Integrating Intercultural Competencies into the Professional Skills Curriculum

2016 ◽  
pp. 119-139
Author(s):  
Svitlana Taraban-Gordon ◽  
Easton Page
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Education Program ◽  
Intercultural Competence ◽  
Skill Development ◽  
Learning Tools ◽  
Professional Skills ◽  
Intercultural Skills ◽  
Intercultural Competencies ◽  
Curriculum Intervention

Intercultural competence is increasingly seen by employers as a desirable graduate capability needed in today's diverse and intercultural workplace. This chapter reports on a curriculum intervention - a 20-hour online intercultural skills course - aimed at introducing a large number of undergraduate students enrolled in a co-operative education program to fundamental intercultural concepts and ideas. The chapter seeks to contribute to the literature on intercultural skill development by discussing the course model and its implementation, student perceptions of their level of intercultural competence prior to and after the course, and the challenges involved in the delivery of the course. The main purpose of the chapter is to discuss how courses and programs that aim to develop professional skills may offer a promising vehicle for fostering students' intercultural competence, particularly when these courses utilize online learning tools to enable greater access to intercultural learning.

Integrating Intercultural Competencies Into the Professional Skills Curriculum

2020 ◽  
pp. 863-879
Author(s):  
Svitlana Taraban-Gordon ◽  
Easton Page
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Education Program ◽  
Intercultural Competence ◽  
Skill Development ◽  
Learning Tools ◽  
Professional Skills ◽  
Intercultural Skills ◽  
Intercultural Competencies ◽  
Curriculum Intervention

Intercultural competence is increasingly seen by employers as a desirable graduate capability needed in today's diverse and intercultural workplace. This chapter reports on a curriculum intervention - a 20-hour online intercultural skills course - aimed at introducing a large number of undergraduate students enrolled in a co-operative education program to fundamental intercultural concepts and ideas. The chapter seeks to contribute to the literature on intercultural skill development by discussing the course model and its implementation, student perceptions of their level of intercultural competence prior to and after the course, and the challenges involved in the delivery of the course. The main purpose of the chapter is to discuss how courses and programs that aim to develop professional skills may offer a promising vehicle for fostering students' intercultural competence, particularly when these courses utilize online learning tools to enable greater access to intercultural learning.

scholarly journals Will that be on the exam? - Student perceptions of memorization and success in engineering

2018 ◽  
Author(s):  
Ryan Clemmer ◽  
Karen Gordon ◽  
Julie Vale
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Skill Development ◽  
Problem Analysis ◽  
Engineering Curriculum ◽  
Engineering Student ◽  
Undergraduate Engineering ◽  
Factor Study ◽  
Study Process ◽  
Similar Sample

In engineering, it is important for students to develop strong problem analysis skills; however, this skill development may be hindered by a reliance on memorization. In this study, a survey was used to investigate undergraduate engineering student perspectives towards their curriculum and memorization and their styles using Bigg’s revised two-factor Study Process Questionnaire (R-SPQ-2F).The majority of the participants are characterized as students having good study habits, a deep motivation, and deep strategies when approaching their education. They generally recognize the decreasing importance of memorization as they progress in the engineering curriculum. There is also a fairly large subset of students that are classified as deep motivation but surface strategy. Most students believe that at least 50% of an exam should contain questions similar sample problems or assignment questions and surface learners tend to perceive exams to be unfair if too many questions are dissimilar. There was no observed correlation between grades and the R-SPQ-2F results in the courses examined. These results tend to support the hypothesis that surface strategies, including memorization, are being employed by undergraduate students as a means of obtaining adequate performance in lieu of problem analysis skill development.

Intercultural Competence Development Through Co-Curricular and Extracurricular At-Home Programs in Japan

2021 ◽  
pp. 102831532110701
Author(s):  
Dr. Ana Sofia Hofmeyr
Keyword(s):  
Higher Education ◽  
International Education ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Intercultural Competence ◽  
Rapid Development ◽  
Competence Development ◽  
Studying Abroad ◽  
The Impact ◽  
At Home

The rapid development of international education has occurred alongside a growing demand for higher education institutions to educate globally competent graduates. Yet, mobility remains a distant opportunity for most students, and Japanese undergraduate students often cite financial, safety, and job-hunting concerns as obstacles to studying abroad. Internationalisation-at-home has emerged as a viable alternative to mobility in Japan through government-funded internationalisation programs. This article will discuss the impact of co-curricular and extracurricular programs on the development of intercultural competence among 164 first-year Japanese students at two Top Global universities in Japan. Results from a one-year longitudinal, mixed methods study reveal that while formal programs positively affect intercultural competence development, informal intercultural contact on campus negatively affects students’ intercultural attitudes. Findings also indicate that student perceptions of intercultural competence at the pre-intervention stage affect engagement with intercultural opportunities on campus, suggesting the importance of introducing interventions prior to higher education.

