Multicultural Shared Leadership

2012 ◽  
Vol 19 (3) ◽  
pp. 303-314 ◽  
Author(s):  
Alex J. Ramthun ◽  
Gina S. Matkin
Keyword(s):  
Conceptual Model ◽  
Intercultural Competence ◽  
Shared Leadership ◽  
Culturally Diverse ◽  
Intercultural Sensitivity ◽  
Relevant Literature ◽  
Developmental Model ◽  
Theoretical Foundations ◽  
Practical Implications

This conceptual article reviews relevant literature to develop propositions forming a model of multicultural shared leadership. First, an examination of the definitions of culture finds consensus on culture as a system. Second, a review of the developmental model of intercultural sensitivity introduces the concept of intercultural competence. Third, an exploration into the theoretical foundations of vertical and shared leadership develops primary themes. Finally, the formation of propositions and a conceptual model invites researchers to study the moderating impact of intercultural competence on culturally diverse teams and shared leadership. Theoretical and practical implications, limitations, and recommendations are discussed.

scholarly journals Ethno-National Attitudes as Intercultural Competence Predictors in University Students: Gender Differences

2020 ◽  
Vol 10 (2) ◽  
pp. 56 ◽  
Author(s):  
Irina A. Novikova ◽  
Marina V. Gridunova ◽  
Alexey L. Novikov ◽  
Dmitriy A. Shlyakhta
Keyword(s):  
University Students ◽  
Intercultural Competence ◽  
Negative Impact ◽  
Intercultural Sensitivity ◽  
Developmental Model ◽  
University Education ◽  
Software Environment ◽  
R Software ◽  
Male And Female ◽  
National Attitudes

The search for predictors of intercultural competence (ICC) development is one of the important challenges of modern psychology in connection with globalization in all the spheres of modern life, including university education. The purpose of the present research is to show that the ethno-national attitudes (ENA), which Khukhlaev et al. consider as an individual’s predisposition to assess the nationality/ethnicity can determine the severity of ICC features in male and female university students. The sample includes 219 (75% female) first–third year Russian university students. ICC was measured with the author’s modification of the intercultural sensitivity scale (ISS) by Khuhlaev and Chibisova. ISS is based on the Developmental Model of Intercultural Sensitivity, (DMIS) by Bennett and includes 4 subscales: Minimization, Absolutization, Ambivalence, Acceptance. ENA (Nationalistic, Patriotic, Neutral, Negativistic) were determined with the “Scale of ethno-national attitudes” by Khukhlaev, Kuznetsov, and Tkachenko. Descriptive statistics methods, Wilcoxon W-test, and multiple regression analysis were used for statistical analysis in the R software environment, version 3.5.2. The findings of our research showed that Nationalistic and Patriotic ENA are the strongest predictors of studied ICC scales and have an opposite negative impact on Acceptance and Absolutization in both male and female students. This fact should be taken into account in the context of ICC developments.

scholarly journals The Photo Narrative Process: Students’ Intercultural Learning in Agriculture

2018 ◽  
Vol 25 (4) ◽  
pp. 83-98
Author(s):  
Emily Bost ◽  
Gary Wingenbach
Keyword(s):  
Cultural Heritage ◽  
Intercultural Competence ◽  
Intercultural Sensitivity ◽  
Developmental Model ◽  
Natural Environments ◽  
Way Of Life ◽  
Intercultural Learning ◽  
Host Countries ◽  
Perspective Change ◽  
Narrative Process

