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VIII
3
3.1
3.2
3.
3.
3.
3.
3.3
4
4.1
4.
4.
4.
4.
4.2
4.
4.
4.
4.
4.3
4.
4.
4.
4.
4.4
4.
4.
4.
4.
4.5
4.
4.
4.
4.
Re
Research
Research
Proc
.2.1
Ques
.2.2
Selec
.2.3
Resp
.2.4
Research
Em
Descriptiv
Shor
.1.1
Intern
.1.2
Intern
.1.3
Com
.1.4
Attractive
Shor
.2.1
Obse
.2.2
Obse
.2.3
Com
.2.4
Decision
employer
Shor
.3.1
Obse
.3.2
Obse
.3.3
Com
.3.4
Expectati
in the hos
Shor
.4.1
Obse
.4.2
Obse
.4.3
Com
.4.4
Expectati
managem
Shor
.5.1
Obse
.5.2
Obse
.5.3
Com
.5.4
esearch m
h design ...
h process .
edure of th
stionnaire d
ction of the
ponse rate
h limitation
mpirical an
ve statistic
rt descriptio
national st
national st
parison ...
eness of th
rt descriptio
ervations o
ervations o
parison ...
criteria for
rs in the ho
rt descriptio
ervations o
ervations o
parison ...
ions of inte
st country .
rt descriptio
ervations o
ervations o
parison ...
ions of inte
ment in the
rt descriptio
ervations o
ervations o
parison ...
methodolog
...
...
he online s
design ...
e interview
...
s ...
nalysis: Q
cs ...
on ...
udents in G
udents in t
...
e host cou
on ...
of internatio
of internatio
...
r internatio
ost country
on ...
of internatio
of internatio
...
ernational s
...
on ...
of internatio
of internatio
...
ernational s
e host coun
on ...
of internatio
of internatio
...
gy ...
...
...
survey ...
...
wees ...
...
...
Quantitativ
...
...
Germany .
the United
...
untry for int
...
onal stude
onal stude
...
nal studen
y ...
...
onal stude
onal stude
...
students o
...
...
onal stude
onal stude
...
students to
ntry ...
...
onal stude
onal stude
...
...
...
...
...
...
...
...
...
ve approac
...
...
...
States ...
...
ternational
...
nts in Germ
nts in the U
...
nts with reg
...
...
nts in Germ
nts in the U
...
on diversity
...
...
nts in Germ
nts in the U
...
owards cul
...
...
nts in Germ
nts in the U
...
...
...
...
...
...
...
...
...
ch ...
...
...
...
...
...
students .
...
many ...
United Stat
...
gard to futu
...
...
many ...
United Stat
...
y managem
...
...
many ...
United Stat
...
tural divers
...
...
many ...
United Stat
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
tes ...
...
ure
...
...
...
tes ...
...
ment
...
...
...
tes ...
...
rsity
...
...
...
tes ...
...
... 27
... 27
... 28
... 29
... 30
... 32
... 34
... 35
... 39
... 39
... 39
... 39
... 41
... 42
... 43
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... 48
... 52
... 54
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... 56
... 56
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... 57
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... 62
... 62
... 62
... 67
... 73
4.6
5
5.1
5.2
5.
5.
5.
5.
5.
5.3
6
Appen
Refere
Final resu
Dis
Discussio
Recomm
States ...
Prov
.2.1
Exten
.2.2
Stren
.2.3
Prov
.2.4
Prov
.2.5
Further n
Co
dix
...
ences
...
ults ...
scussion
on of the h
endations
...
iding an en
nding the p
ngthening r
iding langu
iding furthe
need for res
onclusion
...
...
...
and recom
ypotheses
for operat
...
nvironmen
prominenc
relationshi
uage suppo
er support
search ...
...
...
...
...
mmendati
s ...
ional busin
...
t where cu
ce of divers
ps with un
ort...
...
...
...
...
...
...
ons ...
...
ness in Ge
...
ultural exch
sity ...
iversities..
...
...
...
...
...
...
...
...
...
rmany and
...
hange is po
...
...
...
...
...
...
...
...
...
...
...
d the Unite
...
ossible ...
...
...
...
...
...
...
...
...
IX
... 76
... 80
... 80
ed
... 83
... 83
... 84
... 85
... 86
... 86
... 87
... 89
... 92
. 121
X
List of figures
Figure 1: Total migrants in Germany and the United States (1990-2013) ... 5
Figure 2: Foreign students in Germany and the United States (2003-2014) ... 8
Figure 3: Structure of the work ... 11
Figure 4: Model of the four layers of diversity ... 15
Figure 5: Dealing with cultural diversity ... 18
Figure 6: Spheres of activity with regard to CDM ... 20
Figure 7: Research process ... 28
Figure 8: Procedure of the execution of the online survey ... 30
Figure 9: Advantages and disadvantages of open-ended questions ... 31
Figure 10: Logical structure ... 32
Figure 11: Participants divided into worldwide regions ... 42
Figure 12: Attractiveness of Germany as a future workplace ... 45
Figure 13: Attractiveness of the United States as a future workplace ... 49
Figure 14: Reasons for having chosen GER or the US for studies abroad ... 53
Figure 15: Reasons for international students to work abroad after studying ... 54
Figure 16: Expectation criteria with regard to future employers in host country... 56
Figure 17: Prominence of DM for internationals in GER and in the US ... 60
Figure 18: Importance of DM for international students in GER and the US ... 61
Figure 19: Importance of the diversity dimensions for international students ... 62
Figure 20: Expectations of CDM ... 73
Figure 21: Further expectations of international students towards CDM ... 74
Figure 22: Support requirements ... 74
Figure 23: Critical reasons for CDM in the host country ... 75
Figure 24: Positive experiences with CDM in the host country ... 76
Figure 25: Relation between language skills and the motivation to stay ... 81
Figure 26: Suggestions for CDM in companies ... 91
XI
List of tables
Table 1: Demographic data of Germany and the United States ... 4
Table 2: Participating international offices and the students they contacted ... 33
Table 3: Descriptive statistics of international students in Germany ... 40
Table 4: Descriptive statistics of international students in the United States ... 41
Table 5: Connection between tendency to stay in host country and
further aspects ... 46
Table 6: Selected comments of internationals in GER on work conditions ... 47
Table 7: Connection between tendency to stay in host country and
further aspects ... 50
Table 8: Selected comments of internationals in the US on work conditions ... 51
Table 9: Selected comments of internationals in GER referring to equality ... 63
Table 10: Selected comments of internationals in GER on working atmosphere . 65
Table 11: Selected comments of internationals in GER on CDM ... 67
Table 12: Selected comments of internationals in the US referring to equality ... 68
Table 13: Selected comments of internationals in the US on multiculturalism ... 70
Table 14: Selected comments of internationals in the US on CDM ... 72
Table 15: Statements that compared DM in the US to other countries ... 72
XII
List of abbreviations
BAMF
Federal Office for Migration and Refugees in Germany
BMBF
Federal Ministry of Education and Research in Germany
BCG
Boston Consulting Group
BW
Baden-Wuerttemberg
CDM
Cultural Diversity Management
CSR
Corporate Social Responsibility
DAAD
German Academic Exchange Service
DAX 30
German Stock Index
1
DIHK
German Chamber of Commerce and Industry
DM
Diversity Management
DZHW
German Centre for Research on Higher Education and
Science
Studies
ed.
edition
Ed.
editor
Eds.
editors
efms
European Forum for Migration Studies
EU
European Union
et al.
and others
GER
Germany
HR
Human Resource(s)
ibid.
also
IIE
Institute of International Education
Int.
international(s)
ISB
International Student Barometer
MINT
Mathematic, Information, Natural sciences and Technology
MNCs
multinational companies
n.a.
no author
no., #
number
NGU
Nürtingen-Geislingen University
OECD
Organization for Economic Cooperation and Development
p.
page
pp.
pages
1
Based on the 30 major companies trading on Frankfurt Stock Exchange.
