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Transformative training: Designing programs for culture learning
... 458). While a clear consensus has yet to be reached on its definition (Deardorff, 2006a), there is emerging agreement around the key sets of elements that constitute intercultural competence: knowledge, skills, and attitude, which, according to Bennett (2009), fall under three different dimensions-the cognitive (mind-set) dimension, the behavioral (skill-set) dimension, and the affective (heart-set) dimension. The key components of knowledge, skills, and attitudes directly inform the learning outcomes identified in the influential AAC&U Value Rubric of Intercultural Competence (Rhodes, 2010), which is widely used by undergraduate-level institutions in the US for assessing and discussing students' intercultural learning. ...
... Upon completion of the first round of coding and the subsequent cross-checking, we used an axial coding method to group the codes into categories and subcategories and drew clear relationships among them. Then we related these categories to three higher-level themes by referencing the three dimensions of intercultural competence identified by Bennett (2009). For example, "using meet-up app to meet new people" and "living in a German student dorm" were grouped into the category of "networking with the locals." ...
... By analyzing the focus group interviews, we identified 13 categories of experiences that either positively or negatively impacted students' intercultural growth. A careful reflective analysis revealed that these categories can be subsumed under the three higher levels of abstraction identified by Bennett (2009), i.e., the cognitive, behavioral, and affective dimensions. Fig. 1 demonstrates the 13 categories of individual experiences, the three higher levels of abstraction, and the relationship between them. ...
The purpose of this paper is to identify what individual experiences contribute to the development of students’ intercultural competence in study abroad contexts and how these experiences positively or negatively impact their intercultural development. Fifty-one students completed the IDI both before and after their year-long sojourn abroad. Upon their return, twenty-six students participated in focus group debriefing sessions in which they answered questions regarding their personal growth and intercultural development while abroad. Thirteen categories of experiences—ten related to intercultural gains and three intercultural regressions—were identified and further abstracted into three broad themes (cognitive, behavioral, and affective). These findings partially confirm existing frameworks describing intercultural competence but add more nuance and complexity. Through the exploration of both the positive and negative learning outcomes by focusing on students’ experiences at the individual level during study abroad, this study answers key questions of why study abroad experiences can lead to positive changes in intercultural competence for some students but negative ones for others.
... L'étranger, migrant ou réfugié, est désormais à demeure » (2011, p.7). Ce processus de convergence des cultures vient en grande partie du développement du commerce international. C'est dans cette période-là que se manifeste l'évolution de la culture d'entreprise, de la culture cosmopolite qu'on appelle l'internationalisation de la culture organisationnelle (en passant des équipes monoculturelles basées sur la similarité (Bennett, 1998) où « les règles d'interprétations sont partagées » (Waxin et Barmeyer, 2008, p.62) (Phinney et Devich-Navarro, 1997). Autrui et sa représentation, tout comme l'altérité (identité de l'autre selon Demorgon (2005)) en général se mettent en avance (Meunier, 2014). ...
... De là, viennent deux scénarios possibles : le premier où les différences culturelles sont minimisées, les gens cherchent les points en commun ; le deuxième où les différences culturelles sont soulignées, les gens adoptent une attitude d'exotisme où une culture est plus valorisée que l'autre. Avec la mondialisation de plus en plus présente, les chercheurs commencent à rejeter l'idée de l'ethnocentrisme (la supériorité d'une culture sur une autre (Bennett, 1998)) venue des États-Unis et à se concentrer sur le relativisme culturel pour lequel la compétence interculturelle (un outil permettant de s'adapter aux contextes interculturels multiples) prend une place importante. ...
... 181 Comme ajustement aux chercheurs (Bennett, 1998 ;Alon et Higgins, 2005 ;Earley et Ang, 2003 ;Thomas et al. (2008)) qui présentent la CI comme intelligence interculturelle, donc qui soulignent son aspect inné, nous pensons que la CI contient les 2 aspects (innés et acquis) qui ne sont pas séparables, mais avec différentes proportions selon chacun chez tout individu : C'est à cause du noyau initial que parfois la CI est vue plutôt comme une capacité innée. Nous tenons à préciser que, comme dans beaucoup de compétences, toute compétence se base sur les traits de personnalité, c'est pour cela que la dimension consciente n'est pas toujours activée. ...
L’évaluation de la compétence interculturelle constitue un enjeu majeur en termes de management, la complexité des éléments qui la composent suppose une analyse plus approfondie. Aussi notre recherche démontre les strates de la compétence interculturelle et la typologie des profils interculturels dans les grilles d’évaluation. Cela permet de valoriser l’expérience à l’international et créer une tradition de transmission des connaissances au sein d’une équipe culturellement diverse. Le cadre théorique mobilise trois ensembles de travaux : le premier ensemble s’est formé autour de la littérature sur les caractéristiques des compétences et plus particulièrement la compétence interculturelle, compétence transverse caractérisée par la durabilité, la transmissibilité, la contextualité, la subjectivité et le dynamisme ; le deuxième ensemble reprend la littérature sur l’expatriation abordant les différents porteurs de la compétence interculturelle permettant de classifier 3 profils interculturels : World Citizen, Millennial et Adult Third Culture Kid ; enfin, le troisième ensemble se base sur des approches de l’évaluation des compétences. En travaillant sur l’ensemble de la littérature mobilisée, deux propositions ont été formulées : la première proposition explore les spécificités de l’acquisition des composantes de la CI pour chacun des 3 profils interculturels ; la seconde démontre que les techniques de mise en situation et la comparaison entre pairs favorisent la contextualisation et la transmissibilité dans l’évaluation de lacompétence interculturelle. Dans une approche épistémologique constructiviste, nous avons choisi la méthodologie qualitative en nous appuyant sur les approches ethnographiques et réflexives, dans une démarche abductive. Le terrain choisi, celui des Institutions européennes, nous donne accès aux fonctionnaires européens hautement qualifiés par leur expérience internationale. Le recueil de données a été réalisé avec des entretiens semi-directifs en trois langues différentes (français, anglais, russe) entre 2017 et 2019. Les données ont été compilées dans une base de données et codées de manière ouverte et axiale à l’aide du logiciel Nvivo. Elles ont été traitées par un processus d’analyse de contenu. Cette recherche a permis d’identifier les similitudes et les différences dans l’acquisition des composantes de la CI chez les trois profils interculturels identifiés. Une évaluation formative par le biais de la transmissibilité entre les collaborateurs expérimentés et les novices, permet non seulement d'évaluer la CI, mais d’assurer son développement et le transfert des connaissances interculturelles spécifiques à une entreprise. Cela crée une synergie interculturelle, qualité recherchée dans le monde professionnel international. Nous concluons notre thèse par un apport managérial en termes de management d’équipes multiculturelles et en termes de pratiques RH permettant l’acquisition et l’évaluation de la CI.