Cultural heritage describes our way of life. It comes from previous generational traditions and incorporates our current constructed and natural environments, and tangible artifacts. The photo narrative process, derived from photovoice, combines photography and narrative expression about artifacts important to one’s way of life. The purpose of this study was to explore effects of the photo narrative process on students’ intercultural learning in agriculture. Photo narrative assignments were developed for students to capture facets of their cultural heritage, and their host countries’ cultural heritage from three separate study abroad programs. Archival data were collected (i.e., course assignments to illustrate one’s cultural heritage via photo and text) and visual social semiotics were used to analyze data. The Developmental Model of Intercultural Sensitivity provided context for students’ levels of intercultural competence. The results showed participants experienced frame shifts (i.e., perspective change in worldviews) from ethnocentrism to ethnorelativism, as evidenced in the rhetoric of their artifacts after participating in the photo narrative process. The photo narrative process is a valuable educational technique; its purposeful use helps learners experience and progress through the stages of intercultural competence. Photo narrative takes advantage of young people’s preferred communication methods (i.e., social media), combining image and text, which empowers them through expressive communication and reflection. Purposeful photo narrative processes may be adapted to help learners explore perspective shifts in racism, classism, or religion to increase understanding and empathetic response between dissimilar groups.

scholarly journals Building Intercultural Competence Through Intercultural Competency Certification Of Undergraduate Students

2013 ◽  
Vol 10 (1) ◽  
pp. 15-22
Author(s):  
Maria G. Fabregas Janeiro ◽  
Ricardo Lopez Fabre ◽  
Jose Pablo Nuno de la Parra
Keyword(s):  
Undergraduate Students ◽  
Intercultural Competence ◽  
Initial Level ◽  
Intercultural Sensitivity ◽  
Developmental Model ◽  
Intercultural Development ◽  
Intercultural Development Inventory ◽  
Comprehensive Plan ◽  
Intercultural Competency ◽  
Travel Abroad

The Intercultural Competency Certificate (CCI in Spanish) designed for the Universidad Popular Automa del Estado de Puebla (UPAEP University) is a theory based comprehensive plan to develop undergraduate students intercultural competence. This Certificate is based in the Developmental Model of Intercultural Sensitivity (DMIS) developed by Milton Bennett (1993) and will be assessed by the Intercultural Development Inventory (IDI) v.3 developed by Bennett & Hammer (Hammer, 2009; Hammer, Bennett, & Wiseman, 2003). The main purpose of the Intercultural Competency Certificate is to develop students intercultural competence at least to the acceptance level of the DMIS continuum. To achieve this goal, the students will have to develop of necessary knowledge, skill and attitudes (Deardorff, 2006). This Certificate proposes to develop attitudes, knowledge and skills through certain activities as learning a new language, take international classes, reflect about intercultural differences, interact with people from other cultures, travel abroad and receive coaching by a professional who will guide them through tailor-make experiences according to the initial level of intercultural competence, measured by the IDI v.3 at the beginning of the Certification.

scholarly journals Intercultural Competence and Study Abroad Programs-A Mixed Method Study

2021 ◽  
Vol 9 (8) ◽  
pp. 1
Author(s):  
Liqin Tang ◽  
John Matt ◽  
Patty Kero
Keyword(s):  
College Students ◽  
Study Abroad ◽  
Mixed Method ◽  
Intercultural Competence ◽  
Intercultural Sensitivity ◽  
Developmental Model ◽  
Mixed Methods Study ◽  
Mixed Method Study ◽  
Study Abroad Programs ◽  
Significant Difference

The purpose of this mixed methods study was to investigate the intercultural competence (IC) level of college students, explore whether there is a statistically significant difference in the IC level between students with study abroad (SA) experience and those without SA experience, and examine their attitudes, ideas and experiences about SA programs and intercultural communication. Data collected from online questionnaires and Zoom interviews were examined through the lens of Hall’s the Iceberg Analogy of Culture and M. J. Bennett’s Developmental Model of Intercultural Sensitivity (DMIS), which were also used as the conceptual framework in this study. Both quantitative and qualitative results indicated the IC level of college students was high, reaching up to the acceptance stage or/and adaptation stage of Bennett’s DMIS. Quantitative study showed that the IC level of students who participated in SA programs was higher than those who didn’t.

scholarly journals The relation between intercultural competence, personality features and students’ intellectual development

