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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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Kokovikhin, Aleksandr Yu, Mikhail N. Kulapov, and Zuzana Dvorakova. "Developing the Competencies Essential for Cross-Cultural Diversity Management in the Workplace." Upravlenets 65, no. 1 (2017): 9–19. http://dx.doi.org/10.29141/2218-5003-2017-3-1-2.
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Messelink, Annelies, and Jan D. ten Thije. "Unity in Super-diversity." Dutch Journal of Applied Linguistics 1, no. 1 (2012): 80–101. http://dx.doi.org/10.1075/dujal.1.1.07mes.
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Vertovec (2007) discusses super-diversity with reference to technological developments and increasing migration patterns which increase exposure to cultural diversity. As a consequence, ‘the other’ becomes less predictable and assumptions regarding cultural and linguistic features are less easily made (Blommaert & Backus, 2011, pp. 2–4). This paper examines students and graduates living in Brussels who have obtained significant experience working and studying in foreign countries: the Erasmus generation 2.0. We analyse discourse strategies used by members of the Erasmus generation 2.0 coping with super-diversity. The aim is to give insight into how members manage cultural and linguistic differences in interaction, and how this enables them to achieve unity in diversity. Instead of speaking of a European identity, we introduce the notion of ‘European capacity’, which denotes the ability to manage differences and multiple identities in interaction. European capacity emphasises how communicative competencies allow interlocutors to successfully operate in European multicultural and multilingual groups.
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Blyznyuk, Tetyana. "Formation of Teachers’ Digital Competence: Domestic Challenges and Foreign Experience." Journal of Vasyl Stefanyk Precarpathian National University 5, no. 1 (2019): 40–46. http://dx.doi.org/10.15330/jpnu.5.1.40-46.
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Education system in Ukraine is undergoing large-scale reforms including modernization on different school levels and higher educational institutions. Students’ world view is laid out at school, that is why teachers must be ready to promote new content of education. According to the Concept “New School of Ukraine” among the key competencies of a student are the ability of intercultural communication in social and cultural contexts, digital competence, awareness of national identity as the basis of open-mindedness and respect for the diversity of cultural expression of others, and more. With this paper the author intends to initiate modifying demanded competencies and skills for contemporary primary school teachers based on cross-cultural experience. The article explains the necessity of forming a digital competence as a separate component of the professional skills of the modern teacher and shows its influence on the development of the personality of the modern student. Much attention is drawn to the domestic challenges in the implementation of digital devices in classrooms. Some foreign experience is analyzed in this research
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Mahadevan, Jasmin. "Intercultural engineering beyond stereotypes." European Journal of Training and Development 38, no. 7 (2014): 658–72. http://dx.doi.org/10.1108/ejtd-10-2013-0107.
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Purpose – This article aims to suggest implementing an integrated approach – named intercultural engineering – at university level. Engineering today often takes place across cultures, locations and organizations. As a result, many companies have included cross-cultural training activities into their internal human resource development program. However, current practice neglects the engineering context and might enable sophisticated stereotyping. Design/methodology/approach – This article presents the case of a German bachelor study program in International Industrial Engineering and the theoretical foundations of its design. Findings – Engineering education needs to move beyond simplistic comparative cross-cultural management theory. It needs to acknowledge cultural complexity in engineering through an integrated development of competencies for utilizing the benefits of cultural diversity. Originality/value – The contribution of this article lies in providing a practical example of how to develop integrated competencies for cultural diversity in engineering, as based on latest theory.
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Pasztor, Judit. "Cultural Intelligence (CQ) and Cultural Exposure Through Mobility Programs." GiLE Journal of Skills Development 1, no. 1 (2021): 50–66. http://dx.doi.org/10.52398/gjsd.2021.v1.i1.pp50-66.
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As a result of globalisation, a significant proportion of companies operate across borders and in many cases, work communities are also organised from workers with diverse cultural backgrounds. Due to the intensive flow of services, goods and labour, and cultural differences, conflicts can arise, and these tensions can negatively affect people and organisations' well-being and performance. Nowadays, cultural knowledge and intercultural competencies are more appreciated and highly requested by most employers.The younger generations (Generation Z and Millennials) were born into cultural diversity and have broad mobility possibilities to deepen their intercultural competencies, but the older generations in Hungary had more limited mobility opportunities. Cultural intelligence (CQ), which is the ability to adapt to different intercultural interactions effectively, can be developed effortlessly by spending extended periods abroad. High CQ results in better interpersonal relationships and work performance in culturally diverse environments. Cultural intelligence is a widely researched field within the managerial studies, but most studies focus on international students, young business students and sojourners. Thus, our primary goal was to explore not just the adolescents and young professionals, but the middle-aged and seniors as well.This quantitative study aimed to explore Hungarian generations' cultural intelligence and find possible connections between cultural intelligence and overseas exposure/mobility program participation. To answer our research questions, we analysed the total and dimensional CQ scores of 329 Hungarian respondents and compared the results based on participation in different mobility programs, length and frequency of cultural exposure.
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Carethers, John M., Sandra M. Quezada, Rotonya M. Carr, and Lukejohn W. Day. "Diversity Within US Gastroenterology Physician Practices: The Pipeline, Cultural Competencies, and Gastroenterology Societies Approaches." Gastroenterology 156, no. 4 (2019): 829–33. http://dx.doi.org/10.1053/j.gastro.2018.10.056.
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Burden, Joe W., and Glenn W. Lambie. "Sociocultural Competencies for Sport Coaches: A Proposal for Coaches and Coach Education." Journal of Coaching Education 4, no. 3 (2011): 3–28. http://dx.doi.org/10.1123/jce.4.3.3.
