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The integrated model of intercultural communication competence (IMICC): Model test
... The introduction of this culture-general model, later named the Integrated Model of Intercultural Communication Competence (IMICC) (Arasaratnam et al., 2010a), was followed by two consecutive empirical and quantitative studies by . The model underwent another test later by Arasaratnam et al. (2010a) using structural equation modelling (SEM) in a different multicultural context, Australia, with participants from multiple cultural perspectives. ...
... The introduction of this culture-general model, later named the Integrated Model of Intercultural Communication Competence (IMICC) (Arasaratnam et al., 2010a), was followed by two consecutive empirical and quantitative studies by . The model underwent another test later by Arasaratnam et al. (2010a) using structural equation modelling (SEM) in a different multicultural context, Australia, with participants from multiple cultural perspectives. ...
... The third test, the SEM analysis of IMICC, mainly supported the predicted pathways (Arasaratnam et al., 2010a), but contrary to the results of the previous model, experience was depicted as an endogenous model. They highlighted three pathways, which they reported to have insightful theoretical implications. ...
The influence of globalization on education, in particular higher education, has brought to the fore constructs which were kept in the background for a long time. One of such constructs is intercultural competence (IC), which has a wide range of applications for both incoming international students and the admin and teaching staff of tertiary education in the host country. There have been considerable attempts to address the growing demand for IC development in the field, but a wide gap is still felt in the literature due to the complexity of the construct. To move towards a substantial contribution to filling the gap, the present paper examined the status of IC literature and suggested an efficient approach aligned with its existing status. Besides the applicable approach to different contexts, this paper reviewed IC development programs in tertiary education and provided insight into promoting the efficiency and sustainability of their outcomes. It also highlighted the effects of IC on the three elements of teaching and learning: academic, af-fective, and social outcomes in tertiary education.
... However, in those research, ICC has been examined and integrated from a variety of angles based on their specific requirements. According to intercultural research, it is ideal to study ICC from the perspectives of perceivers while taking into account social phenomena, different cultural backgrounds, and other factors (Arasaratnam et al., 2010). Cultural studies and foreign/local cultures can raise a number of important questions that might not be appropriate or applicable in other situations. ...
... A few models have been studied in the West (Arasaratnam et al. 2010;Nadeem et al.2017), but finding a model that is applicable across different culture and has been studied in a non-Western setting is extremely challenging, particularly in Bangladesh. ...
In an attempt to address the commercial, instrumental, and generalizing aspects of the English for Today (EfT) textbook series, the official ELT textbooks locally produced for Class 1-12, this paper proposes an intercultural communicative framework for their construction and improvement. This framework builds on the elements of previous recommended frameworks from different nations, incorporating essential elements that are crucial in the Bangladeshi context. This study seeks to make clear which components of ELT textbooks should be added in order to enhance Bangladeshi students’ intercultural and communicative competencies based on the shortcoming of the present English for Today textbooks. The framework suggests the textbook should be divided into sections such as pre-text, text, images, and post-text activities. Here the pre-text should be based on knowledge, abridged extracts or authentic texts need to be included from multicultural contexts aligned with comprehensive images and finally post-text activities are intended to develop skills, attitudes and cultural awareness. The authors clearly outlined the roles of the teachers, students, and potential threats in every step of pre-text, text, images, and post-text exercises. To our knowledge, such type of framework has not yet been prepared or published for ELT textbooks in Bangladesh.
... These factors include empathy, ethnocentrism, and sensation seeking as independent variables, motivation to engage in intercultural communication (MTEIIC), and attitude toward other cultures (ATOC) as mediating variables that influence ICC. In fact, few researcher (Arasaratnam et al., 2010a;Nadeem et al., 2020b) have made the call to enhance and further explore IMICC on various cultural contexts (Arasaratnam, 2006). Furthermore, a key variable namely, religiosity was overlooked or was not taken into consideration in the latest versions of IMICC. ...
... Previous studies found that empathy had a direct relationship with ICC. Another study indicated that empathy is the main influencer of ICC (Arasaratnam et al., 2010a). It is strongly recommended to further explore the association between empathy and ICC in future studies (Nadeem et al., 2018). ...
This study aims to extend and further test the integrated model of intercultural communication competence (IMICC) on a cultural context of Malaysia. Since previous researchers have pointed out the need to address religion during intercultural encounters; this study adopted IMICC, expanded it with religiosity, and tested it in Malaysian context. International students from multiple countries were considered as respondents. In this study, direct effects of empathy, sensation seeking, and ethnocentrism on intercultural communication competence (ICC) were addressed. In addition, moderating effect of religiosity and mediating effects of attitude toward other cultures (ATOC) and motivation to engage in intercultural communication (MTEIIC) on ICC were also examined. The findings show that empathy, sensation seeking, and ATOC directly influenced ICC. Findings empirically justified the moderating effect of religiosity and mediating effect of ATOC. The inclusion of religiosity into IMICC adds valuable theoretical insights. This study reconfirms the culture-general nature of variables and IMICC.