2017 ◽  
Vol 49 (1) ◽  
pp. 77-98 ◽  
Author(s):  
Marina Gridunova ◽  
Irina Novikova ◽  
Milica Radojev ◽  
Dmitriy Shlyakhta
Keyword(s):  
General Education ◽  
Intercultural Competence ◽  
Intellectual Development ◽  
Factor Model ◽  
Intercultural Sensitivity ◽  
Five Factor Model ◽  
Developmental Model ◽  
Male Students ◽  
Five Factors ◽  
Personality Features

In the light of globalisation processes accompanied by an increase in interethnic tensions, the research on personality features that contribute to a more efficient functioning in the intercultural context has become fairly topical. The aim of the conducted research was to explore the relation between intercultural competence, personality features and the level of intellectual development of students (N=121, 45% male students) of a general education secondary school in Moscow. Bennett?s developmental model of intercultural sensitivity was used as the basis for studying intercultural competence, while the Scale of intercultural sensitivity was used as a diagnostic instrument. Personality features were defined in accordance with the Five Factor Model and diagnosed via the shorter version of the Five Factors questionnaire. The level of mental (intellectual) development was measured using the normative School test of intellectual development (STID-2). Based on research results, it has been established that personality features such as conscientiousness, extraversion and neuroticism are related to the indicators of intercultural competence in the examined students, whereby the intensity of the relations is by far higher in the group of students with the lower level of intellectual development. At the same time, the students whose level of intellectual development is higher are more inclined towards accepting cultural differences, while those with the lower level of intellectual development tend to absolutise them.

Is It A Small World After All?

2014 ◽  
Vol 5 (3) ◽  
pp. 47-64
Author(s):  
Lifen Cheng ◽  
Maria Eugenia González
Keyword(s):  
Intercultural Competence ◽  
Intercultural Sensitivity ◽  
Computer Mediated Communication ◽  
Small World ◽  
Developmental Model ◽  
Mediated Communication ◽  
Intercultural Communication Competence ◽  
Intercultural Competencies ◽  
Information And Communication ◽  
Significant Regression

The use of computer-mediated communication has led researchers to contradictory argumentations on information and communication technology (ICT) influences on users' engagement in their societal concern. The present study was focused on exploring the intercultural communication competence in terms of developmental model of intercultural sensitivity in netizens among Spanish college students. For this purpose, a pilot study was given to 64 volunteered respondents in order to assess comprehensiveness of a survey questionnaire dealing with popular conceptions of intercultural competence. After some minor adjustment and refinement, the improved questionnaire was used as instrument for research in which 398 university student participants were recruited to participate. Finding data were used to map the way the participants' intercultural competencies are positioned. Moreover, some significant regression coefficient outcomes were fitted into models in attempt to examine direct and indirect effect produced on internet ICT users' intercultural competence produced by the prediction and mediation variables considered for analysis in the present research.

Iranian Persian

2020 ◽  
Vol 2 (1) ◽  
pp. 137-164
Author(s):  
Narges Firouzshahi ◽  
Elena Babatsouli
Keyword(s):  
Culturally Diverse ◽  
Relevant Literature ◽  
Family Interactions ◽  
Phonological Development ◽  
Speech Language Pathology ◽  
Clinical Practicum ◽  
Language And Culture ◽  
Cultural Aspects ◽  
Language Pathology ◽  
Reference Manual

The present article proposes a sociolinguistic stance in the dissemination of information for use in the clinical context of speech language pathology (SLP) internationally. This practical guide to speech and culture aims to encourage the integration of linguistic and cultural facets in clinical practicum approaches, providing a useful and clinically relevant resource. This comes as a natural consequence of the systematic efforts worldwide to train and inform SLP workforces on providing equitable, targeted, and appropriate service to linguistically and culturally diverse clients such as minorities and immigrants. The specific focus of this guide is on Iranian Persian, a language and culture that is under-represented in published, clinically relevant literature. The paper provides an easily accessible reference manual on the phonological development and clinical assessment of Iranian Persian child speech in typical and atypical, monolingual and bilingual contexts, as well as on cultural aspects that may dictate the success of clinician and client/family interactions.