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As social and cultural diversity increases in the United States, coaches frequently interact with athletes from a wide range of backgrounds. Therefore, it would be useful if coaches had established guidelines for best practices to support their socially and ethically responsible work with athletes. However, coaching organizations have not published best practice standards specifically for coaches’ work with socially and culturally diverse athletes. This article proposes Sociocultural Competencies for Sport Coaches (SCSC) to support positive coach-athlete relationships. Specifically, the paper (a) reviews standards for social and cultural competencies used in similar professions, (b) introduces SCSC to the field of coaching education, and (c) presents competencies, standards, and benchmarks to guide the implementation of SCSC with diverse athletes.
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Ilić, Vojislav, Marija Šikl-Erski, and Tamara Stojanović-Đorđević. "STUDENTS' COMPETENCIES IN THE TEACHING VISUAL ART." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (2019): 433–38. http://dx.doi.org/10.35120/kij3002433i.
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Today's students should be ready and able to understand the visual and multimedia messages they are continually offering, they need to understand the meanings of visual arts in different multicultural contexts and mutual relationships. The teaching of visual arts helps students to develop the ability to express themselves in a wide range of visual techniques using both traditional art techniques and information and communication technologies, and has the responsibility to bring students closer to different cultural heritage and cultural diversity because of the world in which today's students live and to create should have more skills and knowledge, should be productive and innovative participants, in the future people will have to be more inventive, more resourceful, and more imaginative. In this paper we give opinions on students' competences in general, as well as on the role and goals of teaching culture, together with domestic standards and competences.
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Shoaee, R. Sarah. "Multicultural Counseling Competencies." American Journal of Islam and Society 15, no. 4 (1998): 130–33. http://dx.doi.org/10.35632/ajis.v15i4.2146.
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In this thought-provoking and insightful book, ten psychologists, coW1selors,and educators have provided a ground-breaking study on multicultural counseling,a subject still fairly new to the field. Based on the work of Division 17open meeting of the Committee of Ethnic and Cultural Diversity, 1982, theauthors present guidelines for identifying monoculturalism and multiculturalism,proposing methods for achieving change at the individual, organizational,and professional levels.The authors argue that European-American traditions and research oftenfocus on the impact of intrapsychic factors on human development, ignoringinfluences of culture. They further argue that psychologists, who are aware ofand sensitive to other worldviews, should not only emphasize the knowledgeof such worldviews but should also incorporate them into the psychotherapeuticprocess. Multicultural Counseling Competencies is a timely book that couldbe used as a guide for mental health professionals.Chapter 1 of the book presents a definition of "multiculturalism" and a workingguideline upon which mental health professionals should base their knowledge,skills, and practice. Chapter 2 deals with "ethnocentric monoculturalism,"providing historical background on the emergence and development of aEuro-American worldview and highlighting how mental health professionalssubscribe to such a worldview without questioning its validity and applicabilityin a multicultural society.The profession's response to multiculturalism is the subject of the third chapter.This chapter identifies the "Seven Deadly Resistances" that are often ...
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Mak, Anita S., and Tamara L. Shaw. "Perceptions of Intercultural Social Challenges: Towards Culturally Competent Counselling Practice." Journal of Psychologists and Counsellors in Schools 25, no. 2 (2015): 183–99. http://dx.doi.org/10.1017/jgc.2015.13.
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Increasing ethnic and cultural diversity worldwide and especially in Australia requires that psychologists and counsellors cultivate the knowhow to interact and work effectively with clients and stakeholders in cross-cultural contexts. This study aimed to identify and compare themes regarding challenging intercultural social scenarios experienced by supervising, practising and intern psychologists. Transcripts from five focus groups were open-coded on four occasions and the final themes compared with the EXCELL (Excellence in Cultural Experiential Learning and Leadership) program's six key sociocultural competencies (Mak, Westwood, Barker, & Ishiyama, 1998). We found that many challenges reported by psychologists (regardless of their qualifications) were related to difficulties — for psychologists and clients — in executing one or more of key sociocultural competencies: seeking help or information, participating in a group, making social contact, giving feedback, refusing a request, and expressing disagreement. We also identified barriers to cultural competence in therapeutic relationships, including cultural identity issues, needing to address difficulties in intimate relationships, cultural variation in values/beliefs/social norms, mismatched expectations, psychologists’ perceived deficit in intercultural training, and challenges in self-reflection. Based on our findings, we propose a model of culturally competent counselling practice and discuss implications for counsellor and psychologist training, and for future research.
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Boston, Quintin, Mya Vaughn, Jenelle Pitt, James L. Soldner, Tyra Turner-Whittaker, and Stacia Robertson. "Promoting Multicultural Competencies in Early Career Rehabilitation Counsellor Supervisors." Australian Journal of Rehabilitation Counselling 17, no. 1 (2011): 36–45. http://dx.doi.org/10.1375/jrc.17.1.36.
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AbstractThis article discusses multicultural competency education options for early career rehabilitation counsellor supervisors. It specifically addresses the importance of the cultural awareness and competencies in supervised supervision. Multicultural counsellor competencies in clinical supervision are considered in the context of rehabilitation counsellor professional preparation programs in the United States. Diversity considerations are important to operationalising the construct of the working alliance in the context of clinical supervision training for early career rehabilitation counsellor supervisors. Acquiring, retaining and cultivating multicultural clinical supervision competencies in self and others is a lifelong process.
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Leadley, Sarah. "Management: Reflections on Diversity and Organizational Development." Reference & User Services Quarterly 54, no. 4 (2015): 6. http://dx.doi.org/10.5860/rusq.54n4.6.
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Effectively addressing diversity issues can be a challenge in any organization—yet, when done well, it can manifest as more of an opportunity to foster a strong sense of community and maximize potential within it. In this column, Sarah Leadley maps the robust approach taken at the University of Washington Bothell/Cascadia College Library to develop cultural competencies among staff and establish diversity as a strategic priority. The library’s integrated agenda, grounded in the principles of social justice and built around teachable moments, suggests a noteworthy facet of organizational development that is well worth modeling.
