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1.
Roxanna M. Senyshyn 《Journal of Intercultural Communication Research》2019,48(2):150-170
Colleges and universities in the United States and in other countries are admitting and educating an increasing number of international students. This trend creates both challenges and opportunities for modern higher education. While much of the early scholarship focused on understanding the various academic and social challenges faced by international students, both researchers and practitioners have recently shifted their focus to program development and assessment. This paper, then, examines a specialized first-year seminar course, which includes an out-of-class engagement component that allows international students to interact directly with host country peers. The course and the engagement component were designed to address the transitional academic and social needs of international students. More specifically, this is a report on a three-year study of cohorts of first-semester international students (N = 58) which examined the effectiveness of the specialized first-year seminar within a framework of intercultural communication. The results show that the program was not only a way to support students’ transition to the university, but also facilitated their development of intercultural communication competence. 相似文献
2.
Intercultural knowledge development: Evidence from student interviews during short-term study abroad
The goal of this investigation was to examine intercultural knowledge development during a short-term study abroad program focused on language and cultural learning. Interviews with students were conducted at the beginning and end of the program, allowing for a qualitative approach to analysis, supported by quantitative measures. While previous investigations have relied on qualitative data, this is the first analysis of intercultural knowledge development based on a qualitative, pre- and post-program design. Intercultural knowledge development was identified considering the change and growth in student knowledge. Results indicated that students experienced a change in the salience of intercultural knowledge themes over the period abroad, focusing on City life and Schedule differences more at the beginning of the program than at the end. Such shift may be indicative of cultural adaptation during the program. Results also demonstrated intercultural knowledge growth over the period abroad, with the greatest growth being related to knowledge themes of Big C (e.g., culture and history), daily life, food and drink, and values and politics. These results led to a distinction between types of knowledge that traditionally have been included in definitions of intercultural knowledge, an analysis of context as it intersects with knowledge development, and a theoretical consideration of the relationship between intercultural knowledge and intercultural communicative competence. Furthermore, practical considerations for cultivating intercultural knowledge during short-term study abroad programs were discussed. 相似文献
3.
Benjamin James Lough 《Int J Intercult Relat》2011,35(4):452-464
Although international volunteer sending organizations vary greatly, nearly all claim that volunteering will increase intercultural competence. Various theories of intercultural learning suggest, however, that cultural contact will only improve a volunteer's intercultural competence under certain conditions. The study collects self-reported responses from 291 volunteers who served in one of two service models that differ on multiple characteristics. This study isolates four key characteristics and employs a moderated multiple regression to test how these variations affect volunteers’ perceptions of intercultural competence. Findings suggest that that service duration, cultural immersion, guided reflection, and contact reciprocity are all positively associated with intercultural competence. In addition, guided reflection appears to moderate the relationship between duration and intercultural competence. This study responds to the need for research on the effects of international volunteering across institutional models. 相似文献
4.
《Int J Intercult Relat》2004,28(3-4):221-251
This study addresses central issues in the measurement and prediction of intercultural adjustment. A distinction is made between the independent variables (predictors) and the dependent variables (outcomes or criteria) of adjustment. Fourteen predictor scales are described, plus a social desirability or faking scale. Six criterion scales of intercultural adjustment are described plus a job performance scale. The predictor scales were administered to 2131 corporate employees and their spouses who were considering an international assignment and reliability estimates were determined for the scales. Gender differences were assessed among the scales for male employees and their spouses and for male versus female employees. The criterion scales were administered to 157 members of the original sample after 10 months into their assignments. The employees worked for 17 different companies and were assigned to 31 countries. Job performance was found to be strongly related to the criteria of intercultural adjustment. Significant correlations were found between the predictor variables and criterion adjustment scales. These results were similar to other studies in a series. Practical applications of the results are discussed in terms of assessment and selection for international assignment, feedback and development for enhanced intercultural adjustment and international career planning and development. 相似文献
5.
