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1 – 10 of over 4000Bolanle Oyindamola Adebayo and Hannah M. Sunderman
To maximize the benefits of intercultural mentoring relationships, which are increasing in today’s diverse higher education environment, the current article conceptualizes the…
Abstract
Purpose
To maximize the benefits of intercultural mentoring relationships, which are increasing in today’s diverse higher education environment, the current article conceptualizes the connection between intercultural mentoring and cultural competence among mentors and mentees as a learning process.
Design/methodology/approach
The conceptual paper discusses the nuanced aspects of intercultural mentoring. Ultimately, the current article presents a framework for a bidirectional relationship between intercultural mentoring and cultural competence through experiential learning theory and intergroup contact theory, resulting in implications for practitioners and actionable research directions.
Findings
The article highlights the interplay and interdependence of cultural competence and intercultural mentoring through experiential learning and intergroup contact theory. Cultural competence influences the quality of intercultural mentoring relationships. Conversely, intercultural mentoring relationships can develop cultural competence in mentors and mentees through experiential learning, producing positive intergroup contact behaviors. Findings suggest the need for active learning and unlearning among mentors and mentees in intercultural mentoring relationships to maximize developmental outcomes (e.g. cultural competence).
Originality/value
The proposed framework emphasizes that (1) the possession of cultural competence is a critical success factor for intercultural mentoring relationships, (2) the development of cultural competence is an outcome of successful intercultural mentoring relationships, and (3) intercultural mentoring relationships should be regarded as experiential learning platforms that can produce positive intercultural traits such as cultural competence.
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As graduates in higher education engage with multiple constituencies from around the world, having cultural competency skills is valuable. Intercultural competence enables people…
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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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…
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.
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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.
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The leaders of the future will have to lead with intercultural competence and with the ability to facilitate this development of competence in others. The development of skills in…
Abstract
The leaders of the future will have to lead with intercultural competence and with the ability to facilitate this development of competence in others. The development of skills in undergraduate students to meet this challenge is paramount to the establishment of effective leadership for the future. Within this study, researchers address the challenge by quantitatively examining intercultural competency outcomes students derive from leadership-based study abroad experiences. For five years, researchers utilized a pre-post intercultural competency survey of student participants in a leadership education study abroad program in Zambia, Africa. Using the Intercultural Effectiveness Scale (IES), data was analyzed for seventy-eight students who participated in this five-week study abroad course. The results demonstrate statistically significant growth on students’ intercultural competency across all ten measures of dimensions and sub-scales. Recommendations provide a framework for leadership educators to employ pedagogies that influence intercultural development within study abroad as a means of developing global leadership in their students.
Purpose –– This chapter shows the connection between the reality of intercultural communication training and its importance to the development of intercultural communication…
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.
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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 achieved if…
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.
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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 service…
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.
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