... It is evident through previous research, that study abroad research implies a significant increase in intercultural sensitivity, knowledge, and competence (Bennett, 2004;Anderson et al., 2006;Martinez, 2012;Pederson, 2009 Students must continually reflect on their study abroad experience to develop increased levels of intercultural sensitivity (Bennett, 2004). Furthermore, an outcome of critical reflection and deepened levels of intercultural sensitivity is increased self-efficacy, identity, and cultural competency, which are critical developments in leadership capacity (Bennett, 2008;Montgomery & Arensdorf, 2012;Reichard & Walker, 2016). ...
... However, this can be challenging if leaders or employees lack intercultural competence, which is seen as a bridge to inclusion (Bennett, 2013). Intercultural competence refers to the knowledge, skills, and abilities needed to effectively and appropriately interact with people from different cultural backgrounds in a variety of contexts (Bennett, 2009(Bennett, , 2013(Bennett, , 2015Hammer, 2009;Sorrells, 2016). Some scholars (e.g., Collier, 1989) have noted limitations to the conceptualization of intercultural competence; however, over time, researchers using the concept in assessing intercultural competence development have adapted to many of those concerns (e.g., Bennett, 2015;Hammer, 2009). ...
Workplace cultural diversity and community inclusion are two facets of a complex public issue that require a deliberative community-based problem-solving approach. This article reports findings from a qualitative analysis of fourteen focus groups (N = 83 participants) held in a rural Midwestern community that centered on community members’ experiences with workplace cultural diversity and community inclusion. Three themes emerged: (a) racism and micro-aggressions; (b) discomfort talking about and across cultural differences; and (c) lack of belonging. Of the 14 focus groups, five represented enclave groups with culturally diverse employees. By engaging with historically excluded groups, researchers communicated with affected stakeholders when framing the public issue and convening public meetings to discuss that issue. This use of enclave groups to make the initial stages of the deliberative cycle more inclusive has implications for practitioners of public deliberation, scholars of human communication, and citizens and their communities.
... The Intercultural Knowledge and Competence Value Rubric (Bennett, 2008) was chosen to be used during the post-departure phase as a tool to measure "cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts." ...
A four-week global interdisciplinary service-learning project to Botswana, Africa was developed to increase cultural humility and cross cultural communication skills in 12 current and future educators of children with autism and developmental disabilities. Participants worked alongside peer educators in eight different special education units across different regions of Botswana to create curricular activities that can be used in classrooms in both countries. Instruction in Botswana education, culture, language, history, and traditions was provided along with immersion in daily Botswana life. The present study examines the impact of these experiences on participant growth of cultural humility and cross-cultural communication skills. Results indicated increases in cultural humility for all participants, with the greatest increases for the stages of integration and intercultural communication. Individual growth varied based on factors such as previous experiences, chronological age, and flexibility. In this paper, we discuss details of the project, results, limitations, and implications for practice. Abstract in Setswana Lenaneo la beke tse nne go ya Botswana, le le akaretsang mafatshefatshe, ebile ele la dikitso tse di farologanyeng, le ne la bopiwa go oketsa kitso ka ngwao ya Setswana le ka ha go buisanwang ka teng mo ngwaong. Kitso tse tsa ngwao, di ne di itebagantse le barutabana bale lesome le bobedi. Barutabana ba, ene ele ba jaanong le ba isago, ba ruta bana ba ba nang le autism le bogole jo bo farologaneng. Batsaya karolo ba ne ba bereka le barutabana mo makalaneng a a farologanyeng a le boroba bobedi ko Botswana, a a lebaganeng le dithuto tsa autism le bana ba ba nang le bogole. Ba dira jaana go bopa ditsamaiso tsa thuto tse di ka dirisiwang mo dikolong tsa mafatshe oo mabedi. Batsaya karolo ba ne ba tlhatlhelelwa ka tsamaiso ya thuto, ngwao, puo, ditso le tumelo mo Botswana, le gore di amana jang le matshelo a Batswana a tsatsi le letsatsi. Dipatlisiso tse di leka go kala maduo a phetogo maikutlo a batsaakarolo mo go godiseng kitso ka ngwao le dipuisano ka yone mo Botswana. Maduo a dipatlisiso a supile fa barutabana ba nnile le kgolo mo go tlhaloganyeng ngwao, go gola mo go tona e nnile go tlhaloganya dingwao tsa mafatshe ka bobedi. Se se raya gore lenaneo le, le nnile botlhokwa thata mo go bone. Go gola ga barutabana ka bongwe ka bongwe go ne go ikaegile thata ka maitemogelo a bone pele ga ba ya Botswana, dingwaga tsa bone le ka ha ba amogelang diemo tse di farologanyeng ka teng. Mo mokwalong o, re ala ka botlalo ka ha lenaneo le tsamaileng ka teng, maduo le ditlhaelo/dikgwetlho le ka fa lenaneo le ka dirisiwang ka teng go ya pele.
... In the highly regarded "Intercultural Knowledge and Competence VALUE Rubric" by the Association of American Colleges & Universities (AAC&U), "Intercultural Knowledge and Competence" is defined as "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts." (AAC&U, 2010;Bennett, 2008) Generally, intercultural scholars agree that intercultural competence means "the ability to communicate effectively and appropriately in intercultural situations based on one's intercultural knowledge, skills, and attitudes" (Deardorff, 2006, p. 247). (DEARDORFF, 2006) A variety of assessment tools have emerged to measure intercultural competence in quantitative terms. ...
This study presents evidence of the impact of an innovative pedagogical practice that cultivates and develops the intercultural competence of undergraduate college students. 15 U.S. undergraduate students enrolled in a business study abroad course and 12 Chinese undergraduate students participated in a virtual student exchange project in spring 2019. Using global distance learning technology, the students collaborated on the project to provide a joint comprehensive investment recommendation report. A comparison of U.S. students’ Intercultural Effectiveness Scale scores at the beginning and end of the project revealed significant positive changes in their intercultural competence. Student self-evaluations and peer surveys confirmed improvement in students’ global mindset. Being one of the first studies to demonstrate student intercultural competence and learning through a virtual exchange experience, this study provides implications for study abroad and virtual global learning.
... Understanding intercultural knowledge and competence as "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts" (Association of American Colleges and Universities, n.d.; Bennett, 2008) requires active investment, from syllabi design (Fuentes et al., 2021) to the recognition of dominant communities and issues of power and privilege (Chapman & Bhopal, 2019). ...
