4February2010
Posted by miriam under: About Cultural Clash or Tangible Culture; BLOGS.
| I was educated within the spirit that cultural shocks and their implications frame crucial moments of anthropologist’ approaches and that even cultural difference itself is a key question for working as an anthropologist. This idea rests on the insight that qualitative social research/field research necessarily transform and affects the person who undertakes it to a larger extend as well. But, after few months, I’m not sure about the concept anymore. Before I arrived in Uganda for conducting “field research” for my Masters’ thesis, I was somehow looking forward to this expected clash. At the same time, I was afraid and excited about the unknown future and how it will affect myself and my ways of knowing/thinking. In order to forestall this question mark, I took Wilhelm Humboldt’s advise serious and measured what caused my fear: First, I completed my personal “pre-cultural-clash-awareness-program”, including a special “how-to-get-used-to-rats-training”, since a colleague told me about rat epidemic in Uganda.
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 Image: Miriam Ebner
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Eventually, entering the “field”, to my great surprise, was a smooth process and implied, in fact, all comforts one can imagine. In Uganda, regarding your perception of social-, and political realities, it is just up to you whether you keep your eyes closed or not. At least for a middle-class westerner, I would assume.
However, the sheer “reality” finally hit me just few weeks ago, and since then I am not longer able writing a sentence without putting everything into question marks. Briefly summarized, I encountered something indeed different, when I recently visited an orphans’ home in a “slum” region in Kampala, run by a single pastor, which is poorly funded via donations given by occasional visitors of the church. Unfortunately, they lack all basic supply. Just yesterday died one of the children, because it was too late admitted to the hospital. Furthermore, Pastor Henry’s passport was kept as deposit until they can pay the bill. At the same time, many other children are sick as well, partly because “the toilet is full” (the standard justification given).
When I tell my experiences to friends and family at home, I usually get the same answer: “Welcome to reality!”, or: “sad but true” in similar versions, etc. Well, apparently that is right I “knew” and I have learned of course, that this “reality” exists. For years, I studied all the theories, death-ratios, colonial histories and world system analysis-like explanations. I even traveled a lot. But the “reality” provided via reading is not reality itself, one should not forget about that. Likewise also traveling is rather similar to dancing on the surface, but at the time you stop for longer, you immediately sink deep. In fact, I am wondering, if I can ever live a “normal” life after my return, knowing that every 10 Euro I spend on theater or a simple Pizza could have saved a life. Potentially, this experience was the realistic “Watschen” [slap in the face] to recognize reality does not exist in book-like ways I was thinking of.
At the very moment of writing, I am trying to search for a “sense” and “reasons” or even for an underlying plan, which is a rather hard task for an agnostic. I feel anger and I am constantly struggling to cope with this energy for it shall not turn into frustration. To avoid deep frustration, I keep myself busy, while trying to set up a small project of constructing a chicken’ farm for the orphans’ home for the purpose of offering a chance to work themselves out of the vicious circle of “poverty”.
The experience to lose a child just because of so less money is staggering and shocking. Furthermore, this is the reason, why I’m not sure about the cultural shock concept anymore. It reinforces, necessarily, the cultural boundaries and is just drifting us further off from the recognition of cultures actual fluid nature. Given the alleged narrow image of the field as rich whites visiting poor browns, means in fact reducing ethics on connectivity to an impoverished debate on how enabled whites “can help” those poor, poor people.
Further, to argue, that it is culture shock that triggers the estimated transformation, means to focus solely on the environment and not on the persons involved. It might also touch the old debate between behaviorists and psycho-analysts. However, my intention here is not to dig into this debate, which might be out of fashion anyways, but to ask you, my dear reader, about your experience in handling this frustration. Is it a kind of chronic “illness” of people working within the “development business”? Why react people to such spontaneous outbreaks of feelings as it was the oddest thing, particularly a development student can say? Since, we are supposed to be educated and prepared to deal with these issues. Why do we usually not think about our antiquated methods of field research, or at least deepen our reasoning about the interface towards more “practical relevant” tools?
Is it a problem of responsibility, of ethics, of lacking of involvement, but what about objectivity, about supposed neutral grounds of research?
P.S.: I have not seen one single rat in Uganda since I am here!
Suggestions and Comments!
Miriam EBNER
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- The author, Miriam Ebner, was born in Linz, Austria. Currently, she is working on her Master thesis in the field of development studies in Uganda.
