Relevant bibliographies by topics / Cultural diversity competencies

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cultural diversity competencies'

Author: Grafiati
Published: 10 September 2021
Last updated: 1 February 2022

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Journal articles on the topic "Cultural diversity competencies"

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Güngör, Tuba Aydın, and Çiğdem Çakır. "Diversity Management and Cultural Competency of Teacher Candidates in Blacksea Region of Turkey." Journal of Education in Black Sea Region 6, no. 2 (2021): 212–28. http://dx.doi.org/10.31578/jebs.v6i2.243.

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Ever since the world has been dealing with the problem called Covid-19, everything around us has had to change. This epidemic has affected our lives in many ways and has set us completely new roles and tasks on many things, and education which is one of the most important things among them had been changed. Indeed, the transformation of education had already begun with the improvement of transportation and telecommunication conditions and being able to receive education online in different countries or via the internet has brought new concepts to the academic world. Cultural competence, one of them, is shaped by identity and traditions, thus cultural diversity is the main factor in determining the characteristics of this concept. Meanwhile, the ones who realize the acculturation of the society, the people who created this concept, are the teachers who direct the society in both academic and cultural dimensions. As a result, teachers need to learn to manage diversity to be able to cope with the differences in their classrooms, as they encounter many different cultural characteristics. For this reason, in this study, it is considered worth investigating what kind of dimensions pre-service teachers can have regarding the management of diversity and cultural competencies. The of the research consists of 1073 teacher candidates studying in Artvin Coruh University. The aim of this research was to reveal the diversity management skills and cultural competence levels of education faculty students. In order to reach more in-depth information on what management of diversity and cultural competencies is, the study started with a literature review. Then, Diversity Management Scale (DMS) and Cultural Competence Scale (CCS) were applied to Artvin Çoruh University, in the Black Sea region of Turkey, to faculty of education students (teacher candidates). After the regression analysis of the data for the management of diversity scale, two dimensions have been found which are managerial practices and managerial approaches. Moreover, for the cultural competencies scale, three dimensions were found which are cultural knowledge, cultural sensitivity, and cultural skills. Lastly, a significant relationship was found between Diversity Management and Cultural Competence of the teacher candidates, and cultural competence was found to be a meaningful predictor of diversity management of teacher candidates.
 Keywords: diversity, culture, cultural competence, diversity management, teachers
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Baranova, Lilia. "International Educational Trends in Cross-Cultural Training." Comparative Professional Pedagogy 8, no. 2 (2018): 148–52. http://dx.doi.org/10.2478/rpp-2018-0032.

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AbstractThe importance of forming intercultural competences and various aspects of the development of an employee’s intellectual activity in today’s multicultural society has been stressed. Urgent problems of cross-cultural training of employees, such as the formation of intercultural (cross-cultural) competence of future employees in the process of their professional training, the necessity of compiling a complete list of intercultural competences, determining the levels of requirements for the competences of bachelors and masters, development of cultural intelligence, improvement and the introduction of methods for the development of cultural intelligence have been analyzed. It has been defined that as the most important part of culture, education is intended to ensure the entry of a man into culture through their acquisition of cultural values. The main approaches to the study of cultural diversity in educational systems have been analyzed. The necessity of training specialists with advanced cultural intelligence that will carry out professional activity in the intercultural educational space has been revealed. Four principles, the implementation of which within the framework of corporate culture allows building “the third culture”, have been highlighted: unity in diversity; integration; cognitive variety; communicative diversity. Three main competencies that reflect the essence of cross-cultural training have been characterized. They are: awareness of social constructiveness of “cultural differences” and the ability to prevent their influence; skills to identify and evaluate cognitive differences which are hidden behind differences of identities; the ability to find and create a “functional interaction” between cognitive differences of employees, which can contribute to the stability of self-regulating integrative organizational systems.
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Zayac, Ryan M., Sydney Miller, Wolfgang Lenhard, Amber Paulk, and Kirby Chrysler. "Short-Term Study Abroad in Psychology: Effects of a Cultural Scavenger Hunt on the Development of Intercultural Competence." Teaching of Psychology 48, no. 1 (2020): 32–40. http://dx.doi.org/10.1177/0098628320959922.