This article describes the impact of a didactic proposal implemented in a visual arts course which intends to promote intercultural competences and work on identity awareness through collective learning activities, using the framework of UNESCO’s Intangible Cultural Heritage (ICH). Firstly, the term “collective learning” is defined in the context of humanities teaching as a multimodal and multi-source process of learning that contemplates the feedback between the individual the collective. Secondly, the framework of ICH is presented. Lastly, a quantitative comparative analysis of data from two different versions of the same course is performed: Group 1 in an in-person study abroad context and Group 2 in a remote environment. The examination of the results offers insight on a generalized effective acquisition of intercultural competences following the framework while highlighting the translation of study abroad elements of collective learning into the digital environment as a means to promote horizontal learning and self-assessment. Abstract in Spanish Este artículo describe los resultados de una propuesta didáctica implementada en un curso de artes visuales que pretende promocionar la competencia intercultural y trabajar la conciencia identitaria a través de actividades de aprendizaje colectivo y usando el marco teórico del Patrimonio Cultural Inmaterial de la Humanidad de la UNESCO (ICH por sus siglas en inglés). Primero se describe el término “aprendizaje colectivo” en el contexto de la educación de humanidades como un proceso de aprendizaje multimodal que integra múltiples inputs y que contempla la retroalimentación entre lo individual y lo colectivo. Posteriormente, se presenta el marco teórico del ICH. Por último, se realiza un análisis comparativo de datos de dos versiones diferentes del mismo curso: el Grupo 1 siendo presencial en un contexto de estudio en el extranjero y el Grupo 2 siendo de aprendizaje a distancia. El estudio de los resultados indica una adquisición generalizada de competencias interculturales dentro del marco teórico, a la vez que enfatiza como la traslación de elementos de aprendizaje colectivo en estudios en el extranjero al ámbito digital puede funcionar como un elemento que promueva el aprendizaje horizontal y la autoevaluación.
... Faculty, staff, and students represent over 62 countries and 46 states. The process model of global and intercultural competence developed by Deardorff (2006) and expanded upon by Bennett (2008) suggests that attitudes and mindset matter a great deal in the development of global and intercultural competencies and mentors help model positive mindsets and attitudes. Given the diversity of our staff and student body, a mentoring strategy is an excellent opportunity for our students to have sustained positive interactions with those that are different from them at home while becoming comfortable with campus resources and building a network that can lead to success. ...
Historically Black Colleges and Universities (HBCUs) across the United States met the challenges posed by the COVID-19 pandemic and increased social unrest caused by George Floyd’s death head on to provide quality instruction and to support students in and out of the classroom. For many of these institutions, global and intercultural efforts struggled as administrators, faculty, staff, and students pivoted to online instruction. Through storytelling, ethnography and narrative analysis, this essay describes how Prairie View A&M University (PVAMU) navigated the continuing challenges presented by COVID-19 by reimagining what global education and student mobility could be. This case study highlights the impact of intentional collaborations with stakeholders within and outside of the university, the development of a themed living and learning communities focused on glocal learning, and the infusion of global competencies into core curriculum courses through faculty development. Data indicate learning gains and improved satisfaction with programming. By employing a glocal framework, PVAMU has demonstrated how an HBCU can bring the world to their students when confronted with a global shutdown.
... The Organisation for Economic Co-operation and Development (OECD, 2016) defines global competence as being open and respectful toward cultural diversity and having the analytical and critical skills to understand intercultural and global topics. Johnson et al. (2006) defined intercultural competency as the ability to use knowledge, skills, and personal traits to work successfully with people from different cultures, and Bennett (2008) defined intercultural knowledge as "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts". ...
Students' intercultural competence and reading ability are an essential aspect of their education. Intercultural competence, defined as respect for the cultural views, beliefs, and traditions of others, is a necessary skill for effective and appropriate communication. Using a multidimensional model, this study investigated the effect of intercultural competence among Thai junior high school students on their resilience, well-being, and attitudes toward reading. A 2018 Program for International Student Assessment data set relating to 7,411 students from 289 schools in Thailand was analyzed using structural equation modeling. The research findings suggest that improved intercultural competence strengthens resilience, well-being, and attitudes toward reading.
... Lastly, "communication" comprises nonverbal behavior, literacy, dialogue, and language. When reviewing Milton Bennett (2008) and the established components of intercultural competence, different categories can be found. Bennett determined three domains: cognitive, affective, and behavioral. ...
This paper examines the function that cross-cultural competence (3C) has for NATO in a military context while focusing on two member states and their armed forces: the United States and Germany. Three dimensions were established to analyze 3C internally and externally: dimension A, dealing with 3C within the military organization; dimension B, focusing on 3C in a coalition environment/multicultural NATO contingent, for example while on a mission/training exercise abroad; and dimension C, covering 3C and NATO missions abroad with regard to interaction with the local population. When developing the research design, the cultural studies-based theory of hegemony constructed by Antonio Gramsci was applied to a comprehensive document analysis of 3C coursework and regulations as well as official documents in order to establish a typification for cross-cultural competence. As the result, 3C could be categorized as Type I – Ethical 3C, Type II – Hegemonic 3C, and Type III – Dominant 3C. Attributes were assigned according to each type. To validate the established typification, qualitative surveys were conducted with NATO (ACT), the U.S. Armed Forces (USCENTCOM), and the German Armed Forces (BMVg). These interviews validated the typification and revealed a varied approach to 3C in the established dimensions. It became evident that dimensions A and B indicated a prevalence of Type III, which greatly impacts the work atmosphere and effectiveness for NATO (ACT). In contrast, dimension C revealed the use of postcolonial mechanisms by NATO forces, such as applying one’s value systems to other cultures and having the appearance of an occupying force when 3C is not applied (Type I-II). In general, the function of each 3C type in the various dimensions could be determined. In addition, a comparative study of the document analysis and the qualitative surveys resulted in a canon for culture-general skills. Regarding the determined lack of coherence in 3C correlating with a demonstrably negative impact on effectiveness and efficiency as well as interoperability, a NATO standard in the form of a standardization agreement (STANAG) was suggested based on the aforementioned findings, with a focus on: empathy, cross-cultural awareness, communication skills (including active listening), flexibility and adaptability, and interest. Moreover, tolerance of ambiguity and teachability, patience, observation skills, and perspective-taking could be considered significant. Suspending judgment and respect are also relevant skills here. At the same time, the document analysis also revealed a lack of coherency and consistency in 3C education and interorganizational alignment. In particular, the documents examined for the U.S. Forces indicated divergent approaches. Furthermore, the interview analysis disclosed a large discrepancy in part between doctrine and actual implementation with regard to the NATO Forces.
... The necessary inclusion of cultural information in lexical unit entries fosters cross-cultural understanding and intercultural competence. Bennett (2009) stresses the importance of intercultural competence today, and claims that engagement with the differences -plentiful in this approach -is key to its development. More recently, investigated beginning and intermediate L2 learners' impressions of working with G-FOL to learn new vocabulary. ...
... Según Bennett el conocimiento y la competencia intercultural son un conjunto de habilidades conductivas, afectivas y cognitivas que apoyan la integración eficaz y adecuada en una amplia variedad de contextos (Bennett, 2009). ...