With the progressive acceleration of globalization in the world, the study of intercultural communication is accordingly flourishing day by day on both domestic and international levels. In order to discern the current trends of intercultural communication research in China and abroad and furthermore provide suggestions for future research, the present study has made an analysis of 368 intercultural communication articles published between 2001 and 2005 in 11 major international and domestic academic journals, among which 203 articles are from 10 major domestic academic journals and 165 ones from the American journal entitled International Journal of Intercultural Relations. Each article is analyzed from two perspectives: the research contents and research methods. The results indicate that intercultural communication research in China is sharply different from research abroad with regards to research contents and methods. The main concern of researchers abroad is intercultural adaptation and intercultural training while the Chinese researchers are mainly concerned with cross-cultural pragmatics. As far as research methods are concerned, most studies abroad are conducted using empirical research methods, the majority of which adopt the quantitative research method. On the contrary, most studies in China are non-empirical research. Of the small number of empirical studies, considerable attention is paid to the mixed use of both qualitative and quantitative research methods. At the end of the paper, constructive suggestions are made for future research. 相似文献
6.
This article is concerned primarily with university students’ motivations for voluntarily seeking out intercultural contact on campus. It is based on a larger qualitative research project conducted in an Irish university. This project used a grounded theory approach to explore intercultural relations among students specifically from the perspective of the host culture student cohort. The findings indicate that host students’ decision to engage in intercultural contact is based primarily on a perceived utility associated with such contact, which is based on an informal cost–benefit analysis. Other, less prevalent motivational drivers, such as concern for others and the idea of having a shared future are also identified. Although the study focuses on a higher education environment, many of the ideas and theories discussed and questions raised may be applied to broader intercultural environments. In particular the article aims to highlight the current gap in literature relating to motivations for engaging in intercultural contact and also seeks to highlight the potential value of social exchange theory (Thibaut & Kelley, 1959) to understanding the dynamics of intercultural contact. It also emphasises the relevance of the concept of ‘homophily’ (Lazarsfeld & Merton, 1954) to the field of intercultural studies. As such, the article seeks to combine empirical data with extant theory in order to gain a deeper understanding into the dynamics of intercultural contact. 相似文献
7.
The purpose of the present study was to evaluate a new computer-based multimedia learning tool for intercultural sensitization that is based on synthetic cultures. The learning tool named “Culture Awareness Training” (CAT) is targeted at learners with few intercultural experiences, and its aim is to sensitize participants to cultural influences on behavior and to intercultural differences, and to enhance perspective taking. Two studies were conducted to evaluate the effectiveness of the CAT. Study 1 (N = 107) showed that participation in the CAT led to higher intercultural awareness and higher intercultural interest compared to a control group. In Study 2 (N = 46), the CAT was compared to a simulation game for intercultural sensitization. Participants were students shortly before their stay abroad. Results showed that both the CAT and the classical simulation game enhanced participants’ cultural awareness. 相似文献
8.
Internationalisation has accentuated the importance of intercultural communicative competence (ICC) among language learners in higher education in the 21st century. As in the case of Taiwan, universities worldwide have begun to emphasise intercultural ‘literacy’ in language classrooms. Following Byram’ (1997) ICC model, this study adopts an intercultural approach to language classroom in order to investigate the effectiveness of explicit instruction in developing ICC among EFL (English as a Foreign Language) learners in Taiwan, and to discover how this development is related to the background factors of overseas experience and English proficiency. The accompanying research therefore has two purposes: (1) to evaluate the effectiveness of explicit instruction on EFL learners’ development of ICC by employing both self-assessment and other assessment tools and (2) to investigate the relationship between the development of ICC and two background factors. The results show that (1) explicit instruction is effective in raising students’ development of ICC, especially the knowledge and skills dimensions, and (2) English proficiency and overseas experience are significantly related to better acquisition of ICC. 相似文献
9.
The authors provide an urgent call for cross- and intercultural scholars to re-examine many of the related themes and classic or contemporary study areas of “intercultural communication” and “intercultural relations” in light of the impacts that the novel coronal (COVID-19) pandemic is having on human interaction both across and within our social-cultural contexts. As scholars focusing on intercultural communications/relations, education, management, psychology, and social issues, the global COVID-19 pandemic has revealed a range of intercultural problems or issues that need to be researched to better understand related aspects of human suffering, social disruption, and economic inequalities. New research projects/papers need to address how these impact key intercultural theme/topic areas like cultural attributions/expectations, values/beliefs, identities, perceptions/stereotypes/prejudice, language/speech codes, cultural systems/patterns, acculturation/adaptation, intercultural effectiveness/sensitivity/competence, and conflict (Kulich et al., 2020, Table 3.7). Some research areas and applications potentially affected by COVID are highlighted, including our sense of national/international identity and cooperation, our mediated or actual social networks, our ways of framing or carrying out intercultural or cross-cultural cooperation, new issues emerging in inter-group contact, how we apply cross-cultural taxonomies or dimensions to analyze data, and how these ultimately affect our relationships with each other across all levels of culture (from dyads, to groups, sub- or co-cultures) or express and affirm interculturality at such times. Each area is highlighted by calls for specific types of intercultural research to address these challenges and opportunities. 相似文献
10.