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Cleveland, Marisa, and Simon Cleveland. "Developing Leadership Cultural Agility for Civil Discourse." International Journal of Smart Education and Urban Society 12, no. 3 (2021): 1–10. http://dx.doi.org/10.4018/ijseus.2021070101.
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Organizations continue to increase their presence in the global landscape, and their leaders are frequently challenged by the political, socio-economic, and cultural diversity of the growing workforce. The global organization's culture and climate are often influenced by employees' education, local political involvement, and digital and medial landscape. As a result, organizational leaders should develop culturally agile competencies in order to engage and motivate their employees. This study examines the role and need for cultivating cultural agility in leaders of global organizations in an effort to assist them in developing effective civil discourse among their followers.
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Kadam, Raavee, Srinivasa Rao, Waheed Kareem Abdul, and Shazi Shah Jabeen. "Impact of cultural intelligence on SME performance." Journal of Organizational Effectiveness: People and Performance 6, no. 3 (2019): 161–85. http://dx.doi.org/10.1108/joepp-12-2018-0101.
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Purpose In environments characterized by high cultural diversity, the ability to understand the cultural makeup of the workforce and the environment would equip business owners with knowledge required to innovate, take risks and proactively change their business offerings. Drawing on the upper echelons theory and action-characteristics model of entrepreneurship, the purpose of this paper is to test how competencies of small business owners, namely, cultural intelligence (CQ) and entrepreneurial orientation (EO) contribute to the performance of their firms. Design/methodology/approach Using a sample of 106 small and medium enterprises (SMEs) from the UAE, the data were collected through structured questionnaires and analyzed using partial least squares–structural equations modeling. Findings Results showed that CQ of the SME owner has a positive effect on firm performance (FP) through the mediating role of EO. Also, CQ of the SME owner was found to have a direct effect on FP, thus asserting its importance as a valuable competency that SME owners need to cultivate when operating in a multicultural environment. Practical implications Skills of the top managers greatly influence the choices and decisions they make, which in turn impact the effectiveness of their organizations. This study focuses on the role of managerial competencies that need to be cultivated among SME owners that would contribute to the growth of their firms. Originality/value This research studies the role of an individual’s cross-cultural and entrepreneurial competencies that enable the organization to achieve higher performance.
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Genkova, Petia. "Experience Abroad and Its Relation to Intercultural Competence and Cross-Cultural Tolerance." International Journal of Business and Management 11, no. 5 (2016): 1. http://dx.doi.org/10.5539/ijbm.v11n5p1.
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Successfully managing diversity is becoming more and more important in today's working environment. In this context, the development of intercultural competencies is of significant importance. The presented study gives an overview of the relationship between dimensions of multicultural effectiveness and two factors that are relevant in diversity settings: xenophobia, and international experience. It is shown that, while sole personality dimensions only have limited impact on a positive attitude towards persons with a migration background, a multicultural personality, as a whole, is very important in this context. Furthermore, a person with international experience shows higher values in open-mindedness, but is often also characterized by a lower degree of emotional stability.
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Høy-Petersen, Nina, and Ian Woodward. "Working with difference: Cognitive schemas, ethical cosmopolitanism and negotiating cultural diversity." International Sociology 33, no. 6 (2018): 655–73. http://dx.doi.org/10.1177/0268580918792782.
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This article empirically explores the types and limits of ethical varieties of cosmopolitan openness by analysing in-depth interviews with a sample of professionals and volunteers ( N = 20) in culturally heterogeneous workplaces that are characterised by interpersonal interactions requiring intercultural competencies. It analyses the way people relax and harden the borders of openness around people, objects and practices they see as unfamiliar and different. Within the context of two primary schemes for deliberating the principles and schemas for acting in ways that are open to valuing difference, the article finds that the interviewees use flexible and contextually shifting categorisations of otherness and sameness that serve apparently conflicting agendas of ethical openness, self-protection, instrumentalism and parochialism. Exploring the schemas associated with these forms of everyday ethical understandings, the results show their cosmopolitan ethical practice to be performative and contextual, entangled with a variety of potentially conflicting schemas of evaluation and judgement.
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Creque, Carole Ann, and Doreen J. Gooden. "Cultural Intelligence And Global Business Competencies: A Framework For Organizational Effectiveness In The Global Marketplace." International Journal of Management & Information Systems (IJMIS) 15, no. 4 (2011): 141. http://dx.doi.org/10.19030/ijmis.v15i4.5812.
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This paper proposes that cultural intelligence and global business competencies are vital to organizations as they seek to achieve success in the global marketplace. Adler (2001) suggests that because of the diversity of the global workforce cultural barriers may exist resulting in misunderstanding and thus inefficient interactions. Organizations will, therefore, have to understand the cultural foundation of the environment within which they operate in order to achieve organizational success.
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ZIYATDINOVA, Julia N. "INVESTIGATING HOFSTEDE CULTURAL DIMENSIONS AMONG ENGINEERING STUDENTS." PRIMO ASPECTU, no. 3(43) (September 28, 2020): 31–38. http://dx.doi.org/10.35211/2500-2635-2020-3-43-31-38.
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International cooperation is impossible without intercultural competencies of employees and their readiness to work in multicultural teams. Therefore, engineering students should be aware of cultural differences between nations, understand their cultural dimensions criteria, and be capable to find contact with people from other cultures. The paper used G. Hofstede survey methods to evaluate the levels of cultural dimensions of Master’s degree engineering students in a Russian university. The data obtained were compared to the Cultural Compass online databank. The majority of cultural dimensions parameters matched the figures from the online databank, while two dimensions, namely, “power distance” and “uncertainty avoidance” gave different results. The survey and its results were later discussed with the students. The discussions showed that the students were open for a dialog, and interested in improving their intercultural competencies. The investigation results showed that by engaging engineering students into discussing cultural diversity and unity issues we can provide a higher efficiency team work of the local and international students. This experience has a positive impact on the competitiveness of the future graduates. Further research will enlarge the number of students participating in cultural surveys.