... Arasaratnam and Doerfel (2005) conceptualized ICC through an emic approach and identified culture-general factors that can influence ICC. Later, these factors were addressed on the students from multiple cultures in different versions of IMICC (Arasaratnam and Banerjee, 2011;Arasaratnam et al., 2010a). A study by Nadeem et al. (2017) argued that there are multiple versions of IMICC, and it is hard to find the application of these models in other cultural contexts to ensure its universal application. ...
... ATOC is defined as those attitudes that are contrary to the ethnocentric approach and are favourable for ICC and help the people to develop intercultural friendship with culturally different individuals (Arasaratnam, 2004). A line of researchers regarding IMICC found that ATOC has a direct and strong influence on the ICC of the individuals from multiple cultural contexts (Arasaratnam and Banerjee, 2011;Arasaratnam et al., 2010a). A study revealed when individuals hold positive ATOC and engage in a friendly communication, they can minimize the levels of anxiety while living in a diverse cultural setting (Lu and Hsu, 2008). ...
Purpose
The purpose of this study is to highlight the importance of intercultural communication competence (ICC) of international students living in Malaysia. This study considered the culture-general factors of integrated model of ICC (IMICC) established from the West with an addition of empathy and further addressed these influencers on the international students from a Malaysian university. It is proposed that empathy, sensation seeking, ethnocentrism, attitude and motivation have a direct influence on ICC.
Design/methodology/approach
A quantitative research methodology was considered to address the relationship between the variables of this study. Data were collected through a survey by visiting different parts of the university campus. A total of 388 international students took part in the study voluntarily. Data were analysed using statistical package for social sciences (SPSS) and structural equation modeling-analysis of a moment structures (SEM-AMOS).
Findings
The findings revealed that empathy, sensation seeking and attitude are the antecedents of ICC. However, ethnocentrism and motivation do not influence ICC significantly.
Originality/value
Through the findings of this study, a series of training sessions can be conducted by Malaysia (host country training) and sender countries (home country training) to educate international students regarding ICC. Furthermore, ministry of higher education (MoHE) Malaysia and higher education institutes (HEIs) can improve their infrastructure and services in terms of hosting and accommodating more international students by considering the findings of this study. These approaches could help international students to adjust in a new cultural setting of Malaysia.
... Effective communication between healthcare professionals and patients from different cultural origins and with differing language capacities includes y Cross-cultural communication skills, both verbal and nonverbal, y Skills in identifying and integrating specific cultural issues in both diagnostic and treatment formulation, y Skills in applying emic approaches in assessment and treatment, y Skills in advocating for a specific patient or patient population, y Reflective skills in monitoring one's performance and effectiveness within specific cultural contexts. Pedersen & American Counseling Association, 1994;Sue et al., 1982;Sue et al., 1992) As mentioned earlier in this e-book (2.2.1), according to the Model of Arasaratnam et al. (2010), the capacities to develop intercultural communication skills are: cultural empathy, involvement in interaction, a global attitude of cultural relativism, intercultural experiences and motivation. ...
The current work assessed different aspects, steps and conditions that help people communicate appropriately in the current globalized world deeply affected by modern technologies, such the Internet and artificial intelligence. The results reported in this manuscript are based on an analysis of eight studies in different aspects of human communication and a review of 70 papers published from 2000 to 2023. An online search using WoS and SCOPUS databases was done to record the related published works. A total of 186 items were recorded, and after excluding 116 duplicated and irrelevant items, 70 papers were selected and reviewed thoroughly. According to the results, communication initiation, self-disclosure, overall well-being, positive attitudes, language proficiency, communication competence, and technical skills are among the main factors that affect interactions among individuals from different cultures. Based on the results, cognition, knowing different norms and values, and accommodation in the current diversified environments are the main aims and outcomes of daily interactions among people. The current work introduces communication initiation, disclosure, cognition, and accommodation as the four main steps, and self-knowledge, positive attitudes, self-regulation, heart coherence, cultural awareness, intercultural sensitivity, openness, purposefulness, respect differences, language proficiency, technical skills, communication competence, and effectiveness as the main conditions of effective human communication in the age of the artificial intelligence in the 21st century.
Intercultural communication competence (ICC) has been identified as an important area of study, given today's increasing diversity in many societies. While it is acknowledged that there are already ICC studies and models available in the literature, most, if not all, address the ICC of expatriates or sojourners. Studies, as well as models that specifically address the ICC of migrant workers, are scanty. Hence, this study intends to highlight the crucial need for a better understanding of the issues related to ICC by providing a comprehensive and critical review of studies on ICC. This enables the proposition of a conceptual framework for ICC that is specific to migrant workers working in Malaysia due to their crucial importance to the country's economy. The proposed conceptual framework considers include sensation seeking, ethnocentrism, attitude toward other cultures, and motivation to engage in intercultural communication as the antecedents of ICC. Meanwhile, cross-cultural adjustment is proposed as a consequence of ICC. The proposed conceptual model would be useful in bridging the budding literature of ICC by highlighting the skills needed by migrant workers, which will, consequently, facilitate their adjustment and enable them to perform their work successfully in Malaysian culture.