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30October2009
Posted by stella under: BLOGS; Eliminating Cultural Obstacles 2.
| In the process of learning about other people´s cultures, generalisation may be helpful, but not to the extent that it is used to make it look risky and harmful-negative stereotyping. I always allow room for individuality rather than pre-supposing eg. that pupil ABC has so and so qualities different from pupil XYZ , s/he is therefore pre-programmed and pre-fixed at a level based on assumption rather than being proved.
To eliminate cultural obstacles, it will be very helpful to start by understanding who we are, where we were born, where we come from, our gender and other links or connections that our everyday living is tied to.
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 Image: Stella Omoregie
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This makes it easier for us to understand others, in essence, cultural awareness. This is what I meant in the first part of this article, where I pointed out that one good way to avoid problems associated with cultural differences, understanding and accepting the ways in which the minds of others with different cultural backgrounds work, as this allows us to evaluate the strengths and weaknesses of our system.
If we take a look at what culture is and how it influences our everyday activities, we will see that culture touches many, if not almost all facets of our lives.
Culture is to build, to accept and to communicate. It defines our social structure and decision making. It should not be used as a yard stick to judge that because pupil ABC is from so and so cultural background, s/he tends to be so and ,rather is would be better if it is used to learn how to work successfully with each other.
It should be noted that culture is a set of natural programme that defines our social structure and decision making practices. It dictates behaviour, etiquette and protocol. It is also a subject that we learn and a means of communication. Because Education is a continuous process in life, whether it be within the four walls of a class room or not. The dynamism of Education enables us to have a wider angle of view to many possible problems that may arise were cultural differences are not treated carefully which helps us to successfully avoid obstacles that these may create.
In Education, if we apply culture to recognizing areas that common experiences should be shared rather than comparing and judging. Because culture defines our social structure, it enhances our decision making strategies and promotes and a healthy flow of communication. We need to learn and study culture, because it will mould how we act and respond. Culture helps us in Education to create, send, process and interpret information.
As a teacher, if I use culture as a tool, I will not rush to conclusion that pupil ABC is so dull and may not be able to succeed in learning alongside his/her mates. I must have at the back of my mind, that we have very fast learners and very slow learners and no matter how long it takes one to learn, the end result of learning is however achieved. I will have succeeded in avoiding stereotyping a pupil because of his/her cultural background. I must also recognize that communication and how it is used is very important when teaching pupils of various cultural background, therefore I avoid using culture to measure,rather,I use it to identify where and what methods I will apply to teach some pupils to achieve my goal. Patience is very important here, because if I am not patient, I will succeed in killing the interest a pupil has towards learning. In doing so, I know how to act and respond to a pupil´s attitude towards learning.
Therefore, to effectively manage cultural differences, I must learn to understand how to show my pupils that they are all very important and cared for, rather than showing too much interest in some certain few pupils who are very good. We easily get carried away doing this, otherwise we try to dodge and take the easier and shorter routes which in most cases is at the expense of the majority of the pupils.
For cultural obstacles to be successfully eliminated, the goodwill must come from my side, that of the pupils and their parents. I am not to blame for a pupil´s failure and I do not need to point same to the pupils and/or their parents or guardians, however we should try find a positive solutions together, this is one very good reasons a Parent-Teachers´ Meeting is from time to time scheduled.
Suggestions and Comments!
Stella OMOREGIE
About the author: Blogger
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21September2009
Posted by stella under: BLOGS; Eliminating Cultural Obstacles 1.
| As a Language teacher, teaching kids, grown-ups and adults who have little or no knowledge of the English Language is not an easy task, especially when I need to fulfil my desire as a teacher. In doing this to achieve a good end-result, I need not forget to always acknowledge the fact that I live in a society that is multi-culturally rich. Having this in mind, I need to be very careful and sensitive to the various cultural and social background that the pupils and students are connected with.
Parenting should not be the sole responsibility of our kids, if we may agree to this, as the responsibility lies also on others that are one way or the other having contacts with the kids or pupils, for example; care-takers, teachers and tutors as the case may be.
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Image: Stella Omoregie
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We are going to be looking at cultural obstacles in education and finding a good method to avoid and eliminate them wherever they may arise.
In an attempt to succeed in eliminating any form of obstacles in cultural disparity, one will be ready to cement or bridge the gap that already exist.
