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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 April 2018

Shalva Tabatadze and Natia Gorgadze

The purpose of this paper is to assess the intercultural sensitivity of students in teacher educational programs at higher education institutes (HEIs) in Georgia.

Abstract

Purpose

The purpose of this paper is to assess the intercultural sensitivity of students in teacher educational programs at higher education institutes (HEIs) in Georgia.

Design/methodology/approach

This research explored the intercultural sensitivity among 355 randomly selected students in teacher education programs at higher education institutions in Georgia. A questionnaire based on the Development Model of Intercultural Sensitivity (DMIS) and Cushner et al. (2006) model of sources of cultural identity was developed as a research instrument and adjusted to the Georgian context to measure the students’ intercultural sensitivity.

Findings

The results showed that a majority of the students were in the ethnocentric phase of intercultural sensitivity, as defined by Bennett (1993); students in teachers’ educational programs were selectively sensitive to different sources of cultural identity; students were selectively tolerant to different groups in the population with the same source of cultural identity and the level of educational attainment, as well as the location of the higher education institution affected students’ level of intercultural sensitivity.

Practical implications

The findings of this study carry valuable practical importance as they can be used to improve teacher education programs at higher education institutions in Georgia.

Originality/value

The study has scientific value in that the instrument used to assess intercultural sensitivity was developed for the Georgian context, and students’ intercultural sensitivity to 12 different sources of cultural identity was investigated.

Details

Journal for Multicultural Education, vol. 12 no. 1
Type: Research Article
ISSN: 2053-535X

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Book part
Publication date: 15 September 2016

Alan Wong and Cathy H. C. Hsu

Intercultural awareness and skills are important competencies for hospitality and tourism management program graduates due to the internationalization of the tourism…

Abstract

Intercultural awareness and skills are important competencies for hospitality and tourism management program graduates due to the internationalization of the tourism industry. Graduates will work with coworkers and serve customers from diverse cultural backgrounds. With the exponential growth of China’s tourism industry, an examination of intercultural awareness and skills education in China’s hospitality and tourism higher education is needed. This study employed a qualitative approach by interviewing 11 educators in Chinese mainland universities on their views of the current status of intercultural awareness education, their role in this learning process, and how their program offerings enhance students’ learning of cultural diversity. Implications for administrators and faculty members are discussed.

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Tourism and Hospitality Management
Type: Book
ISBN: 978-1-78635-714-4

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Article
Publication date: 5 November 2018

Rose Opengart

The purpose of this study was to analyze the journal entries of study abroad students from a college of business that participated in four separate nine-day study abroad…

Abstract

Purpose

The purpose of this study was to analyze the journal entries of study abroad students from a college of business that participated in four separate nine-day study abroad programs to identify whether the development of intercultural maturity is possible in a short-term study abroad program and if learning and development differ based on race/cultural background.

Design/methodology/approach

This study used content analysis of student journals. The journal entries of 33 students from four different short-term study abroad trips served as the data from which a qualitative content analysis using nvivo was conducted.

Findings

Development of intercultural maturity can, in fact, occur from a short-term (10-day) study abroad program. Student development progressed through the first two levels of the Intercultural Maturity Framework, with multicultural students progressing further. All students achieved first and second levels of the Developmental Trajectory of Intercultural Maturity on the King and Baxter Magolda (2005) framework in all three areas, including cognitive, intrapersonal and interpersonal.

Research limitations/implications

The author realizes the limitations of one form of data, the journal, and thus proposes for the future both pre-travel questions to encourage further critical thinking and learning and additional methods of obtaining data.

Practical implications

This study suggests that it might be advantageous to re-design the experience, whereby the students are guided with particular questions before or at the start of the study abroad program, to propel them forward in the process of critical reflection and development of intercultural maturity.

Originality/value

This study specifically applies the framework of King and Baxter Magolda’s (2005) Intercultural Maturity framework to examine the extent to which intercultural maturity of business students can be developed within the constraints of a short-term (nine-day) study abroad program. It also adds the dimension of comparing multicultural student development to non-multicultural student development.

Details

Journal of International Education in Business, vol. 11 no. 2
Type: Research Article
ISSN: 2046-469X

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Article
Publication date: 3 April 2017

Malgorzata Rozkwitalska, Michal Chmielecki, Sylwia Przytula, Lukasz Sulkowski and Beata Aleksandra Basinska

The purpose of this paper is to show how individuals perceive the quality of intercultural interactions at work in multinational subsidiaries and to address the question…

Abstract

Purpose

The purpose of this paper is to show how individuals perceive the quality of intercultural interactions at work in multinational subsidiaries and to address the question of what actually prevails in their accounts, i.e., “the dark side” or “the bright side.”

