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Book part
Publication date: 3 September 2020

Runchana Pam Barger

As graduates in higher education engage with multiple constituencies from around the world, having cultural competency skills is valuable. Intercultural competence enables…

Abstract

As graduates in higher education engage with multiple constituencies from around the world, having cultural competency skills is valuable. Intercultural competence enables people to initiate and sustain dialogues among their diverse colleagues and members of the globalized community. In this chapter, Barger examines the role of dialogue education in attaining intercultural competency in graduate courses. According to Vella, dialogue education values inquiry, integrity, and commitment to equity. People should treat others with respect and recognize their knowledge and experience within the community of learning. Dialogue education provides a safe and inclusive place for learners to voice their perspectives and opinions. This chapter utilizes a professor’s reflections with respect to teaching a graduate Intercultural Communication (IC) course in a private liberal-arts college. In the narrative, she discusses teaching and learning strategies to help adult learners understand the importance of intercultural competence and interactions in a multicultural and multilingual world. Barger also examines the integrative reflections of graduate students that took the IC course.

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Article
Publication date: 25 January 2021

Luana Ferreira-Lopes, Iciar Elexpuru-Albizuri and María José Bezanilla

Allowing for interaction with foreign cultures without the need to travel, intercultural virtual collaboration represents a potential tool to develop business students…

Abstract

Purpose

Allowing for interaction with foreign cultures without the need to travel, intercultural virtual collaboration represents a potential tool to develop business students’ intercultural competence. This study aims to explore students’ perceptions towards the implementation of a research-based task sequence in a project in which undergraduate Business students from Spain collaborated virtually with undergraduate business students from The Netherlands during a semester. More specifically, this paper investigates what intercultural competence indicators were mostly developed by the sequence implemented; how much each task from the sequence in question developed different intercultural competence indicators; and how much students enjoyed participating in each task.

Design/methodology/approach

Data was collected through after-task reflection questionnaires. A quantitative analysis of Likert-type questions was carried out and open-ended responses were used to illustrate findings.

Findings

Results reveal that the task sequence developed different dimensions of students’ intercultural competence and, particularly, fostered a positive attitude towards intercultural relationships, increased students’ cultural knowledge and awareness and equipped students with skills to work in diverse teams. It also showed that as complexity grew along the sequence, the average students’ perception of their intercultural competence development tended to decrease. The majority of students’ very much liked participating in the different tasks.

Originality/value

Designing telecollaborative projects can be very challenging and understanding the learning potential of different pedagogical strategies for virtual collaborative environments can help teachers to take better-informed decisions.

Details

Journal of International Education in Business, vol. 14 no. 2
Type: Research Article
ISSN: 2046-469X

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Article
Publication date: 6 July 2018

Susana Pinto

The purpose of this study is to diagnose and understand Portuguese academics’ perspectives on the components of intercultural competence and on the importance of its…

Abstract

Purpose

The purpose of this study is to diagnose and understand Portuguese academics’ perspectives on the components of intercultural competence and on the importance of its development by higher education students.

Design/methodology/approach

Academics’ perspectives were identified during two discussion and reflection sessions included in the overall training program Intercultural Competence in Higher Education: building proposals with academics that took place at a Portuguese public university. Data were collected through audio recordings of the two sessions and observation notes and were subject to content analysis, drawing on Deardorff’s process model of intercultural competence (2006).

Findings

Academics recognize the multidimensionality of intercultural competence, acknowledging that it comprises attitudes (acceptance and respect; curiosity and openness), knowledge (others’ cultural contexts; self-knowledge and cultural self-awareness) and skills (observation and listening) that altogether will lead to individuals’ desired internal and external outcomes. The development of intercultural competence by higher education students, regarded in close relation to higher education internationalization, is considered crucial for changing prejudiced attitudes, preparing students to live in a global world and empowering them professionally.

Originality/value

The study sheds light on an issue that has been insufficiently addressed by research: academics’ perspectives on intercultural competence development, namely, in the Portuguese higher education context.

