Browsing by Subject "Intercultural competence"
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Item `Bridging the gaps': a case study of faculty and student expectations, perceptions, challenges, and responses in the Chinese `Teach-Abroad' learning environment(2013-07) Goode, Matthew LawsonThousands of U.S. faculty travel abroad each year to teach host–country students (George, 1995). This study explores the ‘teach–abroad classroom’, defined as “the teaching and learning processes and interactions between faculty and students” in this learning environment (George, 1987, 1995; Slethaug, 2007). Faculty and student expectations and perceptions of this learning environment are investigated, ‘gaps’ between the faculty and students are identified, and faculty and student responses to cultural differences are assessed. This qualitative study focuses on the case of the China Executive MBA (CHEMBA) Program, a joint offering of the Carlson School of Management, University of Minnesota in the United States and Lingnan (University) College, Sun Yat–sen University in Guangzhou, China. Individual interviews were conducted with Carlson School faculty who teach in the program and with students and graduates of the program. The researcher also formally observed CHEMBA class sessions. Utilizing intercultural competence theory (M. J. Bennett, 1986, 1993; Deardorff, 2008), this study reports findings related to faculty and learner expectations, perceptions, challenges, and responses in the teach–abroad learning environment. Three metaphors are used to represent the key gaps between faculty and students in regard to classroom discussion, the completion of readings for class, and language issues. Recommendations are offered for faculty, learners, and program administrators.Item Factors that contribute to the intercultural sensitivity of school counselors in international schools: a path analysis(2014-10) Steuernagel, Jeffrey AlanThis study explored the intercultural sensitivity of 334 school counselors in international schools that were citizens of 39 nations and represented international schools in 74 countries. The purpose of the study was to identify personal and professional factors influencing intercultural sensitivity. The developmental model of intercultural sensitivity (DMIS), a six-stage progression model that depicts how individuals construe their experience with cultural difference, was the theoretical framework for the study. The study followed a quantitative, non-experimental design, and used the Intercultural Development Inventory®, version 3, a psychometrically valid instrument based on the DMIS, to measure intercultural sensitivity. A demographic questionnaire measured the personal and professional predictor variables. Multiple variable regression and path analysis were used to predict and posit a path diagram. Results from the IDI v3 revealed that school counselors in international schools are working from the minimization stage (N = 334, M = 99.5) a transitional placement that highlights cultural commonality that can mask deeper recognition of cultural differences. School counselors who had coursework in multicultural counseling, or professional development in intercultural competence or intercultural communication had statistically significant higher levels of intercultural sensitivity. School counselors aged 41-50 years had significantly higher mean IDI developmental orientation scores than those aged 22-30 years. The length of time school counselors studied abroad and the total years spent outside of the school counselor's passport country were significantly correlated with intercultural sensitivity. The results also indicated that the Intercultural Development Activity Index was significantly correlated with higher levels of intercultural sensitivity. Specifically, paying attention to cultural differences during travel, and frequency of personal interactions in which one tries to understand the cultural perspective of a culturally different person, were the most significantly correlated variables to intercultural sensitivity. The results of the regression to predict intercultural sensitivity indicated a combination of variables explained 14% of the variance depicting a statistically significant model with a small effect size. A path diagram shows the relationships of the personal and professional predictors of intercultural sensitivity development. Positive influences and challenges of school counselors' intercultural development and implications for practice are discussed.Item The intercultural competence of immigrant entrepreneurs in the Twin Cities(2014-07) Cleberg, AlexanderSeeking a more nuanced conceptualization of intercultural competence, this thesis examines the narratives of immigrant entrepreneurs engaged in a culturally diverse business environment. Based on in-depth ethnographic interviews supplemented by a quantitative instrument, the thesis uncovers unique examples of how intercultural competencies are expressed while drawing on the research expressing a need to re-conceptualize intercultural competence from a non-western perspective.Item The new landscape of Korean higher education: institutional and personal factors influencing intercultural competence.(2009-08) Jon, Jae-EunThis dissertation research examines the impact of institutional and personal factors on the development of Korean university students' intercultural competence in Korean higher education. It is based on the context of significant change in demographics within Korean higher education from a rapidly increasing influx of international students, as well as emergent diversity within Korean society. For these purposes, this research employed a two-phase mixed-methods design, in which the quantitative and qualitative data were collected and analyzed. The quantitative results from correlation, regression, and path analyses demonstrate that an institutional factor--participation in intervention programs that bring Korean and international students together in a structured and supportive environment --plays an important role in promoting Korean students' intercultural interactions with international students, as well as developing their intercultural competence. One personal factor in particular-- intercultural interaction--has a direct influence on higher levels of intercultural