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Abstract

Details

Understanding Intercultural Interaction: An Analysis of Key Concepts, 2nd Edition
Type: Book
ISBN: 978-1-83753-438-8

Article
Publication date: 14 April 2023

Friederike Kittelmann, Patricia Kraft and Ellen Schmid

Based on the necessity for universities through the outbreak of the COVID-19 pandemic to switch to online teaching from one day to the other, this study aims to show how a…

Abstract

Purpose

Based on the necessity for universities through the outbreak of the COVID-19 pandemic to switch to online teaching from one day to the other, this study aims to show how a combination of different online teaching approaches makes it possible to activate reflection as an enabler of intercultural competency development even though real experience, interaction and exchange elements could not be implemented as usual.

Design/methodology/approach

This study is based on insights on experiential learning using intercultural competence development through the mechanism of reflection in combination with findings from on- and offline learning settings and informal learning processes. Adapting Kolb’s (1984) experiential learning cycle, this study presents an online course design for an undergraduate course in intercultural competencies. This study delineates an assessment of the course based on student evaluation results and excerpts of student essays.

Findings

This study demonstrates how the acquisition of important future skills such as reflection skills can be successfully mastered by combining different online teaching approaches. This study also shows that Kolb’s (1984) experiential learning cycle continues to yield critical benefits when adapted it to the “new reality.”

Originality/value

This study provides a case study on how business schools can deal with special challenges in courses where competencies are taught, which are usually developed through real experiences or informal learning. An application to other types of experiential learning activities is considered valuable. It is useful to further adopt elements in a post-COVID-19 teaching environment. Especially using apps as described can contribute to make learning more tailored to each student. As such, this paper contributes to the body of research on the importance of reflection skills in an educational and virtual context.

Details

Journal of International Education in Business, vol. 16 no. 3
Type: Research Article
ISSN: 2046-469X

Keywords

Book part
Publication date: 8 December 2023

Candace Schlein

The endpoint and hallmark of the success of intercultural teaching is often seen as the attainment of intercultural competence. Yet, there is a need for a detailed examination of…

Abstract

The endpoint and hallmark of the success of intercultural teaching is often seen as the attainment of intercultural competence. Yet, there is a need for a detailed examination of some of the enduring personal and professional identity and culture aspects of cross-cultural teaching. In this chapter, I deliberate over the application of narrative inquiry tools for unpacking teachers' experiences of immersion in a foreign country and culture of schooling. I reflect on my own experiences as a teacher in Japan and draw on an inquiry into the experiences of novice Canadian teachers in Hong Kong or Japan to shed light on fluid conceptions of culture shock and reverse culture shock in terms of cultural identity transformations. I also raise to the forefront inquiry puzzles about the phenomenon of intercultural competence acquisition.

Details

Smudging Composition Lines of Identity and Teacher Knowledge
Type: Book
ISBN: 978-1-83753-742-6

Keywords

Article
Publication date: 29 March 2024

Dara Tafazoli

This research paper aimed to investigate the affordances of using virtual reality (VR) in teaching culture among in-service teachers of teaching Persian to speakers of other…

Abstract

Purpose

This research paper aimed to investigate the affordances of using virtual reality (VR) in teaching culture among in-service teachers of teaching Persian to speakers of other languages (TPSOL) in Iran.

Design/methodology/approach

This qualitative case study, conducted at two Iranian universities, used purposeful sampling to select 34 eligible in-service Persian teachers from a pool of 73. Data collection used an open-ended questionnaire and interviews.

Findings

Before the TPSOL in-service training workshop, teachers expressed their reservations regarding the use of VR to teach culture in TPSOL courses. The emerged themes were “skepticism toward effectiveness,” “practicality concerns,” “limited awareness of VR applications,” “technological apprehension” and “prevalence of traditional teaching paradigms.” During the post-workshop interview, it was discovered that the teachers’ perceptions of VR in teaching culture had undergone a positive shift. The workshop generated emergent themes that reflected positive perceptions and affordances for using VR to teach culture in TPSOL, including “enhanced cultural immersion,” “increased student engagement,” “simulation of authentic cultural experiences,” and “facilitation of interactive learning environments.”

