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The Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization at Institutions of Higher Education in the United States
Abstract
This study seeks to determine a definition and appropriate assessment methods of inter-cultural competence as agreed on by a panel of internationally known intercultural scholars. This information is validated by a sample of higher education administrators and can be used by administrators in identifying and assessing intercultural competence as a student outcome of internationalization efforts. Conclusions made from this study include identified elements of intercultural competence and assessment methods on which both the intercultural scholars and administrators agreed, resulting in the first study to document consensus on intercultural competence. Both groups agree that it is possible to assess degrees of intercultural competence and in so doing, that it is best to use a mix of quantitative and qualitative methods to assess intercultural competence, including interviews, observation, and judgment by self and others. Two models of inter-cultural competence are presented based on the findings of the study.
... To promote effective communication and response among citizens from different cultural backgrounds, UNESCO (2013) advocated the integration of cross-cultural competence (CCC) into national education. Accordingly, cultivating students with CCC is one of the key objectives of the internationalization efforts of higher education institutions (Deardorff, 2006). ...
... While definitions and terminology vary, the literature highlighted a range of characteristics. Subsequently, Deardorff (2006) applied the Delphi method to clarify the core characteristics of CCC, and the survey found that the definition with the highest recognition by international experts was "the ability to communicate effectively and appropriately in intercultural situations based on one's intercultural knowledge, skills, and attitudes" (Deardorff, 2006). Therefore, in this study, we are guided by the definition of CCC proposed by Deardorff (2006). ...
... While definitions and terminology vary, the literature highlighted a range of characteristics. Subsequently, Deardorff (2006) applied the Delphi method to clarify the core characteristics of CCC, and the survey found that the definition with the highest recognition by international experts was "the ability to communicate effectively and appropriately in intercultural situations based on one's intercultural knowledge, skills, and attitudes" (Deardorff, 2006). Therefore, in this study, we are guided by the definition of CCC proposed by Deardorff (2006). ...
One of the core aims of higher education internationalization is to cultivate cross-culturally competent college students. Previous research has investigated various factors that can contribute to college students' cross-cultural competence (CCC). Nonetheless, most of these factors tend to be shaped in the physical environment. By contrast, little is known about the role of social media in achieving this goal in the virtual environment. According to the Uses and Gratification Theory, social media can enrich college students' cross-cultural experiences through social, cognitive and hedonic usage. Hence, this study has two objectives. The first objective is to discuss the roles of social media usage patterns in improving college students' CCC by reviewing prior literature. Further, since culture and language are intertwined, there is a growing consensus that intercultural teaching methods should be incorporated into teaching English as a foreign language (EFL). Thus, the second objective is to discuss implications for redesigning EFL curriculum aimed at improving college students' CCC.
... The concept of IC has fluctuated since Deardorff (2006), a forerunner in research in the field, defined it as "the ability to communicate effectively and appropriately in intercultural situations based on one's intercultural knowledge, skills and attitudes" (p.247). For Sabet and Chapman (2023), this conceptualisation is quite limiting, focusing only on the linguistic domain of IC and, as such, is more apt for use by transnational corporations. ...
... Attitude refers to how individuals perceive and respond to members of different cultural groups due to differences in values, beliefs, and behaviours. Prejudice and stereotypes play an influential role in how these attitudes are portrayed, and to move away from premature judgments and ethnocentric views, attitudes like openness and curiosity are encouraged (Deardorff, 2006;Byram, 1997). Recognizing a relationship of interdependence between this and the other dimensions, Deardorff (2006) acknowledges that attitude is key for the development of others. ...
... Prejudice and stereotypes play an influential role in how these attitudes are portrayed, and to move away from premature judgments and ethnocentric views, attitudes like openness and curiosity are encouraged (Deardorff, 2006;Byram, 1997). Recognizing a relationship of interdependence between this and the other dimensions, Deardorff (2006) acknowledges that attitude is key for the development of others. Moreover, the relationship between attitude and knowledge is not necessarily linear, implying that more knowledge does not automatically create positive attitudes (Byram, 1997). ...
This research explores the intercultural competence of Mexican pre-service English language teachers, focusing on the dimensions of attitude, knowledge, skills of interpreting and relating, skills of discovery and interaction, and critical cultural awareness. Using a comprehensive model of intercultural competence as a theoretical framework, the study adapted a self-report questionnaire to assess these dimensions within a non-multicultural Mexican context. Data were collected from a sample of 137 pre-service teachers. The results indicate that among the five dimensions, attitude emerged as the most developed , while knowledge was the least developed. Although the comparative analysis did not reveal significant differences, it highlights relevant issues regarding gender and language proficiency that warrant further exploration. Additionally, the study examines the impact of studying abroad-a variable found to be significant but not essential for developing intercultural competence. This study contributes to the limited body of research on intercultural competence in Mexico, particularly within the context of English language teaching. The findings underscore the need for targeted interventions to enhance pre-service teachers' intercultural knowledge, which is crucial for their professional development and effective teaching in increasingly diverse classrooms. Future research should investigate the long-term impact of such interventions on teachers' intercultural competence.
... In doing so, this paper will identify and discuss social issues that L2 users of Japanese face in Japanese society and offer suggestions to address them in language classroom settings. As frameworks, the following section will briefly review Welfare Linguistics (Tokugawa 1999, Heinrich 2021, Kumagaya and Sato 2021 and the Performed Culture Approach (Walker and Noda 2010) as well as intercultural competence (Deardorff 2006) in multilingual/cultural interactions in the Third Space (Xin and Jian 2021). ...
... In dealing with biased reactions, the notions of intercultural competence (Deardorff 2006) and the Third Space (Xin and Jian 2021) are relevant for language instructors and L2 users in developing critical thinking skills. L2 users are unavoidably placed in intercultural communications when they interact with target language speakers. ...
... L2 users are unavoidably placed in intercultural communications when they interact with target language speakers. To navigate in such interactions effectively and appropriately, both L2 users and L1 speakers need to develop intercultural competence or "targeted knowledge, skills, and attitudes that lead to visible behavior and communication that are both effective and appropriate in intercultural interactions" (Deardorff 2006). Xin and Jian (2021) classify such intercultural interactions as a "Third Space" in which "different cultures converge, contest, and cooperate." ...
In the realm of communications outside of classrooms, conversations that L2 users navigate do not always follow the route modeled in language textbooks. Under the frameworks of Welfare Linguistics and the Performed Culture Approach, this paper will illustrate the importance of intercultural competence in dealing with biased reactions in the Third Space (multilingual/cultural interactions) that can pose potential barriers for L2 users of Japanese from continuing their conversations in Japanese. These obstacles encompass the challenges of (1) being perceived as non-understandable, (2) responding to unwanted code-switching, (3) deflecting unsolicited compliments, and (4) dealing with third-person responses. As pedagogical implications, this paper will explore strategies to integrate these real-world situations into classroom activities. This approach aims to empower L2 users with critical thinking skills that will prepare them to navigate biased reactions effectively.
... This development emphasizes the critical role of student exchange programs in fostering essential competencies. Beyond academic pursuits, these programs are instrumental for intercultural immersion, providing students with invaluable opportunities to develop the competencies necessary for effective cross-cultural communication, empathy, and adaptability (Berg et al., 2023;Byram, 2020;Deardorff, 2006). ...
... Intercultural competence refers to the ability to communicate effectively and appropriately in intercultural situations based on one's intercultural knowledge, skills, and attitudes (Deardorff, 2006). Byram (2020) expands on this definition by introducing a model that includes components such as attitudes, knowledge, skills of interpreting and relating, skills of discovery and interaction, and critical cultural awareness. ...
... Intercultural competence encompasses the ability to effectively and appropriately communicate in intercultural situations, grounded in one's knowledge, skills, and attitudes. While foundational models by scholars such as Deardorff (2006) and Byram (2020) provide a structured understanding of intercultural competence, critiques by Collier (2002Collier ( , 2015 (Holliday, 2007(Holliday, , 2011, and others highlight the dynamic and context-specific nature of this competence. ...
... Ona predstavlja bitan činilac uspješne komunikacije u multikulturalnom društvu. U široj literaturi postoje različiti sinonimi za interkulturalnu kompetenciju kao što su: multikulturalna kompetencija, kroskulturalna adaptacija, međunarodna kompetencija, transkulturalna kompetencija, kulturna kompetencija, kros-kulturalno prilagođavanje i slični termini (Banks, 2010;Bennett, 2004;Deardorff, 2006;Drandić, 2013;Hrvatić, 2007;Pinto, 2018;Piršl, 2011;Spitzberg & Changnon, 2009). Zapaža se da pitanje interkulturalne kompetencije postaje sve aktuelnije tokom posljednjih godina među članovima šire akademske zajednice. ...
... Dok Milton Benet (Bennett, 2004) interkulturalnom kompetencijom opisuje opštu sposobnost isključivanja etnocentrizma, poštovanje druge kulture i primjereno ponašanje prema drugim kulturama. Za Darlu Dirdorf (2006) interkulturalna kompetencija jeste sposobnost adekvatne interakcije u interkulturalnim situacijama, shodno stečenom interkulturalnom znanju, vještini i razmišljanju (Deardorff, 2006). Elvi Piršl (2012) interkulturalnom kompetencijom označava "različite sposobnosti i karakteristike koje obilježavaju svakog pojedinca na individualnom, ličnom nivou i one se najčešće grupišu u tri bitne dimenzije: kognitivne, afektivne i ponašajne" (Piršl, 2012: 334). ...
... Šire posmatrano interkulturalna kompetencija zahtijeva usvajanje znanja, formiranje stavova, razvijanje vještina, navika i tolerancije za zajedničko učenje i rad sa osobama, koji se razlikuju po određenim kulturnim obilježjima. Postati interkulturalno kompetentan, znači biti sposoban živjeti u uslovima gdje svakog pojedinaca prihvatamo bez obzira na njegovu kulturnu pripadnost, njegovo porijeklo ili stil života kojim živi (Byram & Fleming 2006;Bennett, 2004;Deardorff, 2006;Hrvatić, 2007;Piršl, 2011;Popović, Mikanović, 2019;Sablić, 2014). Dakle, ovakvu kompetenciju čini kombinacija znanja, vještina, stavova i svijesti usmjerenih na različitosti, a sve radi postizanja efikasne međusobne komunikacije, prihvatanja drugih, uvažavanja slobode, tolerancije i jednakosti. ...
