Developing business skills Affiliation: Analyse relationships between culture, learning and success in cross-cultural adaptation Observation-based descriptive relations Information about relationships that exist between culture, learning and the ultimate success the two bring is made through observation first hand of the culture and the learning of the people under research. Researchers are often learning about the cultures of different people (Anderson, Lund and Risager, 2006, 67). When the research about culture is paired with observation about their learning styles and techniques and how their adaptation to these has led to success in various fields, then a relationship among the three elements is automatically created and cemented.
This relationship is later compared to that of other cultures. The relationship made through observation is not as reliable as that made through data because there is bound to be incidences of biasness and especially when the ones making the observations are from that particular culture (Kleinfeld, 2000). Data-based descriptive relations The cross cultural relationship among the learning, culture and success is measured and analysed through data from different research already carried out on different communities and their cultures.
The data is more reliable because it is based on comparison between different researchers that have been verified and some even those that are peer reviewed (Anderson, Lund and Risager, 2006, 117). With the information being relied upon, then it is evident that the research findings from these researchers agree and support the evidence of relationship among the three variables. What the data-based descriptive relations indicate is that different cultures have their own unique way of learning and these unique learning styles have brought them success in their own different ways and they cherish the success.
The success from these relationships are indicated by their cognitive strengths, their holistic approaches to subjects as well as taking into consideration the global way of thinking and life and adopting it (Guild, 2001). Direct relationship Lastly is the direct relationship which is not based on observation or relying on evidence from data. People are well aware of their communities, their culture, what they are taught and how they are taught as well as what success is prominent in their community as a result of their culture or learning or both.
This first-hand information is important when carrying out cross-cultural studies (Korhonen, 2010, 25). Direct relationship from the members of the community is more pronounced is the member is an elderly individual such as community elder who has lived in the community for long and has therefore a lot of information ins as far as learning and success of the culture is concerned. They are in a better position to explain whether the three variables have any relationship or not (Gertsen, Soderberg and Zolner, 2012, 87).
Extend the concept of learning style to account for the influence of culture Holistic versus individualistic thinking Different cultures have their own different learning styles and these influence their culture and how they turn out in life as well. In the Eastern countries for example, the learning style of children is centred on seeing learning as an opportunity and not merely as a struggle as is commonly viewed in the western countries (Mercer and Howe, 2012, 18). The opportunistic learning styles have enabled the Eastern people view everything holistically and consider implications of everything to a group and not just to their own individual selves.
The western culture is the opposite of Eastern culture based on their learning styles. Their learning styles make their culture more individualistic with everything being centred on individuals rather than groups (Kremer, 2013). Spirituality versus non-spirituality The spirituality of the Eastern people has rubbed on to their reading styles with education of lessons such as those based on Confucianism. Their learning styles also have influenced their culture making them more spiritually inclined and basing their issues on spirituality to be tackled as compared to the learning styles on the western countries.
The reduced spirituality and sometimes even its total absence have changed their culture making it more secularly inclined. The secularity in this culture has also affected their learning outcomes as well as styles (Edles and Appelrouth, 2009, 176). Experiences and wisdom The different learning styles in the different nations worldwide have earned the people experiences. Those with more experiences have been known to have acquired some form of wisdom advancing them higher than the rest of the people and countries.
The experiences and wisdom are all brought about by how people are using and utilizing nature (DiMaggio, 1982, 200). People, who are infamous for destroying nature or using it without any major benefits being acquired from nature, reduce their chances of gaining experience and wisdom. Utilization of nature is a learnt technique and hence is considered part of learning style and it is unique for that matter. The eastern countries are famous for utilizing their nature in effective and productive ways and hence the increase in wisdom in their countries compared to those in the western nations (Zarrillo, 2010).
References Anderson, H., Lund, K. and Risager, K. (2006). Culture in Language Learning. California: Aarhus University Press. DiMaggio, P. (April, 1982). Cultural Capital and School Success: The Impact of Status Culture Participation on the Grades of U. S. High School Students. American Sociological Review, 47 (2), 189-201. Edles, L. and Appelrouth, S. (2009). Sociological Theory in the Classical Era: Text and Readings. New York: SAGE Publications. Gertsen, M., Soderberg, A. and Zolner, M. (2012). Global Collaboration: Intercultural Experiences and Learning.
New York: Palgrave Macmillan. Guild, P. (2001). Diversity, Learning Style and Culture. Retrieved from: http: //education. jhu. edu/PD/newhorizons/strategies/topics/Learning%20Styles/diversit y. html Kleinfeld, J. (2000). Learning Styles and Culture. Retrieved from: http: //www. judithkleinfeld. com/ar_learningstyles. html Korhonen, V. (2010). Cross-cultural Lifelong Learning. Tampere: University of Tampere. Kremer, W. (January, 2013). Does confidence really breed success? BBC News. Retrieved from: http: //www. bbc. com/news/magazine-20756247 Mercer, N. and Howe, C. (March, 2012). Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory. Learning Culture and Social Interaction, 1(1), 12-21. Zarrillo, J. (July, 2010). How Culture Shapes Learning. Retrieved from: http: //www. education. com/reference/article/how-culture-shapes-learning/