Research limitations/implications

One primary limitation is the lack of prior experience with VR for teaching practices in real-world classrooms among the participants. While the study aimed to explore the potential of VR in enhancing pedagogical approaches, the absence of participants with prior exposure to VR in educational contexts may impact the generalizability of the findings to a broader population. Additionally, the study faced practical constraints, such as the unavailability of sufficient facilities in the workshop. As a result, the instructor had to project the VR cont7ent on a monitor, potentially diverging from the immersive nature of true VR experiences. These limitations offer opportunities for future research to refine methodologies and gain a more comprehensive understanding of the implications of integrating VR into teaching practices.

Originality/value

Extensive research has been conducted on the effectiveness of VR in language education. However, there is a significant gap in research on TPSOL, which is considered a less commonly taught language. This study aims to address this gap by exploring the use of VR in the TPSOL through the lenses of in-service teachers. As part of a larger investigation, this qualitative inquiry focuses on the perceptions of in-service teachers about VR, with a particular emphasis on the cultural understanding of the Persian language.

Details

Journal for Multicultural Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 29 December 2023

Sue Rodway-Dyer and Stewart Barr

The purpose of this research was to discover the impacts of taught environmental sustainability-focused geography postgraduate programmes on student attitudes, behaviours and…

Abstract

Purpose

The purpose of this research was to discover the impacts of taught environmental sustainability-focused geography postgraduate programmes on student attitudes, behaviours and practices in relation to environmental awareness within two research-intensive universities in the UK.

Design/methodology/approach

A case study involved online surveys to measure environmental attitudes, behaviours and practices at the start and end of four taught geography postgraduate programmes.

Findings

There was widespread attitudinal change and an increasing prioritisation of environmental issues reported among participants after they had completed their programme. However, behavioural change was limited, and there was little evidence of greater awareness being translated into changed practices. The learning benefits included a greater focus on interdisciplinarity, holistic thinking and critical self-reflection.

Practical implications

The findings demonstrate that postgraduate taught (PGT) programmes in sustainability improve student awareness and concern about environmental issues but do not necessarily lead to widespread behavioural change. This raises questions for programme convenors about how education for sustainability can be truly transformational and avoid leading students to develop eco-anxieties over the scale of change required.

Originality/value

There is a lack of research engaging with students on PGT programmes, especially in understanding their impacts on environmental attitudes, behaviours and practices. The research provides an evidence base for understanding the effects of PGT programmes in challenging student values, attitudes and practices and by implication knowledge transfer post-graduation, with the potential to help protect the environment and identify ways of living better with the ever-changing planet.

Details

International Journal of Sustainability in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 13 February 2024

Marios Koukounaras-Liagkis, Evdokia Karavas and Manolis Papaioannou

This paper presents the results of empirical research on the effects of teaching practice on student teachers’ teaching competence and psycho-emotional development using the “most…

Abstract

Purpose

This paper presents the results of empirical research on the effects of teaching practice on student teachers’ teaching competence and psycho-emotional development using the “most significant change” narrative investigative technique.

Design/methodology/approach

Following a qualitative research approach, the study was conducted during the academic year 2021–2022 in two phases (January and May) with the participation of 73 student teachers of the Department of Theology at the National and Kapodistrian University of Athens (NKUA) during their mentored teaching practice. Student teachers’ narratives were collected and analysed using the most significant change technique (Davies and Dart, 2005). Content analysis was conducted with the contribution of seven independent judges.

Findings

The results indicate that the Teaching Practice course with the guidance of mentors has a direct and positive effect on student teachers’ teaching competence. Mentors also seem to have a positive effect on student teachers’ psycho-emotional development. The research also confirms the reliability of the most significant change narrative technique for investigating the effect of related educational interventions.

Originality/value

The study empirically validates the usefulness and potential of the investigative narrative most significant change technique for evaluating the effects of teaching practice on student teachers’ professional development with the guidance of experienced mentor teachers. The results of the study also have implications for the design and evaluation of teacher practice programmes.