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Steadily increasing ethnic and cultural diversity in the United States has led employers to see intercultural competence as a valuable and necessary trait for those entering the workforce, including students studying psychology. One high-impact practice that may increase students’ multicultural awareness is study abroad. The current research examined the effectiveness of a cultural scavenger hunt offered during two short-term study abroad programs to increase participants’ intercultural competencies. Cultural competence was assessed in Study 1 ( N = 10) using the Miville-Guzman Universality-Diversity Scale–Short Form. Results indicated a statistically significant increase across all subscales. In Study 2 ( N = 16), the Cross-Cultural Adaptability Inventory was utilized. Results from Study 2 demonstrated statistically significant improvements in the Emotional Resilience subscale. These findings suggest that a cultural scavenger hunt may assist participants in actively engaging in the local culture and facilitate the initial development of intercultural competencies.
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Ojanen, Timo Tapani, Darunee Phukao, Pimpawun Boonmongkon, and Somporn Rungreangkulkij. "Defining Mental Health Practitioners’ LGBTIQ Cultural Competence in Thailand." Journal of Population and Social Studies 29 (November 23, 2020): 158–76. http://dx.doi.org/10.25133/jpssv292021.010.

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This study investigated what competencies are crucial for mental health practitioners’ culturally competent practice with LGBTIQ clients in Thailand. The study used two-round Delphi methodology to aggregate views of mental health practitioners with expertise on LGBTIQ issues (n = 14), and of LGBTIQ individuals who had used mental health services (n = 13). Participants proposed competencies in Round 1 through interviews or an online questionnaire, and rated these competencies’ importance in another online questionnaire in Round 2. Forty-one knowledge competencies, 35 awareness/attitude/belief competencies, 14 skill competencies and 35 action competencies were rated. Among key themes were understanding gender/sexual diversity as well as issues affecting LGBTIQ people and their families, and being able to assist on these issues; accepting gender/sexual diversity, respecting clients’ self-determination, and communicating this to clients; being aware of the impact of one’s beliefs, attitudes, identities and values; recognizing and rejecting stereotypes; being open, humble, and willing to learn more; knowing how to use feminist counseling techniques and other specific techniques; refraining from offending actions; social justice action; and obtaining information sensitively. Developing these competencies is likely to improve mental health services’ appropriateness for LGBTIQ clients and should be included in mental health practitioners’ training in Thailand.
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Asowayan, Alaa A., Sammar Y. Ashreef, and Sozan H. Omar. "A Systematic Review: The Next Generation Science Standards and the Increased Cultural Diversity." English Language Teaching 10, no. 10 (2017): 63. http://dx.doi.org/10.5539/elt.v10n10p63.

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This systematic review aims to explore the effect of NGSS on students’ academic excellence. Specifically, considering increased cultural diversity, it is appropriate to identify student’s science-related values, respectful features of teachers’ cultural competence, and underlying challenges and detect in what ways these objectives are addressed by NGSS. Exploring the phenomena of effects, the qualitative evidence is collected. The sample consists of 52 academic entries (empirical researches and case studies) that shed light on the researched question. Summarized data is processed using thematic analysis. The findings reveal that modern students possess such science-related values as social presence, decreased power distance with tutors, simplicity of learning process, multitasking, universal accessibility of learning instruments, readiness to work with big data, readiness to use online software and tools. Simultaneously, teachers are expected to have such cultural competencies as cultural sensitivity, online mentoring, gut feeling about the proper power distance, and social presence. The lack of these competencies results in the emergence of various challenges in an educational setting.
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Dalton, Linda, Brian D’Netto, and Ramudu Bhanugopan. "Cultural diversity competencies of managers in the Australian energy industry." Journal of Developing Areas 49, no. 6 (2015): 387–94. http://dx.doi.org/10.1353/jda.2015.0078.

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Nugraha, Agung. "Cultural Intelligence in The Diversity of Science." JOMSIGN: Journal of Multicultural Studies in Guidance and Counseling 3, no. 2 (2019): 90–105. http://dx.doi.org/10.17509/jomsign.v3i2.20957.