This study utilizes a structural equation modeling approach to construct a scale to measure Chinese college students’ intercultural contact and to explore the pathways from intercultural contact to intercultural competence and their significance. Through exploratory factor analysis and confirmatory factor analysis, the study conducted a series of reliability and validity analyses. The results indicate that the intercultural contact scale for Chinese college students has good reliability and validity. Moreover, a path analysis with the structural equation model was performed and reveals that the pathways of intercultural contact are beneficial for improving Chinese college students’ intercultural competence. In terms of direct contact, domestic social media is the most important, whereas for indirect contact, cultural products are relatively more important than multimedia and courses. The implications for the theoretical development of intercultural contact could be significant for scholars engaged in intercultural communication as well as for planning international education training programs. 相似文献
11.
Intercultural friendship formation is a key challenge for international students studying abroad. In an increasingly globalised world, where people regularly engage with others from different cultures, meaningful intercultural friendships are important. However, culture can pose a considerable challenge that hinders the formation of friendships between people of different cultures. This paper explores challenges and insights into developing intercultural friendships between international Pacific Island students studying in Aotearoa New Zealand and domestic New Zealand Palagi1 students. Similar to other studies, the findings in this study highlight the key challenges connected to cultural differences. These findings are surprising as New Zealand Palagi students would have gone to primary and secondary schools with Pacific Island students and should have had some contact and interactions with them and be more accustomed to cultural differences. Unique to this study is that these international Pacific Island students recognised that universities are in a prime position to champion and promote systemic interventions to assist both international and domestic students to engage with each other in order to promote cultural understanding. Overcoming intercultural friendship development challenges involves creating meaningful intercultural spaces and campus ‘friendship’ events to increase intercultural interactions, raise domestic students’ cross-cultural awareness, and encourage reciprocal intercultural learning. Such activities are likely to enhance the overall well-being of all students and improve the internationalisation of universities with increasingly diverse student cohorts. 相似文献
12.
Dimensions of intercultural effectiveness: An exploratory study 总被引：1，自引：0，他引：1
The present study investigated some of the major dimensions of intercultural effectiveness. Based upon a review of the literature, 24 “abilities” thought to be important for intercultural effectiveness were generated. Fifty-three subjects who had reported functioning effectively in other cultures rated these abilities in terms of their importance in facilitating intercultural effectiveness. Factor analysis of the data yielded three dimensions of intercultural effectiveness: (1) the ability to deal with psychological stress; (2) the ability to communicate effectively; and (3) the ability to establish interpersonal relationships. Results of the study were then related to previous work on intercultural effectiveness. 相似文献
13.
The present study investigated some of the major dimensions of intercultural effectiveness. Based upon a review of the literature, 24 “abilities” thought to be important for intercultural effectiveness were generated. Fifty-three subjects who had reported functioning effectively in other cultures rated these abilities in terms of their importance in facilitating intercultural effectiveness. Factor analysis of the data yielded three dimensions of intercultural effectiveness: (1) the ability to deal with psychological stress; (2) the ability to communicate effectively; and (3) the ability to establish interpersonal relationships. Results of the study were then related to previous work on intercultural effectiveness. 相似文献
14.
This study is part of a framework that views study abroad programs as an opportunity for experiential and transformative learning. Using a mixed-methods approach with a quantitative multi-wave study, this research examined the relationship between cultural intelligence and the internationalism career anchor – the individual predisposition and desire for international mobility for work. This study considers the role of resilience and intercultural interactions as predictors of cultural intelligence. In addition, we examined the transformative learning process by relating the development of cultural intelligence to specific critical incidents or critical experiences in intercultural interactions that can be considered triggers of the learning process. A sample of 170 outgoing Italian Erasmus students completed a self-report questionnaire prior to departure and another upon return home. The study also included a control group (n = 52) consisting of students from the same university who had not participated in the Erasmus program. The results revealed the positive value of the Erasmus experience, particularly in terms of strengthening the internationalism career anchor, cognitive cultural intelligence and resilience. The results also showed that students’ pre-departure resilience and intercultural interactions with other international students from different countries can explain higher levels of cultural intelligence and the desire to work abroad or take on global work assignments. No significant change across time was found for the same variables in the control group. In addition, the critical experiences reported by students highlighted a strong cognitive and motivational component associated with the Erasmus program. Some practical implications for higher education are discussed. 相似文献
15.