A model of mobile technologies acceptance for knowledge transfer by employees

2017 ◽  
Vol 21 (5) ◽  
pp. 1053-1076 ◽  
Author(s):  
Michal Kuciapski
Keyword(s):  
Knowledge Management ◽  
Knowledge Transfer ◽  
Conceptual Model ◽  
Mobile Devices ◽  
Mobile Technologies ◽  
Intention To Use ◽  
Content Type ◽  
Model Based ◽  
New Variables ◽  
Practical Implications

Purpose Although mobile devices are ubiquitous among employees, their awareness and readiness to use mobile technologies for competence development is still not widespread and therefore requires further exploration. The purpose of this study is to propose a conceptual model based on the unified theory of acceptance and use of technology (UTAUT) to explain the determinants that affect employees’ intention to use mobile devices and software for knowledge transfer during the process of knowledge management. Design/methodology/approach A conceptual model based on the UTAUT with new variables concerning relative usability (RU) and user autonomy (UA) and new connections between the determinants was developed as a result of a subject matter literature review. A structural equation modelling approach was used to validate the model on the basis of data collected via a survey collected from 371 employees from 21 sectors, both public and private. Findings The UTAUT model extended by new variables like RU and UA explains employee acceptance of mobile technologies for knowledge transfer reasonably well. New proposed variables highlighted that the usability of technology compared to other solutions and user autonomy in the selection and the use of applications have the strongest impact on the employees’ intention to use mobile devices and software for knowledge transfer. Research limitations/implications This model explains the 55 per cent behavioral intention of employees to use mobile technologies for knowledge transfer. Even though it is quite high in terms of acceptance theories, some new variables should be explored. Furthermore, study does not verify whether m-learning acceptance for knowledge transfer is sector-specific. Practical implications Mobile technologies used for knowledge transfer by employees should allow for high UA through their ability to select solutions that they find convenient, use of preferred platforms, personalize applications and utilize devices and software in various environments. They should not be simplified and should have the same functionality and efficiency of use as alternative solutions like web and desktop applications, even if additional effort to learn them would be required. Mobile technologies that take into account UA and RU support the process of employees capturing, distributing and effectively using knowledge. Originality/value The elaborated model provides a valuable solution with practical implications for increasing mobile technologies acceptance for knowledge transfer. The study results contribute both to knowledge management and technology acceptance research fields by introducing two new determinants for the acceptance of technologies in knowledge transfer, such as UA and RU with several additional connections between existing UTAUT variables.

Moving beyond traditional sponsorships: understanding the structure and dynamics of minority equity sponsorship agreements

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Furkan Amil Gur ◽  
Adrien Bouchet ◽  
Brian R. Walkup ◽  
Jonathan A. Jensen
Keyword(s):  
Conceptual Model ◽  
Design Methodology ◽  
Qualitative Methodology ◽  
Interview Data ◽  
European Market ◽  
Content Type ◽  
Structure And Dynamics ◽  
Key Stakeholders ◽  
Practical Implications

Purpose The purpose of this study is to understand the structure and dynamics of minority equity sponsorship agreements and the motivations for organizations to go beyond traditional sponsorships by acquiring minority equity in the sponsored organization. Design/methodology/approach This paper adopts a qualitative methodology and presents interview data from key actors involved in minority equity sponsorship agreements. Findings The findings of the paper include major characteristics of minority equity sponsorship agreements including the motivations, dynamics and resources exchanged by sponsoring firms and clubs in these relationships, based on the experiences of key actors from firms, clubs and other key stakeholders, and a conceptual model for forming and maintaining these relationships. Practical implications Sponsorships are increasingly evolving into minority equity sponsorship agreements, particularly in the European market. The findings of this study assist sponsoring firms and the executives of clubs in better understanding the dynamics and stakeholder-related consequences of these relations. Originality/value The findings of this paper illustrate the differences between minority equity sponsorship agreements and both traditional sponsorships and minority equity alliances. The findings also identify major characteristics of these relationships and the interdependencies among these characteristics.

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