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The purpose of this paper is to conceptually and empirically analyze cultural intelligence from a variety of perspectives. Intensive conceptual and empirical studies of the trends in the dynamics of cultural intelligence in the perspective of the fields of psychology, sociology and organization are the research methods used. This paper is expected to contribute to the development of science in the field of multicultural services, especially cross-cultural guidance and counselling services. This paper is then expected to be one of the treasures of developing multicultural competencies in the implementation of guidance and counselling services.
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Esposito, Giovanna, Maria Francesca Freda, and Valentina Bosco. "Examining perception of competency through practicum competencies outline." European Journal of Training and Development 39, no. 8 (2015): 700–720. http://dx.doi.org/10.1108/ejtd-05-2015-0037.

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Purpose – This study aims to examine the self-perceived competencies of 231 Italian students enrolled in a psychological degree program and involved in a practicum. It analyzes the subjective perception of the competences that students expect to develop, acknowledge as developed and that might be inferred from tasks performed during the practicum; the level of expertise (novice, intermediate or advanced) of these competences; and the relation between the practicum facility and the competences. Design/methodology/approach – This study administered an ad hoc survey comprising open-ended questions and used the Practicum Competencies Outline (Hatcher and Lassiter, 2007) as a framework for the content analysis. Findings – The results revealed poor perception of some competency domains, such as Diversity: Individual and Cultural Differences; Development of Leadership; Application of Research and Ethics; and a frequent acknowledgment of Psychological Assessment and Professional Development. Before the practicum, the students expected to develop competence mainly at a novice level of expertise; after the practicum, the intermediate level of competences acknowledged as developed and inferred from performed tasks increased. Research limitations/implications – The findings have implications for research on competence-based training, such as the necessity of self-assessment training evaluation. Practical implications – Undergraduate psychology students must reflect on the value of psychological competences during their formative training to re-orient their learning process and build a competent professional role. Moreover, psychological facilities and university must share common objectives in training undergraduate students. Originality/value – This study is the first attempt to analyze Italian college students’ subjective perceptions of psychological competencies expected or developed during practicum .
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Butts, Christopher C., Bianca Trejo, Kizzy M. Parks, and Daniel P. McDonald. "The Integration of Diversity and Cross-Cultural Work: Competencies and Commonalities." Industrial and Organizational Psychology 5, no. 3 (2012): 361–64. http://dx.doi.org/10.1111/j.1754-9434.2012.01461.x.

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Stier, Jonas. "Internationalisation, Ethnic Diversity and the Acquisition of Intercultural Competencies." Intercultural Education 14, no. 1 (2003): 77–91. http://dx.doi.org/10.1080/1467598032000044674.

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Dissertations / Theses on the topic "Cultural diversity competencies"

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Toch, Courtney Connolly 1985. "Enhancing Community Mediation Practices for Latinos: Incorporating Cultural Competencies from Oregon and Oaxaca." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11516.

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ix, 127 p. : col. ill., col. maps<br>Community mediation programs exist to provide the general public a low cost and efficient way to resolve disputes peacefully. Community mediation is a voluntary process in which skilled mediators facilitate a conversation between the disputants, but do not advocate or impose solutions. I question whether community mediation practices, mediators and mediation programs are responsive to minority cultures. This thesis conceptualizes culturally appropriate dimensions to add to dispute resolution practices for a Latino demographic. Using a comparative analysis of community mediation programs in Oaxaca, Mexico and in Oregon, I highlight areas of departure from more traditional views of mediation. I argue that such programs will be more effective by incorporating practices grounded in the Latino cultural context of each region, including greater attention to group-oriented priorities within families, engaging in more personal contact with disputants, provision of childcare, enhancing efforts to attract Spanish-speaking mediators, and training mediators in intra-generational cultural competency.<br>Committee in charge: Anita M.Weiss, Chairperson; Tim Hicks, Member; Galen Martin, Member
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Johnson, David T. "Cultural Competencies, Racial Literacy, and Composition: Applying Antiracist Frameworks in First- and Third-Year Writing." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1588868993828912.

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Jayakumar, Uma Madhure. "Can higher education meet the needs of an increasingly diverse society and global marketplace? campus diversity and cross-cultural workforce competencies /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1320974521&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Thompson, Jody Alycia. "Transformation within College Students Participating in a Cultural Awareness Program: Perceptions of Becoming Culturally Competent." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29635.