Aktuelni društveni trendovi i masovni migracioni procesi nalažu pedagoško preispitivanje obrazovanog procesa. U svakom multikulturalnom društvu jedan od najvažnijih ciljeva obrazovanja jeste unapređivanje međusobnih odnosa, tolerancije, ravnopravnosti i jednakosti u zajednici. Zato obrazovni sistem treba da uzima u obzir multikulturalni karakter društva, te da teži podsticanju pozitivne interakcije među različitim kulturnim grupama. Danas su kulturne razlike sve izraženije u obrazovnim ustanovama, odnosno struktura vaspitanika u pogledu kulture se mijenja. Ono što vaspitanici svakodnevno donose sa sobom na nastavu, u značajnoj mjeri utiče na tok vaspitno-obrazovnog procesa. Zato ova promjena aktuelizuje problem interkulturalizma kao bitan društveni i pedagoški resurs. Cilj ovog rada jeste da ukaže na izazove novog pedagoškog ambijenta u našim obrazovnim ustanovama koji teži zajednici kultura, jezika i naroda, zbog čega interkulturalizam postaje jedan od vodećih principa u obrazovanju. Prosvjetni radnici kao posrednici među kulturama imaju značajnu ulogu u pedagoškom radu sa raznovrsnom populacijom pripadnika drugačijih kultura. Tako stvaranjem interkulturalno osjetljivih obrazovnih ustanova i unapređivanjem interkulturalne nastave na svim nivoima školovanja možemo obezbijediti promociju ravnopravnosti i tolerancije, borbu protiv diskriminacije, te uvažavanje i podržavanje različitosti u svim oblastima ljudskog društva. Upravo od savremenog obrazovnog sistema u globalnom društvu 21. vijeka se očekuje da obezbijedi mogućnost za obrazovanje u kome će opšti razvoj pojedinca biti u funkciji sticanja znanja, vještina i stavova potrebnih za život, rad i učenje u multikulturalnoj zajednici.
... Intercultural competence involves effectively and appropriately navigating interactions between individuals who have different or divergent emotional, cognitive, and behavioral perspectives on the world (Spitzberg & Changnon, 2009). Based on extensive interviews with university administrators and faculty leading study abroad programs, Deardorff (2006) outlined a series of attitudes (respect, openness, curiosity), knowledge (e.g., cultural self-awareness), and skills (listening, observing, interpreting, analyzing, evaluating and relating) that comprise intercultural competence. In defining competences inherent to global learning, Hovland (2014) states that students should aim to be well-informed, open-minded, and responsible, paying attention to diversity in all its forms. ...
... Whereas close-ended pre/post surveys have been used to measure student gains in intercultural competence and related outcomes, such measures depend on students' initial competence levels and fail to capture the richness of the student experience. Thus, Deardorff (2006) calls for using multiple assessment methods including interviews, case studies and other qualitative measures in assessing intercultural competence. Tarchi et al. (2019) analyzed student video narratives discussing a "critical incident" in their abroad experience to assess development of intercultural competence. ...
How can we create a "global-at-home" learning experience for university students to engage them in serving global professional communities online? This study applied global engagement surveys alongside interviews and focus groups in online contexts to examine engaged learning outcomes of U.S. and Chinese university students who served as MOOC teaching assistants for course participants from over 50 countries. Findings from pre and post surveys showed that TAs significantly increased their scores on efficacy, political voice, conscious consumption and critical reflection. Further, qualitative analysis showed that TAs worked to adapt their language in communication with course participants, a key aspect of intercultural competence, and that they gained self-efficacy in online communication and in their ability to make a difference. TAs described affordances of online global-engaged learning, including accessibility, time for reflection, lack of implicit bias, creating long-term connections, and reaching large audiences. They also reflected on challenges, including lack of emotional connection, lack of response from participants, language barriers, and perceived lack of expertise. This study offers recommendations for designing online learning and community engagement experiences that can provide opportunities for university students to gain intercultural competence, efficacy, and reflection skills.
... These immersion experiences include long-term or short-term language immersion programmes. Researchers often allude to the benefi ts of studying abroad, such as personal growth, intercultural skills, open-mindedness, and respect for other cultures and beliefs-qualities which are highly valued by employers in the 21 st century (Deardorff , 2006;Holmes & O'Neill, 2012;Heinzmann et al., 2015;Maharaja, 2018). Lambert (1994) also posits that studying abroad helps students develop empathy and positive attitudes towards others. ...
... Although there are seeming inconsistencies in the literature on intercultural competence, they converge to a point and agree on one thing, that is, it is a necessary tool in today's globalized world (Deardorff , 2006;Holmes & O'Neill, 2012;Heinzmann et al., 2015). Gaia (2015) posits that studying abroad promotes cultural awareness and globalization, which is helpful in today's world. ...
Language immersion programmes have been crucial to the curriculum of
the Department of Modern Languages at the University of Ghana, allowing
students to spend an academic year in countries where target languages are
spoken. This research investigates the motivational factors driving student
participation and the impact on cultural understanding. Through the use of a
survey involving semi-structured questionnaires, it examines the experiences
of students in the Spanish Section over the past nine years. Findings show
Legon Journal of the Humanities 35.2 (2024) Page 42
Ofori, J. A. D., Kabio-Danlebo, F., & Annoh-Achampong, M./Motivational factors and cultural impact
that language immersion programmes enhance cultural understanding and
that students are motivated by both intrinsic and extrinsic factors. The
study also reveals that language learners from the research setting encounter
certain challenges such as fi nancial constraints, adaptation diffi culties, and
culture shocks that need to be addressed to enhance the eff ectiveness of
these programmes. These insights highlight the need to reassess and expand
language immersion opportunities for students at the University of Ghana
... In recent decades, scholars and professionals all over the world have developed a large number of models and measures for assessing the intercultural competence construct in general [8] or for particular contexts, especially education [9][10][11][12][13][14]. Generally, it is considered that intercultural competence can be measured using a mix of quantitative and qualitative methods like interviews, observation, and judgment by self and others [11]. ...
... In recent decades, scholars and professionals all over the world have developed a large number of models and measures for assessing the intercultural competence construct in general [8] or for particular contexts, especially education [9][10][11][12][13][14]. Generally, it is considered that intercultural competence can be measured using a mix of quantitative and qualitative methods like interviews, observation, and judgment by self and others [11]. Examples of scales developed include the Intercultural Communicative Competence (ICC) Scale, with factors like knowledge, awareness, attitude, and skills [12], the Cultural Intelligence Scale (CQS), a model comprising four factors-metacognitive, cognitive, motivational, and behavioral [15], the Multicultural Personality Questionnaire (MPQ ), referring to five key dimensions (cultural empathy, open-mindedness, emotional stability, social initiative, and flexibility) plus two additional insights (adventurousness/curiosity and extraversion) [16,17], or the Intercultural Development Inventory (IDI), measuring intercultural competence/sensitivity across a developmental continuum, with orientations like denial, defense, reversal, minimization, acceptance, and adaptation [18]. ...
This chapter explores the relationship between intercultural competence and organizational behavior within the context of an international film festival featuring participants from eight countries situated along the 25th meridian. By using Hofstede’s six cultural dimensions—power distance, individualism versus collectivism, masculinity versus femininity, uncertainty avoidance, long-term versus short-term orientation, and indulgence versus restraint—as a framework, the analysis examines how intercultural competence influences key aspects of organizational behavior. These aspects include communication, team dynamics, and conflict resolution; leadership and motivation of team members; performance appraisal; decision-making within global networks; creativity and innovation; and promoting respect for cultural diversity. The findings provide new insights into how cultural diversity shapes organizational practices, fostering more inclusive, innovative, and effective festival management.
... The assessment quality will be affected by the related factors, including the purpose, audience, the representative sample, the validity and credibility of the involved aspects and tools, and strategy selection (Deardorff, 2004). The currently developed approaches that include interviews, logs, portfolios, questionnaires operated on modern technologies, and performative tasks permit a measurement shift from taking the pencil-paper test alone (Deardorff, 2004). ...
... The assessment quality will be affected by the related factors, including the purpose, audience, the representative sample, the validity and credibility of the involved aspects and tools, and strategy selection (Deardorff, 2004). The currently developed approaches that include interviews, logs, portfolios, questionnaires operated on modern technologies, and performative tasks permit a measurement shift from taking the pencil-paper test alone (Deardorff, 2004). Moreover, the combination of various measurement methods and the application of a multidimensional approach are essential to obtain valid data, while it also puts a burden on practical operation. ...
Assessing intercultural competence is crucial in today's globalized business landscape. This study delves into the challenges of evaluating intercultural competence, focusing on dimensions like cultural understanding, adaptability, sensitivity, and intercultural interaction. By exploring theoretical frameworks and practical hurdles in assessing intercultural competence, the research aims to illuminate its evaluation across disciplinary contexts. Additionally, the study aims to elevate understanding of cultural differences, trust-building, effective communication, efficiency enhancement, and innovation fostering. It also seeks to offer comparative methods for evaluating dynamic intercultural competences at different learning stages and provide insights to enhance professional communication in diverse business settings. The study underscores the significance of creating inclusive assessment tools adaptable to diverse disciplinary contexts, with findings expected to provide valuable guidance for individuals navigating cultural differences in diverse and multicultural business settings.
... Sonrasında, empati ve etno-göreceli bir görüşü içeren bilinçli bir referans çerçevesi ortaya konulması gerektiği belirtilir. Kültürel yeterlilik bu temellere bağlı olarak kavramsallaştırılır. Deardorff (2006) ayrıca piramit modeliyle aynı öğeleri içeren, kültürel yeterlik süreç modelini de geliştirmiştir. Bu model kültürel yetkinliği farklı yollarla ulaşılabilen devam eden bir süreç olarak kavramsallaştırır. ...
... Kültürel yetkinliğin bilişsel yönü, kişinin kendi kültürü ve diğer kültürler hakkındaki ve kültürler arasındaki benzerlikler ve farklılıklar hakkında bilgilerini içerir (Hill, 2006). Bilgi önemli bir bileşen olsa da kültürel yeterlilik için empati, merak ve saygı gibi diğer kültürlere karşı olumlu tutumlar da gereklidir (Deardorff, 2006). Bir kişinin kültürel farklılığa verdiği duygusal tepkiye "kültürel duyarlılık" adı verilir (Straffon, 2003). ...