Details

On the Horizon, vol. 26 no. 2
Type: Research Article
ISSN: 1074-8121

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Book part
Publication date: 10 October 2011

Bernd Kupka

Purpose –– This chapter shows the connection between the reality of intercultural communication training and its importance to the development of intercultural

Abstract

Purpose –– This chapter shows the connection between the reality of intercultural communication training and its importance to the development of intercultural communication competence, symbolised by the Rainbow Model of Intercultural Communication Competence.

Methodology/approach –– 405 useable questionnaires (response rate=19.4%) were used from 56 German MNEs in a convenience sample of companies in the high-tech industry that are suppliers for the automotive, aviation, optical and chemical industry.

Findings –– German MNCs provide traditional intercultural communication training sparingly to expatriates, but with adjustments depending on the target country. Only 41% of training recipients deemed the training helpful for their mission. Non-traditional training methods are administered more consistently.

Practical implications –– The Rainbow Model of Intercultural Communication Competence should guide the implementation of customised intercultural communication training efforts.

Social implications –– Assisting expatriates in their development of intercultural communication competence via intercultural communication training fulfils the social responsibility of multinational enterprises.

Originality/value of chapter –– This chapter provides guidance to human resource specialists in the international arena to design and implement customisable intercultural communication training programmes for expatriates.

Details

The Role of Expatriates in MNCs Knowledge Mobilization
Type: Book
ISBN: 978-1-78052-113-8

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Book part
Publication date: 2 December 2019

Frank Fitzpatrick

Abstract

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Understanding Intercultural Interaction: An Analysis of Key Concepts
Type: Book
ISBN: 978-1-83867-397-0

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Article
Publication date: 9 November 2010

Allan Bird, Mark Mendenhall, Michael J. Stevens and Gary Oddou

Research on expatriation and global leadership has been characterized by wide variations in defining what constitutes intercultural competence. Greater progress can be…

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11712

Abstract

Purpose

Research on expatriation and global leadership has been characterized by wide variations in defining what constitutes intercultural competence. Greater progress can be achieved if a comprehensive definition of the intercultural competence domain can be established, particularly with regard to the specific context of global leadership. This paper aims to focus on the issues.

Design/methodology/approach

The authors conduct an extensive review of the global leadership and expatriation literatures, integrating and synthesizing prior theoretical and empirical efforts to develop a comprehensive domain definition for intercultural competence in the context of global leadership.

Findings

The domain of intercultural competence in the context of global leadership comprised three dimensions – perception management, relationship management and self management. Each dimension is characterized by facets that further delineate aspects of intercultural competence.

Research limitations/implications

The domain definition of intercultural competence for global leadership appears to be well supported in prior theoretical and empirical work focusing on expatriation and global leadership; however that work was fragmented in nature. A test of the comprehensive model, i.e. all three dimensions and 17 facets, is called for, as well as the validation of an instrument that measures them.

Originality/value

The paper integrates and synthesizes the extensive body of theoretical and empirical work related to intercultural competence and clearly establishes the content domain, thereby enhancing the efficacy of future theoretical and empirical efforts.

Details

Journal of Managerial Psychology, vol. 25 no. 8
Type: Research Article
ISSN: 0268-3946

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Article
Publication date: 6 May 2014

Jackie Tam, Piyush Sharma and Namwoon Kim

This study aims to develop a model based on attribution theory and intercultural literature to explain the underlying customer satisfaction process in intercultural

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2814

Abstract

Purpose

This study aims to develop a model based on attribution theory and intercultural literature to explain the underlying customer satisfaction process in intercultural service encounters.

Design/methodology/approach

In-depth interviews were used to develop an understanding of customer experience and evaluations in intercultural service encounters. A quasi-experiment with 236 customers was used to empirically examine the relationships between perceived culture distance, cultural attribution, intercultural competence and customer satisfaction.

Findings

Perceived culture distance is positively related to customer satisfaction, with cultural attribution mediating the relationship between perceived cultural distance and customer satisfaction, and partially mediating the moderating effect of intercultural competence on the relationship between perceived culture distance and customer satisfaction.