Esta investigación, desarrollada durante los años 2020 y 2021, ha entendido la competencia intercultural como una mentalidad y una habilidad esencial para comunicarse y relacionarse con los demás en una sociedad globalizada donde los líderes educativos son guías para las futuras generaciones (Hammer, 2012). A pesar de la aparente importancia de esta competencia en un mundo cada vez más globalizado, se viene observando que dista mucho de encontrarse incorporada, de forma generalizada, en los diseños curriculares de las distintas titulaciones educativas a pesar de estar muy reclamada desde diferentes estamentos nacionales e internacionales (World Economic Forum, 2020). No obstante esta tendencia, existe un Grado de la Universidad del País Vasco (EHU / UPV) que destaca por haber incorporado, con éxito, la competencia intercultural. Por ello el propósito básico de la investigación ha sido identificar aquellos factores de la cultura organizacional del centro educativo (Cámarabilbao University Business School - CUBS) donde se imparte el “Grado en Gestión y Marketing Empresarial” que han favorecido este hecho singular. Mediante la aplicación de una metodología de caso, descriptiva, fenomenológica, multifase, secuencial, temporal y mixta utilizando técnicas cuantitativas (cuestionarios) y cualitativas (entrevistas en profundidad), se han pretendido buscar aquellos factores internos, externos y de liderazgo del centro educativo que han podido contribuir a que los líderes educativos de ese centro hayan incorporado la competencia intercultural en el diseño curricular del Grado. Entre las técnicas cuantitativas destaca la aplicación como instrumento de investigación del Modelo Multi Focus™ desarrollado por Hofstede (1990) y Waisfisz (2015) que permite evaluar la cultura organizacional mediante el análisis factorial de una serie de dimensiones y subdimensiones. Los hallazgos de la investigación mostraron que un liderazgo transformacional unido a una cultura organizacional orientada a objetivos, a los grupos de interés, innovadora y creativa, profesional, abierta, preocupada por sus empleados junto a un entorno educativo, institucional y empresarial favorable a la internacionalización han sido claves en la incorporación de la competencia intercultural. Se espera que estos resultados puedan ser empleados por los líderes educativos para reflexionar sobre el camino a seguir para conseguir la incorporación de la competencia intercultural en las titulaciones de su responsabilidad.
PALABRAS CLAVE: competencia intercultural, cultura organizacional, liderazgo educativo, cultura nacional.
... Another key element should be that interventions for cultural learning should be sequenced to the individual's receptivity. This means that interventions should be appropriate to the stage of development of intercultural sensitivity that the student is in, in order to optimize intercultural learning and decrease chances of regression (Bennett & Bennett, 2004;Bennett, 2009). In line with what Biggs and Tang (Biggs & Tang, 2011) have termed constructive alignment, students must be guided in activities which allow them to 'construct' their knowledge and ultimately be assessed. ...
Many international business studies aim to develop their students' intercultural skills by offering modules on culture theory and a semester abroad. The Trade Management Asia programme of the Rotterdam University for Applied Sciences (Hogeschool Rotterdam) implemented a unique, comprehensive approach that goes beyond just that, combining several insights obtained from literature on effective elements for development of intercultural competence. Over the complete four-year duration of their bachelor study, students are guided through a track of regular interventions to have them reflect on their intercultural interactions and skills, using various activities, ranging from written assignments and small group discussions to one-on-one sessions with their lecturer-coach. With this approach students hone their intercultural development, through increased awareness of their individual attitudes, skills and thoughts on intercultural interactions, utilizing the cultural diversity present within the university. A study on the effects of this track, using qualitative and quantitative methods, shows that this approach is successful in enhancing the students' intercultural competence. Not only did students score higher on Intercultural Readiness Checks in comparison to students who had not taken this comprehensive track, but students who participated in only the first two years of this track also already outperformed fourth-year students who had not participated in the track and spent a year of study and internship in Asia. In other words, the effect of this continuous and individualized approach has proven to be conducive to more development even before sending students abroad.
... While there is no consensus on a single definition of intercultural competence, Deardorff (2011) describes the external outcome as a set of effective and appropriate behavior and communication skills in intercultural settings. Bennett (2008) provides a similar definition that can be used for purposes of assessment: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts. ...
High-stakes assessments in higher education serve a gate-keeping function for institutional and pro-grammatic accreditation and determine outcomes for students on state boards and professional licensing and certification examinations. The assessments are defined by specific characteristics such as: a single, summative examination, a clear measure of success and failure, and significant consequences for candidates. Controversial aspects are related to whether they actually measure individual achievement or meaningful skills, the current mismatch between education and workplace needs, and the increased use of technology in instruction. Can high-stakes testing evolve and move with the times?
... La competenza interculturale si riferisce a un set di capacità cognitive, affettive e comportamentali che consentono una gestione appropriata ed efficace dell'interazione in contesti culturali eterogenei e diversificati (Bennett, 2008;Spitzberg & Changnon, 2009). Essa può essere descritta come «a multifaceted concept involving aspects of emotional, contextual, and interpersonal intelligence to combine to form a person who is emotionally caring yet controlled, sensitive to interpersonal dynamics, and genuinely perceptive when in complex and highly interactive situations» (Lonner & Hayes, 2004, p. 92). ...
This contribution explores the assumptions that groups of teachers have of cultural pluralism and analyzes the learning undertaken to develop intercultural competencies that allow them to foster processes of inclusion in multiethnic schools. A particular attention is given to the use of critical incidents as a technique to support the teachers involved in critically reflecting on how and why their assumptions have come to condition and, at times, distort their own way of perceiving, feeling, understanding, and acting the difference. Example is presented useful to understand how the device worked to open, in group settings, a reflective dialogue and processes of introspective interaction that made it possible to become aware and (begin to) question the uncritical use of the categories, the generalizations, the evaluation criteria and the prejudices rooted in the logic and functioning of the educational institutions to which they belong.
... is based on Bennett M. J's (1993) DMIS, Deardorff's (2006) first research-based consensus intercultural framework and model and Byram's (1997) model of ICC.Bennett M. J (2008) defines Intercultural Knowledge and Competence as "a set of cognitive, affective and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts" (p. 95). ...
Thepertaining purposeof theEnglish languagecurriculumhas been to generate future
teachers responsibleforknowledge transferto future generations (Survey). However, as
21
st
century demands grew in a world unfolded by globalisation,developingnew emerging
competencesthat dovetailwith themarket place,Intercultural Communicative
Competence (ICC)in particular,ispivotal.To develop such a competence, curricula and
syllabi should be interculturalised. Thisresearchexploresthe intercultural dimension in
theEnglish languagecurriculum and syllabusdesignatBatna-2 University, which proved
absentin thefirst yearoral expression syllabus in particular.Such results allow us to posit
that the intercultural dimension is needed. Therefore, aninterculturally-driven oral
expression syllabusis designed in an attemptto developfirst yearstudents’localICC.