competence. On the other hand, the institutional factor and another personal factor--prior international experience-- contribute indirectly to intercultural competence by influencing intercultural interaction itself. The qualitative findings from in-depth interviewing describe the nature of intercultural interactions between Korean and international students in terms of: the experience of developing intercultural friendship; the importance of reciprocity in these relationships; and the value of having a shared experience among students. Not only do these findings provide empirical support for the theoretical orientation in this research--the contact hypothesis--but they also provide empirical evidence for the concept of "Internationalization at Home" (Wächter, 2003) by demonstrating the benefits of internationalization for domestic students who remain in their home countries. It particularly emphasizes understanding and promoting mutually beneficial relationships between mobile and non-mobile students in relation to the internationalization of higher education. Furthermore, this research carries important implications for Korean society in educating college students to live and work with culturally diverse people in its emergent multicultural milieu. Lastly, this research presents suggestions for policy and practice for higher education institutions to implement in developing intervention programs for student intercultural interaction and intercultural competence development.Item Teachers' views regarding ways in which the intercultural competence of students is developed at an International school in Southeast Asia: a mixed methods study(2013-08) Hornbuckle, Gavin ChristopherThis study is a mixed methods investigation of teachers' views regarding the ways in which the intercultural competence (ICC) of students is developed at an international school in Southeast Asia. To gather data for the study a survey was administered to approximately 90 teachers in the high school section of an international school in Asia to which forty-six teachers responded. The statistical software SPSS was used to analyze the survey data. In addition, nine teachers were interviewed and administered the Intercultural Development Inventory (IDI). Demographic data were also gathered. The results of the study indicate that, in the view of teachers, there are four primary ways that the intercultural competence of students is developed at an international school in Southeast Asia: 1) By spending time with students of other nationalities, 2) The way in which the curriculum is taught in the classroom, 3) By a school environment that is supportive of cultural diversity and 4) By being proficient in English. Results of the IDI show that the nine teachers to whom it was administered had a group Developmental Score that fell within the range of low Minimization, indicating a more ethnocentric world-view, which is consistent with other studies investigating the intercultural competence of teachers in K-12 settings. Teachers whose Developmental Scores fell within Polarization focused on student nationality, culture and difference to a greater extent than those whose Developmental Scores fell within Minimization. These finding indicate that teachers believe immersion in cultural difference is sufficient for the intercultural competence of students to develop, however a growing body of literature points out that this is not the case. The IDI results indicate that teachers may not be prepared to be cultural mentors. There is a need for increased focus on intercultural competence in leadership and professional development programs in K-12 settings, as well as further research into the outcomes of curricular and co-curricular programs in international schools.Item Toward global leadership: factors influencing the development of intercultural competence among business students at a Canadian University(2014-12) Brand, Ingrid EvaThe 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.Item Understanding the Development of the Intercultural Sensitivity of Personnel in the U.S. Armed Forces(2022-12) Arado, Maria SheilaGiven the nature of recent and anticipated military engagements, there is growing interest in infusing more cultural learning into U.S. military training to prepare military personnel more effectively to respond to security challenges in international theaters of operation as part of increasingly diverse U.S. Armed Forces. Costly errors and painful lessons from U.S. involvement in Afghanistan and Iraq since the early 2000s amplified this need and convinced the Department of Defense that its military personnel must have the necessary knowledge, skills, and intercultural competence to meet the demands of frequent and challenging complex multicultural engagements. This study contributes significantly to the state of knowledge about the level of intercultural sensitivity of U.S. military personnel and the personal and professional factors underlying these orientations. A multimethod protocol involving the Intercultural Development Inventory (IDI), surveys, and in-depth interviews generated data on 64 service members, including enlisted personnel and officers, who studied at a military language school from 2006–2021. The research revealed that a majority of subjects has Minimization and Defense/Polarization orientations, which is consistent with other professionals, and that most significantly overestimated their intercultural sensitivity to a greater degree than subjects in other studies. Less than five percent scored in the lowest category, Denial. Less than five percent scored in the fourth-highest category, Acceptance, while none scored at the highest level, Adaptation. Personal and demographic factors contributing most to intercultural sensitivity were family upbringing, living in culturally diverse areas, intercultural encounters, foreign language proficiency, and ethnicity and race. The most influential professional factors were integrating culture into language training, ongoing cultural training, cultural knowledge, frequency of intercultural encounters in multiple contexts, and leadership attitudes. The findings provide valuable insights for scholars, policy makers, curriculum developers, military leaders, and others actively involved in working with and training U.S. military personnel.