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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 industry…

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.

Details

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

Keywords

Abstract

Details

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

Open Access
Article
Publication date: 2 July 2020

Jennifer Fong

The purpose of this case study is to explore to what extent US university undergraduates participating in a research abroad program through US–Taiwan Partnerships for…

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Abstract

Purpose

The purpose of this case study is to explore to what extent US university undergraduates participating in a research abroad program through US–Taiwan Partnerships for International Research and Education (PIRE) developed intercultural awareness and cross-cultural adaptability skills. It also suggests additional program design features to enhance students' international experiences.

Design/methodology/approach

To better understand participants' experiences in the PIRE program, this study adopts a mixed-methods approach. Demographic questionnaires, pre- and postsurveys, observational field notes and individual interviews were conducted for data collection and analysis.

Findings

Students perceived the experience abroad to improve their intercultural awareness and skills such as openness to cultural differences, coping with challenges abroad and effectively working in diverse teams. Specifically, quantitative findings reflected group gains in the areas of flexibility/openness and perceptual acuity, whereas qualitative findings indicated growth in students' emotional resilience and personal autonomy.

Research limitations/implications

Additional data collection methods, such as pre-/postinstruments or a longitudinal study would provide a more comprehensive assessment of the impact of education abroad on students' intercultural learning.

Social implications

Evaluation of programs and outcomes can help identify areas to maximize student learning and assess the value of education abroad.

Originality/value

This is original research and makes a contribution to education abroad programs in postsecondary education.

Details

Higher Education Evaluation and Development, vol. 14 no. 2
Type: Research Article
ISSN: 2514-5789

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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

Keywords

Article
Publication date: 25 January 2024

Yan Chen, Kendall Hartley, P.G. Schrader and Chenghui Zhang

The purpose of this study is to examine relevant demographic and socio-economic factors as they relate to progress towards intercultural communicative competence (ICC) and…

Abstract

Purpose

The purpose of this study is to examine relevant demographic and socio-economic factors as they relate to progress towards intercultural communicative competence (ICC) and intercultural sensitivity for ethnic-minority Latinx middle school English learners (ELs) using a mobile-assisted funds-of-knowledge-featured writing practice.

Design/methodology/approach

Through the theoretical lens of funds of knowledge, this three-year study implemented a survey-based quasi-experimental design centered on the Latinx ELs’ ICC development with the implementation of an intercultural sensitivity questionnaire (Chen and Starosta, 2000). The authors first investigated the relationship between ELs’ intercultural sensitivity and associated demographic and socio-economic factors. The authors then examined the changes of ELs’ intercultural sensitivity. Over ten weeks, the intervention group completed five funds-of-knowledge-featured narrative essays using pen and paper and mobile-based writing tools alternatively.

Findings

Findings indicated that ELs’ intercultural sensitivity increased as they advanced to a higher-level grade from sixth to eighth. The embedded mobile-assisted funds-of-knowledge writing practice as intervention promoted ELs’ intercultural sensitivity in interaction engagement, respect of cultural differences, interaction enjoyment and interaction attentiveness. Among the variables, interaction enjoyment was portrayed the most. ELs who reported not speaking English at home were statistically significant in this experiment.

Originality/value

This study acknowledges the robust and variance of funds of knowledge as a niche to address the interculturality and hybridity of ELs’ cultural practices accumulated through Latinx ELs’ family socialization and social development using mobile-assisted writing practice. This study could provide implications for optimizing inclusive experience to promote computer-assisted language learning in a contemporary, postcolonial global world.

Details

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

Keywords

Open Access
Article
Publication date: 27 December 2021

Tanju Deveci, Glenda Elgamal, David Dalton and Donald John Langille

This study investigated the effects of an intercultural communication (IC) course on Emirati university students' intercultural sensitivity (IS).

Abstract

Purpose

This study investigated the effects of an intercultural communication (IC) course on Emirati university students' intercultural sensitivity (IS).

Design/methodology/approach

The participants were 89 Emirati students. The course required student involvement in a variety of tasks and activities, both inside and outside the classroom. The development of the students' IS was tracked using two instruments: the Intercultural Sensitivity Scale (ISS) and a reflective writing task.

Findings

The difference between the students' overall pre-test and post-test scores was at a statistically significant level. The data from the reflective writing papers showed that the course developed the students' IS with a particular effect on their awareness of other cultures, barriers to effective communication and self-confidence.