Despite the accelerating increase of international students on American campus, there is still a lack of in-depth understanding of how these individuals make sense of their adjustment journey or how they construct meaning concerning their friendship development experience. Existing adjustment research tended to focus primarily on the motivational goals of adjustment or the type of friendship network patterns (e.g., host national network, co-national network, or multi-national network) but did not probe deeper into the narratives of international students’ identity-change adjustment processes or the quality of their friendship networks. Using identity negotiation theory as a guide, this study utilized an interpretive methodology to examine the adjustment narratives and friendship stories of 20 international students. The findings revealed three themes: a variety of intercultural adjustment patterns and with a predominant upward trend or M-shaped adjustment trend, the role of cultural expectancy and personal time sense in intercultural friendship development, and identity shock issues and friendship dialectics. The findings have implications for the study of intercultural adjustment process and friendship development pattern especially concerning the intercultural friendship dialectics of feeling visible versus invisible, communication openness versus closedness, and feeling like a guest versus feeling like an alien. 相似文献
16.
The paper offers new, significant insights into the Church engagement experiences of Chinese international students in the UK. Based on a mixed-method research and focusing on a group of international Chinese students participating in local Christian churches, it explores the motivations (for), dynamics and types of connections students establish and maintain with the church communities, and the implications for stakeholders in facilitating intercultural engagement with the local community. The limited cross-cultural interactions alongside other structural and contextual factors often deprive meaningful engagement between international students and host nationals within the campus. According to the research participants, internationalised university is promising and promoting intercultural experiences but not delivering them. Chinese students of usually non-Christian background gravitate towards Christian churches as alternative places to gain desired intercultural experiences. The findings encourage universities to reflect on the quality of intercultural engagement for international students and draw from the reciprocal and respectful intercultural connections that some students discovered through engaging with Christian churches. 相似文献
17.
18.
《Journal of Intercultural Communication Research》2013,42(4):345-368
Little research has been conducted that explores connections between the fields of intercultural communication and English-language instruction. To address this gap, we report on an intercultural communication course delivered as an integral part of a short-term professional development immersion program for English-language teachers from South Korea. Study results indicate that intercultural communication training served to enhance participants’ pragmatics awareness along with sensitivity regarding sociocultural influences on communication that they experienced in situ. After the four-week course, most of the participants expressed desire and readiness to integrate intercultural communication into their teaching in South Korea. Intercultural communication training promises to complement pragmatics instruction aiming at improving English-language learning and teaching. 相似文献
19.
《Journal of Intercultural Communication Research》2013,42(2):117-137
Previous research has explored common dimensions of culture shock across groups of international students, examined factors influencing intercultural adjustment of individual sojourners, and in the meantime, suggested that communicating with same culture members is minimally helpful for intercultural adjustment. By investigating a Chinese student organization on a US campus and analyzing the qualitative data collected via multiple methods, the researcher found that (a) culture shock is contextually based; (b) a student organization can play an instrumental role in helping students to cope with culture shock and gain intercultural competence by providing social support; and (c) communicating with same culture members can help intercultural adjustment. Implications for international student orientation, study abroad programs, and community-based help programs for international students are discussed. 相似文献
20.
The present study considered the reliability and validity of the 78-item revised version of the Multicultural Personality Questionnaire, a multidimensional instrument aimed at measuring multicultural effectiveness of expatriate employees and students. The questionnaire includes scales for cultural empathy, open-mindedness, emotional stability, social initiative and flexibility. Participants were native and foreign students of an international business school (N=171) in the Netherlands. The MPQ scales appeared to be more strongly predictive of adjustment of international students as compared to native students. Moreover, the instrument was able to explain variance in students’ adjustment beyond self-efficacy. 相似文献