XIII
PP.
participants
RR
response rate
UNESCO
United Nations Educational, Scientific and
Cultural
Organization
US, United States
United States of America
vs. versus
1
1 Introduction
1.1 Research interest
My interest in the topic ,,Cultural Diversity Management" arouse mainly when I was
spending time back in Germany after having studied and worked for one year in Mex-
ico. Becoming more aware of the cultural diversity here in Germany, for instance in
trains, libraries or at work, I became fascinated of the variety of people with different
cultural backgrounds. At the same time I recognized that everything was still so
anonymous and I imagined that there could be much more cultural exchange and
interaction. I was interested in cultural topics, especially in what happens to people
when they leave their home country and how they experience living in another culture
than their home culture. Being back in Germany I perceived some things differently
and among others I asked myself why people from abroad are motivated to spend
their working life in Germany, how they experience living in the German culture, if
their expectations were matched, if they can identify themselves with the country and
the peoples' values, if they feel well integrated or somehow "belonging to" Germany,
and if they experience enough support or if there is still more support required. As my
studies deal with international business, there was the desire to find out how compa-
nies deal with people of diverse backgrounds, why they are motivated to hire em-
ployees from abroad and what they benefit from. When reading about the demo-
graphic change and the prognosis about the lack of qualified employees in Germany
in the future, the idea for this work was born. That was when I started to read more
about cultural diversity management and about expectations of students regarding
possible employers when staying abroad. I wanted to understand their motivations
and expectations better and try to connect their needs when looking for a job to the
needs of companies when looking for young talents. Gaunt in this context describes:
"
[
I
]
t is crucial in today's world that we engage the people in our organiza-
tion as fully as possible. Given high levels of education, the ability to move
across local and international boundaries and the growing shortage of
available people, we need to make sure we provide work environments
where people want to fully commit and engage."
2
2
Gaunt, 2007, p. 127.
2
1.2 State of research
Within the last years, the debate about diversity and diversity management has be-
come more and more important concerning business-oriented research
3
. Literature
mainly deals with potential effects and impacts of diversity management
4
. However,
some authors emphasize the fact that scientific research in this field is not very di-
verse especially with regard to theoretical based approaches and that there is a lack
of studies analyzing the implementation of diversity at an organizational level even
though there is a growing importance of diversity manage-ment
5
. Further research in
this area will also allow the researchers to give managers additional advice on how to
deal with a diverse workforce, because there is still a lack of concrete measures with-
in both research and practice
6
.
Diversity is a management concept with its origin in the United States. Until now,
there are mainly US-centric studies focusing on diversity regarding the workforce,
from a gender, racial or ethnic perspective. Whereas European studies mostly use
titles such as "gender studies", "labor migration", or "demography of the workforce"
without mentioning diversity
7
. Diversity management in Germany got more and more
important during the last years, especially when looking at the trends of demographic
change and globalization
8
. There are some empirical studies proofing this, such as
the studies from Süß, & Kleiner, 2005; Leenen, Scheitza, & Wiedenmeyer, 2006; Kö-
ppel, Yan, & Lüdicke, 2007; Klaffke, 2008 or Anders et al., 2008; Ripmeester, 2010,
Ripmeester, 2013; Walk et al., 2013; Köppel, 2013. Nevertheless, investigations
show that there is still a lack of research concerning this concept in various areas in
Germany and Köppel et al. even describe cultural diversity management as lagging
behind
9
. Plummer states that diversity is an issue that is infinite to explore
10
. And
Walk et al. accentuate the need for more research on work expectations of current
students and potential employees across various cultural backgrounds, in particular
concerning multinational companies (MNCs) as the workforce is becoming more and
3
Becker et al., 2006, p. V; Lindau, 2010, p. 2; Bendl et al., 2012, p. 11; Buche et al., 2013, p. 483.
4
Froese et al., 2010, p. 150.
5
Becker, 2006, p. 41; Klaffke, 2008, p. 20; Froese et al., 2010, p. 150; Krell, 2011, p. 35;
Jonsen et al., 2011, p. 52.
6
Schön, 2010, p. 215; Süß et al., 2005, p. 7.
7
Mor Barak, 2014, p. 7.
8
Froese et al., 2010, p. 149.
9
Schön, 2010, p. 215 ; Köppel et al., 2007, p. 18.
10
Plummer, 2003, p. 39.
3
more diverse
11
. Besides, they highlight that both the analysis of similarities as well as
differences with regard to career orientations of international graduates and the fact
whether international students see their future in their home country or abroad, might
be interesting research areas
12
. They also emphasize that future investigations
should consider the scale regarding expectations of international students which they
have developed on future research samples
13
.
1.3 Starting point
There are different trends within organizations concerning the increase of a diverse
workforce that highlight the importance of diversity management. These trends are
based on several reasons, among them demographic, cultural and social changes,
technological developments, globalization, international migration, international mer-
gers and acquisitions and anti-discrimination legislation
14
. In the following, there is a
closer look on the phenomenon of demographic change and international migra-
tion. When comparing Germany and the United States in terms of demographic data
for the next ten year, as illustrated in table 1, a decreasing growth rate of the popula-
tion can be noted, which is mainly due to the fact that populations are aging and that
there is a deficit of births over deaths
15
. However, the United States will stay a devel-
oped country with one of the youngest populations in the world
16
. The average birth
rate of women in Germany is at 1.4 percent, compared to 2.0 percent in the United
States
17
. In the future, these rates will not be able to replace each of the populations,
as a rate of 2.1 percent is needed to replace a population
18
. Nevertheless, in both
countries more people are entering the country than leaving it, which is shown
through the net immigration rates and the net number of migrants respectively. Some
of the reasons for the attractiveness of both countries are described more in detail in
chapter 2.3.1.
11
Walk et al., 2013, p. 253.
12
ibid. p. 270.
13
ibid. p. 272.
14
Stuber, 2004, p. 24; Süß et al., 2005, p. 11; Köppel et al., 2007, p. 4; Schön, 2012, p. 88.
15
United States Census Bureau, 2013b.
16
United States Census Bureau, 2014, p. 14.
17
Cox, 1993, p. 3.
18
Kuan Yew, 2012.
4
Table 1:
Source:
As a co
ees wi
powerG
qualifie
vacanc
researc
ployees
Agency
worldw
order to
qualifie
attracte
more fo
within t
an inte
abroad
In the U
compa
the num
United
from ab
cruit few
19
DIHK,
20
Manpo
21
Pape,
22
Kontos
23
DIHK,
24
United
25
n.a., 2
: Demograp
United State
onsequenc
ll be on th
Group mor
ed employe
cies, mainly
ch and dev
s of aroun
y
20
. The O
wide compe
o avoid ba
ed employe
ed which i
or small an
their perso
ernational
d, whereas
United Sta
red to 9.8
mber of mi
States wa
broad was
w employe
2010, p. 1; M
owerGroup,
2014.
s, 2014, p. 7
2010, p. 1;
d Nations, 20
2013.
hic data of G
es Census B
ce of the d
he labor m
re than 35
ees and fa
y in the are
velopment
1
nd 5.2 mi
OECD prog
etition if 40
arriers for g
ees, compa
is seen as
nd middle
nnel policy
compariso
the US is
tes the nu
million (1
igrants in b
as much bi
also show
ees from a
ManpowerG
2013, p. 7.