Küreselleşme ve artan hareketlilikle birlikte dünyada kültürel çeşitliliğin
arttığı görülmekte ve özellikle Türkiye gibi çeşitli etnik ve dini grupların
bir arada yaşadığı ülkelerde sosyal hizmet uygulamalarının önemi
vurgulanmaktadır. Türkiye’de artan kültürel çeşitlilik sosyal-psikolojik
kavramlarla değerlendirilmiştir. Sosyal hizmet uzmanlarının güçlendirme,
problem çözme ve sosyal değişim gibi mesleki hedeflere ulaşmak
için farklı kültürel gruplarla çalışmak zorunda olmaları nedeni ile kültürel
çeşitlilikle ilgili farkındalıklarının arttırılması ve yeterliliklerinin
geliştirilmesi gerekmektedir. Toplumda çeşitliliğin olumlu sonuçları olduğu
gibi önyargı, ayrımcılık ve çatışma gibi olumsuz sonuçları da olabilir.
Sosyal hizmet uzmanları, çeşitliliğin ortaya çıkmasını engelleyen
önyargıları anlamalı ve bu olumsuz etkileri azaltmak için çalışmalıdır.
Bu çalışmada eşitlik ve sosyal adalet için çaba sarf edilmesi gerektiği
ve ayrımcılık karşıtı politika ve uygulamaların önemi vurgulanmıştır.
Sosyal hizmet alanında çalışanların kültürel çeşitliliğe uygun şekilde
kültürel yetkinlik kazanmalarının önemi belirtilmiştir. Bu amaçla sosyal
hizmet alanında tarafların ilişkilerinin anlamlandırılması ve karşılıklı
farkındalıkla hareket edebilmeleri için sorun alanı sosyal-psikolojik
kavramlar aracılığıyla ele alınarak incelenecektir
... Below is an overview of prominent theoretical models that provide insight into the components and developmental processes of intercultural competence. Deardorff (2006), a leading scholar in the field, conceptualizes intercultural competence as a dynamic process built upon a foundation of respect, openness, and knowledge about cultural differences. Her model 7 identifies four core components: (1) Relationships: characterized by respect, openness, and curiosity toward others; (2) Knowledge and Understanding: encompassing cultural self-identification and awareness; (3) Skills: including active listening, observation, and analytical skills; (4) Internal and External Competence: referring to the effectiveness and appropriateness of behavior in intercultural contexts. ...
This study explores the role of intercultural communicative competence (ICC) and STEM education in building the soft infrastructure necessary for economic development within Kazakhstan’s transforming education system. The authors conducted an interdisciplinary analysis, emphasizing the cognitive and communicative aspects of foreign language education in secondary schools, proposing a model for integrating ICC through the use of information and analytical technologies. The research focuses on personalized education, teacher competencies, and student engagement, with experimental methods applied in a Karaganda-based school. The study aims to identify mechanisms and principles that enhance ICC development, contributing to Kazakhstan’s modernization efforts in fostering globally competitive graduates prepared for the demands of the international arena. This research lays the foundation for further practical experimentation in profiled schools, aligning education with national development goals.
... La internacionalización como respuesta a la globalización (Gacel-Ávila, 2000), juega un papel fundamental en la educación superior (ES) para el desarrollo socio-económico de un país (Salmi, 2017). La dimensión internacional debe ser considerada en las instituciones de educación superior (IES), no solo a nivel de planeación estratégica y de currículum, sino en el desarrollo de competencias interculturales (Deardorff, 2006). Si bien antes se hablaba de formar recursos humanos con perfiles académicos sólidos, ahora se debe incluir, perfiles internacionales fuertes. ...
In this paper we briefly discuss the internationalization programs and policies of the University of Sao Paulo and the University of Tokyo, both well positioned in international
rankings. Its success could be linked to the implementation and monitoring of an institutional development model, as well as strategic national plans and solid internationalization programs. Derived from this analysis, good practice recommendations are made for the LATAM and Mexican context, which suggest, among others, a greater focus on the postgraduate student population and the strengthening of an international profile among its academic staff.
... Intercultural competence is regarded as the sum of cognitive and emotional skills and characteristics that enable effective and appropriate interactions in a multicultural context (Bennett, 2008;Deardorff, 2011). It is a cyclical and continuous developmental process, consisting of reflection, communication, conflict management, flexibility, sensitivity, cultural knowledge, empathy, and respect (Deardorff, 2006;Lee & Han, 2016). The characteristics of intercultural competence include continuous adaptability, critical self-reflection, and the creation of new cultures through interaction between subjects. ...
As globalization and neoliberalism drive increased international migration, the need for counseling and pastoral care for culturally diverse migrants is expanding. This study analyzes counseling experiences with a Korean Mongolian multicultural family using a case study methodology, exploring how intercultural interventions manifest in the counseling process. The findings reveal that intercultural approaches facilitate not only problem resolution but also mutual transformation. The researcher focused on exploring the client’s personal, social, and cultural needs through cultural assessment and pastoral theological reflection, emphasizing practical intercultural interventions. This study proposes a pastoral circle method for intercultural intervention, outlining four stages: reflection, revelation, response, and restoration. Future research should further examine the applicability and effectiveness of intercultural counseling with migrants from diverse cultural backgrounds.
... Intercultural communicative competence (ICC thereinafter) is a concept created by Byram (1997) and referred primarily to the ability to communicate with people with different cultures, creating an intercultural speaker with given attitudes, knowledge and skills. This construct has also been defined as a lifelong process (Deardorff, 2006) and more recently as "the ability to communicate and manage relationships appropriately and effectively in intercultural contexts" (Dai &Feng, 2024 p. 12). Evaluating ICC has been challenging mainly due to its nature and the varying definitions (Lazarević, 2018); and its complexity towards the ethical and contextual aspects involved (Borgetti 2017;Dervin, 2010). ...
The concept of evaluation, in the educational context, has evolved throughout history and different generations have given it various functions - from a positivist approach to a constructive and participatory approach-. Therefore, it is important to reflect on the need for an evaluation that adapts to the changes of the contemporary society and promotes inclusivity, equity and students’ learning and that is also positioned in a reflection-action-reflection approach. Regarding foreign language teaching, intercultural communicative competence should be approached through a formative and authentic evaluation to better assess students’ performance.
... Additionally, the program's emphasis on global engagement and cultural fluency prepares students to operate effectively across diverse environments, enhancing their employability and adaptability in global markets [10]. Alumni of the program frequently credit their experiences for providing them with a unique perspective on global issues, as well as the confidence to navigate various cultural and professional landscapes. ...
The Top Talent Training Program, initiated by the University of Science and Technology Beijing in Spring 2024, exemplifies a pioneering approach to globalizing Chinese higher education. This comprehensive program, backed by the China Education Association for International Exchange, leverages directives from Chinas national educational strategy and the global expertise of over one hundred distinguished professors from world-renowned institutions. Offering 103 courses entirely in English, the program spans diverse disciplines, emphasizing interdisciplinary knowledge and real-world application through a dual-phase educational model. The initiative not only bolsters the international competencies of students but also fosters significant academic and professional advancements. This paper evaluates the programs design, implementation, and outcomes, highlighting its profound impact on students and suggesting future directions for expanding its global and educational reach.
... Students develop personal autonomy, emotional resilience, flexibility, and openness as a result of formal global experiences (Maharaja, 2018). Studies also show students develop intercultural skills through study abroad and other global experiences by gaining an understanding of their own cultural values and developing intercultural competence and cultural intelligence (Alexander et al., 2022;Deardorff, 2006;Tarchi & Surian, 2022). Global experiences of any length have been shown to increase intellectual development among participants, including increased interest in academic studies, lifelong learning, graduate school, and subsequent learning within their degree programs (McKeown, 2009;Norris & Steinberg, 2008). ...
This qualitative illustrative case study sought to explore the impacts of an agriculture-focused global education program on college student participants three to seven years after their experience. Human capital theory was utilized as a theoretical lens and outcomes of global programs model (i.e., participant development, intercultural development, intellectual development, and professional development) as an operationalized conceptual framework. A single focus group interview followed by semi-structured one-on-one interviews with each of the participants were conducted and transcripts were analyzed for thematic content. Findings elucidated five emergent themes: Social – Traditional; Hospitality – Community; Resourcefulness – Perseverance; Resources - Career Impact, and Values - Community or Personal Impact. The findings suggest that agriculture-focused global experiences have much less to do with career choice than with career enrichment for college students. This agriculture-focused global experience left participants with lasting values that they have tried to apply within their own careers and personal lives. This study has added to the literature base by showing the mid-range impacts of an agriculture-focused global experience program where a dearth of literature existed previously. To add to our findings and provide more transferability, similar and more nuanced research should be conducted with other agriculture-focused global programs.
... This framework was chosen due to the critical nature of reflection and meaning making in the process of learning from experiences. The research generally follows a Constructivist Grounded (Deardorff, 2006) but also because it is better suited for a large sample study. The study here focuses on qualitative data so that I could explore the specific context of working with an international client. ...
Increase in short-term programs is one of the biggest shifts in study abroad over the past twenty years. With prior research in this area showing many positive but also mixed impacts, skepticism persists about the ability of short-term study abroad to change students’ views on cultural differences. The aim of this study is to characterize if and how students’ views on cultural differences in the context of international client work change after a practicum-based faculty-led short-term study abroad program in Argentina. Twenty-four students who participated in the program responded to short-answer questions before and after the program. These responses were open-coded, and themes were identified. Results show that, before the program, students largely identified surface-level cultural differences from an ethnocentric perspective. After the program, students were more ethnorelative as evidenced by their discussing the deeper cultural context and values of Argentina and their willingness to adapt.
... This allows for a more holistic approach to teaching and learning as students are no longer simply recipients but also can take part in these forms of interactive lesson plans, allowing for better understanding and learning. Holistic learning is also necessary in a globalized educational setting as there is a need to know and respect the many different cultures that exist and given debating offers students the unique chance to vocalise different perspectives and viewpoints other than their own, this will also undoubtedly contribute to the growth of holistic learning in education (Hansen 2011 andDeardorff 2006). ...
... Both authors are recognized scholars in the field of IC and have published extensively on the subject. The frameworks they have developed, the Integrated Model of Intercultural Communication Competence (Arasaratnam-Smith, 2006) and the Process Model of Intercultural Competence (Deardorff, 2006), are briefly introduced in the book. The former focuses on five key factors which contribute to effective intercultural communication: empathy, experience, motivation, active listening, and a positive global attitude. ...
This is a book review and does not include an abstract.
... Moreover, Rubin and Martin (1994) stated that communication skills, such as academic performance and interpersonal relationships, enhance critical determinants of student happiness. Moreover, due to our sample's international component, Deardorff's (2006) results show that practical communication skills facilitate cross-cultural understanding and collaboration, enriching students' educational experiences and contributing to their happiness. ...