Indeed,course objectives, content, teaching methodsand evaluationmodesaredesigned
according tothe principles ofthe intercultural approach. After that, the syllabus for
intercultural teaching/learning is implementedduring the academic year 2016-2017withan
experimental group, meanwhile a control group is taught through thepresentway of
teaching.Results show that the experimental groupoutperformed the control groupat the
level of ICC components (knowledge of the self, knowledge of the other, empathy,
curiosity and openness) butnot at thelevel ofnon-verbal communication. Following these
findings, it is recommended tointegratethe intercultural dimension to develop ICC, andto
interculturallytrain teachers as far as their ICCs and intercultural pedagogy are concerned.
Finally,someimplications,includingconsistency, compatibility and joint work between
the macro level (ministry)and the micro level (teachers); oral expression classesasthe
genuine context of developing ICC;andstrategies ofdiscovering,understandingand
assimilatingother cultures;are suggested.
... En effet, nous supposons que pour analyser ses décisions en lien avec la diversité, il est bénéfique que la direction possède une CI. Bref, selon les résultats, il semble que la CI ne constitue pas une compétence priorisée ou à prioriser, mais selon la littérature scientifique elle constitue une compétence à développer chez les directions d'école pour favoriser la réussite scolaire de tous les jeunes (Bennett, 2009;Lindsey, Robins et Terrell, 2009;Matthews et Crow, 2010;Mc Andrew, 2008;Ouellet, 2010). De plus, ce silence n'est pas justifié quand nous mettons en parallèle le contexte démographique des écoles de langue française au Canada. ...
... For example, Chen and Starosta (1998) identify the three components of ICC as affective, cognitive, and behavioural processes. Bennett (2008) also describes competence as 'a set of cognitive, affective, and behavioural skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts' (p. 97). ...
Internationalisation has accentuated the importance of intercultural communicative competence (ICC) among language learners in higher education in the 21st century. As in the case of Taiwan, universities worldwide have begun to emphasise intercultural ‘literacy’ in language classrooms. Following Byram’ (1997) ICC model, this study adopts an intercultural approach to language classroom in order to investigate the effectiveness of explicit instruction in developing ICC among EFL (English as a Foreign Language) learners in Taiwan, and to discover how this development is related to the background factors of overseas experience and English proficiency. The accompanying research therefore has two purposes: (1) to evaluate the effectiveness of explicit instruction on EFL learners’ development of ICC by employing both self-assessment and other assessment tools and (2) to investigate the relationship between the development of ICC and two background factors. The results show that (1) explicit instruction is effective in raising students’ development of ICC, especially the knowledge and skills dimensions, and (2) English proficiency and overseas experience are significantly related to better acquisition of ICC.
... Contemporary social events and technological advances heighten personal interactions around the world and underscore the need for individuals who are prepared to participate in multicultural environments (e.g., Fischer 2019; Lincoln Commission 2005; Succeeding Globally through International Education and Engagement 2012). Domestic and international programming by U.S. colleges and universities both contribute to students' multicultural learning (e.g., Bennett 2008;Middlehurst 2013;Soria and Troisi 2014); however, there are advantages to study abroad that lead government agencies and foundations to invest in these initiatives (e.g., 100,000 Strong Foundation). National reports and legislative efforts emphasize the importance of study abroad in preparing graduates who understand and appreciate cultural perspectives different from their own, are able to reflect critically on their own culture (Horn et al. 2007), and can communicate and engage with individuals in culturally diverse groups (Stroud 2010), knowledge and skills generally referred to as intercultural competence (Deardorff 2006). ...
The Integrated Student Choice Model and Theory of Planned Behavior are used to frame an analysis of longitudinal student data. We utilize generalized structural equation modeling to evaluate our framework and to examine the impact of select student characteristics and college experiences on actual involvement in study abroad, giving particular attention to the role of intentions. Study results generally confirm prior findings and provide general support to our framework underscoring the importance of considering the temporal aspect of decisions to study abroad and the strength of intentions when estimating its effect on participation. Findings highlight student attributes associated with intentions that differ in strength and patterns of institutional characteristics and student attitudes, subjective norms, behavioral control beliefs, intentions, and campus involvement that shape individuals’ decisions to study abroad. Our findings provide insights into why prior study results regarding antecedents of intentions and the impact of intentions on study abroad participation may vary. We offer insights into how to advise and market programs to individuals who enter with different levels of motivation to study abroad.
... There is a lack of consensus among scholars on the definition of competency, intercultural or otherwise (Acheson & Schneider-Bean, 2019;Shipmann, et al., 2000). Building on Mendenhall, et al.'s (2017) review of this construct and Bennett's (2008) definition of intercultural competence, we define intercultural competence as the knowledge, skills, abilities or other characteristics (which includes attitudes and behaviors) required for effective and appropriate intercultural interactions in a variety of cultural contexts. For example, intergroup appropriateness concerns the extent to which communicative behavior "matches the social group expectations of the message's recipients" (Ting-Toomey& Dorjee, 2019, p. 141). ...
Due to Covid-19 and the inaccessibility of study abroad for some students, we successfully tested an alternative for building intercultural effectiveness -- a glocal classroom (GC) pedagogy highlighting assessment as learning. Over a 15-week course, the GC replicated the work context and job demands of expert global leaders and developed global skills via activities and simulations. Pre-posttest measures of the Intercultural Effectiveness Scale (IES) found significant improvement in all dimensions. Students with prior international experience had higher pre-test results in the world orientation and relationship development dimensions; however, students without study abroad experience approximated those results in their post-test assessment, apparently as a result of the GC. Quantitative and qualitative findings suggest that assessment, self-awareness, self-directed PDPs, well-designed simulations, receiving and giving extensive feedback, and reflection can be effective methods for moving the needle on intercultural competencies without a physical international experience.
... tasks based on 'abstract conceptualization' were limited, giving more importance to those focused on 'concrete experience'. In fact, intercultural educators such as Bennett (2008) and Hammer (2012) recommend combining formal intercultural education with 'real-world' experience (Kolb, 1984;Passarelli and Kolb, 2012) in order to increase IC. For this reason, every module dealt with intercultural, social and linguistic aspects and form a continuum where both ways of 'processing' information (observation and experimentation) are present. ...
... There is substantial research on Chinese immigrant students in the US but a limited number of research articles on international students in the US (Bennett, 2008;Kim et al., 2009;Yeh, 2003;Yeh et al., 2008;Zhang and Goodson, 2011). The research on Chinese immigrant students offers insights about the process of cultural adjustment for the Chinese international students. ...
... Intercultural competence is defined as "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts." (Bennett, J. M. 2008). Indeed, the fact of working in multicultural virtual teams is a challenging task that required the development of intercultural competence for better understanding of working styles and obtain efficient and harmonious outcomes. ...
