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 Comparison of pre-intervention IDI results from STEM and non-STEM undergraduate students

2020 ◽  
Vol 4 (2) ◽  
pp. 113-124 ◽  
Author(s):  
Anne M Lucietto ◽  
Liza Russell
Keyword(s):  
Undergraduate Students ◽  
Intercultural Competence ◽  
International Travel ◽  
Published Data ◽  
Intercultural Development ◽  
Intercultural Development Inventory ◽  
Stem Majors ◽  
Mathematics Majors ◽  
Stem Students ◽  
And Mathematics

The emphasis on intercultural competence is more prevalent in STEM (Science, Technology, Engineering and Mathematics) majors as the world shifts towards a more globalized economy. When entering higher education, students have differing levels of cultural interaction due to varying peer interaction, family experiences, international travel, and social media experiences. The Intercultural Development Inventory (IDI) has been used to develop an understanding of how students view others and the level of skills they have to interact and adapt to other cultures. Using published data focused on pre-intervention assessment, researchers compared it to data obtained from STEM students preparing for an international experience and studies that already exist to learn more about both student populations and to gain an appreciation of their cultural competencies. As institutions look to prepare their students for jobs in a global workplace, an understanding of where STEM students place according to the IDI in comparison to their non-STEM peers may aid educators wishing to focus on developing these skills in their students. The results of the comparison between Purdue STEM students and other non-STEM students showed STEM students fell into more ethnocentric levels of intercultural competence. This may be explained by the traditionally male-dominated nature of STEM majors, as males have been shown to fall in more ethnocentric orientations.

scholarly journals Building an Inclusive Campus: Developing Students’ Intercultural Competencies Through an Interreligious and Intercultural Diversity Program

2018 ◽  
Vol 48 (3) ◽  
pp. 43-64
Author(s):  
Amy Rose Green ◽  
Adriana Tulissi ◽  
Seth Erais ◽  
Sharon Lynn Cairns ◽  
Debbie Bruckner
Keyword(s):  
Secondary Students ◽  
Personal Growth ◽  
Intercultural Competence ◽  
Intercultural Development ◽  
Intercultural Development Inventory ◽  
Post Secondary ◽  
Intercultural Competencies ◽  
Quantitative Results ◽  
Intercultural Engagement ◽  
Insight Into

Post-secondary institutions are increasingly recognizing the need to foster intercultural competence (ICC) in students; however, the ways in which these institutions can do so has not been fully explored. The purpose of the current mixed methods study was to investigate changes in post-secondary students’ ICC (N = 35) following participation in an interreligious and intercultural diversity program, based upon changes in students’ scores on the Intercultural Development Inventory (IDI). A thematic analysis of post-program questionnaires was used to triangulate the data and provide more insight into changes experienced by participants. Quantitative results revealed significant increases in students’ overall ICC, and significant decreases in the discrepancy between students’ perceived ICC and their actual ICC. Qualitative results revealed five overall themes: (1) shifting perspectives, (2) enhancing intercultural engagement skills, (3) connecting, (4) inspiring action, and (5) personal growth. Implications for research and practice 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 Virtual Team Collaboration Across Global Classrooms

2019 ◽  
Vol 83 (1) ◽  
pp. 57-79
Author(s):  
Stephanie Swartz ◽  
Belem Barbosa ◽  
Izzy Crawford
Keyword(s):  
Intercultural Communication ◽  
Virtual Teams ◽  
Intercultural Competence ◽  
Intercultural Sensitivity ◽  
Team Collaboration ◽  
Intercultural Interaction ◽  
Communication Competency ◽  
Negative Results ◽  
Intercultural Competency ◽  
Before And After

By means of a cross-cultural virtual teams project involving classrooms in Scotland, Germany, and Portugal, students were exposed to the challenges of collaborating internationally with the intention of increasing their intercultural competency. Intercultural sensitivity and intercultural communication competency were measured using responses to surveys before and after the 6-week project. Students reported, among other aspects, a heightened awareness of the difficulties of intercultural communication. Despite a general appreciation of the project and its outcomes, negative results, such as an increased dislike of intercultural interaction, emerged. Contradictory results warrant further investigation with data from future collaborations.

Toward “Living Together”: Developing Intercultural Sensitivity Through Arabic Foreign Language Coursework

2020 ◽  
Vol 9 (1) ◽  
pp. 57-70
Author(s):  
Islam Karkour
Keyword(s):  
Foreign Language ◽  
Intercultural Sensitivity ◽  
Elementary Level ◽  
Intercultural Development ◽  
Intercultural Development Inventory ◽  
Language Curriculum ◽  
American University ◽  
Language Class ◽  
Significant Difference ◽  
Living Together

This paper investigates intercultural sensitivity as an expected outcome of an Arabic as a foreign language class in higher education. The study used pretest and posttest design to measure the change in 26 students’ intercultural sensitivity after a semester of language study. The participants studied elementary level Arabic as a foreign language at an American university in the northeast United States. The Intercultural Development Inventory (IDI) was used to measure intercultural sensitivity. No significant difference was found in the Arabic students’ levels of intercultural sensitivity as measured by the IDI, on average. The students’ Arabic instructor was interviewed, and the elementary level Arabic textbook was critically reviewed to understand how students’ intercultural sensitivity might be improved; a primary recommendation is to provide instructors with training on incorporating culture into foreign language curriculum. 

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.

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