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Cultural competence is defined as having the knowledge, skills, and attitudes to interact and assist people from culturally and ethnically diverse backgrounds (Sue, 2001). People who are culturally competent are aware of their own cultural background and the backgrounds of groups that are different. These individuals understand and appreciate a variety of cultures. Much of the research on cultural competence has focused on practitioners or graduate students in medicine, psychology, education, and social work (Eunice, 2004). Primarily, this research has looked at the training that these individuals have received and their attitudes about interacting with diverse groups. Howard-Hamilton, Richardson, and Shuford (1998) proposed that a set of competencies be developed for college students similar to those created for practitioners. Examples of those competencies include an understanding the cultural backgrounds of other groups, being able to interact with diverse individuals, an appreciation for diversity and valuing social justice for all cultural groups, etc. Research on cultural competence and college students has primarily focused on attitudes of college students towards diverse individuals (Hu & Kuh, 2005; Nelson-Laird, Engberg, & Hurtado; 2005; Pascerella & Terenzini, 2005; Pacerella, Edison, Nora, Hagedorn, & Terenzini, 1996; Whitt, Edison, Pascerella, Terenzini, & Nora, 2001). Studentsâ in and out-of-class experiences give them a holistic education in which they develop an appreciation of individuals whose cultures are different (Kuh, 1995). Yet, very little research has focused on studentsâ experiences learning about and interacting with individuals from other cultures. The purpose of this study was to gain insight from students participating in a cultural awareness program regarding their experiences before and during college that shape their cultural competence. Specifically, I examined studentsâ perspectives on pre-college and college experiences that influence their values and beliefs about their own and othersâ racial/ethnic culture. The participants of the study were college students who participate in a cultural awareness grant program. This study is phenomenological by nature. Data was obtained from interviews, field notes, and studentsâ journals. Three interviews were conducted with each of the participants. In the first interview, the students were asked about their backgrounds and how they describe their racial or ethnic culture. In second interview, the participants were asked about their interactions and experiences with other racial or ethnic groups on campus. The third interview focused on studentsâ opinions about learning about issues of race and ethnicity. The data were analyzed using constant comparative analysis (Strauss & Corbin, 1998), inductive analysis (Patton, 2002) and open coding (Rossman & Rallis, 2003). Profiles of the participants were created from the interview transcripts and field notes (Seidman, 2006). The background, experiences, and perspectives of students were described in narrative form. Results of this study indicate that four factors have an impact on participants becoming culturally competent: (a) family influences, (b) formal learning, (c) encounters with others, and (d) personal interests.<br>Ph. D.
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Kemple, Ana E. "School Psychologists' Perceived Concerns Regarding Crisis Intervention with Diverse Populations." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1133.pdf.

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Erdönmez, Mukader. "Cultural diversity management as core competence : an integrated model for managing workforce diversity /." [S.l. : s.n.], 2004. http://www.gbv.de/dms/zbw/47079576X.pdf.

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Bradley, Erin Nicole. "Cultural Competence: An Issue For Education." Kent State University Honors College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1303749360.

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Booker, Nichole M. "Cultural Competence: Educating Public School Teacher Candidates in Matters of Diversity." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258413531.

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OTUATA, Althea Michelle. "Cultural Competence of Public Health Nurses Who Care for Diverse Populations." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6800.

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Despite advances in health, science, and technology, U.S. healthcare lags in providing access to care and quality care to racial and ethnic minorities. Cultural competence has been noted as a strategy to improve access and quality. The purpose of this project was to assess public health nurses' cultural competence before and after participating in cultural competence informational modules. Two conceptual models were used in this project for theoretical guidance: Leininger's cultural care diversity and universality theory and Campinha-Bacote's process of cultural competence. To assess the nurses' cultural competence, the Cultural Competence Self-Assessment Checklist questionnaire was e-mailed to 57 public health nurses at a local health department. Survey participants remained anonymous. Data were collected on demographics. A paired t test was conducted to compare the statistical significance of the results. A quantitative software tool was used to analyze the data. Study results showed a confidence interval of 95% at p = 0.15, indicating that cultural competence informational modules made a significant difference between the pretest and the posttest of the Cultural Competence Self-Assessment Checklist. Thus, cultural competence informational modules make a difference in public health nurses' awareness, knowledge, and skills, which can enhance their ability to provide culturally competent care to racial and ethnic minorities. The implications of this project for social change include supporting health care professionals' ability to promote and implement cultural competence practices for all populations to decrease health disparities
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Yates, Vivian Marie. "Cultural Competence Levels of Ohio Associate Degree Nurse Educators." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1225115383.