If we are involved working with people or group of people with or from a diverse cultural backgrounds, it would be best for us, if we would like to enjoy and understand a very friendly working atmosphere, to understand and accept the ways in which the minds of these people or group work, in essence, cultural understanding; by doing this, we are generating a by-product, which allows us to get a rare glimpse of the strengths and weaknesses of our own system.
What are these cultural obstacles, how do they come up and how should we go about effectively eliminating them?
Obstacles always come up, especially when we are dealing with what I can call a “multi-culti entity”. This always arise because we have different cultures, different languages, different ways of approaching and solving problems, but let us not forget too, there are various socio-cultural and socio-economic backgrounds. A good example could be seen where a teacher teaches pupils from different cultural backgrounds all in one classroom. To be successful, one must identify all the pupils or students and try to have a good knowledge of their cultural and other backgrounds.
For Cultural obstacles be successfully eliminated, there should be goodwill on both sides, because an individual´s negative reactions and evaluations cause dislike rather than like.
In part 2, we shall be looking at the various sources of cultural obstacles and how to eliminate them in education.
Suggestions and Comments!
Stella OMOREGIE
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- The author, Stella Omoregie, was born in Nigeria and is living in Austria since 2004. She teaches English and French in private coaching.
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- We would like to keep this blog open: Comments will be published instantly. Please be aware that we will delete any comments with racistic or otherwise unethical content and as a consequence the user willl be banned. If comments violate any law we will hand over all data for legal prosecution.
- Wir wollen dieses Blog nicht zensurieren, Kommentare werden sofort veröffentlicht. Bitte posten Sie keine rassistischen, verletzenden oder sonstwie unethischen Kommentare - davon distanzieren wir uns. Solche Kommentare werden gelöscht und die User gesperrt. Sollten Kommentare gegen gültige Gesetze verstossen, werden wir die erforderlichen Daten zur Strafverfolgung weiterleiten.
17August2009
Posted by Tirhas under: Globalization, Inter-Culturalism and Research 2.
| In the first part, I’ve raised a question, and that is how could international students already present in Austria contribute in developing a much conducive inter-cultural research environment? Don’t get me wrong, I’m not saying there’s less favorable research environment in Austria, but rather wanted to see more engagement from the side of international researchers. Austria is already a major tourist destination-to verify this one needs to just go to Stephansplatz-famous for its art and music, among other things; and despite some complaints the University of Vienna hosts tens of thousands of students, which is quite a credit! Within this context, here are my suggestions, presented in discussion and question forms, on how I think the University can offer more, and in turn we can contribute more as well.
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 Image: Tirhas T. Habtu (Salzach, Salzburg)
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Language - the language issue is crucial here. Most international students would want to go; in fact they do, to English speaking countries not because they’re in love with those countries but because of the language issue. For someone who has already finished his/her Bachelor’s (B.A.) in English it won’t be easy to continue further studies in other languages, in this case German. I know some people do this and they deserve to be commended. If there are already people who can do that, couldn’t the other way be possible? Yes, we can get classes/seminars taught in English here and there but what would it require to have more classes taught in English? Those of you who are more familiar with the workings of the University, its resources and capabilities are very much invited to help us discuss this issue.
Research and Knowledge Production - there have already been so many discussions about the production of knowledge. Many researchers from the “Third World,” a sweeping term, which I don’t think is accurate but that is the only term available to us at the moment, have argued Western researchers have distorted their histories and lived realities by analyzing them through western methodology. Anything that doesn’t fall inline with what is normal in the West is considered backward/traditional. Hence, the conclusions/recommendations of some Western researchers have implied the need to recreate/reconstruct these backward/traditional social mores. As international students/researchers here in Austria-notwithstanding whether we agree or not with either the champions of the “Third World” or that of the West-how do you think can we contribute in bridging this gap? Obviously, a lot has been said on the right to differ credibly and legitimately by “Third World” scholars. Moreover, we are in an era where we can research and argue, not necessarily praising or rejecting Western ways of knowledge of production, but also disagreeing and justifying what is real where we came from and how it needs to be portrayed.
Your comments, suggestions and criticisms are highly welcome!
Tirhas T. HABTU
About the author: Blogger
- We would like to keep this blog open: Comments will be published instantly. Please be aware that we will delete any comments with racistic or otherwise unethical content and as a consequence the user willl be banned. If comments violate any law we will hand over all data for legal prosecution.