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Wall-Bassett, Elizabeth, and Nancy Harris. "Promoting Cultural Competency: A Nutrition Education Model for Preparing Dietetic Students and Training Paraprofessionals in an International Setting." Global Journal of Health Science 9, no. 7 (2017): 108. http://dx.doi.org/10.5539/gjhs.v9n7p108.
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Diversity sensitivity and cultural competence must become fundamental components of university curricula. A multi-dimensional nutrition education model was developed for a train-the-trainer program that included training dietetic students who would then train paraprofessionals instrumental in providing education and care for individuals in a community. This model effectively integrated diversity sensitivity, cultural competence, and nutrition competencies for the dietetics students. Eight culturally specific modules on basic nutrition, food sanitation and safety, and prevention, identification and management of prevalent non-communicable chronic diseases were developed during Spring semester 2009. A nutrition education workshop was held for twenty Community Health Aides in the Commonwealth of Dominica during summer (July) 2009. The dietetic students presented the modules and conducted evaluations of the model. Workshop participants rated the modules favorably. Dietary workshops for Community Health Aides can be extremely useful tools for developing a larger base of knowledge, increasing health awareness, and strengthening education and outreach. Likewise, this service learning model exposes students to skills related to grant writing, research, curriculum development, and teaching. This program encouraged students to apply innovative, critical thinking skills necessary to succeed in a dynamic, global profession. Utilizing this educational model will prepare students to be leaders in an increasingly challenging environment.
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Wijaksono, Sigit, Sasmoko ., Yasinta Indrianti, and Samuel Anindyo Wid. "Competencies of Indonesian Architects with Sosio Cultural Ecology: Anatomy based on Architect Background." International Journal of Engineering & Technology 7, no. 3.30 (2018): 208. http://dx.doi.org/10.14419/ijet.v7i3.30.18230.
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The architect's background becomes a key factor determining its success which is reflected through the competence of the architect itself. And the diversity of architectural backgrounds provided the basis for this research. The study aims to see if there are differences in the competence of Indonesian architects if distinguished based on demographic background and architectural work, and what architect's background is the most powerful in determining its competence. A neuroresearch method is a method applied in this research. The results showed that there are differences in the competence of Indonesian architects if differentiated based on demographic background and architectural works. The second research result is the number of projects handled by Architects is a very decisive variable to realize the Indonesian architects become more competent.
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Kochanek, Jill. "Promoting Cultural Competence in Athletic Training Education: An Intergroup Dialogue Approach." Athletic Training Education Journal 15, no. 2 (2020): 113–19. http://dx.doi.org/10.4085/1947-380x-93-19.
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Context Sport is an increasingly diverse context. This reality has prompted clinicians and educators to emphasize cultural competence education in athletic training. However, few efforts go beyond traditional, didactic methods and teach cultural competence in practically meaningful ways. One evidence-based approach that has potential to promote cultural competence in athletic training education is intergroup dialogue. Objective To describe intergroup dialogue in concept and research, demonstrate why this pedagogy can support cultural competence in athletic training education, and detail what such an approach looks like in practice. Background Intergroup dialogue has origins in critical pedagogical philosophies and emerged as a part of broader social and political movements in the United States. Over the last 30 years, scholars have systematically employed and studied the approach in higher education. Description Intergroup dialogue is an interdisciplinary approach that teaches people how to communicate across differences. Guided by trained facilitator(s), this method can help participants develop an understanding of diversity and practical skills to constructively navigate social-cultural differences in order to improve relationships and effect positive social change. Clinical Advantage(s) Intergroup dialogue can address the critical need for engaging pedagogy that helps athletic training students and practitioners develop cultural competencies. This method can equip those in athletic training with a critical awareness of social-cultural differences and practical skills to provide culturally sensitive care and promote equity. Conclusion(s) Athletic training educators can consider intergroup dialogue as a promising pedagogical approach to promote cultural competence in athletic training
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Kodydek, Georg, and Ronald Hochreiter. "The Influence of Personality Characteristics on Individual Competencies of Work Group Members: A Cross-cultural Study." Organizacija 46, no. 5 (2013): 196–204. http://dx.doi.org/10.2478/orga-2013-0017.
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Abstract In this article, we investigate how college students and graduates with diverse backgrounds experience working in groups by focusing on their perceptions regarding group work, attribution of leader coaching, and self-perspectives of personality traits. Moreover, this article explores relationships between personality factors (using the Big Five factors) and selected individual competencies from Bartram’s Great Eight Competencies (2005). We furthermore review current management research on competency management, personality, and also identify current trends for young professionals who are about to enter the job market. This study was conducted in an experimental setting at a large European business school. Participants were 80 business students from Austria, Turkey, China, and the United States of America with a fairly even gender split who had to work on tasks in homogeneous and heterogeneous settings. We assess participants’ ratings following Rammstedt and John’s Big Five Inventory (2007) and a modified version of Wageman, Hackman and Lehman’s Team Diagnostic Survey (2005) that we enhanced accordingly. Results are analyzed and discussed with relation to global challenges and developments regarding competencies, diversity, and group work.
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Dunwoodie, Karen, and Murray Ainsworth. "Acknowledging Student Diversity: Modifying the MBA Experience for International Students." Journal of Management & Organization 5, no. 1 (1999): 35–45. http://dx.doi.org/10.1017/s1833367200005629.
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Most international students entering RMIT's MBA program have relatively limited work experience and lack self-presentation skills. Some shortcomings in self-confidence in a western culture, job-seeking skills, networking experience and personal presentation skills are also evident. In these qualities the international students are notably different from the older Australian part-time students with whom they study. This visible diversity provided the catalyst for developing several “internationalising components” to better meet the needs of international students to enable international students to present themselves as informed, capable, culturally aware and desirable graduates. This paper describes how program changes were made with the objectives of building team interaction and problem solving skills, as well as cross-cultural awareness, building self-awareness of “me as a manager in the global marketplace” and exploring cultural diversity in business practices. In addition, the “competencies” stream was modified, with emphasis being placed on students' ability to assess the appropriateness and cultural fit of western models and theories in their own countries.