Design/methodology/approach

The authors report the findings from five subsidiaries located in Poland and interviews with 68 employees of these companies.

Findings

The “bright side” dominated the interviewees’ accounts. The phenomenon of high social identity complexity or common in-group identity can help explain the findings. The results also shed some new light on the associations between the context of subsidiaries and the perception of the quality of intercultural interactions.

Research limitations/implications

The paper contributes to the literature on cultural diversity and intercultural interactions in multinational subsidiaries. As the “bright side” of interactions was emphasized in the interviews, it particularly supports positive cross-cultural scholarship studies. Yet the explorative research does not allow for a broader generalization of the results.

Practical implications

Managers of multinational corporations (MNCs) should do the following: shape the context of MNCs to influence the dynamics of intercultural interactions and the way they are seen by their employees; emphasize common in-group identity to help their employees to adopt more favorable attitudes toward intercultural interactions; look for individuals with multicultural identity who display more positive approaches to intercultural contacts; place emphasis on recruiting individuals fluent in the MNC’s functional language; offer language training for the staff; and recruit employees with significant needs for development who will perceive more opportunities in intercultural contacts.

Social implications

The research demonstrates that the multicultural workplace of MNCs may be recognized by employees as activating the positive potential of the individuals and organizations that make up a society.

Originality/value

The accounts of intercultural interactions are analyzed to illuminate some significant foundations of how individuals perceive such interactions. The study provides a qualitative lens and highlights the positive approach to intercultural interactions. It may redress the imbalance in prior research and satisfy the need for positive cross-cultural scholarship.

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Article
Publication date: 29 May 2020

Joyce B. Main and Yanbing Wang

Although engineering doctoral students are at the forefront of discovery and innovation and have great potential for establishing partnerships to address engineering…

Abstract

Purpose

Although engineering doctoral students are at the forefront of discovery and innovation and have great potential for establishing partnerships to address engineering challenges crossing national borders, there are few studies of their intercultural competency. The purpose of this study is to identify factors that are associated with intercultural competency – the ability to work effectively in multicultural environments.

Design/methodology/approach

The intercultural competency levels of 390 engineering doctoral students were measured by using the Miville–Guzman Universality-Diversity Scale-Short Form (MGUDS-S). Data were analyzed using ordinary linear squares regression. Results are considered descriptive, rather than causal.

Findings

Results show that female engineering doctoral students are more likely to score higher on the MGUDS-S than male engineering doctoral students. Proficiency in multiple languages and previous work- or volunteer-related travel experiences are positively associated with doctoral students’ intercultural competency.

Originality/value

As internationalization of engineering research and innovation continues to expand, findings suggest that providing students with more opportunities and support for work- or volunteer-related travel and opportunities for learning new languages may help facilitate the development of intercultural competency and students’ willingness to engage in long-term international professional opportunities and research partnerships.

Details

Studies in Graduate and Postdoctoral Education, vol. 11 no. 2
Type: Research Article
ISSN: 2398-4686

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Article
Publication date: 24 July 2009

Andrea Graf and Marion Mertesacker

The purpose of this paper is to develop recommendations for measures assessing intercultural training needs for international human resource management. Based on…

Abstract

Purpose

The purpose of this paper is to develop recommendations for measures assessing intercultural training needs for international human resource management. Based on scientific as well as application‐oriented criteria the aim is to select six measures assessing general intercultural competencies and with the help of behaviour ratings in interactive intercultural exercises to evaluate the psychometric quality and practicability of the questionnaires for training purposes.

Design/methodology/approach

Psychometric quality including prognostic power of ICSI, FLCS, NVCCS, ISAS, TIHK, and SIB was tested by correlating subjects' questionnaires results with observations of their actual behaviour in intercultural exercises.

Findings

Satisfying psychometric quality and prognostic validity of almost all measures was found. Especially TIHK, ICSI, and FLCS score well for assessing training needs whereas the results for SIB were problematic.

Research limitations/implications

The study observed student participants of the same culture. Replication studies should examine large samples of different cultural backgrounds and manager populations.

Practical implications

Human resource managers may benefit from gaining knowledge about which measures to use for identifying employee's weaknesses in intercultural competence in order to create tailor‐made training interventions.

Originality/value

The study is the first providing information about the psychometric quality, including predictive power, of six measures, that assess intercultural skills to detect intercultural training needs.