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7July2009
Posted by Tirhas under: BLOGS; Globalization, Inter-Culturalism and Research 1.
| WE are living in a fast-pacing world. To use a contemporary expression, the world has turned into a global village. But its shrinkage into such a small place might have been a welcome development for some and a nightmare for others-depending on one’s perspectives. Some of the factors that have contributed in making the world a global village include the leaps in communications technology, which allows people, say from Asmara, Eritrea’s capital, to browse the internet and virtually learn some aspects of Austrian culture, history and society without having to physically reside in Austria.
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 Image: Maiada Hadaia
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Another factor that is playing a crucial role in that development is the global scope and operating capabilities of international markets and money institutions. For instance, someone can easily transfer money in just five minutes from Europe to Africa and vice versa, which might have been difficult fifty years ago. These factors, obviously, derive from the constructive side of globalization.
The blogger, however, wants to state that she is also aware of the legitimate, and at times, hyped criticisms labeled against globalization, especially the impact that it could have on local cultures.
That being said, what I am interested in discussing here is how to take advantage of the positive opportunities made available to us through globalization: particularly in exchanging inter-cultural ideas and researches.
If globalization-through the power of internet technology, for instance, allows us to learn about places, cultures and societies that are far away from us, how good are we in using it in exchanging academic information and other formalities. The point that I am driving at is one, amongst some, of the problems that international students face in applying to the University of Vienna. Although I didn’t come across major bureaucratic hassles in the process of my application, owing it to the support of my both supervisors at the African Studies Department, I have heard some prospective students complain about the formalities at the University. To put is plainly, international students must produce an admission letter from their own home Universities as part of their admission package. Theoretically this sounds easy to do but in reality it isn’t, rather it becomes easier said than done! If you’re wondering why just keep reading. This requirement might need physical presence in some countries at the time of application, and if the potential applicant is already in Austria, who happens to come from one of these countries, it becomes quite frustrating and difficult for him/her to manage this. This is not only a matter of pecuniary issue but also timing. Now, this might be one instance; however, what I wanted to say is indeed the world is moving so fast attributing to some of the aforementioned factors, thus what should Austrian Universities need to do to be more accessible to international students? I’m asking because it seems to me that despite its cultural heritage, for instance in Music and Art, and having one of the oldest universities in Europe, Austria appears to be lagging behind in comparison with other advanced countries in attracting large number of qualified international students from the “Third World” or “developing countries.” In what aspects could international students already studying in Austria contribute to the creation of an easily accessible and favorable inter-cultural research environment?
Part 2 will follow within the next few days.
Suggestions and Comments!
Tirhas T. HABTU
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- The writer, Tirhas T. Habtu, is an Eritrean PhD student in African Studies at the University of Vienna. She holds Master of Advanced International Studies (M.A.I.S) Degree from the Diplomatic Academy of Vienna and University of Vienna. Graduate Diploma in International Studies from the Bologna Center of the Johns Hopkins University, Paul H. Nitze School of Advanced International Studies. A Bachelor’s Degree (honors) in Political Science from the University of Asmara, Eritrea, where she worked as a research and teaching assistant in the Department of Political Science (2004-2006), and as a public relations personnel (2003-2004) in the University’s Office of Public Relations and Communications.
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- We would like to keep this blog open: Comments will be published instantly. Please be aware that we will delete any comments with racistic or otherwise unethical content and as a consequence the user willl be banned. If comments violate any law we will hand over all data for legal prosecution.
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30April2009
Posted by Fida under: Researchers on the move… Fida 2.
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My supervisor is among first Jewish people I meet in life without a gun. He is open minded and well informed about my own history. I learnt a lot from him and with him, I could fully express my political views and I am glad he did the same. We went together to Herzl grave here in Vienna. We discussed Sigmund Freud theories as well as outstanding Bruno Kreisky political position and PLO personnel and key topics. He is also trying to learn Arabic. So, it was a good German- Arabic chat attempt but it turned often into English.
My initial thoughts about my research topic were related to Palestine governance but I made a pleasant compromise. I decided to research on new emerging phenomena of concern for Austria- Europe and Palestine- Middle East, namely, Islamophopia and the EU policy.
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Image: Fida Shafi
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Due to much controversial cultural nature of the phenomena, it is critical to highlight points of conflict but also cooperation in policy making along with grounded philosophies. One advantage is that a research of that kind has a potential to be embodied in a larger project later on. One disadvantage is though a restricted budget for scholars limiting field study for example to one’s home country only. In my case, it is critical to view EU policy makers in Brussels. It is unfortunate I can not afford it.