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Books on the topic "Cultural diversity competencies"

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Lynda, Spielman, ed. Transformational diversity: Why and how intercultural competencies can help organizations to survive and thrive. Society for Human Resource Management, 2011.

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McCarthy, Nyla. Embracing diversity: A strategic plan to develop and promote cultural competencies within the Oregon Developmental Disabilities Council. Oregon Developmental Disabilities Council, Diversity Committee, 1999.

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Pope-Davis, Donald B. Multicultural counseling competencies: Assessment, education and training, and supervision. Sage Publications, 1997.

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Rasmussen, Tina. Diversity Mosaic Participant Workbook: Developing Cultural Competence. John Wiley & Sons, 2006.

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Leavitt, Ronnie Linda. Cultural competence: A lifelong journey to cultural proficiency. SLACK Inc., 2010.

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Greggory, Johnson Richard, ed. Cultural competence for public managers: Managing diversity in today's world. CRC Press, 2012.

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Jean, Gilbert M., and Malone Beverly, eds. Diversity and cultural competence in health care: A systems approach. Jossey-Bass, 2013.

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Four skills of cultural diversity competence: A process for understanding and practice. 4th ed. Brooks/Cole, Cengage Learning, 2013.

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The four skills of cultural diversity competence: A process for understanding and practice. 2nd ed. Brooks/Cole--Thomson Learning, 2003.

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The four skills of cultural diversity competence: A process for understanding and practice. Brooks/Cole, 1999.

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Book chapters on the topic "Cultural diversity competencies"

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La Roche, Martin J., and Michael S. Christopher. "Cultural Diversity." In Handbook of Clinical Psychology Competencies. Springer New York, 2010. http://dx.doi.org/10.1007/978-0-387-09757-2_4.

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Nguyen, Christopher, Octavio Santos, and Daryl Fujii. "Individual and cultural diversity competencies." In The neuropsychologist’s roadmap: A training and career guide. American Psychological Association, 2021. http://dx.doi.org/10.1037/0000250-016.

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Barmeyer, Christoph, and Peter Franklin. "Applying Competencies and Resources: Handling Cultural Otherness as the Second Step Towards Generating Complementarity and Synergy from Cultural Diversity." In Intercultural Management. Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-02738-2_11.

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Holmes, Tyrone A. "Diversity and Cultural Competence." In Handbook of Improving Performance in the Workplace: Selecting and Implementing Performance Interventions. John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9780470587102.ch31.

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Holmes, Tyrone A. "Diversity and Cultural Competence." In Handbook of Improving Performance in the Workplace: Volumes 1-3. John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9780470592663.ch50.

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Mertens, Katrien, and Jan Van Maele. "Making cultural diversity work." In Intercultural Competence in Higher Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315529257-27.

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Levy, Daniel C. "University Leadership: Slippage from Abiding to Peremptory Roles?" In The Promise of Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_43.

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AbstractOur university leadership strongly encourages you to attend today’s session on _____. This topic is of the utmost importance to us all.” Such urging populates the Inboxes of faculty, workers, and students at U.S. universities. They come from presidents, vice-presidents, deans, directors of diversity and inclusion offices, coordinators of training and development, and subordinates in the enlarging bureaucracy mobilized to support this leadership. Seminars train employees with “best practices” to improve their “cultural competencies” and correct their deficiencies. Meanwhile, senior administration’s moral purview extends to pronouncements on the political controversies of the day. Taken together, these internal and external roles mark huge scope for university leadership. Since when? Who signed such a contract when hired as faculty or paying tuition?
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Hoffman, E., and A. Verdooren. "From intercultural competence to diversity competence." In Diversity competence: cultures don't meet, people do. CABI, 2019. http://dx.doi.org/10.1079/9781789242409.0049.

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Rotoli, Jason M., Paolo Grenga, Trevor Halle, Rachel Nelson, and Gloria Wink. "Cultural Competence and the Deaf Patient." In Diversity and Inclusion in Quality Patient Care. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92762-6_6.