Mentorstvo je proces, v katerem izkušen posameznik pomaga drugi osebi razviti kompetence in doseči postavljene cilje. Mentorstvo temelji na zaupanju, komunikaciji, časovni omejenosti in številu učnih aktivnosti. Mentorji imajo možnost deliti svojo modrost in izkušnje, pri mentorirancu vzpodbujajo kritično razmišljanje,
vzpostavljajo nove odnose in poglabljajo mentorirančevo znanje in spretnosti ter razvijajo njegove kompetence. Ker poteka polovica izobraževanja študentov zdravstvene nege v kliničnem okolju (2300 ur) skladno z Direktivo 2013/55/EU in EFN kompetenčnim okvirom, je odgovornost mentorjev zelo velika. Za kakovostno izvajanje mentorskega procesa potrebujejo napredna znanja.
Z znanstveno monografijo predstavljamo le del z dokazi utemeljenih rezultatov, ki so nastali pri mednarodnem raziskovalnem in razvojnem projektu QualMent, da bi s kakovostnim izvajanjem mentorstva dosegli ravnovesje med znanjem, pridobljenim s teorijo, in znanjem, pridobljenim v kliničnem okolju, kar so sedaj in bodo tudi v prihodnje veliki izzivi za mentorje.
Cultural and linguistic diversity is increasingly common in our society, as well as in clinical settings. In order to successfully mentor culturally and linguistically diverse students, mentors must be equipped with intercultural competences. In our research, we wanted to investigate the influences and relationships of various characteristics of mentors on their intercultural competences and gain insight into their understanding and ways of solving intercultural challenges. We used a combination of quantitative and qualitative methods. The sample consisted of QualMent training participants who filled out a questionnaire before and after the training. This was analysed using descriptive and inferential statistical methods. The qualitative part of the research was carried out with a content analysis of documentation - written assignments on the theme of solving intercultural challenges. Before the training, the participants stated that they infrequently encountered culturally and linguistically diverse students, but after the training they were better able to recognise diversity. More frequent mentoring of these
students and less time since the last mentoring was associated with higher cultural competence. Before the training, the participants reported the presence of stereotypes less often than after the training. The perception of intercultural challenges is often related to the role and responsibility of the student, and we have also identified many strategies that mentors indicate as important in solving intercultural challenges. We identified the challenges and advantages of intercultural mentoring, the attitude of mentors to discrimination and the view of the role of key stakeholders. After the training, we detected some differences in the participants'
self-assessment of intercultural competence, which we explained with the Dunning-Kruger effect. We also detected some data that indicate the presence of cultural blindness and poor recognition of discrimination. The concept of self-reflection, which is the basis of intercultural competence, is poorly recognised as a strategy for dealing with intercultural challenges. In the light of these findings,education in intercultural mentoring is extremely important. / Kulturna in jezikovna raznolikost sta v naši družbi in tudi v kliničnih okoljih vse pogostejši. Za uspešno mentoriranje kulturno in jezikovno raznolikih študentov morajo biti mentorji opremljeni z medkulturnimi kompetencami. V naši raziskavi smo želeli raziskati vplive in odnose različnih značilnosti mentorjev na njihove medkulturne kompetence ter pridobiti vpogled v njihovo razumevanje in načine reševanja medkulturnih izzivov. Uporabili smo kombinacijo kvantitativnih in kvalitativnih metod. Vzorec so bili udeleženci izobraževanja QualMent, ki so pred izobraževanjem in po njem izpolnili anketni vprašalnik. Tega smo analizirali z deskriptivnimi in inferenčnimi statističnimi metodami. Kvalitativni del raziskave smo izvedli z vsebinsko analizo dokumentacije – pisnih izdelkov na temo reševanja medkulturnih izzivov. Udeleženci so pred izobraževanjem manj pogosto navajali, da se srečujejo s kulturno in jezikovno raznolikimi študenti, po izobraževanju pa so raznolikost bolje prepoznavali. Pogostejše mentorstvo tem študentom ter krajši čas, ki je minil od zadnjega mentorstva, sta se povezovala z višjimi kulturnimi kompetencami. Pred izobraževanjem so udeleženci manj pogosto poročali o prisotnosti stereotipov kot po izobraževanju. Dojemanje medkulturnih izzivov je pogosto povezano z vlogo in odgovornostjo študenta, identificirali pa smo tudi mnogo strategij, ki jih mentorji navajajo kot pomembne pri reševanju medkulturnih izzivov. Zaznali smo izzive in prednosti medkulturnega mentorstva, odnos mentorjev do diskriminacije in pogled na vlogo ključnih
deležnikov. Po izobraževanju smo v samooceni medkulturnih kompetenc udeležencev zaznali nekaj razlik, ki smo si jih razložili z Dunning-Krugerjevim učinkom. Zaznali smo tudi nekaj podatkov, ki kažejo na prisotnost kulturne slepote in slabega prepoznavanja
diskriminacije. Koncept samorefleksije, ki je podlaga medkulturni kompetentnosti, je kot strategija spoprijemanja z medkulturnimi izzivi slabo prepoznan. Glede na te ugotovitve je izobraževanje na področju medkulturnega mentorstva izjemno pomembno.
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