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Dunwoodie, Karen, and Murray Ainsworth. "Acknowledging Student Diversity: Modifying the MBA Experience for International Students." Journal of the Australian and New Zealand Academy of Management 5, no. 1 (1999): 35–45. http://dx.doi.org/10.5172/jmo.1999.5.1.35.
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Most international students entering RMIT's MBA program have relatively limited work experience and lack self-presentation skills. Some shortcomings in self-confidence in a western culture, job-seeking skills, networking experience and personal presentation skills are also evident. In these qualities the international students are notably different from the older Australian part-time students with whom they study. This visible diversity provided the catalyst for developing several “internationalising components” to better meet the needs of international students to enable international students to present themselves as informed, capable, culturally aware and desirable graduates. This paper describes how program changes were made with the objectives of building team interaction and problem solving skills, as well as cross-cultural awareness, building self-awareness of “me as a manager in the global marketplace” and exploring cultural diversity in business practices. In addition, the “competencies” stream was modified, with emphasis being placed on students' ability to assess the appropriateness and cultural fit of western models and theories in their own countries.
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Cartwright, Brenda Y., and Christine L. Fleming. "Multicultural and Diversity Considerations in the New Code of Professional Ethics for Rehabilitation Counselors." Journal of Applied Rehabilitation Counseling 41, no. 2 (2010): 20–24. http://dx.doi.org/10.1891/0047-2220.41.2.20.
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As the demographic transformation of the U.S. population continues, the challenges of multicultural and diversity-based considerations remain a central focus, as does the need to incorporate cultural competencies into the practice ofrehabilitation. The Commission on Rehabilitation Counselor Certification's 2010 Code of Professional Ethicsfor Rehabilitation Counselors offers guidance for the practice of professional conduct and ethical decision making when one is working with individuals from culturally diverse groups and backgrounds. The revised code sets the expectation that the culturally competent rehabilitation counselor will develop interventions and services that are congruent with the client's values and cultural context.
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Zuzevičiūtė, Vaiva, Birutė Pranevičienė, and Violeta Vasiliauskienė. "“VOCATIONALLY ORIENTATED CULTURE AND LANGUAGE IN NEED”: THE OPPORTUNITY TO EDUCATE STATE BORDER GUARDS IN CULTURE AND LANGUAGE." BORDER SECURITY AND MANAGEMENT 2, no. 7 (2018): 176. http://dx.doi.org/10.17770/bsm.v2i7.3476.
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The article introduces the project “Vocationally Orientated Culture and Language in Need” (financed by the European Commission) which aims to help law-enforcement officers to develop competencies in linguistic and cultural diversity that is facing (or will be facing) them in the communities they serve. This is a vivid illustration of the prognostic modelling.
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Sichombe, Beatrice Sinyama. "Curricula in Teacher Education for Diversity in the University of Namibia." African Journal of Teacher Education 7, no. 2 (2018): 91–121. http://dx.doi.org/10.21083/ajote.v7i2.4072.
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Namibia’s classroom compositions are diverse. Its policies on diversity reflect international practices of achieving Education for All. It advocates for teacher education that is responsive to the country’s needs. What is unknown is what a socio-cultural curriculum means in Namibian teacher education. This article focuses on the nature of the UNAM’s B.Ed. curriculum and how students learn its contents. I argue that teacher education for diversity should go beyond traditional teacher education programmes. Its curricula should adopt a socio-cultural view. Coursework and teaching practice should reflect the needs of learners and society. Data collection consisted of documents, and interviews. Content analysis was used. Findings revealed that teaching practice lacked dedication in regard to diversity teaching. Consequently, the B.Ed. Programme partially equipped students with competencies to teach diverse learners because coursework alone cannot suffice. The study contributes to knowledge of what a socio-cultural curriculum means in Namibian teacher education. 
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Butko, Galina, Gulnara Shashkina, and Nina Drozdova. "Formation of the competencies of future teacher-speech therapists in the field of intercultural communication." SHS Web of Conferences 98 (2021): 01015. http://dx.doi.org/10.1051/shsconf/20219801015.
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This article discusses topical issues of future speech therapists’ training in terms of a competence approach. Special attention is paid to formation of universal competences of future teachers in the field of intercultural collaboration. Current bachelor training curricula of specialized (speech pathology) education of speech therapy major 44.03.03 have been analyzed regarding formation of competences of future speech therapists in the field of intercultural communication. Efficient intercultural communication does not emerge spontaneously, it should be consistently developed. Modern life calls for mastering the skills of such communication. At present, special attention is paid to formation of universal competences in future speech pathologists, especially aimed at intercultural collaboration. It is believed that a speech therapist possessing such competences will be able to perceive cultural diversity of society in social, historical, and philosophical contexts. This article analyzes the experimental study of development level of future speech therapists’ general cultural competences. Junior and senior students from the Department of speech therapy, Institute of special education and psychology, Moscow City University took part in this research. The main experimental method was a survey of students. Particular attention was paid to the issues of formation of speech culture of speech therapists and the possibility to apply knowledge acquired during studies of a humanitarian module in professional activities of cultural and educational type. The main results of the analysis are a proven opportunity of updating theoretical knowledge of speech therapists in the field of intercultural communication acquired during studies of humanitarian, psychological, pedagogical and professional sections using interactive approaches to teacher activities.
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Shibata, Daisuke. "Short-Term, Faculty-Led Study Abroad Program in Japan." Athletic Training Education Journal 14, no. 4 (2019): 259–68. http://dx.doi.org/10.4085/1404259.