I started to see Islamophopia from an interesting point of view especially when some of my colleges deny its existence at all.
Further, when citing its presence in Europe, some suggest in more or less friendly way to never refer to it explicitly in the interviews but also in the dissertation regardless the qualifying made to its definition and manifestations. The lesson learnt is that I have to be more sensitive to everyone’s experience as much as I can in a contextual setting and learn how to ask questions instead of giving answers. I demand the same for loosing interest in the process is a challenge and can be a miss- opportunity. Sometimes, I find it awkward when someone including professors asks only me among other students when presenting our projects about my “Western” sources of information and authors in a way perceived as vilification of critics and opponents and further credibility or at times projecting on me a pro- Palestinian approach whatever that means. It mattered less if Palestinians within themselves view things differently and where I am concerned of large scale of views that are not limited by nationality, religion, race or gender as personal commitment to openness and respect as well as appreciation to our differences and continue dialogue rather than placing opposing voices beyond reason and dialogue.
Yet in the north south dialogue or more precisely Austria- Palestine dialogue, it become clearer in time that Israel is also in/ explicitly there. Further, in school, there is sometimes confusion between anti- Semitism and criticizing Israel policies. For many, they mix the two into one. My supervisor has extensively written about that. I am attempting to take his steps, interestingly, as a Palestinian with a hope my experience will be revealed in the process. It has been uneasy task. However, I am glad I have the opportunity to state it out.
Suggestions and Comments!
Fida SHAFI
About the author: Blogger
- We would like to keep this blog open: Comments will be published instantly. Please be aware that we will delete any comments with racistic or otherwise unethical content and as a consequence the user willl be banned. If comments violate any law we will hand over all data for legal prosecution.
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7April2009
Posted by Fida under: Researchers on the move… Fida 1.
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I came to Austria with the support of OeAD North- South scholarship program. When I had arrived Vienna, I felt like I am in heaven as I fully identified with the words of an Arabic song with respect to this particular city and I still feel that way.
The University of Vienna is a special place for many reasons. But for me, it is the research topic and supervision that stands out. Our emphasis on Islamophopia as a Palestinian PhD scholar and a Jewish Austrian supervisor, and the ways we both have reorganized our own lives while interacting with each other as well as with others, gives us a distinct profile.
In occupied Palestine, in paradox to the title, researchers on the move CAN’T move.
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Image: Fida Shafi
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Their stories can not be easily conveyed to those who have never lived it. Those who never had as students to wait powerlessly for solders with guns to allow them pass or not through a military- based check point in order to reach school or university, hospital or a medical center, someone’s own farm or even home. The female students are considered relatively luckier though for they go through what is called human path while males have to go through the “other path- the way it is assumed”. Many times, girls and boys take different trips for it is devastating to wait for someone’s partner including family members for several hours depending on ever- instable circumstances and the mood of the solder rather than distance. Regardless gender, you have to go through check points anyway and to prove you and your family members have a clean history. This implies none is black- listed for being politically active or imprisoned or wanted- you never know for also it is possible under Israeli law to administratively- imprison Palestinians without reasoning. However, students risk it every day for years and go to school. And so we convince ourselves that instead of losing our day in a high way as those in large industrial countries, we lose it at check points in cantoned Palestine.
For ambitious students, it is an extra challenge attempting to cross localized knowledge boundaries. For example, while seeking to bridge gaps as much between large scale of views not only within Palestinians but also with Europeans, my research demands movements in order to conduct interviews with the experts of the EU policy working in Palestine. However, it is no way to enter Jerusalem, and no way under siege Gaza but possibly I can meet some in the West bank. But again I have to wait, schedule and reschedule my appointments and apologize much especially for none- Palestinian ID holders about my unintended delays behind checkpoints for they have better access within occupied Palestine than Palestinians and therefore are more assertive when it comes to time. Further, I have to drop the thoughts to meet active politicians for mostly are in prison and sometimes in case they are free “not imprisoned”, they may be less willing to express their political views so as not to endanger their life or position in undetermined Palestinian future. As for interviewing Israelis, how possible this could be for the impossibility as a Palestinian to enter Israel. I don’t know their language and they don’t know mine with illegal separating wall, fence, barrier is being built, erected and expanded between us.
While in person interview is highly restricted and beyond researcher control, tech- advanced contacts is even worse. I am not sure if anyone getting my interview suggested topics by e-mail or telephone more than once will be voluntary responding without surveying the interviewer political affiliation, place of residence, social class and also religion, or in good cases, taking- ever building mutual trust.