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Tummala-Narra, Pratyusha. "Psychoanalytic contributions to the understanding of diversity." In Psychoanalytic theory and cultural competence in psychotherapy. American Psychological Association, 2016. http://dx.doi.org/10.1037/14800-003.

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Conference papers on the topic "Cultural diversity competencies"

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"The Benefits and Challenges of Living, Teaching and Working in Today’s Diverse World." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4355.

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Aim/Purpose: The purpose of this report is to provide an understanding of cultural diversity in today’s global economy and to understand what shapes our identities and what influences our behavior. Background: Culture is the way of functioning in today’s world and it refers to the shared language, beliefs, values, norms, behaviors, and material objects that are passed down from one generation to the next. Cultural diversity helps individuals recognize and respect the stewpot of today’s world and promoting cultural diversity and cultural competency helps individuals define and respect the diversity that encompasses today. Cultural competence also helps individuals embrace values and cultural nuances that are not necessarily akin to the one’s the individual possesses. Individuals interact with others to build bridges to trust, respect, and understanding across cultures. Furthermore, diversity makes the world a more interesting place to live, as people from diverse backgrounds contribute language, new ways of thinking, new knowledge, and different experiences. Methodology: A non-systematic literature review by way of reviewing articles that were found in many of major databases under the terms “Diversity in the workplace” since the year 2010 was conducted. Findings: This study identified major findings that would help individuals shape the diversity encountered and provides an avenue toward unity.
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"Learning Entrepreneurship through Virtual Multicultural Teamwork." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4364.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: This paper explores the benefits and challenges of experiencing virtual multi-cultural teamwork in order to learn entrepreneurship. Background: Entrepreneurial eco-system usually requires working in international, virtual multi-cultural diverse teams. Higher education institutes are trying to educate future generation of entrepreneurs, coping with challenges derived from the virtual work and cultural diversity. Prior research shows that traditional learning is not effective for entrepreneurial education. Methodology: An explorative study was conducted based on the BIPA project, a Bavarian (German)-Israeli Partnership Accelerator, which was held four times between 2015 and 2017. The project aims to experience entrepreneurial virtual multicultural teamwork via co-creation of tailored-solutions for challenges of German or Israeli corporates. Retrospective interviews with participants were held after finishing their mission, and analyzed. Contribution: This research contributes to the body of knowledge about multicultural diverse participants in virtual entrepreneurial environments, in order to work together. This situation raises new challenges, due to the combination of multicultural teamwork and the use of virtual communication. Findings: The multicultural teamwork was a trigger to participate, specifically in the con-text of entrepreneurship studies with those two cultures, German and Israeli, which were found by participants as complementary, stimulating and fruitful, although challenging. Through experience, participants improved their entrepreneurial skills and mindset. The major teamwork challenges that were found included conflicts concerning free-riding, as well as communication challenges, due to virtual, language and cultural communication competencies. Recommendations for Practitioners: At a practical level, results can be useful for global companies, showing the benefits of virtual teamwork of employees in different locations, both in terms of reducing expenses and improving innovation. Moreover, managers can motivate employees by highlighting personal benefits, such as cultural awareness and improving their entrepreneurial skills and mindset. In addition, faculty may use this kind of experience to enhance entrepreneurial learning skills and mindset. Recommendations for Researchers : At the theoretical level, this research advances the body of knowledge of entrepreneurial multicultural teamwork in a virtual environment. In this research, the teams worked for a short time together (14 weeks) and had a week of face-to-face interaction with their team members. It is recommended to examine long-term teamwork, and how it affects teamwork challenges, as well as entrepreneurial learning. This research found the combination of German-Israeli cultures as stimulating entrepreneurial teamwork. It is recommended to examine other cultural combinations in teams, in order to be able to generalize findings. Impact on Society: Understanding the needs, benefits, and challenges of entrepreneurial multicultural teams working in a virtual environment can be useful to current global entrepreneurial eco-system, which is commonly using this kind of teamwork. Future Research: ‎This study included teams from two cultures: German and Israeli. Research must be expanded to different cultures and to groups compounded from more than two cultures. Moreover, the combination of virtual communication and face-to-face meetings in different milestones during the timeline of the teamwork must be further examined, especially in longer projects.
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Rebane, Gala, and Maik Arnold. "EXPERIMENT D‘ – SERIOUS GAME FOR THE DEVELOPMENT OF INTERCULTURAL COMPETENCES. CONCEPT, CONTENT, AND EXPERIENCES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end080.