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Context Although cultural competencies in athletic training education exist, there are limited international athletic training educational opportunities available. Study abroad experiences help students gain international and multicultural perspectives. The lack of study abroad opportunities is more pronounced in non–English-speaking countries. Objective The purpose of this article is to describe experiences with developing and conducting a short-term, faculty-led study abroad program in Japan. Essential elements and recommendations based on the study abroad program are interwoven throughout the article. Background The diversity in the United States and among the collegiate student-athlete population has increased. However, the population of athletic training professionals does not match this diversity. This mismatch has increased attention to the demand to find ways to nurture cultural competencies in athletic trainers. Simultaneously with changes in the United States, growth of the athletic training profession and athletic training educational programs is noticeable in Japan and other non–English-speaking countries. A well-designed study abroad program can expose students to the unique perspectives of athletic training and/or related health care professions and nurture cultural competency. Recommendations(s) A short-term, faculty-led study abroad program should include an assistant and local facilitator, multiple site visits, at least a day without guidance from the program, an adequate balance between academic and cultural activities, program dinners, opportunities for students to present and share their experiences, and a focus on keeping the trip safe. Conclusion(s) The short-term, faculty-led study abroad program in Japan offered unique opportunities for athletic training students to gain knowledge of and an appreciation for athletic training in diverse cultures and to incorporate these experiences into their future personal and professional practice. Further information and data are required to provide an optimum education for students to learn and apply cultural competencies as health care professionals.
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Garrido, María Concepción Domínguez, Adiela Ruiz-Cabezas, María Castañar Medina Domínguez, María Cecilia Loor Dueñas, Eufrasio Pérez Navío, and Antonio Medina Rivilla. "Teachers’ Training in the Intercultural Dialogue and Understanding: Focusing on the Education for a Sustainable Development." Sustainability 12, no. 23 (2020): 9934. http://dx.doi.org/10.3390/su12239934.
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The present research is embedded in the professional development and research line, and in the needs of secondary education and first-year university teachers. Evidencing the importance of teachers’ professional training to include specific adaptations and skills on both the intercultural dialogue and understanding—often called Intercultural Competence—is fundamental because of the direct impact for the sustainable development of human beings, groups, and ecosystems. An extensive investigation of the role played by each of the main competencies linked to the following intercultural dimensions was performed: Professional Identity, Ethics and Axiology, Methodology, and Inclusive Education. The integrated methodology used was a cross-study of data, performed after the obtention of a three-cornered evaluation of results collected in focus groups, interviews, and questionnaires. Findings showed the impact of the intercultural dialogue and understanding in education patterns for the sustainable development of society. Other outputs also underlined the relevance of setting up a new ecology of forms, knowledge, attitudes, and educational meanings, further used to update teachers and students’ training in sustainable ecology and cultural diversity. Progress made in these complementary competencies—Professional Identity, Ethics and Axiology, Methodology—were appraised by teachers participating in the present study; the latter showing an increased interest and demand for the intercultural competence, after increasing their proficiency in the other complementary competencies.
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Berrios-Siervo, G., C. Salinas, and J. Janusz. "Education/Training of Cultural Neuropsychology at the Postdoctoral Residency Level: Integration of a Competency-Based Model into Practice." Archives of Clinical Neuropsychology 34, no. 7 (2019): 1295. http://dx.doi.org/10.1093/arclin/acz029.62.
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Abstract Objective In recent years, much attention has been focused on the delineation of basic competencies for education and training in clinical neuropsychology. Simultaneously, neuropsychology as a field has recognized the increasing need for the inclusion of cultural neuropsychology practices (AACN Relevance 2050). Method The Clinical Neuropsychology Synarchy (CNS) released a taxonomy for education and training in clinical neuropsychology in 2017, with individual and cultural diversity identified as an essential foundational competency across all specialties. Recommendations from the Education/Training workgroup of the 2017 Cultural Neuropsychology Summit provide initial guidance regarding the training of directors for the inclusion of cultural neuropsychology across the professional lifespan: including clinical, research, and education/training. Based on these recommendations, our program has developed a post-doctoral residency track focused on bilingual/multicultural neuropsychology. Outcomes The process by which our program integrates specific, knowledge-based, and applied competencies in cultural neuropsychology is presented. Discussion Suggestions on how to integrate recommendations into the existing education/training model for postdoctoral residency are provided, as well as a discussion of barriers and challenges in creating such a program.
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Jayakumar, Uma. "Can Higher Education Meet the Needs of an Increasingly Diverse and Global Society? Campus Diversity and Cross-Cultural Workforce Competencies." Harvard Educational Review 78, no. 4 (2008): 615–51. http://dx.doi.org/10.17763/haer.78.4.b60031p350276699.
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In this article, Uma Jayakumar investigates the relationship between white individuals'exposure to racial diversity during college and their postcollege cross-cultural workforce competencies. Using survey data from the Cooperative Institutional Research Program, housed in the Higher Education Research Institute at the University of California at Los Angeles, the author uses structural equation modeling to show that for whites from both segregated and diverse precollege neighborhoods, their postcollege leadership skills and level of pluralistic orientation are either directly or indirectly related to the structural diversity and racial climate of their postsecondary institutions, as well as their level of cross-racial interaction during the college years. The author concludes that postsecondary institutions may provide lasting benefits to white students by promoting a positive racial climate for a racially diverse student body. These findings support the theory put forth by Gurin, Dey, Hurtado, and Gurin(2002) for explaining the benefits of racial diversity at the postsecondary level.
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Gómez-Zermeño, Marcela Georgina. "Strategies to identify intercultural competences in community instructors." Journal for Multicultural Education 12, no. 4 (2018): 330–42. http://dx.doi.org/10.1108/jme-12-2016-0062.
