scholarly journals Towards intercultural competence: Using consensus to identify essential personality traits for an inclusive extension education workforce

2021 ◽  
Vol 2 (3) ◽  
pp. 83-95
Author(s):  
John Diaz ◽  
Colby Silvert ◽  
Cody Gusto ◽  
K.S.U Jayaratne ◽  
Lendel Narine
Keyword(s):  
Personality Traits ◽  
Intercultural Competence ◽  
Extension Education ◽  
Culturally Competent ◽  
Training Models ◽  
Extension Educators ◽  
Delphi Approach ◽  
Intercultural Competency ◽  
Competence Training ◽  
Competency Models

The rapid diversification of workforces and client stakeholder groups has prompted a growing emphasis on diversity, equity, and inclusion as a critical component of professional development across industry sectors. While the proliferation of intercultural competence training models has increased awareness among employers and workforces, the competencies advocated in these models may not always be relevant to an organization or institution’s operational context. This study addresses the need for contextually grounded intercultural competency models targeted to extension education contexts. Using a three-phased Delphi approach, data were gathered from a panel of 36 intercultural competency experts. The panel identified nine personal traits thought to be critical for the recruitment and development of culturally competent extension educators. The authors explain how these results may be used to recruit extension educators with traits conducive to engagement with a broad audience of stakeholders using culturally sensitive and responsive techniques. Given the distinct processes by which different components of intercultural competence are developed, we recommend specific measures and techniques administrators can utilize to recruit and develop extension educators who possess the agreed-upon intercultural personality traits.

scholarly journals Culturally Competent Extension Educators

EDIS ◽  
2019 ◽  
Vol 2005 (10) ◽  
Author(s):  
Lisa A. Guion ◽  
Kay Brown
Keyword(s):  
Cooperative Extension Service ◽  
Marketing Strategies ◽  
Extension Education ◽  
Publication Date ◽  
Culturally Appropriate ◽  
Culturally Competent ◽  
University Of Florida ◽  
Extension Educators ◽  
The Third ◽  
The Family

This paper is the third in a series of articles on planning programs to effectively outreach to diverse audiences. This series will include specialized papers on enhancing cultural competence, recruiting diverse volunteers, planning culturally appropriate marketing strategies, and other topics that are integral to the design and implementation of culturally relevant Extension education programs. This document is FCS9219, one of a series of the Family Youth and Community Sciences Department, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Original publication date September 2005.

scholarly journals A Theoretical Basis for Addressing Culture in Undergraduate Mining Education

2020 ◽  
Vol 7 (1) ◽  
pp. 1-20
Author(s):  
Anne Johnson
Keyword(s):  
Cultural Change ◽  
Intercultural Competence ◽  
Cultural Difference ◽  
Mining Industry ◽  
Critical Study ◽  
Culturally Competent ◽  
Disciplinary Culture ◽  
Critical Theories ◽  
Culture And Development ◽  
Social Licence To Operate

Communicating across cultural difference is a challenge for the mining industry as its attempts to gain social licence to operate in the traditional territories of Indigenous peoples. Industry organizations affirm their intention to respect communities and to develop mutually beneficial relationships, but because an understanding of culture is not a part of the mining engineer’s expertise, this goal cannot be fully realized.  The undergraduate mining curriculum could address this deficiency through a critical study of culture and development of the dialogic communication skills associated with intercultural competence. Arguing that the epistemology of engineering is problematic in the cultural encounter, this paper examines, the ways in which disciplinary culture is transmitted and mechanisms for cultural change.  With the objective of producing interculturally competent mining engineers, it outlines application of critical theories to deconstruct the hegemony of engineering knowledge and of communication theories to support a culturally-competent and effective approach to knowledges.

Farmer participation in research: A model for adaptive research and education

1992 ◽  
Vol 7 (3) ◽  
pp. 118-121 ◽  
Author(s):  
John M. Gerber
Keyword(s):  
Agricultural Research ◽  
Shared Vision ◽  
Extension Education ◽  
Extension Programs ◽  
Extension Educators ◽  
New Knowledge ◽  
Education Model ◽  
Research And Education ◽  
Participatory Model ◽  
Participation In Research

AbstractMany farmers view with skepticism the dominant agricultural research and extension education model, in which new knowledge on f arming practices is developed by researchers and delivered through extension programs. The participatory research and education model is designed to support a shared vision of research and education as a learning process among partners working in community. The participatory model is offered as a way to achieve better communication and enhanced cooperation among farmers, researchers and extension educators.

