classification. Registration criteria for modern architecture properties need to include more detailed classification in terms of their structure: brick structure, steel concrete structure and post lintel structure. In terms of construction style, the properties need to be further classified into the western style, the traditional style and the Korean-western eclectic style. In addition, protection of registered cultural properties need to be achieved through legislation of a protection system. Second, while the current system sets out six methods for preservation of registered cultural properties of modern architecture, more specific preservation methods types and plans need to be continuously introduced. In particular, as for the method of partial preservation, the method needs to be further classified based on the usage of the relevant structure so as to allow for more diverse options. First, the 'Preservation by Interior Alteration' needs to be added to the category, where the exterior is preserved as it is and the interior is preserved through alteration. Also needs to be added the preservation method where the interior space is preserved as it is and the exterior space is altered, in case the finishing materials of the exterior has deteriorated. Third, if the records on registered cultural properties of modern architecture are to provide the functions of legal evidences regarding management of architectural cultural properties, sources of knowledge required for policy making and implementation and past management record for the future, each phase needs to be closely connected in an organic manner, and we need to establish a management system and plan that go beyond the relevant organizations. Fourth, in order to preserve South Korea's registered cultural properties of modern architecture in its original state, it is imperative to prepare separate criteria for registration of technicians with expertise on modern architecture, and train experts and technicians on modern architecture, which is distinguished from the traditional architecture.

In East Asian countries, shadow education has long existed as an alternative form of education alongside public schooling to enhance academic achievement. This system of shadow education includes personalized preparation for high school and university entrance exams via home-based individual tutoring (gawoe), group learning (hakwon), and online learning. Shadow education is a supplementary “learning space”—in the sense proposed by Davies and Aurini (2006)—that permeates the K-12 education of students in East Asian countries. When examining students' academic success and learning culture, the meaning, value, and impact of shadow education should be discussed. Theorizing Shadow Education and Academic Success in East Asia: Understanding the Meaning, Value, and Use of Shadow Education by East Asian Students by Kim and Jung presents the first international study introducing Western scholars to the contribution of shadow education to the world-class academic achievements of East Asian students on international tests such as the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). Furthermore, the theoretical approach and empirical data used in this book provide a comprehensive framework to help readers understand the role of shadow education, offering insights into the academic success of East Asian students through ethnographic and qualitative research methods. This book is divided into three parts. Part 1 establishes a new theoretical ground of shadow education through the lens of transboundary learning culture and East Asian students' nomadic identities, revisiting the dominant discourse on shadow education and uncovering its defining characteristics. It explores how shadow education is applied to facilitate the academic success of East Asian students through an analysis of empirical data. This part induces a shift in the perception of the power and influence of shadow education, which has previously been portrayed negatively in the works of both Eastern and Western educational scholars. Part 2 documents case studies of shadow education in five East Asian countries—South Korea, Japan, Taiwan, Hong Kong, and Singapore—written by scholars specializing in each country, exploring how shadow education is embedded within learning cultures that enhance students' academic achievement. This book forms the first academic effort in which leading scholars from each country introduce the learning culture associated with shadow education in relation to the academic achievement and self-development of elementary, middle, and high school students in the East Asian context. Part 3 highlights three negative impacts of shadow education on students' educational growth and future success: (1) shadow education widens the learning gap between slow and fast learners, (2) its hidden curriculum negatively influences students, and (3) it reproduces inequality based on meritocracy and social class. The authors extend general issues of educational inequality and learning gaps in public education to practices of shadow education, calling on educational scholars in various fields—such as curriculum studies, sociology of education, educational anthropology, and educational policy—to discuss solutions and policy implementation necessary to address the three issues. The authors reinvent Western definitions of East Asian learning culture and methods using postmodern concepts such as “de-truth,” “students as nomads,” and “learning culture beyond borders.” This book is, therefore, an ethnographic anthology on the academic success of East Asian students facilitated by shadow education. By examining postcolonial cases, the book effectively explains the diversity and important aspects of East Asian students' learning methods and cultures for academic success using ethnographic and qualitative research (Kim et al. 2020). A limitation of this book is its somewhat narrow perspective that focuses only on East Asia. Therefore, it would be beneficial to include a broader comparative perspective that encompasses other regions, such as Southeast Asia or South Asia, where private education is also widespread. This could help strengthen the argument that private education is a global phenomenon with diverse regional manifestations. This book, which positions shadow education as a cultural and social practice, provides a new framework for understanding how education operates outside formal education systems. The focus on East Asian students' experiences and perceptions offers valuable insights into how educational practices are shaped by cultural and social expectations. This book can serve as a valuable resource for understanding shadow education as an alternative learning space facilitating the academic success of East Asian students, a topic that has not been seriously discussed or theorized in Western educational scholarship. Thus, this anthology could help Western scholars determine the factors underlying the superior academic achievements of East Asian students in tests such as PISA and TIMSS. Broadly speaking, the postcolonial research presented in this book can effectively shift the anthropological research focus from Western-centered student learning and academic development to more diverse, non-Western, and multicultural contexts. This study was supported by the KU Research Professor Program of Konkuk University.

This anthology of research papers highlights the adaptability of English in contact with other languages, cultures and societies in diverse regional habitats. The book’s ecological perspective offers a fresh theoretical framework for analysing both outer- and inner-circle Englishes. It investigates the varieties of English spoken as a second language, by bi- or multilingual speakers in East and South Africa, India, Singapore, Hong Kong and the Philippines, and by some lesser-known Oceanic varieties in Micronesia and Polynesia, as well as its use in Australia and New Zealand. Remarkable divergences emerge in the use of common English elements across geographical distances. Individual studies tap into current debates about colonial legacies and decolonisation, as well as ongoing concerns about democracy, regional power and globalisation. The book examines the connections between language, culture and its communicative context at three levels. The first type of nexus is found in references to environmental objects and cultural practices that situate the variety in its local context. The second finds distinctive “dimensions of culture” i.e. characteristic differences in social interaction and attitudes, as expressed in common interpersonal “indicator terms”, e.g. those referencing solidarity or social distance between people. The third nexus shows how certain schematic structures in regional Englishes (phonological or morphosyntactic variants) seem to reflect changes in post-colonial culture and society. In this collection of papers, the first nexus is most obvious in multilingual countries, whereas the third is often found where monolingual English speakers are dominant.

This chapter focuses on measures and measurement in intercultural (ICC) and cross-cultural communication (CC). Intercultural communication is the study of communication that takes place between unlike individuals. Cross-cultural communication is studying/comparing the same phenomena in different cultures. Numerous measures have been developed in communication to assess feelings of anxiety and communication apprehension. Competence within ICC and CC contexts is the ability to effectively interact interpersonally with individuals from different cultures. The process of cultural adaptation is of paramount concern for researchers, policy makers, communities, nations, and individuals. A growing area of research is comparing behaviors across cultures and within different communication contexts, falling largely within the discipline of cross-cultural communication research. G. Hofstede’s dimensions of culture have had a profound influence on communication, particularly ICC and CC environments. ICC and CC are both disciplines with vast opportunities for scholary and practical development and inquiry.