The university setting is the appropriate place to develop global and virtual abilities. Some disciplines include the multicultural dimension in their programs but the intercultural contact is often missing. Working with an international team, practicing negotiation strategies and using effective decision-making processes are examples of important elements that all professionals should master. These intercultural skills are better learned through first-hand experience (Kolb, 1984). For this reason, an intercultural and academic initiative has taken place between Universidad Nacional (UNA) in Costa Rica and FH Münster of Applied Sciences in Germany. The partnered project focuses on the elaboration of a collaborative project among students from different backgrounds (Costa Ricans and Germans; mainly) to obtain a final negotiated outcome in the elaboration of a sustainable business plan. Participants are 28 university students of an English Integrated course with emphasis on Business English from Universidad Nacional (UNA) in Costa Rica and 17 students from the Administration major taking a Business English class from FH Munster. This research aims two main goals: firstly, to include specific intercultural objectives in university courses and secondly; to give university students the opportunity to work with students from another university in a different part of the world and build intercultural teams.
... According to Bennett (2008), intercultural competence is "a set of cognitive, affective and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts" (p. 95). ...
In order to simulate real-life global communication in the classroom, universities throughout the world are engaging their students in collaborative online international learning (COIL) projects. Using digital communication channels and collaborative platforms, students research and present their findings through interactive presentation tools. The learning outcomes include developing students’ intercultural communication competency as well as virtual teamwork skills. While involvement in such global learning network environments (GLNEs) is generally viewed positively, instructors and students nevertheless face ethical issues concerning protection of personal data and use of social media, as well as communication across diverse ethnic, demographic and social norms.
... It includes developing awareness of one's own culture as well as knowledge of other cultures, and learning to build on and work through the differences (Kahn & Agnew, 2017). Bennett (2008) defines intercultural skills and competencies as "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts." ...
Culture plays a central role in the creative economy, not only in terms of developing creative products and services but also in terms of shaping the processes by which products are crafted. Among various pedagogical approaches for the development of creative products, Collaborative Online International Learning (COIL) emerges as a promising vehicle. Educators can leverage audio, visual, and written communications technologies to connect learners from geographically distant cultures and place culture at the center of the creative product development processes. The University of Minnesota Duluth’s introductory class on cultural entrepreneurship, CUE 1001, hosted a semester-long COIL project with Ocean University of China’s Cultural Industries Management program to facilitate such innovation in cross-cultural teams. An ex-post evaluation of the project suggests that learners can appreciate the overall significance of culture when conceptualizing creative services and products. They develop an intercultural mindset and acquire the tools to work effectively in cross-cultural settings. Institutions of higher education can leverage COIL in a variety of domains, while studies comparing traditional and COIL-based approaches can further add to the body of knowledge regarding intercultural awareness and the internationalization of learning in higher education.
... El desarrollo de las competencias interculturales es un enfoque central y un resultado clave en un currículo internacionalizado y que está relacionado con los atributos del egresado, con la ciudadanía global y su preparación para la vida y el trabajo en un mundo globalizado y multiculturalmente diverso (Leask et. al. 2013:189) La competencia más importante en un currículo internacionalizado es la Interculturalidad definida por Bennett (2008) como el "conjunto de habilidades y características cognitivas, afectivas y de comportamiento que soportan una interacción efectiva y apropiada en una variedad de contextos culturales". La interculturalidad es una característica clave y determinante de los estudiantes para el desarrollo profesional y personal en entornos locales e internacionales; la cual se logra desde la preparación y el desarrollo de una conciencia más amplia hacia la diversidad, y sentirse cómodos al respecto (Eisenchlas & Trevaskes, 2003;Rizvi & Walsh, 1998, p.8;y Kalantzis & Cope, 2000, p.31). ...
El presente documento tiene por objetivo presentar lineamientos académicos para la internacionalización del currículo de la Universidad, desde lo que se ha identificado como los tres aspectos académicos centrales: la gestión curricular, la propuesta pedagógica y las competencias del egresado. Estos lineamientos desarrollan un proyecto que busca institucionalizar la formulación de políticas y planes específicos en las unidades y programas académicos de la Universidad para incorporar la dimensión internacional de manera integral y coherente en el currículo y en el Proyecto Educativo Institucional.
In the age of rapid growth in technology, language education policies in the education system must proceed with a progressive and inclusive vision. Intercultural communicative competence (ICC) is also integral for language learners to avoid miscommunication and become knowledgeable of individuals with a myriad of ethnicities and beliefs. This study aims to examine the method of incorporating ICC with digital storytelling in English as a foreign language (EFL) class to promote inclusivity among multilingual students through an extensive literature review and reflection on English teaching in Thailand. The components and assessment of ICC, as well as the implementation of digital storytelling will also be discussed. Learning through multimedia production and intercultural stories can enhance the English skills of multilingual students when the teaching methodology is aligned with the geographical and cultural bedrock of language learners. Project-based instruction such as interviews, culture logs, and presentations representing both Western and local cultures are recommended to evaluate the English speaking skills of students.
The present study aims to develop an intercultural competence (IC) instrument for Chinese students of Spanish as a Foreign Language (SFL). In order to do so, we took steps to modify the statements and confirm the validity of the IC instrument. The new instrument was validated by using exploratory factor analysis through a self-report methodology. The results showed that the instrument possessed adequate validity and reliability. The 28-item scale identified seven personal traits for the development of intercultural competence: attentiveness and willingness to interact; respect for cultural differences; interaction confidence; interaction enjoyment; non-verbal communication and behavior; cultural elements; and non-verbal aspects in verbal communication. The internal consistency of the scale was found to be adequate. Therefore, the newly constructed scale is valid and reliable for use in Chinese cultural settings.
Constructing the learning outcomes and designing the optimal learning environment are valuable practices in teaching and learning endeavors. Doing so for intercultural learning requires a deft balance of learner inputs and instructional acumen. Assessment of intercultural competence is an essential component since it offers learners and instructors insights on where students are, where they wish to grow, and the success of treatment outcomes. In this study of practice, we examine three years of pre-post mixed-method intercultural assessment data, along with teaching and learning practices and outcomes, to gain insights into how this work of instructional design for intercultural competence can succeed. We also provide suggestions for improvements. The learners were 203 MBA students from the U.S. Pacific Northwest who were enrolled in either a short-term study abroad program or a “glocal” learning experience course. Learners were assessed using the Inter cultural Effectiveness Scale (IES) and the AAC&U VALUE Rubric on Intercultural Knowledge and Competency (IKAC). Results support the criticality of intentional instructional course design based on intercultural assessment data for improved intercultural competency development.
Introduction
As public health expands its role in global settings, the need to develop intercultural competency for public health students also grows. One initiative being applied to promote global awareness is the use of virtual exchange (VE) programs. VE programs promote collaborative online international learning (COIL) and allow students from different countries to connect and work together on projects related to their field of study; however, there is little research around the long-term impacts of these programs.