The Palestinian experience is rich in stories of the occupation, and more continue every day. Mine is a delightful one. In one hand, finding an Austrian- based supervisor following a talk with an international professor working in a local university has been an asset to me. Unlike other North- south scholars, I did not have to go through universities web sites in German language I do not know, surveying hundreds professors, and back forth hundreds students’ CVs surveyed by professors. I just e-mailed the one specialized professor as recommended. Luckily, I met him in Palestine in a conference- visit of his. We talked about my research upon a research proposal sent earlier to him, and more interestingly about who we are. By his approval, the OEAD criteria, among which, MA degree, professional experience, local institute support, mastering English language and age limit were met.
On the other hand, it was astonishing crossing borders and to be able to taste freedom even though I am aware deep down it is a temporary short- cut kind of freedom. I become sooner a fan of the city of art and music. It is, I confirm. Also, it is great to have the opportunity to meet with multi- cultural people with more than a million stories. Further, to pursue my doctorate studies in a well recognized central European academic settings; to have the access to move freely in Austria and also within Europe at large. I came with a responsibility to voice my people at equal basis with Austrians and none- Austrian alike with joy sometimes and grief in other times, and I am content I do.
Part 2 will follow within the next few days.
Suggestions and Comments!
Fida SHAFI
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- Fida Shafi, a Palestinian PHD scholar in Vienna university. She has been educated in and out Palestine. She got, respectively, Human Rights Master degree from CEU-Budapest, MPA from USC- California. In Palestine, she got her Educational administration Master degree at AL Najah university in Nablus and BA degree in Social Service from Jerusalem university. Fida, enjoys a rich 13 years professional experience, respectively, as a Director of AFSC- Quakers Palestine Youth Project, Ministry of Women Affairs International Relation Coordinator, UNDP Local Gender Specialist, Middle East Nonviolence and Democracy- Choose a Future Project Manager, Save the Children- GGLS North WB Coordinator and UNRWA- Social Worker.
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- We would like to keep this blog open: Comments will be published instantly. Please be aware that we will delete any comments with racistic or otherwise unethical content and as a consequence the user willl be banned. If comments violate any law we will hand over all data for legal prosecution.
- Wir wollen dieses Blog nicht zensurieren, Kommentare werden sofort veröffentlicht. Bitte posten Sie keine rassistischen, verletzenden oder sonstwie unethischen Kommentare - davon distanzieren wir uns. Solche Kommentare werden gelöscht und die User gesperrt. Sollten Kommentare gegen gültige Gesetze verstossen, werden wir die erforderlichen Daten zur Strafverfolgung weiterleiten.
13February2009
Posted by Luke under: Research and Inter-culture 2.
| In this second part of the blog, I would like to dwell on one of the challenges facing a foreign research scholar in the academy. Many students who come for research studies in Austria are on scholarships. This means that they met all, if not most of the conditions required for the awardment. One of the key requirements is that one should have an academic supervisor with whom to work. Getting the right supervisor is quite a big challenge. I am saying this because many students get to meet with their supervisors once they are here in Austria. Many students only get to learn more about their supervisors once they have reached here. There are the good and bad sides of this. I will be willing to diagnose the two sides later in our discussion forum. What I would like to say is that I have seen some scholars becoming frustrated in their working relations due to ideological differences over this issue.
There are at least two main reasons why we need academic supervisors: |
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 Image: Luke Olang
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1) As an academic tutor. This does not mean “as an academic dictator”. Students who come for studies have their own expectations, based on the demands of the very societies where they come from. Sometimes, the students themselves do not properly outline their expectations to their mentors. In other cases, some supervisors do not try to understand their students’ expectations due to one reason or the other. Consequentially, one party begins to feel coerced into something that may not directly benefit them afterwards. This may lead to a sour study relationship!
2) As a mentor now and into the future. Many people who have attempted to publish their research findings in high Impact Factor Journals will agree with me that this is a very demanding affair. In fact, most reviewers do work based on experience and knowledge. Good publications are a fundamental part of research studies for someone looking for prosperity in the academy. In some countries, publications are a principal part of the research training since a good researcher should be in a position to justify his/her results, good or bad. While I would like to acknowledge that there are good mentors out there, I also think that more emphasis should be put on this aspect by not only the defining the supervision standards, but also the criteria awardment of research studies. Many countries are moving from a Thesis to a publication oriented.