scholarly journals Assessing student desire for professional skills development within the undergraduate science curriculum: a focus on teamwork

2021 ◽  
Author(s):  
Natasha Chinoy ◽  
Hayden Stoub ◽  
Yvonne Ogrodzinski ◽  
Katelyn Smith ◽  
Devika Bahal ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Course Design ◽  
Science Curriculum ◽  
Skill Development ◽  
Oral Communication ◽  
Biomedical Science ◽  
Valuable Insight ◽  
Professional Skill ◽  
Professional Skills ◽  
Undergraduate Science

Professional skill development has emerged as an increasingly important facet of undergraduate training, specifically within science curricula. The primarily agreed upon professional skills for a well-rounded scientist include teamwork, oral communication, written communication, and quantitative skills. The demand for these skills has been driven by employers and graduate/professional schools. To this end, instructors in higher education have begun to integrate professional skill development into their course design and student learning goals. However, the attitudes of students towards the importance of different professional skills, the inclusion of these skills in their coursework, level of improvement and end confidence has yet to be thoroughly characterized. It was the aim of this study to ascertain students' desire for the aforementioned professional skills within their undergraduate science programs by exploring student perceptions of professional skills inclusion, importance, improvement, and confidence and identify the local courses students recognize as utilizing "teamwork activities." Here we detail these attitudes in biomedical science undergraduates at Michigan State University. By using the Science Student Skills Inventory (SSSI), a previously validated assessment tool, we observed differences in student perceptions of professional skills when compared to previous SSSI studies. We also observed significant differences in attitudes between age groups with respect to writing and communication skills, differing perceptions of what constitutes teamwork, as well as gender differences regarding communication and ethical thinking. Our results give valuable insight into student perspectives on how professional skills are developed in their program. These data may inform curriculum development within and across institutions.

scholarly journals An Academic and Cultural Transition Course for International Students: Efficacy and SocioEmotional Outcomes

2018 ◽  
Vol 8 (4) ◽  
Author(s):  
Nelson C. Brunsting ◽  
Andrew C. Smith ◽  
Corinne E. Zachry
Keyword(s):  
International Students ◽  
Undergraduate Students ◽  
Intercultural Competence ◽  
Private University ◽  
First Year ◽  
Cultural Transition ◽  
Self Advocacy ◽  
Intercultural Skills ◽  
The University ◽  
Socioemotional Outcomes

The current study details changes in first-year international undergraduate students’ perceived knowledge of, confidence in, and usefulness of intercultural skills in specific US university contexts after completing a semester-long academic and cultural transition course at a mid-sized private university. Results revealed significant increases in participants’ (n= 42) perceived intercultural competence, perspective shifting, suspending judgment, self-advocacy, and interacting in class with students of other cultures; participants also reported significantly higher campus belonging and social support than a comparison group of students at the university who were not enrolled in the course (n = 32). These findings provide initial evidence for the potential of transition courses to increase intercultural skills and campus belonging for first-year undergraduate international students attending US universities.

scholarly journals Competencias interculturales y competencias emocionales en los estudiantes de ciencias sociales y turismo de la Universidad Nacional José Faustino Sánchez Carrión

2021 ◽  
Vol 2 (5) ◽  
pp. 6558-6574
Author(s):  
Aurelio Remy González Castillo ◽  
Eleazar Lizardo Vega Villanueva ◽  
Randolfo Núñez Torreblanca ◽  
Francisco Javier Delgado Benites
Keyword(s):  
Intercultural Competence ◽  
High Reliability ◽  
Self Regulation ◽  
Rank Correlation ◽  
Self Awareness ◽  
Emotional Competencies ◽  
Intercultural Studies ◽  
Intercultural Skills ◽  
Intercultural Competencies ◽  
National University