7.
Fischer et al
013.
Germany an
ureau, 2013b
demograph
market in a
5 percent o
ace difficult
eas of eng
19
. In 2030
llion as p
noses tha
00,000 peo
growth due
anies have
s a big ch
sized com
y
23
. To ma
on just ac
s the count
mber of m
1.9 percen
both count
igger.
24
Th
wn by a stu
broad eve
roup, 2013,
., 2013, p. 65
nd the Unite
b
hic change
a few year
of all Germ
ties to enc
gineering, s
0, there will
predicted b
t Germany
ople more,
e to the me
e to react n
hallenge fo
mpanies wh
ke things w
cquires a
try with th
migrants is c
nt) in Germ
tries has in
he result th
udy of OEC
n if they fe
p. 7; Kienbau
5; Dömling, 2
ed States
e especiall
rs: Based
man comp
counter app
sales and
l be an est
by the Ge
y can only
immigrate
entioned tr
now
22
. Qua
or multinat
ho have to
worse, it is
little perce
e highest
currently a
many (see
ncreased,
hat German
CD where
ear a lack in
um, 2014a, p
2014, p. 2.
ly in Germ
on a rece
panies do
propriate a
customer s
timated lac
erman Fed
maintain
e than migr
rends and
alified emp
tional com
take appr
to mentio
entage of
immigratio
at 45.8 mill
e also figur
however th
ny acquire
German c
n the future
p. 16.
many less e
ent study o
not have
applicants f
service as
ck of qualif
deral Empl
its strengt
rate per ye
to avoid a
loyees hav
mpanies, b
ropriate me
n that Germ
employee
on rate wo
ion (14.3 p
re 1). Sinc
he increas
es little em
companies
e
25
.
employ-
of Man-
enough
for their
well as
fied em-
loyment
h in the
ear
21
. In
a lack of
ve to be
ut even
easures
many in
es from
rldwide.
percent)
ce 1990
se in the
ployees
just re-
Figure 1
Source:
Thus, i
fied em
that alr
examp
er poss
migrato
further
tial
26
. F
ed mor
grants
the cou
bridge
one fou
cent wo
to recr
abroad
behind
abroad
26
OECD
27
Kontos
28
Mayer
29
Mayer
30
Kienba
1: Total migr
United Natio
n German
mployees b
ready exis
le trainings
sibility are
ory backgr
option is t
Furthermor
re and mo
due to the
untry since
from unive
urth of inte
ould like to
uit qualifie
d. With 48
the need
d, it is seen
D, 2013, p. 2.
s, 2014, p. 8
r et al., 2012
r et al., 2012
aum, 2014a,
rants in Ger
ons, 2013
ny, there a
by recruitin
sts on the
s for low q
measures
round who
to allow an
re, qualified
ore
27
. Inter
eir universi
e they are
ersity to w
ernational
o stay
29
. Th
ed staff by
percent, t
for specia
n as essen
.
8.
, p. 12; Mesc
, p. 59; Wag
, p. 15.
rmany and t
re basicall
ng qualifie
job marke
qualified em
s that allow
live alread
nd facilitate
d employe
rnational st
ity degree
e already
working life
students g
he followin
y attracting
he need fo
alists
30
.
In
ntial to imp
chter et al., 2
ner et al., 20
the United S
y two mea
d staff. On
et better. T
mployees,
w women,
dy in Germ
e high qua
ees and stu
tudents an
and know
living ther
e poses hu
get a job in
g work foc
g highly qu
or univers
the conce
prove the
2013, p. 15.
013, p. 4; Me
States (1990
asures to c
ne opportu
There are
especially
older peop
many takin
alified peop
udents from
nd graduat
wledge of th
re
28
. Howe
uge challe
n Germany
cuses on th
ualified stu
ity gradua
ept to acq
attractiven
eschter et al.,
-2013)
counteract
unity is to
different p
y for young
ple as well
ng part in t
ple to reac
m abroad
tes are se
he cultural
ever, studi
nges, so f
y later on,
his last me
udents and
tes in Ger
uire young
ness of the
, 2013, p. 15
the lack o
use the p
possibilities
ger people.
l as people
the working
ch their ful
should be
een as per
l condition
es show t
finally just
whereas
ntioned po
d academi
rmany com
g academi
e country t
5.
5
of quali-
potential
s as for
. Anoth-
e with a
g life. A
l poten-
attract-
rfect mi-
s within
that the
around
80 per-
ossibility
cs from
mes just
cs from
to study
6
and work, among others by offering a so-called "welcome culture"
31
. The term wel-
come culture refers to being open-minded and accepting people with a migratory
background combined with recognition
32
. In that sense some measures do already
exist, and facilitations were made as for example the improvement to accept qualifi-
cations from abroad, the introduction of a so-called "blue card" for academics in order
to work and live in Germany with their families or the extended legal frame of 18
month considering a residential permit
33
.
In Human Resources policy, employer attractiveness currently has also the highest
priority
34
: Without an attractive image, companies do not have any chance in the
global war for talents, which is about recruiting people with scarce, super and soft
skills from abroad including international students and academics
35
. In this context,
talent management has become more and more important, referring to organiza-
tional concepts and measures that deal with acquiring, maintaining and developing of
present and future employees
36
. Strack et al. even mention it as one of the topics
with greatest future importance
37
. Consequently, in order to target the appropriate
people and to be successful, companies have to use an efficient as well as effective
marketing strategy by providing its employees attractive working conditions and by
communicating its benefits internally and externally
38
. Besides a welcome culture, it
is often talked about integration meaning that people with a foreign background
should fulfill certain prerequisites, such as learning the new language, in order to find
a good workplace and to get along in the new country in their daily life
39
. In compari-
son to integration which refers mainly to the behavior of foreigners coming to Germa-
ny, welcome culture therefore mainly refers to the attitude of locals becoming more
open-minded towards the newcomers.
A personnel policy that faces demographic and economic challenges actively has to
fulfill various goals; one of these goals is to be able to deal with diversity
40
. Diversity
management is described as a competitive advantage and therefore has to be im-
31
DIHK, 2010, p. 1.
32
Heckmann, 2012, p. 2.
33
Bundesministerium für Wirtschaft und Energie, 2014; n.a., 2013; Wagner et al., 2013, p. 4.
34
Kienbaum, 2014a, p. 11.
35
Collett et al., 2008, p. 1-2.
36
Ritz et al., 2011, p. 10; Walk et al., 2013, p. 252.
37
Strack et al., 2011, p. 10.
38
Fischer et al., 2013, p. 73; Ripmeester et al., 2010, p. 8.
39
Kontos, 2014, pp. 8-9; Randstad, 2014b.
40
Fischer et al., 2013, pp. 65-66.