Details

International Journal of Mentoring and Coaching in Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-6854

Keywords

Content available
Book part
Publication date: 25 October 2023

Abstract

Details

Lifelong Learning and the Roma Minority in the Western Balkans
Type: Book
ISBN: 978-1-80382-522-9

Book part
Publication date: 16 October 2023

Donald Williams

This chapter explores the many dynamics of diversity initiatives and presents a central argument that diversity initiatives are most effective when organizational leaders create…

Abstract

This chapter explores the many dynamics of diversity initiatives and presents a central argument that diversity initiatives are most effective when organizational leaders create and strategically implement them to form an inclusive organizational culture. This chapter addresses diversity from a global perspective in three ways. First, it defines diversity and emphasizes one goal: diversity of perspectives. Second, it advocates for creating an organizational culture to overcome conflicting aspects of traditional, demographic-centered, or individual-centered diversity initiatives. Third, it introduces the DURCI Diversity Model, which stands for Define, Understand, Review, Communicate, and Implement, as a five-step method to foster a diverse, inclusive organizational culture. This chapter begins with a definition of diversity as efforts to synchronize unique demographic groups. It emphasizes the importance of defining diversity as it applies to an organization and ultimately creating an organizational culture that transcends individual demographics and defines diversity by what it means explicitly to the organization, including what diversity the organization already possesses. This chapter proceeds to use nonprofit, private, and public organizations, such as the US Department of Health and Human Services, Google, the American Red Cross, Cisco Systems, Americans for the Arts, the National Diversity Council, and the Gates Foundation, to illustrate the wide applicability of the DURCI Diversity Model to frame successful organizational diversity initiatives.

Details

Inclusive Leadership: Equity and Belonging in Our Communities
Type: Book
ISBN: 978-1-83797-438-2

Keywords

Article
Publication date: 5 December 2023

Maeve Wall, S. Shiver, Sonny Partola, Nicole Wilson Steffes and Rosie Ojeda

The authors suggest strategies for addressing and combating these attempts at racelighting.

Abstract

Purpose

The authors suggest strategies for addressing and combating these attempts at racelighting.

Design/methodology/approach

The authors of this article– five anti-racist educators working in various educational settings in SLC– employ the Critical Race Theory counter-story methodology (Delgado and Stefancic, 1993) to confront resistance to educational equity in Utah. They do so by first providing a historical context of race and education in Utah before presenting four short counterstories addressing the racelighting efforts of students, fellow educators and administrators when confronted with the complexities of racial injustice.

Findings

These counterstories are particularly important in light of the recent increase in color-evasive and whitewashed messaging used to attack CRT and to deny the existence of racism in the SLC school system in K-post-secondary education, and in the U.S. as a whole.

Originality/value

These stories are set in a unique environment, yet they hold national relevance. The racial and religious demographics in Utah shed light on the foundational ethos of the country – white, Christian supremacy. They reveal what is at stake in defending it and some of the key mechanisms of that defense.

Details

Equality, Diversity and Inclusion: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2040-7149

Keywords

Article
Publication date: 28 March 2023

S. Mostafa Rasoolimanesh, Azadeh Shafaei, Mehran Nejati and Poh Ling Tan

Building upon the attribution and brand resonance theories, this paper aims to investigate the effects of perceived corporate social responsibility (CSR) in higher education…

Abstract

Purpose

Building upon the attribution and brand resonance theories, this paper aims to investigate the effects of perceived corporate social responsibility (CSR) in higher education institutions on brand reputation, trust, equity and loyalty.

Design/methodology/approach

The data for this study were collected from international students of one public and one private university in Malaysia. Partial least squares-structural equation modelling was applied to analyse the data.

Findings

The findings revealed very strong effects of perceived CSR on brand reputation and trust. Moreover, the results determined the positive effects of brand reputation and trust on brand equity and loyalty. Additionally, findings support the positive indirect effects of perceived CSR on brand equity and loyalty through brand reputation and trust.

Originality/value

This study provides unique theoretical and practical contributions which can inform countries how to attract international students, particularly in post COVID-19 era.

Details

Social Responsibility Journal, vol. 19 no. 9
Type: Research Article
ISSN: 1747-1117

Keywords

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