The main reason why I am talking about standards here is first, the mode of research studies here in Austria is more of individualistic. Of course there are others out there, who are in good research teams, but if you look carefully, their numbers is comparatively small. With the limitations of language, time and culture, some research students may not find around them, good environment to discuss their works and to confirm their results. Sometimes, the due exposure associated with conferences may not be available due to time and financial constraints from the scholarship.
Secondly, achieving good and justifiable results for a student coming from a developing country requires some good input. I think the only way out in an individualistic system is for the student to read a lot, attempt his/her objectives a piece and have time to write and publish his/her work after thorough scrutiny. This way, it is easier for the students to grow step by step. Sometimes, working with a mentor does not support you in this step by step learning procedure, or who have very limited time for you, criticizes everything you do without offering possible alternatives, and does not generally like publications because of his/her intrinsic principles may be very, very tricky. If you are a student in such as a situation, I would recommend that you re-examine yourself and prepare yourself well, including the worst research nightmare.
In conclusion, I think that the challenges facing a student scholar in the academy in Austria are as significant as the previously mentioned ones. Most of these problems however, can be addressed by streamlining our systems so that the conditions and requirements for the awardment of research studies are explicitly defined and proper dialogue between the two parties are enhanced. In some cases, where accessing the supervisor directly may be difficult, having a research leader may be important.
I think that research institutions can take a leading role on this, at least with some institutions in Austria.
Suggestions and Comments!
Luke OLANG
About the author: Blogger
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8January2009
Posted by Luke under: Research and Inter-culture 1.
| Research in many cases is provoked by the demands, the challenges and the need to address problems of our immediate societies. Research, therefore, is likely to be inclined to our socio-economic, socio-political and socio-cultural capabilities. A good example in this context is a research study on a typical natural phenomenon like floods occurring say in Africa, Asia, or Europe. Such a study may exhibit different aspects during its implementation and sometimes, in its final output depending on where it occurred. My questions in this blog therefore are: Do such geographical differences qualify research in one part of the continent as either superior or inferior? How about our own personal dimensions when implanting and relaying such results in a cross-cultural environment like Austria? What about the position of Austria in the aspect of intercultural dimensions on research? By inter cultural dimensions here, I mean inter-cultural cooperation and the position of foreign researchers with respect to social integration within the Austrian society. |
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 Image: Photocase, User: cinematic
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The above questions, I believe, require a deep understanding of the fundamental socio-cultural influences in research. In fact, to say the truth, I am not a professional student in this kind of research. And even if I was, I would not want to use this blog to boggle our minds with conceptual answers, which in essence may not be agreed upon statistically. But on the other side, I want to believe that this blog is for us to disagree to agree on some of fundamental facts. Of course sometimes, theory does not conform to practice. I will therefore attempt to use my international experience in research to address some of the questions raised above. Let me begin this way: Research, whether in science or humanities is in itself a culture, perhaps with a lot of demands and expectations too. Like other cultures, it does happen in exclusivity. In fact the first influences on research come from the tools and knowledge we have been equipped with over time. Such tools may vary from region to region depending on the educational systems of each country.
Personally, I was brought up and educated in an environment where Universities were the highest level for degree and post graduate studies. In fact our Universities were further rated in categories, from best to good depending on many other factors. Polytechnics on the other hand were reserved for diploma courses. This is why someone who went through my system of education and does not have the experience of other systems around the globe may easily find it difficult to understand the equivalence of what is called diplomarbeirt in Austria. But do these regional differences justify our superiority in research? My rightful answer is a big No since I have worked with very good researchers in Austria who went through this system. However, when it comes to matters on inter-transfer of credits or course hours between these institutions, then it may be a bit cumbersome and administratively involving. In general therefore, our different regional educational systems only serve to make life a little more complicated, especially at the global arena. In fact, the sooner we begin to market our individual systems or change to regionally standardized systems, the better. I know some Universities in Austria which have already began to offer Master degree courses instead of the diplomarbeirt under a new streamlined system. This is a welcome gesture to international researchers and I guess it is a good gesture for a dynamic society.
I would be happy to share your opinions, suggestions and experiences? Critical comments and suggestions on this part 1 of my blog article are also highly welcome. In part 2, we will continue to address the questions raised above, and any other arising critic.
Luke OLANG
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- PhD Student in Geo-Spatial tools in Hydrology,
Institute of Water management, Hydrology and Hydraulic Engineering, University of Natural Resources and Applied Life Sciences - BOKU, Vienna-Austria.