Managing happiness is a vital pillar that complements students' academic curricula. Therefore, this book chapter aims to describe the relationship between classroom satisfaction, communication skills acquisition, and happiness to enhance the overall happiness of the educational environment. Partial least squares structural equation modelling was employed to validate two hypotheses in our measurement model. They are related to the positive effect of satisfaction and the acquisition of communication skills for happiness. Both relationships are significant, in which happiness is explained more by satisfaction than communication skills. The effect of the specific dimensions of the variables under study is also described. Additionally, we must highlight that females are generally perceived greater rewards and more effectively designed lessons than males. In particular, some groups of students, such as German and Lithuanians, showed lower motivation levels and perceived fewer rewards and less engaging lessons.
... The literature on international mobility and intercultural competency underscores the multifaceted nature of these concepts. Intercultural competency encompasses a range of skills, including the ability to understand and appreciate cultural differences, navigate cross-cultural interactions, and adapt one's communication style to diverse audiences (Deardorff, 2006). ...
This study examines the influence of international mobility programs on the development of intercultural competency in university students. Through a mixed-methods approach, data was collected from participants across several mobility programs to understand changes in attitudes, awareness, and skills relevant to intercultural communication. Findings indicate that students with international exposure show higher adaptability, cultural sensitivity, and openness compared to their peers. The research suggests that well-structured mobility experiences can significantly enhance students' readiness to work in global settings.
... The importance of developing EFL learners' inter-cultural communication competence has been a recurrent discourse in the literature of intercultural education [1]. This proposition mandates practitioners and instructional designers to internationalize the teaching practices and learning outcomes in order to prepare learners to be cross-cultural navigators in this globalized world [2]. ...
This article explores an intercultural and international teaching approach for higher education through the implementation of Collaborative Online Intercultural Learning (COIL) models to bolster cross-cultural communication competence among Moroccan EFL students. In particular, the integration of virtual exchange models aims to internationalize teaching practices and simultaneously equipping undergraduate students with critical skills such as intercultural awareness, intercultural competence, empathy, and global citizenship. These skills are essential for effective communication in diverse cultural contexts. The article underscores the importance of developing students' ability to critically engage with cultural differences, reflect on their own cultural assumptions, and navigate the complexities of intercultural interactions in a globalized world. The COIL approach fosters not only language proficiency but also an ethical understanding of the cultural 'other,' thus preparing students to become active participants in a multicultural and interconnected world. To pursue this endeavor, the study adopted a qualitative research method in order to investigate the role of tele-collaborative projects in Moroccan higher education. The article presents a case study of involving students and teachers from Morocco and the United States, highlighting how the COIL model enhances cross-cultural awareness, promotes dialogue, and deepens understanding of diverse cultures. The findings reveal that incorporating COIL was key to both internationalizing teaching methods and fostering students' intercultural competence, making it a valuable tool in preparing students for global engagement.
... COIL has been promoted as a more inclusive, ethical, and accessible form of crosscultural exchange that is carbon-neutral and conducive to stimulating foreign language learning, global citizenship, and intercultural competences (de Wit & Altbach, 2021). While the current paper considers numerous interpretations of intercultural competence, the term generally involves effective interaction and communication with people from different cultures, encompassing knowledge, skills, and attitudes (Deardorff, 2006). Multiple interpretations of intercultural competences, and its complementary elements, have resulted in integrative models, such as Nguyen et al.'s (2022), which combines approaches of Byram (1997), Deardorff (2009), and Helm and Guth (2010). ...
This study investigates the experiences of Japanese university students engaged in cross-cultural COIL courses, revealing themes of safety, unexpectedness, authenticity, and intercultural competence. Analysis revealed that participants viewed COIL not as a substitute for study abroad, but as a valuable preparation tool for future international experiences. I invite you to read our findings and share your thoughts!
... Because of the diverse multilingual, multicultural nature of today's student populations, it is essential for teachers of any subject to learn how to work across differences and to be able to interact appropriately and effectively in situations where multiple cultures and languages are present (Bennett 2008;Deardorff 2006;Lustig, Koester, and Halualani 2006). The concept of interculturality is useful to refer to when thinking about how to encourage "reciprocal interaction across cultures" (Dai and Chen 2015, 102). ...
Attention to developing interculturality during teacher preparation is increasingly important as student populations continue to be more globally mobile. The present study investigates an embodied way of helping preservice teachers develop the interculturality needed to teach immi-grant/refugee populations through dance story intercultural exchanges. Analyzing pre-and post-workshop discussion sessions and written/oral reflections about the intercultural exchange experience, researchers found that dance played an important role in developing the intercultur-ality of preservice teachers. Specifically, its embodied nature allowed for a deeper understanding of content, enhanced communication, and an emotional element that facilitated the development of empathy. Findings also revealed essential elements required for this type of activity such as helping students feel more comfortable, teaching how to tell stories with the body, and teachers/research-ers cocreating with students.
... Die wissenschaftliche Literatur zur Interkulturellen Kompetenz ist durch eine große Vielfalt gekennzeichnet (Deardorff, 2006 ...
In den letzten Jahren wurde bei Studierenden eine deutliche Zunahme an Belastungen der mentalen Gesundheit beobachtet, die durch die Corona-Pandemie noch verstärkt wurden. Viele Psychologiestudierende in Deutschland waren zudem seit September 2020 Unsicherheiten ausgesetzt, die sich aus der Umstrukturierung ihres Studiengangs aufgrund des neuen Psychotherapeutengesetzes ergaben. Die Folgen dieser Umstrukturierung für ihren Studienalltag und ihre berufliche Laufbahn waren schwer abzuschätzen, was zusätzliche gesundheitlich belastende Faktoren darstellte und ein hohes Maß an Bewältigungsstrategien nach dem Job Demands-Resources Modell erforderte. Diese Studie untersucht potenzielle Unterschiede der Belastungen und Ressourcen von Psychologiestudierenden im Bachelor an der Universität Witten/Herdecke zwischen dem Wintersemester 2018/2019 und dem Wintersemester 2022/2023. Die Ergebnisse zeigen signifikant höhere Belastungen und tendenziell geringere Ressourcen zum späteren Erhebungszeitpunkt. Zudem wurde ein starker negativer Zusammenhang zwischen subjektivem Stressempfinden und Wohlbefinden festgestellt, was einen Ansatzpunkt für präventive Gesundheitsmaßnahmen bei Studierenden darstellt.
https://psycharchives.org/en/item/893b70ca-5cbf-4b5d-9adb-b56169bf1345 (S. 267-275)
... Die wissenschaftliche Literatur zur Interkulturellen Kompetenz ist durch eine große Vielfalt gekennzeichnet (Deardorff, 2006 ...
Narzissmus und Psychologiestudierende – passt das zusammen? Diese Frage ist insbesondere für Studierende der Universität Witten/Herdecke (UW/H) bedeutsam, da das Motto des eigens entwickelten Auswahlverfahrens für den Studiengang Psychologie „Persönlichkeit zählt“ lautet, bei dem geeignete und passende Bewerbende ohne Berücksichtigung des Numerus clausus ausgewählt werden. Psychologiestudierende werden in der Literatur personenübergreifend vor allem mit einer stärkeren Ausprägung der Big-Five Persönlichkeitseigenschaften Verträglichkeit, Offenheit für Erfahrungen und Neurotizismus beschrieben. Narzissmus wird dagegen mit hoher Extraversion sowie geringer Verträglichkeit und geringem Neurotizismus in Verbindung gebracht. Vor dem Hintergrund einer möglicherweise von Psychologiestudierenden anvisierten therapeutischen Arbeit scheint demzufolge die Auseinandersetzung mit dem eigenen Narzissmus geboten.
https://psycharchives.org/en/item/893b70ca-5cbf-4b5d-9adb-b56169bf1345 (S. 27-34).
... 2. Intercultural Competence: Students acquire skills to communicate effectively and collaborate with individuals from diverse cultural backgrounds. They develop empathy, respect, and the ability to navigate cultural differences (Deardorff, 2006). 3. Critical Thinking Skills: Students learn to critically analyze global challenges and evaluate information from multiple perspectives. ...
This concept paper outlines the philosophical foundation of Integrated Naqli and Aqli Gifted and Talented Education (IGEd) curriculum that has been developed by Kolej PERMATA Insan, Universiti Sains Islam Malaysia. The IGEd curriculum model adopted core civilisational values from successful nations and past civilisations to groom the young, gifted Muslims with the Abqari personality. Using Falsafah Pendidikan Kebangsaan and Qalb-based education approach, the main characteristics identified in the model are Rabbaniyyah, Akhlaqiyyah, Alamiyyah, Insaniyyah and Siasiyyah (RAAIS). The RAAIS model has been developed through a series of workshops involving educational experts and each element is considered vital for nurturing future Muslim scholars. This paper derived its findings from past literature review and they helped establishing the core values and principles that will be implemented in the college’s education ecosystem. The framework will guide educators and students in every aspect of the teaching and learning process—an academic culture and benchmark for everyone to build and achieve in nurturing the mind, heart and soul of becoming a Muslim scholar with Abqari personality. ABSTRAK Kertas konsep ini menzahirkan idea dan falsafah Pendidikan Islam yang dibangunkan berdasarkan nilai dan etika Islam yang telah wujud dari zaman sejarah lampau ketamadunan Islam yang tersohor. Pemilihan dan pembangunan kriteria yang dimuatkan di dalam kertas konsep ini telah dibincang dan dimurnikan melalui siri bengkel yang melibatkan ramai pakar dan ilmuwan tempatan yang berkaitan. Dengan berpandukan Falsafah Pendidikan Kebangsaan dan Pendidikan berlandaskan Qalbu, model ini telah mengenalpasti ciri-ciri tersebut sebagai Rabbaniyyah, Akhlaqiyyah, Alamiyyah, Insaniyyah dan Siasiyyah (RAAIS). Bahan kajian yang mendasari kertas konsep ini telah dianalisis dan dicerap dari pelbagai bahan dokumen awal pelbagai pendekatan dan konsep pendidikan Islam yang diamal dan diterap di pelbagai institusi pendidikan lain yang tersohor. Dengan adanya kerangka pelaksanaan RAAIS ini, diharapkan para pendidik dan murid akan dapat memahami, menghayati dan mengamalkan setiap elemen yang diketengahkan agar ianya menjadi nilai diri, fikiran dan jati diri sebagai amalan budaya tamadun insan yang terdidik dengan personaliti Abqari.
... There is some discussion on the need of intercultural education for international students' development in intercultural sensitivity and intercultural competences (e.g. Deardorff, 2006;Jackson, 2015). The goal is for international students' better career prospects in a globalized work environment (Stier, 2004). ...