7
plemented in daily life
41
. These competitive advantages can be used to recruit staff,
to serve customers professionally and to create a positive image
42
. There are differ-
ent approaches to diversity management, such as diversity management out of a
leadership perspective (compare Schön 2010) or a working group perspective, for
example. However, in this work the focus is on the perspective of international stu-
dents and their expectations towards companies in Germany and in the United
States. When talking about international students, this work refers to both European
and non-European students. Considering foreign students in Germany there is the
differentiation between two groups: Mobile foreign students who got their university
entrance qualification abroad and usually come to Germany to study as well as non-
mobile foreign students that are students with a German university entrance quali-
fication who were mainly born in Germany
43
. Both groups are very important for the
German economy
44
. Despite, this work concentrates on mobile foreign students
which are described as international students throughout the book. In the academic
period 2013/2014 the number of them was 300,909 in Germany
45
. Most of the inter-
nationals were from China, Russia, Austria and India
46
. Engineering with 52,546
(25.7 percent) and economics (including law and social sciences) with 50,679 stu-
dents (24.8 percent) were the most popular study subjects
47
. In Germany, especially
students of the so-called MINT subjects, meaning mathematic, information, natural
sciences and technology, are wanted
48
. In the United States, there was a "record
high" of 886,052 international students in the academic period 2013/2014, and thus
2.5 times more than in Germany
49
. This might be due to the fact that English is con-
sidered as the mother language worldwide. Around 50 percent of international stu-
dents were from China, India and South Korea which are the top three countries of
foreign students in the United States, followed by Saudi Arabians on a fourth rank. A
remarkable fact is that 64 percent of total international students were Asians. Busi-
ness management and engineering were the most famous study courses with
188,179 and 170,189 students.
50
The amount of international students at German
41
Vedder et al., 2011, p. 20, 26; Christiansen et al., 2013, p. 7.
42
Vedder, 2005, p. 35; Wagner et al., 2007, p. 26; Krell, 2008, p. 36, 78.
43
BAMF, 2012, p. 61.
44
Franken et al., 2006, p. 8.
45
BMBF, 2014a.
46
BAMF, 2012, p. 61.
47
DAAD et al., 2014, p. 5.
48
Wagner et al., 2013, p. 4.
49
IIE, 2014a.
50
Hui Min, 2014.
8
and Am
2012/2
Figure 2
Source:
In the
States
strong
interna
States
tional s
diverse
"interna
1.4 O
The ma
unders
student
objectiv
cultura
CDM. T
Germa
51
IIE, 20
52
Garret
merican u
013 is illus
2: Foreign st
IIE, 2014c, p
graph abo
has increa
increase t
tional enro
(4.2 perce
students: t
e
52
. In the f
ational stud
Objective
ain objectiv
tanding th
ts regardin
ves are be
l diversity
These goa
ny and the
014b, p. 50; G
tt, 2014b, p.
niversities
strated in th
tudents in G
p. 1; BMBF, 2
ove the sh
ased from
that has st
ollment in G
ent) in 201
heir langu
following w
dents".
e
ve of this w
he motivat
ng their fut
ecoming aw
managem
als shall b
e United S
Garrett, 2014
3.
from win
he followin
Germany an
2014b
are of inte
2003 unti
tarted in th
Germany (
14
51
. Garr
age and a
work the te
work is to
ions, desir
ture job an
ware of the
ment and
be achieve
States. Esp
4a, pp. 5-6.
ter semes
ng graph:
nd the United
ernational
l 2014, ho
he academ
(11.1 perc
rett observ
academic b
rm "interna
make com
res, opinio
nd cultural
e field of di
giving adv
d by a co
pecially in
ster 1993/
d States (20
students i
owever in t
mic period
ent) is hig
ves anothe
backgroun
ationals" is
mpanies aw
ons and e
diversity m
versity ma
vice for th
nsultation
Germany
1994 until
003-2014)
n German
the United
2006/07.
her compa
er trend co
d become
s sometime
ware of an
expectation
manageme
anagement
he profess
of interna
y there is a
winter se
ny and the
States th
Neverthele
ared to the
oncerning
s more an
es used ins
d support
ns of intern
ent better.
t with the fo
sional pra
ational stud
a lack of q
emester
e United
ere is a
ess, the
e United
interna-
nd more
stead of
them in
national
Further
ocus on
ctice of
dents in
qualified
9
employees, as mentioned in chapter 1.3, and the use of CDM is even more behind
than in the United States. Therefore, the work in some hypotheses as well as in the
recommendations focuses on the description of the situation in Germany. However
with regard to the description of the survey's results it is aimed to consider both ex-
pectations from international students in Germany and from international students in
the United States to the same extent. There are six major research questions this
work is trying to answer:
1. Which attractiveness does Germany or rather the United States as host
countries have for international students to work in the future?
2. Which prominence does diversity management have among international
students in Germany and the United States?
3. Which main problem do international students face regarding cultural di-
versity management in Germany when searching for a job?
4. Why do international students choose Germany or the United States as a
place to study?
5. What are expectations of young entrants on the job market towards their
future employers in Germany and the United States?
6. What are the most important expectations and decision criteria for young
graduates towards CDM in Germany and the United States?
In order to answer these questions, different hypotheses were generated in chapter
two and an empirical analysis based on an online survey was conducted in chapter
four. Further research questions are:
· Do expectations regarding the ease of finding a job vary in the host country
compared to the home country?
· Which diversity measures are still missing due to international students' per-
ceptions in GER versus the US?
· Which diversity measures are implemented successfully due to international
students' perceptions in GER versus the US?
Therefore, this study has three main objectives. It aims
· to give international students the chance to communicate their expectations of
cultural diversity management in the future working life,
10
· to show companies where they can improve their efforts in order to attract tal-
ented staff and therefore be more successful within the competition for talents
in the long run
· to give new insights and inspiration for researchers into a field that still is not
explored very well.
Within companies, the information might be useful for HR departments, diversity of-
ficers, managers and other employees. This knowledge also might be interesting for
universities and give new insights and information for further research.
1.5 Structure
In this work, the methodological procedure and the results of the investigation that
describes and analyzes the expectations towards cultural diversity management from
the perspective of international students are documented. After having explained the
state of research, the starting point and the objectives, the following chapter de-
scribes theoretical information about the field of diversity, diversity management and
cultural diversity management, highlighting the theories of Gardenswartz, Rowe;
Plummer as well as Cox, Blake. Besides, hypotheses are developed based on the
literature. Chapter three then describes the methodology of how the empirical study
was conducted, starting from the preparation of the online survey until the follow-up.
Chapter four presents the quantitative results of the study. Therefore, two surveys
were conducted among international students in Germany and international students
in the United States with regard to expectations of cultural diversity management to-
wards employers. In total, 367 international students in Germany and the United
States answered the online survey and 318 students were considered in the results.
In chapter five, the hypotheses are tested and suggestions for companies are devel-
oped. Finally, a conclusion is given. In the following graph the structure of the book is
summarized:
Figure 3
Source:
3: Structure
Own graph
of the work
k
11
12
2 Th
2.1 D
2.1.1
When h
ture" or
ical, so
nomica
basis fo
"
[
an
ph
ca
Diversi
ences
similari
individu
sidering
growth
5
the wor
ceive t
and sim
life
60
.
2.1.2
Rhines
and Ke
53
Lies, 2
54
Bendl
55
Olsen
56
Plumm
57
ibid. p
58
Plumm
59
Van d
60
Bendl
heoretic
Diversity
Definition
having a lo
r "differenc
ociological
al perspect
or diversity
[
It
]
refers t
ny charact
hysical and
ation level,
ty sometim
referring to
ities consid
ual contex
g an orga
58
. Further
rkplace wit
he variety
milarities o
Definition
smith talks
earney et a
2014.
et al., 2012,
et al., 2012,
mer, 2003, p.
