scholarly journals Characterizing Students’ Intercultural Competence Development Paths Through a Global Engineering Program

2020 ◽  
Author(s):  
Kirsten Davis ◽  
David Reeping ◽  
Ashley Taylor ◽  
Cherie Edwards ◽  
Homero Murzi ◽  
...  
Keyword(s):  
Intercultural Competence ◽  
Competence Development ◽  
Engineering Program ◽  
Global Engineering ◽  
Development Paths

Without Crossing a Border: Exploring the Impact of Shifting Study Abroad Online on Students’ Learning and Intercultural Competence Development during the COVID-19 Pandemic

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Yingjie Liu ◽  
Thomas Shirley
Keyword(s):  
Study Abroad ◽  
Intercultural Competence ◽  
Cultural Exchange ◽  
Competence Development ◽  
Study Abroad Programs ◽  
Online Study ◽  
Curriculum Redesign ◽  
Online Format ◽  
The Impact

While all higher education was affected by the COVID-19 pandemic, study abroad programs were uniquely challenged by the associated restrictions and limitations. This case study integrates a Collaborative Online International Learning (COIL) pedagogy approach and virtual reality (VR) technologies into the curriculum redesign process to transform a business study abroad course into an online format. Using VR technology, U.S. students and their international partners in Germany, Brazil, and India created and shared cultural exchange virtual tours. The redesigned online study abroad course engaged students in active learning activities and cultivated students’ intercultural competence development.

Promoting international learning outcomes during a study abroad: the moderating role of internationalisation at home

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joris Boonen ◽  
Ankie Hoefnagels ◽  
Mark Pluymaekers ◽  
Armand Odekerken
Keyword(s):  
Study Abroad ◽  
Learning Outcomes ◽  
Intercultural Competence ◽  
Competence Development ◽  
Content Type ◽  
Home Institution ◽  
Internationalisation At Home ◽  
International Learning ◽  
At Home

PurposeThe authors examine the role of internationalisation at-home activities and an international classroom at a home institution to promote intercultural competence development during a study abroad.Design/methodology/approachThe authors use large scale longitudinal data from the global mind monitor (GMM) (2018–2020) to examine change over time in both multicultural personality (MPQ) and cultural knowledge (CQ) among students in Dutch higher education institutions. The authors analyse the moderating effect of the preparation in the home institution by looking at the added value of both intercultural communication courses and international classroom setting for intercultural competence development during a study abroad.FindingsThe results show that particularly courses on intercultural communication significantly promote intercultural competence development during a stay abroad. Frequent interactions with international staff also seem to be beneficial for this development.Research limitations/implicationsThis study was conducted in the Netherlands, in one of the most internationalised educational systems in the world. Therefore, it is difficult to generalise these findings to other contexts before any further empirical research is conducted.Practical implicationsBased on the findings, the authors formulate practical advice for higher education institutions that aim to get the most out of the international learning outcomes of a study abroad.Originality/valueThis paper is the first to assess the moderating effect of preparatory internationalisation at home initiatives on the intercultural learning effects of international experiences later on in a study program. Other studies have proposed that these effects will exist but have not tested them empirically with longitudinal data.

scholarly journals Pedagogical Approaches To Intercultural Competence Development

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Venera-Mihaela Cojocariu
Keyword(s):  
Experiential Learning ◽  
Intercultural Competence ◽  
Skill Development ◽  
Interdisciplinary Approach ◽  
Holistic Approach ◽  
Explanatory Models ◽  
Competence Development ◽  
Global Community ◽  
Full Agreement ◽  
Pedagogical Approaches

The volume generously provided by Cambridge Scholars Publishing in 2020 and edited by Christine E. Poteau entitled Pedagogical Approaches to Intercultural Competence Development is organized into seven chapters. Beyond the generic theme of interest under which they come together (Pedagogical Approaches to Intercultural Competence Development) and which gives unity to the volume, each chapter is a small universe in itself, unique, interesting, topical, and attractive as a perspective of approach, design, arguments, contents, applications, implications, bibliography. Therefore, the volume can be covered in full, as a holistic approach to the phenomenon, or by chapters, depending on the interest of the reader and his area of ​​expertise. In full agreement with the theme (and, as it were, to increase the diversity of perspectives), it is proposed as a volume that brings together contributions from different geographical and socio-cultural areas (Brazil, Hawaii, Israel, Japan, USA, Ukraine), to researchers and educators with backgrounds in various fields, concerned with the same major problem (enhancing pedagogical approaches and expanding intercultural competence skill development) and finding solutions that, beyond their immediate focus can allow the emergence of suggestions with a higher degree of applicability or generation of explanatory models. That is why, although the analyses are focused on different specific aspects of the problem (in each chapter), the perspective of approach/solution is one that rises towards the global, in which the answers and proposals of the authors are related to the interdisciplinary approach (e.g.: the need to globalize curricula and identify diverse pedagogical challenges in the development of intercultural competence). One of the effects aimed at following this journalistic approach refers precisely to the development of initiatives across fields of experiential learning and the initiation of cooperation programs for a stronger global community.

Implementing Linguistic Landscape Investigations with M-Learning for Intercultural Competence Development

2015 ◽  
pp. 1283-1294
Author(s):  
Jacek Tadeusz Waliński
Keyword(s):  
Cultural Diversity ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
Local Environment ◽  
Competence Development ◽  
Learning Activities ◽  
Linguistic Landscape ◽  
Landscape Approach ◽  
Content Creation ◽  
Content Consumption

Portable multimedia devices shape the intensity of intercultural contacts not only through content consumption but also through content creation. Enabling learners to participate in content exchange via the Web 2.0 paradigm (audiences as both media consumers and media creators) can be employed to create new forms of acquiring knowledge. This study demonstrates an application of m-learning in a situated in-the-field examination of cultural diversity with the Linguistic Landscape approach. The application is shown from the pedagogical perspective of authentic, informal learning activities conducted in the framework of connectivism. The examination of cultural diversity is conducted in the context of a local environment, i.e. a location familiar to learners. This paper presents a scenario of m-learning activities intended to demonstrate that cultural awareness is often biased by subjective perspectives and stereotypes. Autonomous discovery of this phenomenon results in elevation of learners' openness toward other cultures, which contributes to intercultural competence development.

Sign in / Sign up

Export Citation Format

Share Document