Intercultural education is commonly considered an important aspect of international student education that the host universities need to provide. Based on first-hand observations and experiences as an international educator in Canada, this practitioner reflective inquiry critiques three theoretical foundations that are often drawn upon in current intercultural education practices for international students, namely Culture Shock, Cultural Dimensions, and Cultural Adaptation. After unpacking the limitations of these theoretical frameworks, this paper aims to provide a coherent new theory of intercultural education for international students on the basis of three different concepts, namely Complexity Theory, Small Cultures, and Global Citizenship. By embracing these three different concepts, the new theory proposed in this paper advocates a paradigm shift from modern to postmodern, from positivist to deconstructive, and from Eurocentric to Globalist approaches to intercultural education for international students, the majority of whom have moved from the Global South to the Global North for higher education.
... It allows the creation of the constructive model of diversity competence, which is represented below in Table 2. z z Finding solutions with the patient While this model of key diversity competences has been developed for the field of social care, it could be successfully investigated and applied in other spheres of the social dimension (specialized as, for instance, a sphere of social work, or generalized as a whole society). There are some similarities with the intercultural competence model approach: "Affective Dimension" is similar to "Attitudes", "Cognitive Dimension" is similar to "Knowledge", and "Pragmatic Dimension" is similar to "Skills" from Deardorff's (2006) and Portera's (2013) Intercultural Competence Models. ...
This collective monograph is a resulting publication of the Jean Monnet
Chair “Social and Cultural Aspects of EU Studies (SCAES) 620635-EPP-1-
2020-1-UA-EPPJMO-CHAIR. Its result is to conceptualize the essence and content
of the Social Cultural EU Studies as drivers of social innovations, and determine the
peculiarities of their implementing in education. The issue of innovations has been
relevant in Ukraine for a long time. The ways of ideas generating, principles and
methods of innovations’ proceeding, life cycle of innovation and others are actively
explored in theoretical and empirical way. This monograph is prepared in a synergy
with Jean Monnet Centre of Excellence EU Studies of Social Innovation in Education
(ESSIE) Jean Monnet Centre of Excellence ESSIE – 101085552 – ERASMUS-JMO�2022-COE The papers of the monograph will intend to summarize, systematize
and disseminate the best practice of social innovations in EU and in Ukraine. Also
it could be dissemination result to support sustainability of the SCAES project. It
conceptualizes the future trends of social innovations development. The results
of such a study can be used in teaching of the relevant training modules on social
innovations, as well as in consulting practice for educators, authorities, head of
local communities, entrepreneurs and managers, civil society members.
... COIL has been promoted as a more inclusive, ethical, and accessible form of crosscultural exchange that is carbon-neutral and conducive to stimulating foreign language learning, global citizenship, and intercultural competences (de Wit & Altbach, 2021). While the current paper considers numerous interpretations of intercultural competence, the term generally involves effective interaction and communication with people from different cultures, encompassing knowledge, skills, and attitudes (Deardorff, 2006). Multiple interpretations of intercultural competences, and its complementary elements, have resulted in integrative models, such as Nguyen et al.'s (2022), which combines approaches of Byram (1997), Deardorff (2009), and Helm and Guth (2010). ...
Diversity in Japan is an undeniable reality, yet myths about homogeneity and who can claim a Japanese identity persist. This paper promotes a critical examination of the concepts of 'Japaneseness' within the classroom and introduces valuable resources that have been effective in the author's own classrooms. More precisely, this article centers on materials that encourage a critical exploration of the discourses and stereotypes associated with bicultural and biracial residents of Japan. It underscores that these materials can serve as valuable tools for both learning and challenging static notions of 'Japaneseness' that may exist within students' own lives.
日本において多様性は紛れもなく存在しているが、一様性に関する神話や、日本人としてのアイデンティティを誰が主張できるのかについての神話は依然として残り続けている。本論文では、教室内での「日本らしさ」の概念を批判的に検討し、英語で開講している筆者自身の授業において効果的であった有益な教材を紹介する。具体的には、本論文は、日本在住の二つの文化や人種の背景を持つ人々に関する論説や固定観念を批判的に探求するのに適した教材に焦点を当てている。また、これらの教材が、学習に役立つだけでなく、学生自身の生活の中に存在しているかもしれない「日本らしさ」に対する固定観念を吟味するための有益かつ貴重なツールとなり得ることを強調している。
In today’s globalized higher education landscape, intercultural competence (ICC) is essential, particularly for graduates engaging in virtual exchange programmes like Collaborative Online International Learning (COIL). This paper challenges the assumption that such exchanges inherently foster ICC development, especially in North-South contexts. Critically assessing the limitations of prevalent self-assessment methods and Eurocentric frameworks, the paper argues for a nuanced understanding of ICC before assuming its occurrence in COIL projects. To address these gaps, alternative research approaches, including narrative research and art-based research (ABR), are proposed. These methods aim to redefine ICC within North-South relationships, moving beyond Eurocentric perspectives. By utilizing narrative research and ABR, researchers can explore students’ experiences in a more collaborative and empathetic manner, fostering dialogue and mitigating stereotypes. The paper contends that such alternative approaches are crucial for a more equitable understanding of ICC within North-South COIL projects, providing valuable insights into ICC development and assessment in a globalized educational landscape.
This chapter explores strategies for fostering global citizenship among students in higher education, recognizing it as a critical component for preparing students to navigate and contribute to an increasingly interconnected world. By integrating global citizenship education (GCE) through a combination of curricular and co-curricular approaches, institutions can develop students' understanding of diverse cultures, promote social responsibility, and equip them to tackle complex global challenges. The study examines the theoretical underpinnings of global citizenship, including transformative learning theory, critical pedagogy, and human rights education, emphasizing the importance of a multidimensional framework that encompasses knowledge, skills, and values essential for global engagement.
Intercultural competence plays a vital role in enhancing cross-border collaboration among higher education institutions. It includes the ability to understand, communicate, and interact effectively with people from diverse cultural backgrounds. At Higher Educational level, it allows students to develop mutual respect for each other and significantly reduces any possibility of misunderstanding. These days, student and teacher exchange program, joint research projects, partnership in any educational program are benefitted from interculturally competent experts. Leaving behind cultural difference, such an initiative puts forth diverse perspective and create healthy atmosphere. Concentrated and systematic efforts are needed to develop intercultural competence and strengthen cross-border collaboration further. Higher educational institutions should prioritize it to get global exposure and achieve academic excellence. If staff and students are trained properly, interconnection of people coming from diverse background can make teaching and learning, a more fruitful activity.
This chapter describes a cooperative study that looked at the effects of online international collaboration on intercultural and academic development, conducted by universities in Morocco and Spain. It is designed to determine how cross-cultural initiatives affect students' academic development and intercultural competency. It involved 200 students and examined issues including time zones and technological differences while assessing the efficacy of online cooperation through a mixed-methods approach that includes questionnaires, interviews, and content analysis. The theoretical framework emphasizes mutual understanding and the role of technology in removing obstacles. It borrows from theories of collaborative learning and intercultural communication. Initial results demonstrate beneficial effects on communication and cultural understanding, highlighting the need of cross-cultural education in developing globally competent pupils in the face of growing digital interconnection.
Well‐designed study abroad experiences are beneficial for college students when paired with a leadership training curriculum. Therefore, integrating leadership learning frameworks with culturally competent models of leadership is essential to build global leadership laboratories where students can test their skills abroad. As such, this article offers strategies for planning and developing intentional college student leadership training in study‐abroad settings.
The aim of this chapter is to contribute to increasing training and learning opportunities for socioculturally diverse contexts. Our goal is to introduce the InnoGame©, a method that promotes the development of intercultural collaboration competences. These competences are key to turning diversity into an asset for creativity and innovation. We will illustrate the game, its different phases, and the unconventional debriefing methods we use to train leaders and teams in intercultural cooperation. Our chapter is structured as follows. First, we present the theoretical framework of the InnoGame© and give the definitions of the key concepts involved: diversity, creativity, and intercultural communication competence. Next, the nature and benefits of serious games (SGs) for competence development are addressed. We then go on to explain and illustrate our game, its components, process, debriefing methods, and outcomes. Finally, we summarize the characteristics, potential, and limitations of the game. We conclude with an outlook on our plans for further innovation of the InnoGame©.
Higher Education Institutions are undergoing (HEIs) profound transformations in response to the challenges posed by globalization and the increasing frequency of global crises. This paper presents a comprehensive framework aimed at redefining the values, missions, and goals of HEIs to ensure their sustained relevance and effectiveness in addressing contemporary global challenges. Drawing upon an extensive literature review, this research examines the multifaceted roles of HEIs in fostering global citizenship, inclusivity, and innovation. Moreover, insights from the World Economic Forum's Global Risks Report 2020 underscore the urgent need for HEIs to adapt to evolving global dynamics, including pandemics, climate change, and economic volatility. The proposed framework emphasises the imperative for HEIs to align their missions with emerging global challenges, as highlighted in UNESCO's Futures of Education report. By prioritising research, education, and community engagement for global impact, HEIs can serve as proactive agents of positive change in an increasingly interconnected world. Additionally, insights from the Institute of International Education's Open Doors Report on International Educational Exchange 2021 and data from Universities UK (2020) provide valuable perspectives on internationalisation and the evolving landscape of higher education. Lastly, this paper argues that HEIs must adopt a proactive approach to adaptation and innovation to fulfil their transformative potential in the face of globalisation and global crises. By redefining their values, missions, and goals in line with contemporary challenges, HEIs can play a central role in shaping a sustainable and inclusive future.
Scepticism towards science has become an important topic in recent times. The aim of this study was to determine the extent to which this scepticism can be explained by cognitive styles. Previous research has attempted to link certain individual differences (e.g. religiosity, conservatism, conspiracy thinking) to pseudoscientific beliefs. Theoretical frameworks have attempted to outline several factors that influence anti-scientific attitudes. Cognitive styles have usually taken a minor role as one of the factors. We propose that basic cognitive styles represent earlier antecedents of antiscientific beliefs. Participants completed the following cognitive style measures: Actively Open-Minded Thinking, Need for Cognition, Dickman’s Impulsivity Inventory, and the Decision Style Scale. Finally, participants completed the Scepticism toward the Scientific Method Scale (SMSS). Multiple linear regression with the SSMS as a criterion and cognitive style measures as predictors showed that the overall model explained 24% variance. Measures of intuitive and dysfunctional impulsive thinking were positive predictors of scepticism. The tendency towards open-minded thinking and functional impulsivity were negative predictors. These results show that a significant proportion of the variance in antiscientific attitudes can be explained by focusing only on cognitive styles.