. 8; van den
mer, 2003, p.
en Bergh, 20
et al., 2012,
cal foun
and dive
n of divers
ook at the
ces"
53
. The
and econo
tive. There
y:
to differenc
teristic"
55
,
d mental a
, job level a
mes is see
o the uniqu
dering the
t diversity
anizational
r on, van d
th an activ
of employ
of people a
n of divers
about dea
al. highligh
p. 15.
, p. 1168.
. 9.
Bergh, 2007
. 12; Cox, 20
007, p. 332.
p. 15; Vedd
ndations
ersity ma
sity
dictionary
ere are var
omical poin
efore the a
ces among
among oth
ability, race
and functio
en as para
ueness of
common f
highlights
l context
den Bergh
ve support
5
yees within
and conseq
sity manag
aling with
ht that pop
7, p. 333; Ga
001, p. 39.
er et al., 201
s
anageme
y, diversity
rious appro
nt of view
54
author has
g member
hers age,
e, sexual o
on, person
adoxically
people but
features th
respect a
it emphas
mentions
59
. This sho
n organizat
quently im
gement
diversity a
pulations w
ardenswartz e
11, p. 8; Gard
ent
y is referre
oaches to t
4
. In this w
s chosen t
rs of a gro
class, eth
orientation,
ality traits.
because i
t at the sam
hat people
and valuing
sizes orga
the neces
ows that it
tions but a
mplement a
as a centr
will become
et al., 2010,
denswartz et
ed to "varie
the term ou
work the foc
the followin
oup or org
hnicity, gen
, religion, s
56
t is often
me time it
share
57
. W
g differenc
anizational
ssity to co
is not only
also to dea
appropriate
ral topic of
e more and
p. 24.
t al., 2010, p
ety", "differ
ut of a psy
cus is on t
ng definitio
ganization
nder, heal
stature, ed
linked with
is connect
With regard
ces, howev
productiv
mbine dive
y important
al with diffe
e activities
f the 21st
d more div
. 460.
rent na-
ycholog-
the eco-
on as a
on
lth,
du-
h differ-
ted with
d to the
ver con-
vity and
ersity in
t to per-
erences
in daily
century
verse in
13
the future
61
. Besides, Frick et al. highlight diversity management as an important is-
sue concerning HR-management in the future
62
. In fact, it has become very important
within the last years as shown in chapter 1.2. So what is dealing with diversity really
about?
First research results date back to Thomas in 1990 and Cox in 1991
63
. Thomas de-
fines diversity management as "enabling every member of
[
the
]
workforce to per-
form to his or her potential" and Cox refers to it as "planning and implementing organ-
izational systems and practices to manage people so that the potential advantages of
diversity are maximized while its potential disadvantages are minimized."
64
Besides,
diversity management perceives supports and uses differences in a special way. This
in turn can lead to a productive environment where everyone feels esteemed, talents
are fully developed and the goals of the company are achieved
65
. Jensen-Dämmrich
stresses that it should be natural to deal with diversity in a respectful and esteeming
way
66
. Cox refers in his model to three dimensions: individual factors, group factors
and organizational level factors which in sum make up the diversity climate. This
climate has an effect on two types of individual career outcomes: affective and
achievement outcomes which are summarized as individual career outcomes. The
first mentioned group includes people's perceptions about work and the company
they are working with. The second mentioned group therefore includes results such
as compensation or promotion. Individual career outcomes in turn influence the or-
ganizational effectiveness, and thus abilities such as turnover or productivity. Be-
yond these indirect influences, some components of the organizational effectiveness
are directly influenced, such as innovation, problem solving, the ability to work in
teams and communication.
67
After the topic has been discussed in various research magazines, coaches and con-
sultants became active and their first customers were multinational companies
(MNCs) such as IBM, Xerox and Polaroid
68
. In Europe and therefore also in Germa-
ny, diversity management was strongly connected with some MNCs who implement-
61
Rhinesmith, 1996, p. 156; Kearney et al., 2012, p. 16.
62
Frick et al., 2008, p. 72; Buche, 2013, p. 483.
63
Schön, 2012, p. 80.
64
Thomas, 1990, p. 112; Cox, 1993, p. 11.
65
Bendl et al., 2012, p. 15.
66
Jensen-Dämmrich, 2011, p. 210.
67
Cox, 1993, pp. 7-10.
68
Bendl et al., 2012, p. 13.
14
ed this
compa
manag
spread
than 20
to the g
natural
Their re
of the i
it is im
This sit
The firs
ty in Du
tors for
DM has
nies us
just 44
ageme
followin
H1: DM
among
2.1.3
Loden
ty dim
Wherea
age an
69
Vedde
70
Voigt,
71
Bendl
72
Süß e
73
Schön
74
Süß e
75
Vedde
76
Köppe
77
Loden
78
Bendl
s concept
nies starte
ement sta
worldwide
0 years an
growing ac
ly used m
esults sho
nterviewed
plemented
tuation is s
st German
uisburg in
r diversity m
s increase
se diversity
percent of
nt compar
ng hypothe
M is bette
g internation
Diversity
clusters di
ension ref
as primary
d national
er, 2005, p. 3
2013, p. 68.
et al., 2012,
t al., 2005, p
n, 2010, p. 21
t al., 2005, p
er et al., 2011
el et al., 2007
n, 1996, p. 16
et al., 2012,
in their n
ed to ada
rted at the
e, especia
d has surv
cceptance
anagemen
w that the
d German
d and in fu
similar whe
university
2008; how
manageme
d consider
y within the
f the interv
red to 92 p
esis will be
er known a
nal studen
dimension
iversity into
fers to the
ry dimensio
ity, secon
35; Vedder, 2
.
p. 13.
p. 5.
15.
p. 5.
1, p. 53.
7, p. 9.
6.
p. 16.
ational loc
pt it
69
. Pu
e beginning
ally in the
vived other
within MN
nt concept
e concept i
companie
rther 18.5
en having
y with a dire
wever in th
ent
73
. How
rably within
eir CSR-rep
viewed Ge
percent of A
investigat
among int
nts in Germ
ns
o primary
variability
ons are fa
dary dime
2006, p. 6; B
cations; la
ublications
g of 2000
70
United Sta
r managem
NCs
71
. How
in Germa
s neither k
es, in 38.5
percent it
a look at
ector for di
he United S
wever, there
n the last y
ports
75
. Kö
rman com
American
ted:
ternational
many.
and secon
of the diff
actors that
ensions are
endl et al., 2
ter on als
in Germa
0
. Nowada
ates where
ment conce
wever, it is
ny, as Süß
known nor
percent of
is known,
the spread
versity ma
States it is
e is the ob
years
74
. 75
öppel et al.
panies pra
and British
l students
ndary dime
ferences m
are inhere
e factors th
2012, p. 13.
so small a
any about
ays diversit
e it exists
epts, but a
s still not a
ß et al. pro
r implemen
f the interv
but still n
d of divers
anagement
quite norm
bservation
5 percent o
observed
actice cultu
h companie
in the Un
ensions
77
. T
mentioned i
ent, as for
hat do not
and medium
cultural d
ty manage
already fo
lso in Euro
a wide spre
ove in thei
nted in 43
viewed com
ot impleme
sity at univ
t was the u
mal to hav
that the sp
of DAX 30
in their stu
ural diversi
es
76
. As su
nited State
The term d
in chapter
example
change es
m-sized
diversity
ement is
or more
ope due
ead and
ir study:
percent
mpanies
ented
72
.
ersities:
universi-
ve direc-
pread of
compa-
udy that
ity man-
uch, the
es than
diversi-
2.1.1
78
.
gender,
ssential-
ly the b
Garden
They d
the cen
ethnicit
ligion a
tent, se
tic traits
four lay
trollable
Externa
ganizat
and as
seen b
the edu
Figure 4
Source:
79
Loden
80
Garde
81
ibid. p
82
Garde
83
Garde
base of wh
nswartz an
escribe th
nter, surro
ty, the leve
and the lev
eniority
80
. W
s is import
yers mode
e have the
al factors a
tional dime
ssumptions
broader, th
ucational le
4: Model of t
Gardenswar
n, 1996, p. 16
enswartz et a
. 26; Vedder
enswartz et a
enswartz et a
hat we are,
nd Rowe
e dimensio
ounded by
el of extern
vel of org
While pers
tant for the
l. Besides
e largest i
are more
ensions ma
s at work.
us includin
evel for exa
the four laye
rtz et al., 201
6.
al., 2010, p. 4
r, 2008, p. 86
al., 2010, p. 3
al., 2014, p. 3
, as for exa
even see
ons of dive
the level
rnal dimen
ganizationa
sonality, as
e communi
personality
mpact on
controllabl
ake a diffe
Nowadays
ng addition
ample.