Details

Journal of European Industrial Training, vol. 33 no. 6
Type: Research Article
ISSN: 0309-0590

Keywords

Content available
Article
Publication date: 31 August 2021

Jonna Koponen, Saara Julkunen, Mika Gabrielsson and Ellen Bolman Pullins

The purpose of this paper is to explore how business-to-business (B2B), intercultural, interpersonal salesperson–customer relationships develop using the lens of identity…

Abstract

Purpose

The purpose of this paper is to explore how business-to-business (B2B), intercultural, interpersonal salesperson–customer relationships develop using the lens of identity management theory (IMT; Imahori and Cupach, 2005).

Design/methodology/approach

The research uses qualitative semi-structured interviews on 18 targeted relationships with customers from another culture conducted with business-to-business salespeople.

Findings

The findings indicate that our respondents' relationships moved from trial toward enmeshment and on occasion toward the renegotiation phase, as described in IMT. In the case of low cultural diversity between salesperson and customer, the relationships reached the trial and enmeshment phase. In the case of high cultural diversity between salesperson and customer, the relationships on occasion evolved toward the renegotiation phase. Salespeople's cultural intelligence (CQ) facilitates the development of interpersonal, intercultural salesperson–customer relationships.

Originality/value

The authors transfer IMT from the personal relationship development arena to B2B intercultural, interpersonal relationships, address a gap in the literature in the understanding of salesperson–customer interpersonal relationships in different contexts and develop a theoretical model to understand intercultural, interpersonal salesperson–customer relationship development across different levels of cultural diversity.

Details

International Marketing Review, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0265-1335

Keywords

Content available
Article
Publication date: 20 May 2021

Nariakira Yoshida, Mitsuru Matsuda and Yuichi Miyamoto

The primary research question in this study concerns the establishment of a platform for intercultural collaborative lesson study, which promotes reciprocal dialogue…

Abstract

Purpose

The primary research question in this study concerns the establishment of a platform for intercultural collaborative lesson study, which promotes reciprocal dialogue between culturally distinctive educational research groups. Therefore, this study aims to introduce a case of intercultural collaborative lesson study projects between Hiroshima University and Leipzig University and to illustrate the issues in intercultural collaborative lesson study.

Design/methodology/approach

This study reconstructed the sequence of the project as a case under the narrative structure. Data were retrieved from a collaborative project between Hiroshima University and Leipzig University, which corresponds to the theoretical framework, as they represent a clear cultural contrast. The description of the project is reconstructed and reduced into a linear storyline of procedure.

Findings

This study identifies three key issues: (1) sharing data and culture, (2) visualising methodology and process, and (3) responding to research questions and answers.

Research limitations/implications

This platform does require one cultural group neither throwing their own norms away nor creating an utterly new paradigm beyond their own cultures. It is a place “between” original places that enables groups to capture their own culture and another culture, which does not compel to change but effectively allows reflection and changing themselves.

Originality/value

Although several transcultural reports find that one cultural asset is imported and exported, the arena of bi-directional intercultural dialogue remains undeveloped. The collaborative project between Hiroshima and Leipzig is then introduced and examined to overcome the current problems in transnational lesson study.

Details

International Journal for Lesson & Learning Studies, vol. 10 no. 3
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 7 September 2021

Takeshi Sakai, Hideyuki Akai, Hiroki Ishizaka, Kazuyuki Tamura, Hiroaki Ozawa and Yew-Jin Lee

The purpose of this exploratory study was to develop Global Lesson Study (GLS) defined as an international collaborative lesson study through international exchange of…

Abstract

Purpose

The purpose of this exploratory study was to develop Global Lesson Study (GLS) defined as an international collaborative lesson study through international exchange of teachers using ICT. Its purpose is to nurture teachers from different countries with intercultural competence to conduct lesson study.

Design/methodology/approach

We developed an initial program for GLS in the subject of mathematics education between elementary school teachers in Japan and Singapore. The qualitative analysis of activities at each stage of the Pilot GLS was conducted from two perspectives: (1) intercultural competence for lesson study and (2) teacher's competency for subject instruction.

Findings

Through GLS, a new lesson was created that was only possible with discussions from teachers from different locations. It was clarified that GLS was not only useful for training teachers with intercultural competence for lesson study but also has led to the improvement of teacher's competency for subject instruction in mathematics.

Originality/value

The GLS is a new attempt in the sense of developing a high-quality lesson study method for creating new lessons as well as improving qualities and abilities of teachers through international exchange.

Details

International Journal for Lesson & Learning Studies, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-8253

Keywords

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