Keywords: scepticism towards science; cognitive style; conspiracy mentality
Previous research of individual differences in metacognition has not provided a clear answer as to which personality traits predict metacognitive judgments. There is some evidence to suggest self-confidence together with extraversion, agreeableness, and openness represent robust predictors. But it seems results depend on the type of cognitive task being assessed. Our aim was to determine how much variance in metacognitive judgments in two general cognitive tasks can be explained by the Big Five personality traits. Participants completed the IPIP 50 personality inventory, 11 matrix reasoning, and 14 number series tasks. The tests were followed by two assessments; their own performance as well as that of an average participant. Hierarchical regression analyses were conducted with performance (number of correct responses) in the first and personality factors in the second step as predictors for two indicators – self-assessed performance and self-evaluation relative to others. Similar results were obtained for both metacognitive parameters. Performance was a positive predictor with personality explaining more variance in total with extraversion being a positive, and agreeableness a negative predictor.
Keywords: metacognition; reasoning; personality; metacognitive judgments
Bu araştırma, sınıfında yabancı uyruklu öğrencisi bulunan sınıf öğretmenlerinin küresel vatandaşlık ve küresel vatandaşlık eğitimine ilişkin görüşlerinin belirlenmesi amacıyla yürütülmüştür. Araştırma nitel araştırma desenlerinden olgubilim deseni (fenomenoloji) ile tasarlanmıştır. Araştırmanın çalışma grubunu Şanlıurfa’nın Haliliye, Eyyübiye ve Karaköprü ilçelerinde 2023-2024 eğitim-öğretim yılında devlet okullarının ilkokul kademelerinde görev yapan 24 sınıf öğretmeni oluşturmuştur. Çalışma grubunun belirlenmesinde amaçlı örnekleme yöntemlerinden maksimum çeşitlilik ve ölçüt örnekleme yöntemlerinden yararlanılmıştır. Araştırmada, veri toplama aracı olarak yarı yapılandırılmış görüşme formu uygulanmıştır. Verilerin çözümlenmesinde içerik analizi kullanılmıştır. Araştırma sonucunda, küresel vatandaşlığın öğretmenler tarafından dünya genelinde karşılıklı sorumluluk bilinci, adalet, eşitlik, hoşgörü ve aktif katılımı gerektiren bir yaşam biçimi olarak algılandığı ortaya çıkmıştır. Öğretmenler, küresel vatandaşlık eğitimi sürecine ilişkin uygulama ve faaliyetler ile öğretim programı kapsamında görüşlerini ortaya koymuştur. Küresel vatandaşlık eğitimi sürecinde karşılaşılan sorunların iletişim eksikliğinden, farklılıklar ve fiziki şartların eksikliğinden, eğitimcilerin bilgi eksikliğinden ve ön yargılardan kaynaklı sorunlar olduğu öğretmen görüşleriyle ortaya çıkmıştır. Araştırmanın sınırlılıkları ve bulguları kapsamında araştırmacılar ve uygulayıcılar için öneriler geliştirilmiştir.
The increasing cultural and linguistic variety in academic contexts needs higher cultural competence on the part of instructors, which necessitates a better knowledge of both teachers' levels of cultural competence and the experiences that develop cultural competence. Cross-cultural communication is critical for avoiding cross-cultural shocks and cross-cultural interaction, which promotes the formation of new elements and forms of cultural activity, as well as the adjustment of value orientations, behavioral models, and lifestyle (universal and culturally unique components). Cross-cultural competencies have become increasingly important in public management due to the rising globalization and diversity of societies. In the Balkans region, where different cultures and languages exist, the development of cross-cultural competencies is critical for effective public management. National schools have been identified as crucial institutions for developing these competencies. The method used in this study we have used empirical studies with specific variables in order to find out more about the cross-cultural competencies in public management. The literature review method involves a systematic and rigorous approach to identifying and analyzing relevant academic sources to comprehensively understand a research area. National schools in the Balkans have a critical role to play in developing cross-cultural competencies in public management. Teaching and learning must integrate global perspective education so that students may become responsible "active" global citizens. Global/international education must start with an attempt to comprehend globalization. Furthermore, cross-cultural experiences in teacher education may foster cultural competency, cooperation skills, and an understanding of global linkages, which can then be transferred to the classroom. Rethinking teaching and learning in these ways may give us the chance to gain a deeper knowledge and appreciation for people throughout the world, which is crucial to our duties and obligations as global citizens.
Global teaching opportunities have opened doors for teachers to look for prospective changes in their careers. The problem was international teachers accept offers to teach in the United States but face challenges for a smooth transition in the education system that affects students. The experiences of international teachers in implementing the U.S. curriculum are undocumented, resulting in literature gaps. The purpose of the qualitative transcendental phenomenological study was to explore the lived experiences of international teachers in U.S. classrooms in the education system. The study focused on the transitional and social challenges of international teachers that affect the smooth transition in the U.S. education system and teachers’ pedagogical approach that influences the expectations of the U.S. education system. Deardoff’s intercultural competency theory and Lave and Wenger's situated learning theory served as the theoretical framework. The target population was international teachers who earned a United States teaching license with a minimum of 1 year of teaching in an East Coast school district. Seventeen international teachers were selected through the purposive sampling technique, and semi-structured interviews were conducted. Data collection included transcripts, audio recordings, and reflexive notes. Otter.ai and Microsoft Teams were used to transcribe the data. Thematic analysis resulted in themes such as cultural adjustment, social inclusion, student performance, teacher interaction, and support system. Findings revealed international teachers experienced challenges during the initial years, but there was gradual improvement in their performance through support. Policymakers and recruiters should provide comprehensive support through international teacher programs and mentoring programs.
O intercâmbio educacional representa uma oportunidade para a troca de informações e conhecimentos, permitindo a imersão em crenças, culturas e costumes locais. O objetivo deste trabalho é descrever o impacto e a riqueza de um intercâmbio na formação docente, com base nas vivências das autoras durante um intercâmbio de duas semanas em Grenoble, França, em outubro de 2023, realizado pela Prefeitura Municipal de Fortaleza, através do Programa Professores sem Fronteiras. O estudo tem uma abordagem qualitativa, de fins descritivos, a partir de uma pesquisa in loco. Como resultado, observamos um significativo crescimento profissional e pessoal das autoras, bem como, um enriquecimento substancial das práticas pedagógicas implementadas em seus locais de trabalho.
This chapter is purposefully placed between the theoretical and empirical sections of the monograph in an effort to inform readers about the essential methodological choices that constitute the foundation of this study. The purpose of this chapter is to outline the methodological approach, the research design, and the procedures used in the study, covering key information regarding the numerous pertinent features characterising this study, from a methodology perspective. In order to fulfil this objective, this chapter is organised into multiple sections. First, the research questions are revisited, followed by the description of the study design used to guide the study (Sect. 4.2). Subsequently, the chapter describes the investigation’s context and participants (Sect. 4.3). The data-collection instruments and the data-gathering process are described next (Sect. 4.4). In the succeeding section, a description of the corpus is provided (Sect. 4.5). Finally, the procedures used to analyse the data are explained in depth (Sect. 4.6). The chapter closes with a summary (Sect. 4.7). This chapter’s overall goal is to lay the groundwork for the inclusion of different approaches in the empirical part of this monograph.
This chapter presents the empirical exploration of the interviews with the objective of analysing how participants perceived university internationalisation and what their discourse revealed about their intercultural competence. It aims to answer the following research questions: RQ2. How do the administrative and support staff of these two internationalised higher education institutions perceive university internationalisation?, RQ3. What values do participants’ linguistic choices reveal when talking about internationalisation, and how are these values constructed discursively?, and, RQ4. To what extent, if any, has the administrative and support staff of these two internationalised universities experienced intercultural dissonances; more specifically, what do their experiences reveal about their intercultural competence?
Internationalisation has become an increasingly important topic in higher education institutions in an era in which the world’s citizens are seeking to be more unified and interconnected. For institutions to be truly internationalised, intercultural competence seems essential. During the last decades, researchers have defined and investigated intercultural competence across many academic areas. A growing consensus is emerging on the nature of intercultural competence as it aims towards ‘the successful acquisition of the international perspective’ (Bennett, 1993, p. 24). This Chapter addresses these issues, focusing first on the internationalisation of higher education to establish the context of the research, and second, on intercultural competence, two of the main theoretical foundations on which this investigation is based. The topic is expanded in Chapter 3, which describes the remaining theoretical aspects. To fulfil these objectives, after the background on higher education internationalisation (Sect. 2.2), a chronological review of the notion of culture is presented (Sect. 2.3). Next, the term ‘intercultural competence’ is defined (Sect. 2.4), followed by a brief review of the various models of intercultural competence (Sect. 2.5) to observe the similarities and differences among them. After establishing the context through the most relevant theoretical aspects, the following sections describe the process model of intercultural competence (Deardorff, 2006; Sect. 2.6), the notion of intercultural empathy (Sect. 2.7), and the role of intercultural competence in the internationalisation of universities (Sect. 2.8). Next, different tools for assessing intercultural competence are briefly reviewed (Sect. 2.9), and the Intercultural Effectiveness Scale (IES) (The Kozai Group, 2011; Sect. 2.9.1) is explored in depth. Given the important role of context in intercultural communication, in the succeeding section, the relationship between pragmatics and intercultural competence is discussed (Sect. 2.10). In addition, an instrument that measures intercultural competence through pragmatics skills is introduced (Sánchez-Hernández & Maíz-Arévalo, 2021). Finally, intercultural adaptability (IA), one of the dimensions of the rubric, is discussed in depth (Sect. 2.11).
What at the knowledge, skills and attitudes necessary to become globally competent?
The article by this title is unavailable and is supplanted by the uploaded one, Becoming Interculturally Competent....
The purpose of this article is to fill the gap between the emphasis in higher education on subject matter content and the acquisition of intellectual competencies. The authors suggest that these intellectual competencies are subject to triple conceptual reductionism, manifested in the following assumptions: (1) these skills are acquired through the content of established academic disciplines; (2) once learned, they transfer to other domains; and (3) they are "culture-free" and thus universally applicable. Contrary to these assumptions, the article attempts to demonstrate that these intellectual skills and their components are not learned automatically in traditional disciplines or by osmosis, and that they are influenced by the cultures in which they are practiced and taught. The authors selected three such competencies for review and examination: intercultural competence; critical thinking; and comparative thinking. Their analysis indicates that teaching of intercultural competence continues to be dominated by the "fix the problem" paradigm, which considers cultural differences an obstacle to be over-come. They applaud the emerging emphasis on the developmental approach to intercultural competence. Critical thinking, the second skill discussed, is the best known and is the one most commonly referred to in the literature as a universal skill. The authors dispute its universality by calling attention to specific areas of critical thinking that are influenced by culture, and by suggesting ways of expanding the concept to be more relevant to intercultural interactions. Comparative thinking, the third intellectual skill, seems to be the most neglected and yet is the most pervasively used, being practiced every time individuals explain themselves to others. Although these skills are treated separately for the purpose of analysis, they are interconnected and interdependent. The authors conclude that not only does the literature about these competencies fail to examine the role of culture in their development, but also international education literature is equally devoid of serious discussion about them. They hope that this article will begin a discussion about expanding the understanding of these intellectual skills.