83
ers of divers
10, p. 45
45.
6.
31.
35.
ample edu
four dive
ersity as th
of interna
nsions suc
al dimens
s a unique
cation with
y, internal
the attitud
le and imp
erence with
s, the defi
nally marit
sity
ucation, wo
rsity dime
he levels o
al dimens
ch as geog
sions such
mix of diff
h staff, it is
dimension
des and be
pact our at
h regard to
inition of d
tal status,
ork experie
nsions (co
of the level
sions such
graphic loc
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ssituated in
ns which ar
ehavior of
ttitudes an
o expectatio
diversity so
level in th
ence, or re
ompare fig
of person
h as age,
cation, inco
rtment, wo
vidual char
n the cente
re mainly n
f human b
nd behavio
ons, oppor
ometimes
he organiza
15
eligion
79
.
gure 4).
nality in
gender,
ome, re-
ork con-
racteris-
er of the
not con-
eings.
81
or
82
. Or-
rtunities
is even
ation or
16
The mo
panies
further
are mo
scribes
gender
shows
compa
confirm
portant
H2: DM
ternatio
2.1.4
The ov
employ
context
among
ees org
prejudic
aims to
the em
pany g
sition fe
and inn
lution i
ployees
better i
84
Köppe
85
Köppe
86
Süß, 2
87
Klaffke
88
Kienba
89
Cox, 1
90
Cox, 1
ost freque
is gender
study that
ost importa
s that diver
r; the other
that age,
nies in Ha
ms this tre
t with 40, 2
M regarding
onal studen
Goals of d
verall goal
yee is able
t talks abo
others su
ganizationa
ces and d
o maximize
mployees n
oals, to inc
eature
90
. A
novation, th
n a more
s satisfact
image, the
el, 2013, p. 7
el et al., 2007
2009, p. 252
e, 2008, p. 1
aum, 2014, p
1991, p. 47; 3
1993, p. 11, S
nt internal
r, followed
for compa
ant, followe
rsity mana
r dimensio
gender an
mburg
87
. A
nd: intern
24 and 14 p
g the dime
nts in Germ
diversity m
of diversity
e to and wa
out the ide
upports and
ally and so
iscriminati
e the produ
o matter w
crease com
As seconda
he percept
creative w
ion, the re
e increase
7.
7, p. 7.
.
5.
p. 25.
39.
Schön, 2012
diversity d
by culture
anies in Ge
ed by natio
agement in
ons are stil
nd disabilit
And also th
ationality,
percent
88
.
ensions of
many.
manageme
y managem
ants to con
eal of a mu
d values d
ocially as w
on with litt
uctivity of a
which age,
mpetitive a
ary goals t
tion of pro
way, the av
eduction of
of flexibilit
2, p. 82; Beck
dimension
e and age
8
ermany the
onality and
n Germany
l in the ba
ty were rat
he study of
gender a
Thus, the
f gender an
ent
ment is to
ntribute its
ulticultura
diversity, in
well as pro
tle intergro
all employe
gender or
advantages
he suppor
blems in a
voidance o
f employee
ty as well
ker, 2006, p.
in Germa
84
. Besides
e diversity
disability
8
y focuses e
ackground
8
ted highes
f Kienbaum
nd age ar
second hy
nd nationa
create an
full perform
al organiz
ncluding pl
oviding an
oup conflic
ees, to com
r nationalit
s and there
rt of diversi
a more diffe
of discrimi
es turnove
as advant
10.
any regard
s, Köppel e
dimension
85
. Süß in h
especially
86
. A furthe
st among 1
m Manage
re conside
ypothesis is
ality is mos
environme
mance pot
ation, hav
uralism, in
environm
cts.
89
Diver
mpletely us
ty, to contr
efore to cr
ity, the inc
erentiated
nation, the
er, the red
tages rega
ing DAX 3
et al. proof
ns gender a
his study a
on the dim
er study of
112 emplo
ement Con
ered as m
s generate
st importan
ent in whic
tential. Cox
ving a cultu
ntegrating e
ment that is
rsity mana
se the pote
ribute to th
reate a uni
rease of c
way and t
e increase
uction of c
arding bette
30 com-
fed in a
and age
also de-
mension
f Klaffke
oyees of
sultants
most im-
ed:
nt for in-
ch every
x in this
ure that
employ-
s free of
agement
ential of
he com-
que po-
reativity
their so-
e of em-
costs, a
er inter-
cultura
diversit
versity
cludes
in this
related
place, t
individu
ists
94
. P
career
mitmen
sult
96
. H
of their
which t
tainable
2.2 T
2.2.1
Referri
one fro
mind th
and de
and un
on furt
Ting-To
that act
91
Süß e
92
Van d
93
Pless
94
Mor B
95
Plumm
96
Walk e
97
Hofma
98
Hofste
99
Garde
100
Köpp
l cooperat
ty as anoth
managem
the sustai
context ta
difference
the needs
uals, group
Plummer a
advancem
nt and well
How comp
r perceptio
they have
e developm
The conc
Culture
ng to cultu
om Geert H
hat distingu
termines f
ncertainty a
her develo
oomey. Cu
ts globally
t al., 2005, p
en Bergh, 20
et al., 2004,
arak, 2014, p
mer, 2003, p.
et al., 2013,
ann, 2012, p
ede et al., 20
enswartz et a
pel et al., 200
tion can be
her goal. A
ment that s
nable incl
lks about
es are valu
of disadva
ps and org
also talks a
ment and j
l-being of t
panies perc
on regardi
to take res
ment
97
.
ept of cu
ure there a
Hofstede w
uishes the
ive dimens
avoidance
oped by T
ulture has
has to be
p. 4.
007, p. 333.
p. 144; Stub
p. 8.
. 10.
p. 253; Mor
. 33.
005, p. 4.
al., 2010, p. 4
07, p. 4.
e mentione
According
strives for
lusion of d
an "inclusi
ued and u
antaged gr
ganization
about inclus
job satisfa
the employ
ceive and a
ng how fa
sponsibility
ultural di
re a lot of
who define
members
sions which
and long-t
Trompenaa
an impact
present on
ber, 2004, p.