La investigación tuvo como objetivo general determinar la relación entre las competencias interculturales y las competencias emocionales de los estudiantes de ciencias sociales y turismo de la facultad de educación de la universidad nacional José Faustino Sánchez Carrión. Se realizó un muestreo censal que abarco 176 estudiantes. Se recogieron los datos para la primera variable con el cuestionario de competencias interculturales del centro de estudios interculturales UNED- España, con ligeras adaptaciones; para la segunda variable se utilizó el cuestionario sobre competencias emocionales de Daniel Goleman. Por protocolo se hizo una prueba de confiabilidad alfa cronbach a ambos instrumentos obteniendo valores de 0.937 y 0.917 respectivamente, que representan una alta confiabilidad. La correlación entre las variables fue medida por el coeficiente de correlación de rangos de Spearman. Para la correlación entre competencias interculturales y competencias emocionales se obtuvo un coeficiente de 0.578 refleja una relación moderada entre ambas variables. Para las correlaciones entre competencias interculturales con: autoconciencia; autorregulación; motivación se obtuvieron los coeficientes 0.298; 0.456; 496 respectivamente. En estos tres casis son correlaciones débiles. La correlación entre competencias interculturales con: empatía; habilidades sociales se obtuvieron los siguientes coeficientes0.521 y 0.548 respectivamente. En ambos casos son correlaciones moderadas. Estas correlaciones débiles y moderadas con 00 de error nos indican que existe una relación entre ambas variables.   The overall objective research was to determine the relationship between intercultural skills and emotional skills of students in the social sciences and tourism education faculty of National University José Faustino Sánchez Carrión. One census sampling spanned 176 students was conducted. Data for the first variable with the questionnaire intercultural competence center for intercultural studies UNED Spain, with slight adjustments were collected; for the second variable the questionnaire on emotional competencies Daniel Goleman was used. By protocol was made a Cronbach alpha reliability test both instruments obtaining values of 0.937 and 0.917 respectively, representing high reliability. The correlation between variables was measured by the coefficient of Spearman rank correlation. For the correlation between intercultural skills and emotional competencies a coefficient of 0.578 reflects a moderate relationship between the two variables was obtained. For correlations between intercultural competencies: self-awareness; self-regulation; 0.298 motivation coefficients were obtained; 0.456; 496 respectively. In these three cassis are weak correlations. The correlation between intercultural competencies: empathy; social skills were obtained the following coeficientes0.521 and 0.548 respectively. In both cases are moderate correlations. These weak to moderate correlations with error 00 indicate that there is a relationship between the two variables.

The Contribution of Sexual Identity Towards the Students’ Perception of Lesbian, Gay, Bisexual, and Transgender

10.32698/0642 ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 120
Author(s):  
Wiwi Delfita ◽  
Neviyarni S. ◽  
Riska Ahmad
Keyword(s):  
Regression Analysis ◽  
Linear Regression ◽  
Sexual Identity ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Linear Regression Analysis ◽  
Sampling Technique ◽  
Simple Linear Regression ◽  
Simple Linear Regression Analysis ◽  
Bisexual And Transgender

Some students perceive lesbian, gay, bisexual, and transgender (LGBT) positively, even though LGBT is a sexual deviation that is not appropriate with values and norms. There are several factors that influence an individual's perception of LGBT, including sexual identity. This study aims at looking at the contribution of sexual identity to student perceptions about LGBT. This research used a quantitative approach with a descriptive method and a simple linear regression analysis. The sample of this research was 385 taken from 15.752 undergraduate students of Universitas Negeri Padang which the sample was drawn by using the Slovin formula and continued with a Proportional Random Sampling technique. The instrument used was the Guttman model's sexual identity scale and the scale of students' perceptions of the LGBT Likert model. After analyzing the data with the descriptive technique and the simple linear regression analysis, the results showed that sexual identity significantly contributed to the students' perceptions of LGBT. This research has implications as a basis for counselors to help students avoid sexual identity mismatches and prevent the emergence of positive perceptions of LGBT.

Investigating the Availability, Accessibility and use of E-Learning Resources by Undergraduate Students in University of Ilorin, Kwara State

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Oluyinka Titilope Afolayan
Keyword(s):  
Undergraduate Students ◽  
Survey Design ◽  
Virtual Classroom ◽  
Learning Resources ◽  
Learning Tools ◽  
Transfer Of Knowledge ◽  
Educational Benefits ◽  
E Learning ◽  
Main Instrument ◽  
Effective Use

The availability and use of e-learning resources in the acquisition and transfer of knowledge have been observed as a steering agent that facilitates the realization of major educational benefits in a developing economy. This study investigated the availability, accessibility, and use of e-learning tools by undergraduate students in the University of Ilorin, Nigeria, including the challenges limiting the full exploitation of e-learning resources for optimal usage and efficient e-service delivery. The methodology adopted for this research was purely survey design using the questionnaire approach as the main instrument for data collection. From the findings, limited availability, accessibility and usage of e-learning resources by the undergraduate students were revealed. The findings further showed that the major challenges hindering the effective use of e-learning resources amongst University of Ilorin students include lack of sophisticated e-learning resources such as teleconferencing, video conferencing, virtual classroom among others and high cost in the procurement of facilities that support e-learning. Based on these findings, recommendations are made towards addressing the challenges encountered by students in the utilization of e-learning resources in higher institutions of learning.

scholarly journals The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities

2018 ◽  
Vol 8 (3) ◽  
pp. 102 ◽  
Author(s):  
Matt Elphick
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Student Body ◽  
Learning And Teaching ◽  
Digital World ◽  
Key Skills ◽  
The University ◽  
Teaching In Higher Education ◽  
The Impact

Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students’ creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students’ perceptions of their digital skills.

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