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This chapter provides insights into young peoples’ perceptions of intercultural relationships. Intercultural relationships consist of partners with different racial, ethnic or religious backgrounds. Increasing migration rates, multicultural societies and supportive societal attitudes have created more opportunities for intercultural relationships to form. These factors have contributed to the growing rates of intercultural couples in Australia. It is important to note that some intercultural partners face social barriers that are less common among non-intercultural partners. Young people are of particular interest since intercultural relationship rates are higher in younger generations and education settings are becoming more multicultural. Nonetheless, the complexities of contemporary intercultural relationships and how they may render young people vulnerable has been often overlooked. This chapter is based on a case study that responds to an overarching question: How do young people perceive intercultural relationships? The study involved semi-structured interviews with eight participants between 20 and 26 years of age. The participants had diverse backgrounds and lived in Melbourne. The findings reveal perceptions of significance and acceptance of intercultural relationships. Also revealed are perceptions of social factors that perpetuate vulnerability relating to intercultural relationships in terms of stereotyping, racism and people’s reactions more generally.

Based on a review of multiple literatures, a comprehensive content domain of essential intercultural competencies for effective global leaders is presented. This domain is then used to guide the development of the Global Competencies Inventory (GCI), a 160-item self-report measure that assesses the degree to which individuals possess the intercultural competencies that are associated with global leader effectiveness. Using sample sizes ranging from several hundred to nearly 9,000 subjects, evidence from several studies is presented showing the GCI to have convergent validity, predictive validity, and freedom from demographic and ethnic subgroup biases. Implications for theory and future research are also discussed.

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.

The industrial buyer-seller relational process models from the Eastern and Western worlds have not been combined. The Western world has dominated the development of the models, while there exist only a very limited amount of guanxi development models from the East. This paper is exploratory in nature, focusing on combining the development of these two worlds into one intercultural model. Four case relationships verify the proposed model.

This paper focuses on only one cultural context outside of the West, that is to say, China. In order to justify the model to be completely an intercultural one, research in other cultural contexts is necessary.

Refugees and asylum seekers represent one of the most vulnerable social categories in Western societies. Their condition presumes facing social, economic and political factors, which often lead to their marginalisation within host society. Indeed, discrimination, lack of professional skills or employment, as well as the frustration related to the slow bureaucratic process of assessing their status, are all key elements in building a vulnerable profile. This chapter examines non-governmental organisations and community-based organisations policies in the resettlement processes of refugees and asylum seekers, highlighting their role in creating effective connections between humanitarian immigrants and host societies. This topic is explored from an intercultural perspective, considered by scholars as an appropriate approach to create and maintain constructive correlations between different levels of the framework. The concept of interculturality is observed within the context of support services provided by the humanitarian organisations, and so the effectiveness of intercultural practices as part of these activities.

Drawing on a comparison between issues concerning the resettlement of refugees in Australia and Italy, the role of intercultural communication is explored through an in-depth examination of intercultural practices and their application in this specific context. Humanitarian organisations, six from Australia and nine from Italy, provide the basis for a total of fifteen case studies. Analysing the practices relating to intercultural communication, this chapter explores their contribution to the resettlement process of humanitarian immigrants, with accent on providing valid instruments for enhancing their skills in dealing with vulnerability.

This chapter evaluates the potential of virtual worlds for intercultural collaborative learning. A case study of a global lecture series is presented that used a virtual world as a platform for intercultural student collaboration. Students' subjective reports served as a basis for exploring cross-cultural differences in the perceived usefulness of virtual worlds for intercultural collaboration, and to examine what they have learned from working in an intercultural virtual team, what problems occurred, and how they resolved them. Based on the evaluation results, suggestions are provided for a culture-aware design of virtual worlds to facilitate intercultural collaborative learning and the development of intercultural literacy.