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The paper presents an intercultural serious game ‘Experiment D’, which was developed in a cooperation between the junior professor of Intercultural Competence (Chemnitz University of Technology) and the chair of Social Work Management (FHD Dresden – University of Applied Sciences). The game was successfully tested and assessed in the summer term 2017 and 2018. The main plot consists of a communicative negotiation and strategic handling of a complex situation at university that involves various stakeholders, both within and without it. The game fosters cultural awareness and self-reflection, appreciation of and a creative approach towards diversity, as well as general communicative, social, and team competences. Since it does not require any specialised prior knowledge, ‘Experiment D’ potentially addresses students of all disciplines. The participants of the two test sessions were students of the study fields MERGE Technologies for Resource Efficiency (study component “Soft Skills”, Faculty of Mechanical Engineering) and Intercultural Communication and Competence (compulsory study component Intercultural Learning, Faculty of Humanities) at the Chemnitz University of Technology. Ethnicity, nationality, first language(s), degree of proficiency in English and German, and academic background were all factors that engendered a highly diverse game setting. Aside from the concept of the game, as well as its methodology and didactics, the paper also discusses the results of its assessment.
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Williams, LaShawn. "Diverse Women Faculty Experiences Using Identity and Relational Concepts to teach Cultural Competence." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8238.

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This article reviews and engages a qualitative section of Williams’ 2017 research study that aimed to explore faculty experiences using relational teaching concepts when delivering cultural competence content. Multiple experiences were common to respondents from the results obtained at completion of the survey. Implications for social work education, faculty mentorship and support are discussed. It was concluded that there is an express need for early intervention on behalf of doctoral students being mentored for junior faculty teaching appointments, the use of identity is a healthy and connecting touchstone in social work education classrooms and ongoing work is needed to further engage the work of deconstructing privilege by using professional and personal identities to connect students to content for effective knowledge transfer. Keywords: Social Work; Diversity; Relational-Cultural Theory; Cultural Competence; Relational Teaching.
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Sandell, Elizabeth J., Katie Archer Olson, and Maria-Renee Leonhardt Grigsby. "INTERCULTURAL PARTNERSHIPS THAT FOSTER CULTURAL COMPETENCE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end034.

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Institutions of higher education (HE) are emphasizing their capacity to (a) foster equitable access; (b) incorporate global perspectives into teaching, learning, and research; (c) build international and intercultural competence among students, faculty, and staff; and (d) establish relationships and collaborations with people and institutions throughout the world. At Minnesota State University, Mankato, instructors have responded to this emphasis with a specific course for pre-service teachers: Human Relations in a Multicultural Society. Based on this experience, the authors based the course on a foundational theory and engaged in scholarship related to teaching and learning. Adaptations were made in one major assignment, a cultural partnership, so that college students could diversify their perspectives and enhance their intercultural skills, even during a pandemic. For three semesters during the pandemic, instructors facilitated virtual “buddy” matches with students at a university in Armenia (English language classes in Spring 2020) or with students in various US cultures (Alaska Natives in 2020 - 2021). The series of related assignments included establishing a partnership, interviews, shared virtual activities, and reflection. This report briefly reports the analysis of data collected with the IDI in Spring 2020, the latest semester for which data was available for this project.
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Beutel, Denise, and Donna Tangen. "The intercultural competence of preservice teachers: An exploratory study." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7947.

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This paper presents the findings of a qualitative study that explored the impact that prior intercultural experiences have in shaping preservice teachers as teachers of diversity. An online qualitative questionnaire was used to collect data from preservice teachers (n=40) enrolled in a one year graduate entry teacher education program in eastern Australia. Hammer’s (2009, 2011) Intercultural Development Continuum (IDC) was used as a framework to analyse the data. The IDC is a model of intercultural competence used to explain how people interpret cultural difference (Hammer, Bennett &amp;amp; Wiseman, 2003). Each of the five positions on the continuum has a distinct set of perceptions and experiences around cultural differences. In presenting the results, we draw on several cases that encompass the breadth of prior intercultural experiences of the preservice teachers. Overall, the results indicate that sustained intercultural engagement over time provides opportunity for the development of greater intercultural sensitivity. While it is advocated that teacher education is well-positioned to play a key role in developing the intercultural comptetences of future teachers, the paper highlights the challenges in providing learning opportunities that allow preservice teachers to practice new ideas, challenge old ideas and reflect on the process of becoming inclusive educators.
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Ahmed, Aicha Abdallah Mohamed. "Cultural Competence in the Eyes of Health Cluster Faculty Members at Qatar University: Perception and Application-a Mixed Methods study." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0229.