Methods
Undergraduate pre-health students from the United States who participated in a VE program a year prior were interviewed about their experiences engaging with undergraduate medical students in Egypt. They were asked if the experience impacted their current behaviors, skills, or knowledge, and what improvements could be made to the program. Mezirow's Transformative Learning Theory (TLT) served as the theoretical framework, grounding interview instrument development and directed content analysis procedures. Researchers also engaged in inductive analysis to capture other salient themes.
Results
Ten students were interviewed with a majority engaging in either of the two final stages of Mezirow's TLT: “building of self-confidence and self-competence” (60%) and “reintegration” (50%). Other salient themes found were intercultural interactions, VE appreciation, and VE improvements. When describing their experience in one word, students overwhelmingly provided words with positive connotations (80%), with the negative responses being explained by the structure and presentation of the VE.
Discussion
Students were able to apply lessons they learned during the VE within a 1-year follow-up period. This is beneficial, as health professionals require intercultural competency to promote and provide improved health outcomes. Results from this study indicate the need for structure when conducting a VE, addressing the need to increase the number of direct interactions and thereby promoting more intercultural exchanges. Likewise, the interviews demonstrated that changes in course instruction need to be implemented gradually to allow for students to adjust to unfamiliar teaching methods.
Immigrant youth in the United States face historical and systemic challenges in American schools. Out-of-school mentoring programs, such as the 4-H Teenagers as Teachers model, have a positive impact on diverse youth outcomes. This qualitative study presents practices associated with engaging immigrant youth as teachers in urban 4-H youth development programs. Purposeful sampling identified 11 4-H professionals from three regions: West, Midwest, and Northeast. Five professionals are immigrants, and six are of White European descent. Building on the essential elements of teenagers as teachers programs and immigrant mentoring research, 4-H professionals indicated that cultural competence, including empathy and commitment to immigrant teens, is essential. They regard English language acquisition, acculturation, and support of youth and family well-being as critical components of culturally relevant mentoring. Study findings translate into recommendations for positive immigrant youth-adult mentorships practices that youth development program educators are encouraged to operationalize based on local interests, needs, and resources.
By the year 2044, more than half the United States population will be non-white. Extension is faced with the challenge of being inclusive in our multicultural world; thus, it is important that Extension educators receive cultural competency training. Cultural competency training based on and informed by intercultural theory and practice leads to increased awareness and knowledge and changes in professional practices. This paper presents qualitative evaluation results to document outcomes of an 18-hour cultural competency training for Extension and outreach professionals. The study focused on two research questions: Does cultural competency training impact professional practice of Extension and outreach professionals? What factors facilitate or inhibit the practice of new interculturally appropriate behaviors? An evaluation protocol was intentionally designed to test participants’ knowledge, skills, and professional practice changes. Previous work showed changes in knowledge and skills at post-training, as well as at six-month follow-up. Our findings in this study reflect that participants did make changes in some significant professional practices. It is possible to provide professionals with the knowledge and skills to make real change in their practices to better serve their communities
El presente libro constituye la bitácora de construcción de un instrumento que pretende medir el grado de desarrollo del enfoque del mencionado proyecto, y también se convierte en una propuesta conceptual a ser desarrollada en procesos ulteriores a este trabajo, con el ánimo de aportar y ser tenida en cuenta por quienes formulan las políticas públicas en materia de educación superior en Colombia. Así entonces, se dividirá en tres capítulos en los cuales se dará cuenta de los desarrollos teóricos a los que llegó esta investigación en el Capítulo I: Educación inclusiva y educación superior virtual: construyendo desde la diversidad, en donde se intenta realizar el encuadre teórico acerca y definir las categorías generales dentro del enfoque. Posteriormente, el documento versará acerca de cómo se le ha dado forma a esta herramienta de medición en Capítulo II, haciendo una descripción de la metodología y los instrumentos tanto creados como utilizados: Fundamentos teóricos y metodológicos, y Capítulo III: Indicadores y su medición, los cuales se han generado a lo largo de esta investigación y que servirán para la posterior medición que pretende el proyecto.
The aim of the study was to investigate the influence of age diversity on organization performance at the Kenya Urban Roads Authority. The study was conducted at Kenya Urban Roads Authority (KURA) Headquarters, in Nairobi and the target population was all categories of employees of KURA. A descriptive research design was used in this study. The method employed was stratified random sampling. The population of the study was 150 and the sample size was 30% of the population which translated to 45 respondents. In order to collect data, structured questionnaires were issued to respondents. A pilot test was done to determine the questionnaire's validity and reliability. Data was analyzed through descriptive and inferential analysis. The multiple regression results showed that age diversity account for up to 41.3% of the variation in organizational performance of KURA. As a result, the study recommends the HR department of KURA to improve age diversity in the organization by increasing the rate of adoption of such practices as mixing the youthful employees' skill with high-tech instruments in order to assist older employees in improving their knowledge of current technologies encouraging the younger employees to take risks in order to contribute to the success of the authority and encouraging the older employees to mentor young employees in acquiring job skills.
Short-term programs of eight weeks or less are an increasingly prevalent option for study abroad. Yet, the effectiveness of these programs in promoting intercultural competence remains unclear. This systematic review examined the methodology and outcomes of quantitative and qualitative empirical research on short-term study abroad published between 2004 and 2021. Characteristics of the 68 studies identified (e.g., n-sizes, home campus locations, research designs) and outcomes for multiple dimensions of intercultural competence are summarized. Methodological and conceptual weaknesses in this research literature and strategies for addressing these weaknesses are discussed.
Acquiring intercultural competences is critical in order to avoid prejudice and increase tolerance in the global workforce. This case study describes and evaluates a learning experience designed to develop intercultural competences. Cross-cultural leadership theories were incorporated into the syllabus of a Work and Organizational Psychology (WOP) course. Students applied these theories while gaining international exposure through Online Intercultural Exchanges (OIE). Students from the University of Valencia (Spain) and the University Centre of Brasília (Brazil) participated in the exchange. The sample was composed of 22 undergraduate psychology students who worked in international pairs to address cross-cultural leadership. Results showed that students gained knowledge about cross-cultural leadership, developed intercultural competences, and evaluated the learning experience as satisfactory. These findings encourage the use of OIE to incorporate cross-cultural aspects in WOP.
Critical pedagogues such as Freire (2005), Giroux (1983, 1997), Apple (2013), McLaren (2009) and Hooks (1994) see education as a political project – a means to empower and conscientise oppressed groups of people. Education is regarded as a political project, but with the caveat that it is only transformative if all actors involved (lecturers, students, management, community practitioners and employers) use their agency in collaboration within and beyond institutional structures. In this chapter, we reflect on the resultant curriculum co‑creation process in which stakeholders not usually consulted or involved in the curriculum development process such as students, employer representatives, community workers and advisory committees were engaged. Although we were not clear
on the process to undertake initially, we were open to imagining and exploring new possibilities. We share our experience of developing relationships in this collaborative process and the emerging guidelines for equitable participation in curriculum development, decision making and implementation.