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- We would like to keep this blog open: Comments will be published instantly. Please be aware that we will delete any comments with racistic or otherwise unethical content and as a consequence the user willl be banned. If comments violate any law we will hand over all data for legal prosecution.
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31October2008
Posted by myCalabash under: BLOGS; The Need for a Balance.
There is this need for migrants to integrate properly into the society, but how often do these guys have the chance? Having to learn a foreign language isn’t enough to give the affected foreigners the feeling that they’ve been integrated and fully accepted into the society, because many would like to continue in their respective professional careers. But do they get that chance easily after being deemed already integrated?
The campaign and meaning of integration becomes very insignificant and meaningless when a sector of the community, haven gone through all stages of integration programmes provided by the state, is stereotyped, tagged “Ausländer” meaning aliens and grouped as un-welcomed, a system I call the one-way traffic system. It may sound just like a story being told to lull a baby to sleep, but this is the reality of how it has been and still is. |
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 Image: Photocase, User: Stern
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Here are many immigrants who try their best efforts to get themselves integrated, in every single way they can, yet the efforts they may have made are deemed, if not, nearly fruitless.
There was this need for some students to get their studies recognized and possibly waived off from the curriculum of studies they’re in, but most of them just wait almost endlessly without getting any response from the university or the office responsible for the recognition of the studies.
I happened to stumble over a website that bears information about foreign universities, colleges and polytechnics. Virtually, more than half of the information on the website regarding many institutions is very misleading and untrue. I found that polytechnics and colleges of technologies are equated as polytechnikum here and categorized as secondary schools, which isn’t supposed to be the case. To my amazement, many institutions, just by bearing the name university are recognized and assigned an H+, meaning they’re recognized as institutions of higher learning and the ones just bearing colleges of technology/ polytechnics are not recognized and assigned an H-, meaning they’re not recognized as institutions of higher learning. I wrote an E-Mail to the director/contact person, suggesting that the ministry of education of countries listed be contacted for a well-guided information instead of simply and arbitrarily assuming. But till date a reply is still begging to be received.
It costs the government a lot of money to organize integration programmes for migrants and it would be very rewarding, not only to the migrants but also to the community that they live in if they are eventually gainfully employed. But it’s really sad to know that after fully integrated and hoping to pursue a career of their choice, for which they’re trained for, they seldom find a place.
Among these guys are also productive and skillful workers in various fields, though they may not be needed in their areas of specialization, as the system unfortunately is. The skills they have gotten become gradually left to wallow fruitlessly away in despair.
Thus, the influence and effects of a good integration process becomes highly pervasive and ambivalent. A fairly lenient policy should be practiced, especially for highly skilled and company-linked migrants from outside the EU.
For integration to be successful, the two sides involved should come to a focus, whereby both sides play an active role. The government (local and national) should organize a fair integration program package without sentiments and the migrants on the receiving end should play a very active role to take up these programmes seriously. There should be a balance.
For the meaning of integration, being the process of becoming an accepted part of the society to be realized, a chance should be given to the migrants who have already integrated and those willing to fully integrate.
What are your experiences regarding integration and or recognition of foreign studies? Who should be held responsible should there be a shortfall in the procedure and who should be credited should there be a success? And finally what better procedural steps could be applied to facilitate it?
Muhammad Fortune ALEDEH
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- The author was born in Agbede, Nigeria. He studied land surveying at Federal Polytechnic Auchi and Federal School of Surveying Oyo, Nigeria. He lives in Vienna since 2004.
- Geboren in Agbede, Nigeria. Studium der Landvermessung in Federal Polytechnic Auchi und Federal School of Surveying Oyo, Nigeria. Seit 2004 in Wien.
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- We would like to keep this blog open: Comments will be published instantly. Please be aware that we will delete any comments with racistic or otherwise unethical content and as a consequence the user willl be banned. If comments violate any law we will hand over all data for legal prosecution.
- Wir wollen dieses Blog nicht zensurieren, Kommentare werden sofort veröffentlicht. Bitte posten Sie keine rassistischen, verletzenden oder sonstwie unethischen Kommentare - davon distanzieren wir uns. Solche Kommentare werden gelöscht und die User gesperrt. Sollten Kommentare gegen gültige Gesetze verstossen, werden wir die erforderlichen Daten zur Strafverfolgung weiterleiten.
