Teaching intercultural competencies in introductory psychology via application of the Excellence in Cultural Experiential Learning and Leadership model (original) (raw)
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Revista Electrónica Educare , 2022
Introduction. This article analyses the impact of an intercultural learning intervention in a Spanish university post-European Higher Education Area implementation. Objective. Our research’s main objective consisted of measuring the development of intercultural competence in the first cohort of a Translation and Intercultural Communication bachelor’s degree in a Spanish university, before and after taking specific courses in intercultural studies and spending a study abroad semester. Methodology. A mixed methodology was implemented, in which the Intercultural Development Inventory (IDI) was used as a measuring instrument. Additionally, in-depth personal interviews were conducted to complement the data obtained. Results. The results of this study show that the programming and sequencing of specific courses, together with experiences abroad, contribute to the development of intercultural competence. Conclusions. More intercultural learning interventions are needed in higher education courses to develop and build an intercultural campus and educate global citizens. When applying intercultural learning interventions and intercultural methodologies, students develop their intercultural competence, a key competence for 21st-century graduates.
South African Journal of Higher Education, 2017
This study investigated the experiences of postgraduate psychology students regarding their multicultural competence development (MCCD). King and Baxter Magolda's multidimensional framework for the development of intercultural maturity, comprising cognitive, interpersonal and intrapersonal dimensions served as theoretical grounding. A qualitative, case study design was employed, using thematic analysis to analyse focus group data. It was found MCCD takes place across the lifespan and in various contexts. Methods to overcome obstacles to MCCD were identified, as well as the participants' positions of MCCD. Lastly, educational experiences that promote MCCD are discussed.
Comprehensive Advisor Training and Development, 2022
This chapter discusses underlying issues related to equity, diversity, and inclusion in higher education, specifically for the purpose of awakening a social justice approach to intercultural competence in academic advisor professional development and training. Culture, intercultural relations, and diversity identity development are necessary to be effective and just practitioners. Darla Deardorff’s (2006, 2009, 2011, 2012, 2020) intercultural competence is presented as a dynamic framework of cultural competence in the field of international education. The three components of intercultural competence—knowledge, skills, and attitudes—can be adapted to multiple advising settings, with the addition of a fourth component, action for social justice. This chapter will provide suggested practices in training for intercultural competence and give examples of training that support cultural humility (Hook et al., 2013) and social justice. This chapter also aims to show how intercultural learning can move us from monocultural and monological perspectives toward the multiple and plurilogical. After reviewing this chapter, the reader will be able to do the following: Understand and de ne the concepts of culture, intercultural relations, and identity. Understand an intercultural competence model that includes four components-knowledge, skills, attitudes, and action-that can be adapted to multiple advising settings. Understand suggested practices in intercultural competence training that support cultural humility and social justice. Understand how intercultural learning incorporates international practices and models. Understand that training toward intercultural competence and its goal of social and racial justice is ongoing and lifelong work.
Where Cultural Competency Begins: Changes in Undergraduate Students' Intercultural Competency
The International Journal of Teaching and Learning in Higher Education, 2015
Teacher preparation programs and accreditation organizations have acknowledged need for educators to demonstrate intercultural knowledge, skills, and abilities. Teacher educators are responding to emphasis in higher education to assure that graduates achieve intercultural competence (NCATE, 2008). This study compared the cultural competency of university students before and after participation in domestic intensive and intentional cross-cultural undergraduate courses. Data analysis showed that undergraduate students began their classes at the same levels of intercultural competence, with ethnocentric views that minimize cultural differences between themselves and others. Students usually began with over-estimating their intercultural competence. However, their actual developmental orientation toward cultural differences was more ethno-centric. Due to their lack of experience among people of cultures different than their own, they were more likely to minimize cultural differences and...
Developing the Intercultural Competence of Graduate Students
Canadian Journal of Higher Education, 2014
This study explores how teaching development programs may facilitate the development of intercultural competence in graduate students and prepare them for communicating effectively in the global workplace after graduation. First, we describe the concept of intercultural teaching competence and examine the skills that graduate students may need to cultivate in order to communicate effectively in culturally diverse settings. Then, we discuss the findings of our qualitative study on the impact of teaching development programs enhanced with intercultural communication components. As a result of training, participants became more aware of cultural and disciplinary differences in communication, were able to adapt their communication style to audiences with different levels of background knowledge, and felt more prepared for interpersonal interactions across cultures with undergraduates. Finally, participants were able to transfer the skills learned to other areas of graduate study and used effective intercultural communication strategies when interacting with globally diverse peers and faculty supervisors.
developing intercultural competence
International education is a key priority for Australian universities, government and employer groups. For students, an international professional experience is uniquely placed in providing opportunities for developing intercultural learning, intercultural competence and global citizenship. Employers see graduates with international experiences as interculturally competent, viewing them as proficient in analysing and responding appropriately to culturally significant values and perceptions. This research seeks to understand how students are prepared for international experiences and how intercultural learning is integrated into course programmes. Academic staff responsible for international experiences were interviewed in one-on-one qualitative interviews about their practices and perceptions of preparing students for these experiences. Although all international programmes were procedurally well planned, we found that most participants did not include intercultural pedagogies into their programmes, nor did they purposefully seek to develop intercultural competence and global citizenship in their students. Professional development opportunities need to be created for academics to rethink their pedagogical intent regarding international experiences. Immersion in culture is not, on its own, an assurance of intercultural learning. Providing international experiences without a pedagogical framework that helps students to reflect on self and others can be a wasted opportunity and runs the risk of reinforcing stereotypical thinking and racist attitudes.
Teaching Intercultural Competence: Challenges and Opportunities
Italian Journal of Sociology of Education, 2013
This paper presents a case study analysis of Intercultural Studies electives delivered to students as part of a Business Studies degree programme in Dundalk Institute of Technology, Ireland. A survey captured students' perceptions of the existing Intercultural Studies electives. Much of the literature endorses the importance of intercultural competence for students in general, and business graduates in particular, in a globalised world. The nature and range of active learning methods currently employed on this elective are also cited in the literature as being conducive to building intercultural competence. This was further evidenced in the findings from the student survey conducted. The conclusions of the case study present some clear opportunities regarding both the challenges and the importance of building awareness, knowledge and skills among graduates using a range of relevant teaching and learning methods.