Professional development through collaborative online international learning (COIL) is not reserved for students. Instructors are also positively influenced through the exchange with colleagues from diverse institutions, backgrounds, pedagogies, and practices. Instructors gain global understanding, which they can impart on their students and use to help facilitate intercultural curricula at their institutions. Engaging their students in virtual teamwork means intense collaboration and agreement on assignments, deadlines, assessment, and learning outcomes, which in turn enables instructors to reevaluate their own values and methods of work. The chapter describes how instructors from four universities in the USA and Europe faced the challenges of creating a common team culture while engaging their students in COIL projects. During the process of overcoming technological, institutional, and cultural differences, these instructors developed both personally and professionally.
The Guide for Practitioners on Erasmus (and other) mobility programmes is created to impact the staff and students commitment to the European values and on the employability of graduates. It provides practitioners with a tool for self-reflection on their institutional commitment with the development of the mobility-related soft attitudes, skills and knowledge. https://www.erasmusskills.eu/eskills/tools/guide-for-practicioners
This Guide offers an in-depth revision of the soft-competences (understood as knowledge, skills and attitudes) developed by students during mobility experiences, as well as potential recommendations to students so staff can complement the advisory work, especially for those students with difficulties.
Finally, the Guide also includes a summary of other resources produces within the Erasmus Skills project (www.erasmusskills.eu): (i) insights on European values and culture and competence development, which should help staff to guide mobility students; (ii) a summary of workshop guidelines for university practitioners on European values and (re-)integration issues; (iii) recommendations on how soft skills could be translated into programme specific learning outcomes; and (iv) a description of the self-assessment tool on mobility competences for students that has been included in the Erasmus+ App. A full description of these resources can be downloaded at the Erasmus Skills project website: www.erasmusskills.eu
It's a research paper on Multilingualism. It is about using learners' home language in teaching English in a multilingual set-up. The study was conducted in the Western part of Odisha, India, where the learners speak Sambalpuri at home and Odia in School. The study explored the benefits of using Sambalpuri as scaffolding instead of using Odia, the state language as a medium of instruction.
The topic of cultural diversity in hospitality firms has been somewhat neglected in the abundant research on cultural diversity in organizations. To overcome the gap, the purpose of the research was to examine the antecedents and outcomes of employing a culturally diverse workforce in hotels. Results from semistructured interviews showed there are four antecedents for the increase in cultural diversity and outcomes reflect significantly more benefits than challenges. Our findings suggest the benefits of cultural diversity come from the informational advantages, supporting the processing perspective. The challenges of diversity are rooted in the social categorization and in-group-out-group dynamics, lending support to the social identity theory. This study advances diversity literature based on research evidence of the various antecedents and outcomes in employing a culturally diverse workforce. Implications for diversity management are offered so the benefits may be sustained, and the challenges may be minimized in hospitality firms.
RESUMEN
Actualmente vivimos en contextos de movilidad creciente en los que la competencia comunicativa intercultural (CCI) constituye una de las claves para gestionar la diversidad e interactuar adecuadamente en escenarios multiculturales. En este artículo abordamos, en primer lugar, los antecedentes, la conceptualización y las dimensiones de la CCI (cognitiva, procedimental, afectiva y de conciencia crítica). En segundo lugar, analizamos cómo reflejan las dimensiones de esta competencia algunos documentos institucionales de referencia en la enseñanza de lenguas extranjeras tanto en Estados Unidos como en Europa. En tercer lugar, planteamos el estado actual de la investigación, sintetizando algunas contribuciones significativas vinculadas al desarrollo de la CCI en el ámbito de ELE/L2 en las dos últimas décadas. Finalmente, en el apartado de perspectivas futuras, sugerimos algunos temas de especial interés vinculados a la descolonización del currículo y a la enseñanza de ELE/L2 en entornos virtuales y de telecolaboración.
This study examined the online exchanges of 28 pre-service foreign language teachers (14 in Russia, 14 in the US) as they discussed in English their opinions about cultural products, practices, and perspectives, and their study abroad experiences via voice-based telecollaboration. Informed by intercultural competence frameworks, a qualitative analysis of participants’ oral exchanges revealed six intercultural learning moves performed by participants in order to develop their own and/or others’ intercultural competence during interaction. A follow-up analysis of the intercultural learning moves that emerged in response to five purposefully selected discussion question prompts suggested that one prompt type—i.e. a combined Brainstorm + Reflection Question on Cultural Experiences—encouraged participants to make a higher number and a wider range of high-level intercultural learning moves. The study concluded with guidelines for developing discussion question prompts that are likely to promote the emergence of advanced intercultural learning moves via telecollaboration with global partners.
This research conducted an explorative investigation of mediation as a tool to resolve business conflicts between Western and Chinese conflict parties. Findings were utilised to develop best practices and recommendations to counteract complications and difficulties following from differences in participants’ cultural and mediation backgrounds. Primary data retrieved from expert interviews with mediators possessing intercultural or Western-Chinese mediation experience were analysed to identify practical implications following from participants’ dissimilarities. Findings reveal participants’
dissimilar cultural backgrounds as leading to colliding values, goals, and behaviours, as well as shortcomings of trust, which complicates negotiations and participants’ resolution finding; participants’ dissimilar mediation backgrounds, on the other hand, were identified as leading to colliding expectations and preferences regarding the mediation approach as well as its embedded roles and responsibilities. Mediators are therefore recommended to (1) increase participants’ awareness of and tolerance for cultural differences and their implications; (2) align participant expectations about the adapted approach and incorporated roles and responsibilities; (3) pro-actively identify, clarify, and
reconcile tensions, misunderstandings, and value dilemmas resulting from differences in participants’ cultural and mediation backgrounds; (4) promote participants’ adaption of a cooperative approach towards explorative resolution finding under interest satisfaction and relationship maintenance; and (5) resort to measures of greater direction and intervention if required. Insights were utilised for the development of a transcultural mediation approach seeking to maximise Western-Chinese mediation effectiveness through utilising participants’ interests as a leverage to circumvent culturally-influenced
sensitivities and reluctancies, while accounting for the undeniable influence of culture and emotions on participant goals, preferences, and behaviour, by incorporating both a primary focus on participants’ interests and related substantive goals as well as a secondary focus on relationship maintenance and related interpersonal matters.
First Year Seminars have been found to positively impact student experience and retention in universities, especially in large-outcome measures such as grade point average, retention rates, and ultimately, graduation rates. Common learning experiences, a high-impact practice, such as course readings, a syllabus template, and discussion topics help to positively impact student learning. To evaluate authentic student learning, a campus First Year Experience rubric and Signature Assignment (SA) were developed for a more comprehensive assessment. With the integration of the SA into the course, assessment was refined through a multi-year process. Designed around key learning outcomes, the SA provides instructor and disciplinary flexibility and may serve as a potential model for other institutions looking to standardize the learning outcome evaluation across courses.
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