Originality/value

In an increasingly globalized world, the findings of this study highlight the importance of a course designed to enhance university students' IS and therefore intercultural competence. They also indicate the need for more experiential learning to bridge in-class and out-of-class experiences which facilitate the development of students' intercultural competence.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 18 no. 1
Type: Research Article
ISSN: 2077-5504

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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 programs…

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

Keywords

Article
Publication date: 10 April 2023

Sarah Anne Eckert and Melodie Miller

The purpose of this paper is to examine the effectiveness of using structured reflection via the critical incident analysis method to develop multicultural awareness and…

Abstract

Purpose

The purpose of this paper is to examine the effectiveness of using structured reflection via the critical incident analysis method to develop multicultural awareness and intercultural empathy in undergraduate-level pre-service teachers. This research is important, given the striking demographic mismatch between students and teachers in US schools.

Design/methodology/approach

This study adopts a convergent parallel mixed methods research design that combines both qualitative analysis of completed written critical incident analysis assignments and quantitative analysis of responses from a brief survey.

Findings

In most cases, engaging with the critical incident analysis method did lead participants reexamine their own experiences and develop a better understanding of their own biases and actions. While students followed different pathways with the assignment, participants were able to better understand the crucial role that teachers play in creating a space that values and welcomes diversity for the benefit of all students.

Originality/value

This study diverges from future research on the critical incident analysis method by asking students to examine specific moments from their past in the process of deep, targeted self-reflection.

Details

Journal for Multicultural Education, vol. 17 no. 3
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 25 January 2022

Vishal Arghode, Gandhi Lakshmanan and Fredrick Muyia Nafukho

The purpose of this paper is to explain how emotional intelligence (EI) influences intercultural competence (IC), which in turn may influence online instruction. The authors…

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Abstract

Purpose

The purpose of this paper is to explain how emotional intelligence (EI) influences intercultural competence (IC), which in turn may influence online instruction. The authors further explored the varying attributes of EI and the extent to which it intersects with IC in the workplace.

Design/methodology/approach

Literature on EI and IC from the fields of education, business and leadership was reviewed. The search entailed articles related to EI and IC using the following databases: Business Search Premier, ERIC, JSTOR and ProQuest. The authors used the following key search terms in researching the articles: EI, IC, learning and online instruction. Title and abstract analyses judged each article’s suitability for the study.

Findings

To better perceive, understand and appreciate others and their cultures, we need to understand our own emotions and the way we interact with others. EI is thus the foundation on which IC can be built. It takes a higher level of EI to develop higher IC quotient. An online instructor should be cognizant about the emotional issues involved in the online learning and suitably modify the instruction to improve learner engagement to ensure better and improved student learning.

Research limitations/implications

Findings of this study should provide useful information for theory building and practice. Further, it is hoped the findings of this study will stimulate more scholarly interest in this relatively untapped research area exploring how EI can influence IC and ultimately influence online instruction and improve student learning.

Practical implications

The findings will serve as useful pointers for instructors and scholars who strive to improve ICs and appreciate the nuances that enable an emotionally intelligent instructor to perform better and connect with learners from a different culture.

Originality/value

Based on empirical literature reviewed, EI is the ability to perceive, understand and control our own emotions to better connect and relate with other individuals. It is the ability to recognize the emotional cues and change our behavior accordingly. IC is the ability to understand and appreciate the cultural differences to better function in a culture different from our own. The two constructs are therefore interrelated and have a significant overlap. However, while EI has been studied exclusively in different contexts, surprisingly, the researchers have not given adequate attention to the important theme of using EI in improving IC or even the role EI can play in improving instructors’ IC. Moreover, the interrelationship between EI, IC and online learning has not been explored previously. This paper seeks to address this gap.

Details

European Journal of Training and Development, vol. 47 no. 5/6
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 1 September 2000

Norhayati Zakaria

Cross‐cultural training is fast becoming a recognizably important component in the world of international business. This paper discusses the effectiveness of cross‐cultural…

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Abstract

Cross‐cultural training is fast becoming a recognizably important component in the world of international business. This paper discusses the effectiveness of cross‐cultural training in facilitating the process of acculturation, and in developing the culture‐specific and culture‐general skills needed to increase the sociocultural and psychological adjustments of sojourners and expatriates when they encounter a foreign culture. A new cross‐cultural training model is created by integrating acculturation and training effectiveness models. This new model suggests that providing two different types of training program prior to cultural contact will help recipients to effectively modify existing culture‐general and culture‐specific skills. As a consequence, they will achieve a higher degree of sociocultural and psychological adjustment. Experiential training should trigger affective and behavioral responses, which are the basis of intercultural effectiveness skills, and thus enhance psychological adjustment. By contrast, cognitive training should trigger cognitive responses, especially cultural awareness and interpersonal skills, and enhance sociocultural adjustment.

Details

International Journal of Manpower, vol. 21 no. 6
Type: Research Article
ISSN: 0143-7720

Keywords

1 – 10 of over 4000