The 1990s mark an important phase in the evolution of the internationalization of higher education. One distinguidshing feature is the different priorities the various stakeholder groups ring to the international dimension of higher education. This article reports on a recent Canadian survey which explored the differences and similarities in views and expectations among those stakeholder groups having a central interest in the internationalization of the higher education system. These groups come from three sectors: government, academia, and the private sector
Of particular interest and significance are the different rationales that each sector attributes to why we should be internationalizing higher education. A number of overarching issues emerged as important themes to consider, including: • International education standards • Preparation of globally knowledgeable and interculturally competent graduates •Recruiting and supporting international student' • Teaching of foreign languages • Curriculum reform • Marketing and export of education products and services • Study abroad and work placement for Canadian students • Cooperation within and among the three sectors.
The study concludes that, regardless of whether these issues are topics of consensus or controversy, it is critical that the three sectors look for ways of addressing them in a collaborative manner if we are to further the internationalization of higher education in Canada. The three national organizations which undertook this study are the Canadian Bureau for International Education (CBIE), the Association of Universitie and Colleges of Canada (AUCC), and the Association of Canadian Community Colleges (ACCC).
One of the recurrent problems associated with interpersonal, group, organizational, and intercultural training in communication is the as sessment of outcomes. An approach is suggested for the evaluation of training and selection of programs utilizing behavioral assessment of participants' communication competence. The method involves the sys tematic collection and analysis of behavioral observation data along one or several predetermined dimensions by one or more observers. Prelimi nary use of pilot instruments indicates that the methodology provides a relatively efficient technique for generating reliable assessments of interactive competence in a variety of social settings. A range of uses of behavioral assessment techniques in communication training are dis cussed, and an application in intercultural adaptation training and selection is explored in some detail.
This article presents strategies to enhance effectiveness in cross-cultural counseling and psychotherapy encounters. A major assumption is that a coherent orientation is needed that includes cultural differences yet transcends these differences and organizes the human experience in the context of individual world views within the framework of existential philosophy. An understanding of one's own world view and the client's world view are key elements in enhancing cross-cultural effectiveness. Other strategies that can enhance cross-cultural counseling and psychotherapy include a discussion on the knowledge of semantic structures of reasoning and an understanding of culture-its premises and its relationship to effectiveness in cross-cultural counseling and psychotherapy.
A meta-analysis explored the association between past studies on intercultural communication effectiveness and intercultural communication competence, and examined the relationship between knowledge-based and skill-based attributes in predicting intercultural communication competence. A total of 16 studies met the criteria of having recoverable quantitative data measuring aspects of intercultural communication competence or effectiveness and occurred within the context of intercultural interaction. The studies were coded for five characteristics. Results indicated empirical support for arguing that there is a strong association between studies of intercultural communication competence and intercultural communication effectiveness--measurement of intercultural communication competence and intercultural communication effectiveness was demonstrated to be equivalent. Results also demonstrated that both knowledge and skills were positive predictors of the association between intercultural communication competence and intercultural communication effectiveness. Formerly, many academic studies of intercultural communication competence were motivated by four practical needs: (1) to explain overseas failures; (2) to predict overseas successes; (3) to develop personnel selection strategies; and (4) to design, implement, and test sojourner training and preparation methodologies (Ruben, 1989). More research efforts should be aimed at empirically testing theoretical assumptions and the measurement of various moderator variables. (Contains 88 references and 2 tables of data.) (RS)
A brie/review of competence relevant literature in intercultural communication reveals several problems. Specifically, the research on intercultural communication competence tends to suffer from a lack of theoretical integration and serious problems in measurement development and validation. The thesis of this analysis is that progress is most likely to occur when cross-cultural models and theories of communication are refined in the inercultural context. Toward this end, a speculative attempt is made to sketch the outline of such a model.RésuméUn bref examen des publications sur l'habilité, des individus de culture différentes à communiquer entre eux permet ae soulever divers problèmes: d'une part le mangue de cohérence dans l'intégration des théories, d'autre part le sérieux handicap au niveau du dévelopament de méthodes quantitatives et de leur demonstration, Cette analyse propose l'hypothèse suivante. Les recherches sur la communication A differentes cultures progresseront lorsqu' elles seront associées aux modèles et théories de communication entre différentes cultures; L'auteur tente donc d'exposer les grandes lignes d'un tel modèle. (author-supplied abstract).ResumenSe encuentran varias problemas cuando se trata de revisar la literatura con relacion sobre la oompetencia en la comunicación entre culturas. En specífico, las investigaciones sobre la competencia en la comunicación entre culturas tienen la tendencia de sufrir de una falta de integración teorética y tambien tienen problemas muy graves en el desarollo de medidas y validez. La tesis de este análisis es que el progreso es mas probable que ocurrir cuando los modelos transculturales y las teorias de comunicación han sido elaboradas en un contexte entre culturas. pera di rigirse hacia esta meta, se trata de construir la estructura de uno de estos modelos, (author-supplied abstract).
As we encounter ever greater cultural and co-cultural diversity, the careful study of intercultural communication competence becomes increasingly important. Only through competent intercultural communication can persons from different cultures communicate effectively and appropriately in the upcoming global society. Following a recounting of themes of research on intercultural communication, this chapter presents arguments concerning individuals’ need to negotiate multiple identities in terms of culture, race, ethnicity, gender, and religion in the interdependent and interconnected network of global society. This requires a functional and theoretical transformation of the study of intercultural communication competence.
An important study just published regarding the impact of Intercultural Educational Exchange Programs
Dr. Alvino E. Fantini, Professor Emeritus, SIT Graduate Institute, just published an important work related to educational exchange and study abroad, titled: Intercultural Communicative Competence in Educational Exchange: A Multinational Perspective (Routledge, 2019). The work includes two important research projects that explore the nature of intercultural communicative competence (ICC), its development during intercultural exchange (summer, short term, and semester programs), and the impact of these experiences on the lives of alumni up to 20 years later.
The research was conducted in eight countries (Brazil, Ecuador, Germany, Great Britain, Ireland, Japan, Switzerland, and the United States) involving over 2,000 individuals plus over 200 host families and explores the significance of these programs in transforming people’s lives, told in both quantitative statistics and qualitative narratives. It also identifies program aspects that most contribute to their intercultural experience, highlighting family homestays and developing host language proficiency as most significant.
The work has been described as a highly original contribution to the intercultural communication literature, basing its multinational perspective of ICC on an extensive literary search in six languages and spanning 50 years to identify ICC’s multiple components, to develop comprehensive assessment tools, and to assess its development and impact on exchange participants in multiple countries. For further information, click on the following link:
https://www.routledge.com/Intercultural-Communicative-Competence-in-Educational-Exchange-A-Multinational/Fantini/p/book/9780815369677
Also, if interested, assessment instruments used in this research (in multiple languages), can be obtained by going to the following website and clicking on “Instruments”:
https://alvinoefantiniphd.godaddysites.com/
It is argued that East Asian communication patterns differ from those of North America because of the Eastern emphasis on social relationships as opposed to the North American emphasis on individualism. This East Asian preoccupation with social relationships stems from the doctrines of Confucianism, which considers proper human relationships to be the basis of society. The cardinal principle of Confucianism is humanism, which is understood as a warm human feeling between people and strongly emphasizes reciprocity. As a philosophy of humanism and social relations, Confucianism has left a strong impact on interpersonal relationships and on communication patterns. The five most important areas of interpersonal relationships influenced by Confucianism are particulars, reciprocity, the in-group/out-group distinction, the role of intermediaries, and the overlap of personal and public relationships. Confucianism has also contributed to East Asian communication patterns of process orientation, differentiated linguistic codes, indirect communication emphasis, and receiver-centered communication. In contrast, North American patterns of communication represent outcome orientation, less-differentiated linguistic codes, direct communication emphasis, and sender-centered communication.
How to Design and Evaluate Research in Education provides a comprehensive introduction to educational research. The text covers the most widely used research methodologies and discusses each step in the research process in detail. Step-by-step analysis of real research studies provides students with practical examples of how to prepare their work and read that of others. End-of-chapter problem sheets, comprehensive coverage of data analysis, and information on how to prepare research proposals and reports make it appropriate both for courses that focus on doing research and for those that stress how to read and understand research. The authors' writing is simple and direct and the presentations are enhanced with clarifying examples, summarizing charts, tables and diagrams, numerous illustrations of key concepts and ideas, and a friendly two-color design.
This study used a multi-method research technique to examine the acquisition of key executive skills and attitudes required for success in the international business arena. Following a review of the literature, the report presents the results of responses by a panel of 36 international business experts from Canada, Mexico, and the United States to a three-round Delphi questionnaire that attempted to identify the key executive skills required for success. It was found that the skills most highly rated by Canadian participants were decision-making, team building, strategic vision, global view, ethics, and intercultural effectiveness. U.S. participants ranked working with people and information/communication as the most highly rated skills, while Mexican participants ranked as the most highly rated skills decision-making, team building, working with people, initiative and persistence, strategic vision, global view, ethics, information/communication skills, and intercultural effectiveness. Overall, the most highly rated skills were decision-making, team building, working with people, strategic vision, global view, ethics, information and communication, and intercultural effectiveness. In addition, the following skills acquisition methods were ranked by the participants in descending order of importance: lecture courses, internships, study in other nations, language study, videoconferencing, Internet courses, and correspondence courses. A copy of the questionnaire is included.
The present study investigated some of the major dimensions of intercultural effectiveness. Based upon a review of the literature, 24 “abilities” thought to be important for intercultural effectiveness were generated. Fifty-three subjects who had reported functioning effectively in other cultures rated these abilities in terms of their importance in facilitating intercultural effectiveness. Factor analysis of the data yielded three dimensions of intercultural effectiveness: (1) the ability to deal with psychological stress; (2) the ability to communicate effectively; and (3) the ability to establish interpersonal relationships. Results of the study were then related to previous work on intercultural effectiveness.