A Pragmatic Approach to Cultural Competency in Vocational Rehabilitation: The Case of Hmong Americans

2013 ◽  
Vol 44 (3) ◽  
pp. 23-31
Author(s):  
Joshua D. Southwick ◽  
Lillian K. Durán ◽  
Jared C. Schultz
Keyword(s):  
Vocational Rehabilitation ◽  
Cultural Competency ◽  
Linguistic Diversity ◽  
Culturally Competent ◽  
Pragmatic Approach ◽  
Competency Models ◽  
Competency Based ◽  
Hmong Americans ◽  
Low Incidence ◽  
Equivalence Model

Rehabilitation counselors face a complex challenge in achieving the standard of cultural competence among vocational rehabilitation (VR) consumers from all backgrounds. The purpose of this paper is to explicate an achievable approach to culturally competent VR counseling with VR consumers from Culturally and Linguistically Diverse (CLD) backgrounds. The multifaceted and contextual nature of cultural and linguistic diversity can pose challenges to both the agency and the counselor. The challenge of accurately assessing culturally relevant outcomes has obscured the value of culturally competent counseling practices. The authors propose a pragmatic approach to cultural competency based on a combination of existing cultural competency models-the Cultural Equivalence Model and Bernal's approach to the Cultural Variance Model. A detailed working example of how to use this approach with a low incidence CLD group, Hmong Americans, is provided.

scholarly journals Horticultural Problem-solving Using Interactive Compressed Video

HortScience ◽  
2006 ◽  
Vol 41 (4) ◽  
pp. 1002C-1002
Author(s):  
Karen L. Panter
Keyword(s):  
Problem Solving ◽  
Cooperative Extension Service ◽  
University Of Wyoming ◽  
The State ◽  
Extension Education ◽  
Extension Service ◽  
Compressed Video ◽  
The Public ◽  
Extension Educators ◽  
The University

Interest in horticulture in Wyoming increases each year. The vast size of the state, coupled with its low population, make travel to individual sites around the state difficult. Distance education and communication are keys to a successful horticulture Extension education program. Every summer since 2000, the University of Wyoming Cooperative Extension Service has sponsored a series of horticulture question and answer sessions. These sessions are carried out using the Wyoming compressed video system, linking campus-based specialists with Extension educators, Master Gardeners, industry, and occasionally the public, around the state. The number of sites linked with campus has varied from six to 11, depending on the year. The number of sessions held each summer has also varied, from the current six to a high of nine in 2000. Each session is 50 minutes long. The objective of these sessions is to allow personnel off-campus to show samples, ask questions, and get assistance from campus-based specialists in diagnosing various plant problems. Evaluations are done annually to determine several things: if the programs should be run again the next year, which days of the week and time of the day are best, if attendees are utilizing the information learned in the sessions, and if they feel more comfortable with their own diagnoses after the sessions. Responses vary with year, but typically 100% say the programs should continue, and greater than 75% use the information they learn and are more comfortable with their responses and their abilities to solve plant problems.

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 Interculturality in the formation of health students: A Colombian experience

2017 ◽  
Vol 16 (3) ◽  
Author(s):  
Luz Marina Alonso-Palacio ◽  
Jairo Cepeda-Díaz ◽  
Lina L. Castillo-Riascos ◽  
Miguel A. Pérez ◽  
Alejandra Vargas-Alonso ◽  
...  
Keyword(s):  
Medical Students ◽  
Training Program ◽  
Experimental Research ◽  
Cultural Sensitivity ◽  
Intercultural Training ◽  
Intercultural Competency ◽  
Competence Training ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Range Test

Objective: The purpose of this study was the evaluation of an inter-cultural competence training program among first and sixth semester medical students at a university in Colombia. Materials and methods: This study utilized a quasi-experimental research design to evaluate an intercultural training program among 100 first and sixth semester medical students. Data were collected using the Intercultural Competency Scale and were analyzed using Wilcoxon Signal Range Test for related samples in SPSS version 21. Results: Significant differences were found in the areas of developing cultural sensitivity as well as developing understanding and respect for differences and diversity among first and six semester students in the experimental group Conclusions: Findings suggest a strong need to incorporate intercultural training into the educational experience of medical students.

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.

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