Alle Publikationen
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2012
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(2012): Chinese Education in Diplomacy. In: CHINA-AN INTERNATIONAL JOURNAL 10 (1), S. 77-92
Abstract: This article reflects upon contemporary education in Chinese diplomacy covering three aspects: curriculum contents, teaching methods and teaching goals. It argues that the curriculum contents have the following shortcomings: poor awareness of the real problems in China's diplomatic practices, lack of global awareness that is consistent with China's image as a great country, blurring of the boundaries between academic and policy systems, oversight of practices and lack of good understanding of ancient, early modern and contemporary Chinese diplomacy and lack of adequate training in research methodologies. Teaching methods are problematic as the continued dependence on traditional historical research methods has failed to recognise the usefulness of theoretical analytic tools. Also, the value of case studies has not been fully recognised and utilised. With regard to teaching goals, Chinese diplomatic teaching desperately needs some vitality. This article makes recommendations for improving Chinese education in diplomacy, such as applying psychology in diplomatic education, offering a course on comparative diplomacy, developing a course on diplomacy theory, emphasising diplomatic history and improving the training in social sciences research methodologies.
2011
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(2011): Young Diplomats’ Socialization to the Networked Professional Cultures of Their Workplace Communities. In: VOCATIONS AND LEARNING 4 (3), S. 253-273
Abstract: The purpose of the present investigation was to examine young diplomats' socialization to the professional expert culture of the Ministry for Foreign Affairs of Finland over a six-month on-job training period, as part of their preparation for service in the diplomatic corps. Using social network analysis, we analyzed departments' internal social structures, prevailing social relations, and the young diplomats' role and position in the networks of knowledge acquisition, practical know-how, and professional collaboration. Data collected by contextual event sampling and theme interviews and analyzed by qualitative content analysis were used to characterize the young diplomats' personal social support networks, resources obtained, as well as associated reflections regarding their functioning in and socialization to the departmental workplace community. The results indicated that across the six-month training period, the young diplomats became involved to the workplace communities' networked expertise and were socialized to its expert culture, even if their achieved networking positions differed. The results revealed differences between levels of collective operational practices in the workplace communities as well as the nature of assignments in which the young diplomats participated and for which they were responsible. It was proposed that these differences mirrored distinction between expansive natures of young diplomats' workplace communities as learning environments.
2010
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(2010): Evaluation eines Trainings zur Förderung sozialer Kompetenzen von Auszubildenden. In: Zeitschrift für Arbeits- und Organisationspsychologie A&O 54 (4), S. 182-191. DOI: 10.1026/0932-4089/a000032
Abstract: This paper discusses approaches to promote social competence in the context of vocational training and presents a training program for apprentices. The proposed training intervention addresses issues concerning communication and cooperation and encompasses several teamwork exercises as well as role-playing exercises in order to foster the apprentices' skills. Furthermore, an integrated workshop with apprenticeship supervisors aims to improve role clarity of the trainees. The training intervention was evaluated within a longitudinal design with one pretest and two posttest assessments (N = 45). The results reveal that the training contributes to improvements of knowledge and role clarity. We also found specific effects on the improvement of social competence. In particular, a higher improvement of knowledge and role clarity is associated with higher levels of social competence. Overall, the study shows that improving the conditions of social competence, i.e., knowledge and role clarity, are critical factors for the promotion of social competence.
Keywords: Ausbildung, Disziplin, Erziehung, Erziehungswissenschaften, Lehrling/Young professional, Postkasten, Psychologie, Rollen, Situationsbedingter Kontext, social competence training, social competences, Soziale Angemessenheit, Sozialkompetenz, Status / biologische Marker, SV, Verhalten am Arbeitsplatz, Verhalten in der Gruppe 2009
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(2009): Hospitalk. Politeness and hierarchical structures in interdisciplinary discharge rounds. In: Journal of Politeness Research. Language, Behaviour, Culture 5 (1). DOI: 10.1515/JPLR.2009.002
Abstract: Although linguists have been exploring the nuances of politeness for decades, beginning with the pioneering works of Lakoff (1973), Brown and Levinson (1987) and Leech (1983), there has been little research focusing on impoliteness in medical interaction. Communication between various types of medical caregivers, too, is an under-researched area; most research on medical interaction involves doctor-patient discourse. Using all ethnographic discourse analytic approach, this study begins to address this gap by examining interactions during an interdisciplinary discharge rounds meeting at a major urban teaching hospital. In a teaching hospital, there is potential conflict between physicians-in-training and other members of caregiving teams; while physicians occupy a higher position on the administrative and social hierarchy of the hospital, other caregivers (e. g., registered nurses - who have sometimes had over 20 years of medical experience and spend much more time with patients than medical doctors) must determine how to be politelpolitic in voicing their opinions and suggestions regarding patient care. I explore politeness strategies used by various members of caregiving teams (e. g., registered nurses, social workers) to negotiate patient care decisions within the hospital hierarchy. Results indicate that mitigating strategies are an integral part of the communicative process within the institutional hierarchy of a teaching hospital.
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