Barak, 2014
458.
ed
91
. Van
to him, it
the integr
different mi
ive workpl
utilized, co
roups are c
s beyond
sion as a k
action can
yees as w
assess div
ar they se
y and how
iversity m
definitions
s culture
of one gro
h are powe
term orien
ars. Other
t on norms
n different
21; Köppel,
, p. 6; 8.
den Berg
is importa
ration of v
inorities at
ace" wher
operation
considered
national a
key to dive
be reache
well as com
versity conc
ee themsel
far they de
managem
s, the most
as ,,the co
oup or cate
er distance
tation
98
. T
representa
s, behavio
markets w
2013, p. 22.
h mention
nt to have
variety and
the workp
re individua
with the e
d and colla
and cultura
ersity
95
. Wh
ed and org
mpetitive ad
cepts is ba
lves as pa
erive a cha
ment
famous o
ollective pr
egory of pe
e, individua
hese dime
atives wer
or and valu
with differen
s sustaina
e a sustain
d unity.
92
T
place
93
. Mo
al and inte
environmen
aboration b
al bounda
hen this is
ganization
dvantages
ased on the
art of soci
ance for th
ne is proba
rogramming
eople from
alism, mas
ensions we
re Hall, Sc
ues
99
. A co
nt cultures
17
ability of
able di-
This in-
or Barak
ergroup-
nt takes
between
ries ex-
fulfilled,
al com-
can re-
e extent
eties in
heir sus-
ably the
g of the
m others"
sculinity,
ere later
chein or
ompany
100
.
18
2.2.2
Pless e
tural d
norms,
definitio
region,
mented
and hig
cultura
custom
also by
ciency
1
to stren
ent app
2.2.2.1
Often o
deal w
shows
diversi
Figure 5
Source:
101
Pless
102
Plum
103
Köpp
104
Plum
105
Chart
106
Schö
107
ibid. p
Cultural d
et al. highli
diversity a
patterns o
on, cultura
ethnicity o
d in a succ
gher profits
l backgrou
mers
105
. Th
y the comp
106
. In orde
ngthen the
proaches to
Dealing w
organizatio
with cultura
five appro
ity is the e
5: Dealing w
Own represe
s et al., 2004
mer, 2003, p
pel et al., 200
mer, 2003, p
ta der Vielfal
n, 2010, p. 1
p. 101.
diversity m
ight that di
as "inclusi
of behavior
al diversity
or religion
1
cessful way
s can be re
unds, cultu
is cultural
pany itself
er to handle
e overall aw
o cultural d
with cultu
ons face c
al diversity
oaches tha
extent of "a
with cultural
entation base
, p. 130.
p. 9.
07, p. 5; Schö
p. 14.
lt e.V., 2011.
00.
manageme
iversity is
ion and ac
r, and trad
refers to t
103
. Plumm
y for busin
eached
104
.
ural knowle
competen
f in order t
e cultural d
wareness
diversity ar
ural divers
challenges
in a succ
at are illust
allowing, re
diversity
ed on Plumm
ön, 2010, p.
.
ent
mainly a c
cceptance
ditions of m
the differen
mer emphas
ess, custo
. In order t
edge and
nce has to
to fulfill the
differences
for culture
re shown.
sity (Plumm
when be
cessful wa
trated in th
ecognizing
mer, 2003, pp
100.
cultural issu
of the un
many group
nces within
sizes that
omers will b
to interact
language
be develo
e compan
s effectively
es
107
. In the
mer, 2003
ing confro
ay. Therefo
he graph b
and valuin
p. 24-25
ue
101
. Plum
nique worl
ps of peopl
n culture c
if cultural
buy the pro
well with p
skills can
oped by ev
y's goals a
y, in a first
e following
)
onted with
ore, Plumm
below. The
ng cultural
mmer defin
ldviews, cu
le."
102
Beyo
concerning
diversity is
oducts mo
people of d
be a key
very individ
and increa
step it is r
g parts, two
the topic
mer in her
level of c
diversity."
nes cul-
ustoms,
ond this
g nation,
s imple-
re likely
different
to new
dual but
ase effi-
required
o differ-
how to
r model
cultural
19
Firstly, Plummer mentions the cultural deficient approach where minority cultures
are integrated within the main culture. As an example two persons, person A belong-
ing to the main culture and person B belonging to a minority culture, come together
and the person from culture B assimilates to culture A. Secondly, she refers to the
culturally blind approach meaning that cultural similarities are highlighted whereas
cultural differences not, thus each human being is treated equally. Coming back to
the example, person A meets person B, pretending for example not to see the differ-
ence in color and instead just focusing on the similarities such as speaking the same
language. Thirdly, she talks about the cultural denial approach where cultural simi-
larities are emphasized also, however cultural diversity is completely rejected, indi-
cating that for example being American, having the same language and preferring
the same kind of food, but therefore rejecting cultural roots and historical events.
Fourthly, she emphasizes the cultural tourist approach highlighting the strengths of
cultures and valuing diversity for example through sharing traditions. Finally, she
mentions the cultural tapestry approach that considers and values diversity in multi-
cultural working environments. Companies following this approach use different per-
spectives and ways of thinking putting them all together, compared to the threads
with a tapestry. The fifth mentioned concept is seen as the ideal approach and shall
serve as a base for the understanding of this work.
108
2.2.2.2 Spheres of Activity in CDM (Cox/Blake, 1991)
Cox et al. mention different spheres of activity for the management of cultural di-
versity (compare figure 6). Firstly, the organization culture can be taken into account.
It is important therefore to value differences and to include different cultures. Be-
sides, the HR management system is of huge importance and in this area recruit-
ment, training and development as well as promotion should be highlighted. There is
the existence of different mind-sets about diversity, so there are some people linking
diversity with a problem, others with an opportunity (see also chapter 2.2.3), and
therefore some people are more resistant or supportive in their actions. Besides,
when talking about CDM it is important to be aware of cultural differences and accept
them. Regarding heterogeneity in ethnicity it can be mentioned that prejudices should
be avoided and there is an effect on cohesiveness, communication, conflict and mo-
rale. Further on, Cox et al. name education programs.
109
108
Plummer, 2003, p. 24.
109
Cox, 1991, p. 46; Anders et al., 2008, pp. 103-104.
20
Figure 6
Source:
2.2.3
Cultura
for com
cation
custom
for emp
problem
versity
equality
ing com
accoun
ity
113
. T
tion an
study t
Dömlin
succes
Howev
ple bar
regardi
problem
110
Cox,
Vedd
111
Cox,
p. 53
112
Cox e
113
Chart
114
Süß,
115
Buch
6: Spheres o
Cox et al., 1
Chances a
al diversity
mpanies the
with differ
mer market
ployees th
ms and inn
as a com
y of chanc
mpetent wo
nt increase
The benefi
d the deve
that an inc
ng adds th
ssful and c
ver there a
rriers of la
ng an inte
ms and mi
1991, p. 34;
der et al., 201
1991, p. 34;
.
et al., 1991, p
ta der Vielfal
2009, p. 253
e et al., 2013
of activity w
991, p. 46
and risks
managem
ere is basi
rent types
ts can be r
hrough mut
novation a
mpetitive ad
ces and co
orkforce
112
es for shar
ts of CDM
elopment o
crease in c
at compan
can react q
re also rea
nguage an
rcultural H
isundersta
Singh, 2006
11, p. 53.
Leenen et a
p. 34.
t e.V.; 2011;
3.