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Purpose The purpose of this study is to identify intercultural competencies in community instructors who serve in CONAFE in Chiapas, México. Design/methodology/approach The study applied a mixed methods method, based on an ethnographic design with a naturalistic approach. The quantitative instrument was applied to 119 community instructors; from these participants, four interviews were conducted with a sample of case-type participants, and four cases are presented. Findings The results show differences between community instructors who demonstrate intercultural skills and those who require developing them. It is concluded that teachers should receive training that strengthens their intercultural competences to enable indigenous children to take advantage of the knowledge they acquire in their community and the pedagogical advantage offered by the use of their mother tongue in the teaching–learning process. Originality/value This educational research about intercultural competences in the field of indigenous education, community education and intercultural education provides significant learning that advances the understanding and appreciation of cultural diversity.
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Goletiani, K. "The concept of diversity of workforce in globalization." Fundamental and applied researches in practice of leading scientific schools 31, no. 1 (2019): 64–66. http://dx.doi.org/10.33531/farplss.2019.1.13.
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In the modern epoch, under the diversity of the workforce, management needs to be able to improve the competencies of the management level that form and shape a comprehensive government contingency on cultural changes and diversity. It is not surprising if we critically look at people and process management in different countries, we find that in terms of the diversity of the workforce it is necessary to have a thorough knowledge of professional, religious and cultural variables affecting management functions and administrative decisions.
 In the modern world, a great deal of attention is paid to the professionalism of the employee and their emotional intellect, because the emotional mood of the employee is directly proportionate to the final result, employers are trying to make the working environment as much as possible on a wide variety of worforce. Emotional intellect, is the sort of summary of individual skills that shape the personality. Nowadays it is used in the selection process of personnel. However, we must take into account that tests are not a panacea and we need to make complex steps to get the desired results.
 Our objective is to get familiar with literary sources, make recommendations and managing decisions based on a specific situation.
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Gulo, Nur'Ainun. "KOMPETENSI GURU PENDIDIKAN AGAMA ISLAM SD NEGERI DI KECAMATAN BATANG ANGKOLA." ECOBISMA (JURNAL EKONOMI, BISNIS DAN MANAJEMEN) 2, no. 1 (2015): 160–79. http://dx.doi.org/10.36987/ecobi.v2i1.1639.
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This research was carried out with the aim to find out the competence of Islamic elementary education teachers in the District of Batang Angkola. Based on Minister of Religion Regulation No. 16 of 2010, wherein it is explained that there are five teacher competencies, namely pedagogical competence, personal competence, social competence, and professional competence and leadership competency because this research is specifically for PAI teachers, so it is added with religious competence. The purpose of this study provides an overview of the competence of PAI teachers.The research method used in this research is descriptive qualitative method, the research used to find out or describe the reality of the events under study or research conducted on independent variables without making comparisons with other variables. Data collection techniques carried out in the form of observation, interviews with all informants who have been determined purposively and document study. Data analysis technique is done by data reduction, presentation and conclusion drawing.Based on the results of the study, it can be concluded that the Competency Profile of PAI Teachers in Public Elementary Schools in Batang Angkola Subdistrict are as follows: (1) Pedagogical competencies are categorized as good, except for indicators of understanding towards learners and the implementation of educative and dialogical learning; (2) Personality competencies are categorized as good, except for the indicators of presenting themselves as individuals who are steady, stable, mature, and become role models; (3) Social competence is categorized as good, with the exception of indicators of ability to communicate, especially with cues and adaptation in places throughout the territory of the Republic of Indonesia which have social and cultural diversity; (4) Professional competence is categorized quite well, where PAI teachers can master the subject matter and have the ability to deliver material widely; (5) Leadership competencies are categorized as good; (6) Religious competence can be categorized as good.Because there are still a number of indicators that are still low or not good in each competency, the recommendations of this study are (1) For the Department of Education in the South Tapanuli Regency to make policies that are in line with the ability of special teachers in the Batang Angkola District area; (2) School principals are expected to improve the quality of PAI teachers; (3) For PAI teachers further enhance their teaching. Keywords: Pedagogic Competence, Personality competence, Social Competence, Professional competence, Leadership competence and Religious competence.
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Evgenyevna Shafazhinskaya, Natalya, Valentina Mikhailovna Shcherbinina, Ekaterina Yuryevna Ivanova, Tatiana Evgenyevna Belyakova, and Marina Viktorovna Pereverzeva. "LEARNING ABOUT WORLD ART CULTURE AS A METHOD OF FORMING A UNIVERSAL CROSS-CULTURAL COMMUNICATION COMPETENCE." Humanities & Social Sciences Reviews 7, no. 6 (2020): 1225–29. http://dx.doi.org/10.18510/hssr.2019.76173.
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Purpose of the study: The purpose of the article is to solve one of the urgent problems of education: the methodology of the formation of universal competences, which in universities of culture and art is solved due to such a discipline as world art culture. In Russian Federal Educational Standards of the new generation, special attention is paid to the new block of professional qualities of university graduates – universal competences. One of the universal competences is readiness for intercultural communication, which manifests itself in the ability to analyze and consider the diversity of culture in the process of intercultural interaction.
 Methodology: To achieve the set goal, the authors based their work on the methodology synthesizing the experience of the Berlin School of Comparative Musicology (E. Hornbostel, K. Sachs), the traditions of world ethnomusicology (A. Lomax, A. Merriam, J. Blaking, M. Hood), culturological approach to education (V. Kanke), as well as a multicultural methodological approach. These pedagogical technologies ensure the efficiency of forming the universal competence of university graduates.
 Main Findings: The main conclusions of the study are as follows. The modern world is not conceivable outside the multicultural paradigm of development. Therefore, close attention is paid to the formation of the universal competence of intercultural communication. This quality of human personality is necessary for solving many world conflicts and problems. Experts in the field of culture and art are able to solve this problem due to their professional competence.
 Applications of this study: The research results can be useful in the field of scientific and methodological development of university disciplines, development of state policy in the field of education and culture, as well as scientific research on international relations in the field of culture, education, and art.