Research limitations/implications

This study focuses on cultural attribution in intercultural service encounters. It is acknowledged that there are other attribution dimensions such as stability and controllability which may interact with perceived culture distance and influence subsequent customer satisfaction evaluation. Future research should consider these various dimensions and examine their mediating role in customer satisfaction.

Practical implications

It is recommended that service firms educate their customers of diverse cultures about local norms and practices, and proactively manage their expectations throughout the service experience.

Originality/value

Despite the growing importance of intercultural service encounters, the findings of the relationship between perceived cultural distance and customer satisfaction are mixed. This study contributes to the literature by advancing our theoretical knowledge and empirical evidence of the role of cultural attribution and intercultural competence in intercultural service encounters.

Details

Journal of Services Marketing, vol. 28 no. 2
Type: Research Article
ISSN: 0887-6045

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Book part
Publication date: 19 May 2015

Christine E. Poteau

This chapter begins with an overview of the concept of intercultural competence and its fundamental role in our global society. Using examples of inquiry-based learning…

Abstract

This chapter begins with an overview of the concept of intercultural competence and its fundamental role in our global society. Using examples of inquiry-based learning (IBL) methods as a means to provide interdisciplinary pedagogies that foster learners’ intercultural competence development, this chapter examines innovative approaches to respond to this global community need in the academic context. With a review of interdisciplinary IBL methods, the chapter centers on the following three principal areas: (1) role of IBL and service-learning (SL) in the development of intercultural competence within an interdisciplinary framework, (2) practical examples of how the author implements IBL using cooperative learning strategies and SL into humanities courses that consist of students from various disciplines ranging from health to political sciences for intercultural competence development, and (3) challenges and benefits of SL programs as forms of IBL.

Details

Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-847-2

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Article
Publication date: 14 September 2021

Joris Boonen, Ankie Hoefnagels, Mark Pluymaekers and Armand Odekerken

The authors examine the role of internationalisation at-home activities and an international classroom at a home institution to promote intercultural competence

Abstract

Purpose

The authors examine the role of internationalisation at-home activities and an international classroom at a home institution to promote intercultural competence development during a study abroad.

Design/methodology/approach

The authors use large scale longitudinal data from the global mind monitor (GMM) (2018–2020) to examine change over time in both multicultural personality (MPQ) and cultural knowledge (CQ) among students in Dutch higher education institutions. The authors analyse the moderating effect of the preparation in the home institution by looking at the added value of both intercultural communication courses and international classroom setting for intercultural competence development during a study abroad.

Findings

The results show that particularly courses on intercultural communication significantly promote intercultural competence development during a stay abroad. Frequent interactions with international staff also seem to be beneficial for this development.

Research limitations/implications

This study was conducted in the Netherlands, in one of the most internationalised educational systems in the world. Therefore, it is difficult to generalise these findings to other contexts before any further empirical research is conducted.

Practical implications

Based on the findings, the authors formulate practical advice for higher education institutions that aim to get the most out of the international learning outcomes of a study abroad.

Originality/value

This paper is the first to assess the moderating effect of preparatory internationalisation at home initiatives on the intercultural learning effects of international experiences later on in a study program. Other studies have proposed that these effects will exist but have not tested them empirically with longitudinal data.

Details

International Journal of Educational Management, vol. 35 no. 7
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 1 July 2004

Alexei V. Matveev and Richard G. Milter

Managers working in multinational companies carry out their organizational goals through multicultural teams. Performance of multicultural teams can be examined from an…

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26167

Abstract

Managers working in multinational companies carry out their organizational goals through multicultural teams. Performance of multicultural teams can be examined from an intercultural communication perspective. Executives, managers, management consultants, and educators interested in improving multicultural team performance need to know about intercultural competence and how it affects team performance. This article provides a working definition of high‐performance multicultural teams and outlines the challenges multicultural teams face. These definitions along with extensive interview data and detailed self‐reports of American and Russian managers working in multicultural teams emphasize the high importance of intercultural competence in improving the performance of these teams. This article also serves to highlight the characteristics of high‐performance multicultural teams, the common challenges of multicultural teams, and the sources of these challenges.

Details

Team Performance Management: An International Journal, vol. 10 no. 5/6
Type: Research Article
ISSN: 1352-7592

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