Bridging Differences: Effective Intergroup Communication is based on the assumption that the processes operating when we communicate with people from other groups are the same processes operating when we communicate with people from our own groups. Author William B. Gudykunst has written this book from the perspective of "communicating with strangers" and addresses how factors related to our group memberships (e.g., inaccurate and unfavorable stereotypes of members of other cultures and ethnic groups) can cause us to misinterpret the messages we receive from members of those groups. Designed for students taking courses in Intercultural Communication or Intergroup Communication, Bridging Differences is also useful for many courses in Cultural Studies, Anthropology, Sociology, and Management.
This book discusses international education and the emergence of Pennsylvania's Partnership for International Competence (PPIC), a partnership that evolved to guarantee that Pennsylvania remains a major actor in the world economy. Individuals from the corporate, labor, educational, and government sectors contributed articles to the areas of discussion. Section 1 includes 10 articles on the various perspectives of these different sectors towards developing international competencies for Pennsylvania, and how that development will impact upon Pennsylvania education, trade, private industry, global views, and policy planning. Section 2 is a short history of the Pennsylvania Council for International Education, founded in 1971, and devoted to the development of international education through the public and private educational structure in Pennsylvania. Section 3 discusses the dimensions of the task of developing international competence. Section 4 includes six views representing the various sectors that make up the PPIC, and what each sector can contribute to that partnership. Section 5 includes 30 articles discussing several initiatives and programs that will contribute to the development of international competency in the areas of geography and life sciences, languages, history, basic education, higher education, basic/higher education collaborations, education/business networking, and education and communication/technology. A blueprint for the development of an internationally competent Pennsylvania and a list of 12 additional resources conclude this collection. (PPB)
This guide to cross-cultural experiences is designed to help the student or traveler face the difficulties in cross cultural encounters squarely, so that the rewards of broadened experience become available. Part A contains five essays that serve as a foundation for the rest of the book. These chapters define culture learning and the cultural learner and explore cultural relativity. Part B elaborates the culture-learning process with a series of practical guides in workbook format. One set of guides is designed for the overseas traveler residing with a host family. Part C provides additional tools for cultural learning, with guides to journal keeping and various projects of cultural exploration. Part D helps the culture-learner prepare to return home, making the point that reentry is the final phase of an international culture-learning experience. In all, 54 guides in worksheet form are presented. (Contains 176 references.) (SLD)
New ways of identifying and measuring competency are needed to assure that the ability to perform competently is the determining factor in licensing and certification of professionals. Primary concern should be given to the assessment and evaluation of professional performance outcomes. (Author/MLW)
A more complete understanding of global perspective is provided in this essay through an examination of the modes of thought, sensitivities, intellectual skills, and explanatory capacities which contribute to the formation of a global perspective. With an emphasis on both a formal and informal educational level, the essay is divided into five sections which examine the requirements for an attainable global perspective. Section 1, Perspective Consciousness, underscores the need to recognize the concept that everyone's perspective is shaped by subtle influences and that others may have different perspectives. Section 2, State of the Planet Awareness, examines the problems and solutions for increasing the ability of individuals to intelligently interpret information about world conditions. Section 3, Cross Cultural Awareness, describes the different degrees of cross-cultural awareness and the necessity to reach a stage beyond empathy where one has the capacity to imagine oneself in a role within the context of a foreign culture. Section 4, Knowledge of Global Dynamics, analyzes the world as an interdependent system where the issue of growth may be the predominant contemporary problem. Section 5, Awareness of Human Choices, emphasizes that increased global perspective will require difficult value decisions about the solutions to our world problems. (Author/DE)
This book provides a conceptual scaffolding and practical guide for educators and evaluators as they respond to the challenges of diversity in schools. It introduces ways to assess the capacities of various professional development programs, curriculum transformation projects, diversity initiatives, and study abroad opportunities to realize complex cultural objectives. It introduces a content-focused form of program evaluation that indexes program quality to the culture-revealing features and effects of goals and objectives, program designs, learning opportunities, and program outcomes. Each of the three parts of the book examines particular aspects of cultural education program evaluation. Part 1 emphasizes the input side of the program by focusing on conceptual and programmatic dilemmas that face evaluators as they try to assess the quality of the cultural education provided for participants. Part 2 addresses the evaluation of program outcomes, suggesting ways to evaluate changes in the professional behavior of participants and the quality of instructional materials. Part 3 focuses on the relationship of program inputs and outputs simultaneously, emphasizing two themes of importance for evaluators: the economic dimensions of cultural evaluation programs and the issue of cultural bias in the assessment of students, along with the need for new performance-based assessment. Among the assumptions on which this book rests is the central assumption that cultural education program evaluators need expertise in cultural analysis, qualitative and quantitative methods of data collection and analysis, and the forms and functions of program evaluation. Each chapter contains references. (Contains six figures.) (SLD)
Best practices in service delivery to families of children who are disabled or at risk for disabilities have moved toward a much more family focused or family centered approach.
As professors in personnel preparation programs, directors of early intervention programs and projects, consultants, and active members of the early intervention community, we often have been asked questions regarding the provision of services to families from a range of cultural backgrounds. . . . A number of excellent handbooks have helped us learn, as has participation in specific cross-cultural experiences and training programs—but no single source combined a strong conceptual framework with the specific information that we felt we and our students needed to know. This book is designed to combine those features. It is based upon literature that describes best practices in early intervention, the literature on intercultural effectiveness, and information and insights from contributing authors who are bicultural and often bilingual.
This book is organized into three sections. Part I provides the reader with an introduction to issues surrounding working with families from diverse cultural, ethnic, and language groups.
Part II, the core of the book, introduces the reader to a number of the major cultural and ethnic groups that make up the population of the United States. Each group is described in terms of its history, values, and beliefs, with particular emphasis on issues related to the family, childrearing, and disability.
The final section of this book, Part III, synthesizes the information presented in Parts I and II and provides recommendations for interventionists working in service delivery systems.
The book is designed to be of use to the range of professionals providing educational, health care, and social services (e.g., educators, nurses, speech and language specialists, audiologists, occupational and physical therapists, physicians, social workers, psychologists) to families who have young children who are disabled or at risk for disabilities. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Discusses the importance of the continued attainment of multicultural knowledge and skill in counseling. The author examines multicultural training—as a primary prevention strategy in counseling—through a 3-stage developmental model of Awareness, Knowledge, and Skill. His Triad Training Model focuses on developing an awareness of culturally learned assumptions, knowledge of accurate multicultural information, and the acquisition of counseling skills needed for action. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The behavioral approach to measuring intercultural communication effectiveness served as the basis for the development of the Behavioral Assessment Scale for Intercultural Communication (BASIC) effectiveness. The conceptual strengths and methodological weaknesses of this approach are presented. The BASIC incorporates modifications of B. D. Ruben's (see record
1977-21118-001) intercultural effectiveness scales. Administration of the BASIC to 263 college students demonstrated that the scale was reliably used, correlated highly with another measure of communication effectiveness, and represented 1 underlying dimension. (French & Spanish abstracts) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Like its predecessor—which awakened the therapeutic community to the varying assumptions, needs, and biases of culturally different clients—this updated and revised "Second Edition" opens new doors and lays the groundwork for exciting new directions.
While the overall approach has remained the same, there is heightened emphasis on the damaging effects of political and racial biases inherent in the mental health field and on the need for developing culture-specific communication/helping styles for culturally different clients. Also highlighted are the key issues of ethnic and racial identity formation and culturally specific concepts of the family and their relationship to counseling.
"Counseling the Culturally Different" moves from the theoretical to the practical in three sections covering: Issues and Concepts—provides a conceptual framework with which to view the complex interplay of values, expectations, and social and political forces in the counselor-client relationship and the practice of cross-cultural counseling in public schools, mental health agencies, industries, and correctional institutions. Counseling Specific Populations—guidelines and detailed methods for counseling specific minority groups (including African Americans, Hispanics, American Indians and Asian Americans). Critical Incidents—a series of case vignettes portraying typical issues and dilemmas.
Combining a sound conceptual framework for multicultural counseling with proven therapeutic methods for specific groups, "Counseling the Culturally Different, Second Edition" prepares students, like no other text in the field, for the rigors of counseling in the "real world." At the same time, as a source of enlightenment and guidance for professionals, it has been proven to make a difference in clients' lives. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article identifies the influential disciplines, scholars and books in the interdisciplinary study of intercultural relations. Influence is measured in terms of the number of citations that a scholar, book, etc. received in the International Journal of Intercultural Relations from 1983 to 1996. According to the citation analysis conducted, psychology is the most influential discipline, followed by communication, sociology and last anthropology. The most influential authors (in order of rank) are (1) W. Gudykunst (2) H. Triandis (3) R. Brislin (4) B. Ruben and (5) E. T. Hall. The Handbook of Intercultural Training, Intercultural Communication: A Reader (all editions), Culture’s Consequence and Cross-Cultural Encounters are among the most influential books. The results of the present study are compared to the results of a past survey-based study of influences in the area of intercultural relations.
Program theory evaluation is not an easy type of evaluation to do successfully. Skills in conceptualization are required,
as well as, skills in measurement and in helping people articulate tacit knowledge. It often raises harder and more threatening
questions than can be satisfactorily answered in any one evaluation. But it can lead to better information about programs
that is important for replication or for improvement, and which is unlikely to be produced through other types of program
evaluation. In many cases, these advantages are worth the extra trouble.
Several critical issues in cultural and intercultural communication inquiry were overviewed including the need for clarity in conceptualizations of culture and intercultural communication, representational and statistical validity of constructs, consistency in ontological and epistemological assumptions, clarity in culture general or culture specific goals in the research endeavor, and appropriate discussion of implications and applications. Four selected approaches to the study of cultural and intercultural competence were discussed in light of these issues: ethnography of speaking approaches, behavioral skills approaches, crosscultural attitude approaches, and, finally, an approach thematizing cultural identity and competence.
Keywords: Delphi technique, higher education administration, Delphi, internationalization, assessment, intercultural, cross-cultural, competence, outcomes, global competence, international education. Thesis (Ed. D.)--North Carolina State University. Includes bibliographical references (p. 206-219). Includes vita.
Knowledge, skills, attitudes, and experiences necessary to become globally competent. Unpublished dissertation Effective cross-cultural counseling and psychotherapy: A framework. The Counseling Psychologist
- W Hunter
Hunter, W. (2004). Knowledge, skills, attitudes, and experiences necessary to become globally competent. Unpublished dissertation, Lehigh University, Bethlehem, Pennsylvania. Ibrahim, F. A. (1985). Effective cross-cultural counseling and psychotherapy: A framework. The Counseling Psychologist, 13, 625-638.