Browsing by Subject "Intercultural communication"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Toward global leadership: factors influencing the development of intercultural competence among business students at a Canadian University
    (2014-12) Brand, Ingrid Eva
    The purpose of this study is to explore the factors influencing the development of intercultural competence among business students at a Canadian university. A sequential mixed methods methodology is utilized which includes: 1) a survey designed specifically for the current study, the Intercultural Competence among Canadian Business Students survey (ICCBS), 2) the Cultural Intelligence Scale (CQS) (Ang, Van Dyne, Koh, Templer, Tay, & Chandrasekar,2007), and 3) telephone interviews conducted with study participants. The research results indicate that although the university's business program does feature international content, few program components per se raise intercultural awareness. According to participants, program components that explicitly raise their awareness about cultural differences, however, do improve their intercultural competence. The following program variables have the strongest positive association with study participants' self-ranked and reported intercultural competence development: comparisons of business practices in different cultural contexts; textbooks, articles, or videos originating from other countries; and extra-curricular activities. Participants view the university's diverse setting as a valuable natural resource. However, the majority of students interviewed identify other students' attitudes as the key barrier to intercultural competence development. Data gathered in response to open-ended survey items and through interviews illuminate missed opportunities for developing intercultural competence, among business students. The CQS findings underscore the need for including more intercultural learning opportunities. Research findings surprisingly indicate no statistical association between participants' self-ranked intercultural competence and their composite CQ, even though CQ is measured with high reliability and the self-ranked competence seems subject to little social desirability. Together, these research results have important implications for business curriculum and co-curricular development, intercultural competence assessment and development, and future research.
  • Thumbnail Image
    Item
    Understanding intercultural communication on global virtual teams: exploring challenges of language, culture, technology, and collaboration
    (2014-12) Goettsch, Karin L.
    This study investigates differences in communication that exist among native English speakers (NSs) and non-native English speakers (NNSs) on global virtual teams (GVTs) where English is the lingua franca, or common working language. Four communication influences - language, culture, technology, and collaboration - are at the center of this inquiry. A hybrid theoretical framework is proposed, comprised of a dichotomy of virtual Communities of Practice (VCoPs) and intercultural communication (emphasizing national cultures), aligning with the shifting nature of GVTs that increasingly resemble CoPs. Three key findings emerged from interviews with 21 NS and 29 NNS professionals about their memorable experiences on GVTs. First, while NSs and NNSs had many similar and different experiences on GVTs, NNSs had more challenges overall than NSs in the four categories of language, culture, technology and collaboration. Second, language was a critical factor overwhelmingly noted by NNSs, as compared to NSs, that deserves additional attention beyond its link to cultural differences in general. Third, belongingness was a critical factor noted by both NSs and NNSs that should be leveraged for greater collaboration in GVTs. Three key implications relating to these findings are discussed. First, encouraging and creating wider awareness of the nature and dynamics of GVTs will promote better team collaboration through understanding communication challenges for NSs and NNSs. Second, designing a foundational blueprint for professional learning and development opportunities will help workplace practitioners increase knowledge and build competencies for successful participation on GVTs. Third, building on this study's findings will spur future contributions in GVT scholarship for technical and professional communication and business communication. In particular, integrating a hybrid framework of VCoPs and intercultural communication will serve as a valuable mechanism through which to view communication differences on GVTs. Given that the nature of GVTs continues to evolve based on the shifting global work environment, future collaborative partnerships between researchers and practitioners will benefit communication-related academic disciplines and industries.