3, p. 495; Dö
with regard to
of CDM
ment offers
ically a bet
of custom
reached ea
tual learnin
as well as
dvantage
11
onduct dive
. Moreove
reholders
are espec
of the pote
cultural div
nies with a
quicker and
asons aga
nd qualific
HR manage
ndings, th
6, p. 377; Lee
al., 2006, p. 1
Kimberly et
ömling, 2014
o CDM
s various c
tter and de
mers from d
asier
110
. B
ng, more c
economic
11
. Due to
ersity man
r, the attra
who pay a
cially in the
ential of em
versity has
a diverse a
d in a mor
inst cultura
ation, add
ement and
e danger o
enen et al., 2
131; Köppel e
al., 2013, p.
, p. 21.
chances as
eeper unde
different c
Besides, th
creativity a
benefits, s
Cox and
agement h
activeness
attention t
e areas of
mployees
11
s a positiv
and multin
re creative
al diversity
itional req
developm
of intercult
2006, p. 131;
et al., 2007,
. 19.
s well as r
erstanding
countries a
ere is a cu
and a high
such as th
Blake com
have a ben
of the com
to diversity
f marketing
4
. Buche e
ve effect o
national wo
e way to m
y managem
uirements
ment, intern
tural confli
; Köppel et a
p. 5; Vedder
risks: As c
of and co
and therefo
ultural enri
her ability t
he depictio
mpanies th
nefit when
mpany at th
y and sust
g, internatio
et al. proof
n compan
orkforce ar
market chan
ment as fo
and highe
nal commu
icts and ne
al., 2007, p. 5
r et al., 2011
chances
ommuni-
ore new
ichment
to solve
on of di-
hat offer
acquir-
he stock
tainabil-
onaliza-
f in their
ies and
re more
nges
115
.
r exam-
er costs
nication
ew cus-
5;
,
21
tomer groups that may displace others
116
. Thus, companies have to keep in mind
strategies on how to avoid conflicts and define what is understood with the apprecia-
tion of diversity
117
. Franken, Dömling and Kontos in this context speak about the non-
acceptance of qualifications from abroad (such as foreign degrees) as well as reser-
vations of the employer or discrimination (e.g. with recruitment, salary or dismis-
sal)
118
. Besides, Franken shows within their study, that migrants face more problems
than Germans to find a job: They have to send more applications, are less invited for
job interviews and need more time in order to get a job
119
. Ripmeester et al. found
that among international students in Germany, just 14 percent of non-EU students
and 40 percent of EU students shared the opinion that there are no barriers to their
job entry in Germany
120
. So, various barriers were highlighted. As main barrier insuf-
ficient language skills were seen (45 percent non-EU students, 23 percent EU stu-
dents) which was also confirmed by a study of DIHK
121
. As another barrier, visa is-
sues (37 percent non-EU students) and limits of work permits (33 percent non- EU
students, 5 percent EU students) were mentioned
122
. As further problems DIHK
pointed out the following: Complicated laws for immigration, culture of welcome, lack
of acceptation of foreign degrees and the low prominence of German universities
abroad
123
. Moreover, internationals are often little used to the habits of the German
job market and they were unsatisfied with information about job opportunities
124
. Fur-
thermore, they often lack contacts to companies (both in Germany and the United
States) and sometimes there are also reservations of employers
125
. Additionally, in
Germany non-European students need a residence permit after their studies that al-
lows them to stay for 18 months in order to look for a job.
126
Consequently, the fol-
lowing was assumed:
H3: Language is seen as the biggest barrier in working life for international students
in Germany.
However, due to an OECD report the language barriers are little recognized
127
.
116
Le, 2006, p. 23.
117
Hofmann, 2012, p. 34.
118
Franken, 2006, p. 17; Dömling, 2014, p. 3; Kontos, 2014, pp. 9-10.
119
Kowalski et al., 2006, p. 38.
120
Ripmeester et al., 2013, p. 101.
121
ibid. p. 101; DIHK, 2010, p.1.
122
Ripmeester et al., 2013, p. 101.
123
DIHK, 2010, p. 1.
124
Dömling, 2014, p. 3, 5.
125
ibid. p. 3; Garrett, 2014b, p. 25.
126
Dömling, 2014, p. 3.
127
n.a., 2013.
22
2.3 E
th
A
2.3.1
Due to
student
a fifth r
share o
share o
study o
(51 pe
mentio
ever at
reason
1.3
132
.
50 perc
Germa
formed
study o
Germa
was pr
dents t
gree it
may fe
not so
be ass
disadva
importa
from un
128
Maye
129
Wagn
130
Ripm
131
Döml
132
Wagn
133
Döml
134
Ripm
135
Ripm
136
Ripm
137
ibid. p
Expectati
he host c
Attractive
o statistics,
ts worldwid
rank (comp
of internati
of internati
of Ripmees
rcent) can
ns that two
t the mome
therefore
Some of t
cent of for
ny as an
d about the
of Ripmee
n universit
rovided by
tended to s
was main
el more di
forward th
umed that
antage tha
ant but we
niversities
1
er et al., 2012
ner et al., 20
eester et al.,
ing, 2014, p.
ner et al., 20
ing, 2014, p.
eester et al.,
eester et al.,
eester et al.,
p. 103.
ons and
country
eness of G
the Unite
de, followe
pare also c
onals who
onals who
ster et al. i
n imagine
o third of i
ent just aro
is the brid
the challen
reign stude
employee
e possibilit
ster et al.
ty felt satis
their insti
stay in Ge
nly enginee
irected in t
hinking or y
there are
at was me
re least sa
137
. Anothe
2, p. 12; IIE,
13, p. 4.
, 2013, p. 96
. 2.
13, p. 4; Mes
. 6.
, 2010, p. 98
, 2013, pp. 1
, 2010, p. 98
decision
Germany o
ed States i
ed by the U
chapter 1.3
o study at a
study at a
n 2013 sho
working a
nternationa
ound one q
dge from u
nges are f
ents in Ger
133
. Other
ties to stay
solely 55
sfied with
itution
134
. T
ermany afte
ers
135
. The
their caree
yet indecis
better car
ntioned wa
atisfied wit
er disadvan
2014b, p. 47
6.
schter et al.,
8, 103.
2-13.
8.
n criteria
or rather th
is the num
United King
3)
128
. Due
a German
an America
ows that a
and living
al students
quarter of
niversity to
finishing th
rmany do.
observatio
y and work
percent o
the inform
They also
er their stu
ey explain
er path wh
sive about
reer possib
as job con
h the oppo
ntage is se
7.
2013, p. 15.
a of inter
he United
mber one h
gdom, Chin
to a repor
university
an universi
high num
in German
s in Germa
foreign gra
o working
he studies
A final de
ons were
k in Germa
of internatio
mation and
observed
udies and
this by th
ereas und
their future
bilities with
ntacts. Stu
ortunities t
een in the f
.
rnational
States as
host count
na, France
rt from OE
y is 6.3 per
ity is at 16
ber of inte
ny forever
any would
aduates re
life as men
successfu
egree is the
that stude
any after g
onal stude
advice fo
that espe
considerin
e fact that
ergraduate
e careers
13
h a master
dents high
hat were p
fact that ju
l student
s a place to
ry of intern
e and Germ
CD the wo
rcent wher
.5 percent
rnational s
r
130
. Dömli
like to sta
eally stays
1
ntioned in
ully, which
e basis to
ents feel b
graduation
ents studyi
r working
ecially mas
ng the stud
t master s
es sometim
36
. Besides
degree. A
hlighted it
provided th
ust about o
ts in
o work
national
many on
orldwide
reas the
129
. The
students
ng also
ay; how-
131
. One
chapter
around
work in
badly in-
n: In the
ing at a
life that
ster stu-
dies de-
students
mes are
s, it can
A further
as very
herefore
one third
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