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Background: Globalization impacts several aspects of life including education. Medical education in Qatar is progressing and developing by the effort of multicultural teams that ensure the emergence of future healthcare providers that are patient-centered, well educated and well knowledgeable. Although having this multicultural teaching can be beneficial in some area, it can represent a challenge. This study aims to investigate the perception of Medical colleges’ faculty members at Qatar University (QU) about the impact of this diversity on the health education in specific and Qatar’s cultures and values in general. Methods: A mixed-methods design was followed, where two types of data were collected in a parallel manner; quantitative and qualitative data. A survey link (Quantitative) was sent to the health clusters faculty members at QU. The questions in the survey were based on a validated tool known as ‘’Multicultural Teaching Competence Scale’’. A focus group was conducted with the faculty members to access in depth their perception. Results: The total score of Multicultural Teaching Competence of all the participants was between 39 and 77 (The maximum in the tool is 80 and the minimum is 16), which is divided into total score of Multicultural Teaching Competence Skill of all the participants, where the higher score was 48 and the lowest score was 19 (The maximum is 60 and the minimum is 10), and total score of Multicultural Teaching knowledge, where the higher score was 30 and the lowest was 9 (The maximum is 36 and the minimum 9). The focus group was transcribed and divided into themes based on the interview with faculty members. Conclusion: In conclusion, both the qualitative and quantitative data showed a positive behavior toward the multicultural teaching. Therefore, this study shows that the faculty members in health cluster colleges at Qatar University are generally knowledgeable and skilled in relation to the multicultural teaching
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Hawthorne, Bryant, Zhenghui Sha, Jitesh H. Panchal, and Farrokh Mistree. "Developing Competencies for the 21st Century Engineer." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-71153.

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This is the second paper in a four-part series focused on a competency-based approach for personalized education in a group setting. In the first paper, we focus on identifying the competencies and meta-competencies required for the 21st century engineers. In this paper, we provide an overview of an approach to developing competencies needed for the fast changing world and allowing the students to be in charge of their own learning. The approach fosters “learning how to learn” in a collaborative environment. We believe that two of the core competencies required for success in the dynamically changing workplace are the abilities to identify and manage dilemmas. In the third paper, we discuss our approach for helping students learn how to identify dilemmas in the context of an energy policy design problem. The fourth paper is focused on approaches to developing the competency to manage dilemmas associated with the realization of complex, sustainable, socio-techno-eco systems. The approach is presented in the context of a graduate-level course jointly offered at University of Oklahoma, Norman and Washington State University, Pullman during Fall 2011. The students were asked to identify the competencies needed to be successful at creating value in a culturally diverse, distributed engineering world at the beginning of the semester. The students developed these competencies by completing various assignments designed to collaboratively answer a Question for Semester (Q4S). The Q4S was focused on identifying and managing dilemmas associated with energy policy and the next generation bridging fuels. A unique aspect of this course is the collaborative structure in which students completed these assignments individually, in university groups and in collaborative university teams. The group and team structures were developed to ultimately aid individual learning. The details of the answer to the Q4S are elaborated in the other three papers which address identifying and managing dilemmas, specifically related to Feed-In-Tariff (FIT) policy and bridging fuels. The fundamental principles of our approach include a shift in the role of the instructor to orchestrators of learning, shift in the role of students to active learners, providing opportunities to learn, shift in focus from lower levels to upper levels of learning, creation of learning communities, embedding flexibility in courses, leveraging diversity, making students aware of the learning process, and scaffolding. Building on our experience in the course, we discuss specific ways to foster the development of learning organizations within classroom settings. Additionally, we present techniques for scaffolding the learning activities in a distributed classroom based on systems thinking, personal mastery, mental models, a shared vision, and team learning. The approach enables personalized learning of individuals in a group setting.
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Reports on the topic "Cultural diversity competencies"

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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