An International Learning Experience: Looking at Multicultural Competence Development through the Lens of Relational-Cultural Theory

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Syntia Santos Dietz ◽  
Kylie Dotson-Blake ◽  
Daniel Enselman ◽  
Leslie Jones ◽  
Edward Sexton ◽  
...  
Keyword(s):  
Multicultural Competence ◽  
Cultural Theory ◽  
Learning Experience ◽  
Competence Development ◽  
Relational Cultural Theory ◽  
International Learning

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 Multicultural Learning and Experiences in Design through Collaborative Online International Learning (COIL) Framework

2019 ◽  
Vol 8 (1) ◽  
pp. 5-16
Author(s):  
Abimbola Oluwatoni Asojo ◽  
Yuliya Kartoshkina ◽  
Babatunde Jaiyeoba ◽  
Dolapo Amole
Keyword(s):  
Interior Design ◽  
Intercultural Sensitivity ◽  
Learning Experience ◽  
Learning Experiences ◽  
Collaborative Teaching ◽  
Teaching Methodology ◽  
University Of Minnesota ◽  
International Learning ◽  
Social Environmental ◽  
The University

One of the requirements for interior design students by the Council for Interior Design Accreditation (CIDA) is to be “prepared to work in a variety of contexts as well as across geographic, political, social, environmental, cultural, and economic conditions.” To help with this preparation, faculty partners from two institutions- the University of Minnesota Interior Design and the Architecture Obafemi Awolowo University in Nigeria- created unique learning experiences for their students by using Collaborative Online International Learning (COIL). The main goal of this teaching methodology is to develop students’ cross-cultural competence by linking university classes in different countries. Two COIL projects were chosen to help students practice solving design problems while responding to specific socio-cultural contexts. Students from both countries seemed to greatly benefit from this learning experience. Findings from students’ reflections after the learning experiences indicated deeper intercultural sensitivity in their design solutions and appreciation of technology and collaborative teaching in developing this sensitivity. Overall the framework of COIL strengthened the integration of multicultural learning experiences in both settings.  

Navigating Toxic Masculinity in Clients as a Beginning Therapist

2020 ◽  
pp. 264-283
Author(s):  
Jeffrey K. Christensen ◽  
Justin D. Henderson ◽  
Cort M. Dorn-Medeiros ◽  
Ian Lertora
Keyword(s):  
Social Justice ◽  
Graduate Student ◽  
Cultural Theory ◽  
Counseling Students ◽  
Relational Cultural Theory ◽  
Counseling Competencies ◽  
Beginning Counselors ◽  
Male Clients

The purpose of this chapter is to provide counseling students with a framework that will allow them to broach gender with male clients and to navigate conversations that may elicit anxiety for beginning counselors. This will be done through the case example of Whitney, a graduate student who just started internship. Her client is Rick, a client in his 50s, who is coming to services because of receiving a DUI and needing to complete counseling for his diversion mandate. Whitney is younger than Rick and has the experience of having some discomforting exchanges with him, such as remarks on how “bright” she is and a passing comment her outfit. The strategies proposed in this case study are grounded in the Multicultural and Social Justice Counseling Competencies and in Relational Cultural Theory and will give students a framework for understanding clients who may respond like Rick.

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