 Novelty/Originality of this study: The novelty of the research consists in the idea that expanding one’s understanding of the most important categories of worldview by overcoming Eurocentric restrictions to form universal competencies requires acquisition of the spiritual continuum and artistic conventions of other cultures, which is impossible without conscious effort, need for artistic and aesthetic self-improvement and desire to master practical activities in various fields of art. Any manifestation of culture is a reflection of the type of thinking. Therefore, the introduction to the multicultural traditions leads to the development of different types of thinking and identification of common and particular features, resulting in the development of universal thinking and cognitive techniques in the field of humanitarian knowledge.
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Mahpudin, Mahpudin, and Liyana Sunanto. "ETHNOMATHEMATICS AN ALTERNATIVE IN THE DEVELOPMENT OF MULTICULTURAL EDUCATION AT THE PRIMARY SCHOOL." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (2019): 269. http://dx.doi.org/10.20961/shes.v1i2.26872.
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<em>Classical mathematics learning leads to a false view of students who think that mathematics is a separate field of science from their daily lives. Learning mathematics by using ethnomathematics can bring mathematical concepts closer to students' daily lives so that students can better understand and interpret the learning outcomes they get. In addition, ethnomathamatics can further develop multicultural competencies in students. Students can better know and appreciate cultural diversity.</em>
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Halim, Abdul, and Maskuri Maskuri. "KOMPETENSI MULTIKULTURAL GURU PENDIDIKAN AGAMA ISLAM." PENDIDIKAN MULTIKULTURAL 5, no. 1 (2021): 120. http://dx.doi.org/10.33474/multikultural.v5i1.10322.
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Indonesia sebagai negara majemuk dengan keberagaman budayanya memerlukan sosok guru yang mempunyai kompetensi multikultural dalam proses pendidikannya. Hal ini didasarkan pada pentingnya guru yang menyadari realitas kehidupan bangsa Indonesia. Terlebih lagi bagi guru Pendidikan Agama Islam yang menginternalisasikan nilai-nilai agama kepada peserta didik. Ia dituntut untuk dapat melaksanakan proses pembelajaran sesuai dengan realitas bangsa yang multikultur, oleh karena terkadang agama dijadikan alasan untuk abai terhadap keragaman budaya serta bersikap eksklusif kepada peserta didik. Kajian ini berupaya untuk mendeskripsikan dan menganalisis kompetensi multikultural guru PAI dan implementasinya dalam pembelajaran. Lokus kajian ini berada pada forum Musyawarah Guru Mata Pelajaran Pendidikan Agama Islam kabupaten Mojokerto. Penelitian ini menggunakan metode fenomenologi dengan arti bahwa bagaimana guru menyadari keberagaman yang ada dalam kehidupan terhadap relevansi kebutuhan kompetensi multikultural guru PAI. Hasil penelitian menyatakan pertama bahwa dalam konteks kehidupan multikultural dan keragaman peserta didik, guru PAI dituntut untuk mempunyai kompetensi keilmuan, multikultural, profesional, sosial dan leadership. Kedua, ruang lingkup kompetensi multikultural dapat diklasifikasikan pada aspek sikap positif, basis pemahaman multikultural, skill pedagogi dan kompetensi leadership guru PAIKata Kunci: Kompetensi Multikultural, Guru PAI As a pluralistic country, Indonesia with its cultural diversity requires a teacher having multicultural competence in the educational process. Based on the importance of teachers who are aware of the realities of Indonesian life. Especially for Islamic Religious Education teachers who internalize religious values to students. The Required teacher can carry out the learning process appropriate towards the reality of a multicultural nation because occasionally belief in religion was taken as an excuse to ignore cultural diversity and having exclusive on facing students. This study aims to describe and analyze the multicultural competence of Islam Education teachers and its scope. The study focused on the Forum on Islam Education Subject Teacher for junior high school in Mojokerto regency. The research uses the phenomenological method, it means teacher awareness of diversity, needs multicultural competence. The research states, first, in the context of multicultural life and diversity of students, craved Islam education teachers who have a knowledge base, multicultural, professional, social, and leadership competencies. Second, the scope of multicultural competence can be classified into aspects; positive attitudes, the basis of multicultural understanding, pedagogical skills, and leadership competencyKeywords: Multicultural Competence, Islamic Education Teacher
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Gibson, Caitlin, and Annesha White. "Patients as Teachers of Cultural Sensitivity in Pharmacy Education." INNOVATIONS in pharmacy 10, no. 4 (2019): 7. http://dx.doi.org/10.24926/iip.v10i4.1779.
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Introduction: Cultural sensitivity training among pharmacy students is required by the Accreditation Council for Pharmacy Education, but little data exists on effective practices for teaching these concepts. The goal of this case study was to describe the process and determine if integration of a patient-led Cultural Sensitivity Panel into the required didactic curriculum impacts pharmacy student perceptions of their own cultural competence.
 Description of case: A special population was defined based on the CAPE competencies requiring students demonstrate sensitivity and responsiveness to culture, race/ethnicity, socioeconomic status, gender, sexual orientation, spirituality, disability, and other aspects of diversity and identity. Patients representing various special populations, such as veterans, the Deaf and hard of hearing population, the LGBT community, were invited to participate in a Cultural Sensitivity Panel for two consecutive years. Panelists shared information they wish future healthcare professionals understood about the population they represented and participated in a question and answer session. Pre- and post-surveys were conducted to assess the impact of the panel on student perceptions of cultural competence.
 Results: Over two years, 138 students completed surveys. More than 95% of students agreed or strongly agreed that a cultural sensitivity panel is a worthwhile experience, and that the panel would help them change behaviors that may be culturally insensitive. Student perceptions of their own cultural competence significantly improved between the pre- and post- surveys; ethnicity, age and gender significantly impacted responses (p<.05). Key themes of responses to open-ended questions included learning about effective communication (64%), new resources for diverse patient populations (28%), addressing barriers to care (21%), the importance of patience and empathy (18%), and incorporating a patient’s background into their care (18%).
 Exploration of case impact: Use of a cultural sensitivity panel provides patients with their own voice in discussing barriers to the provision of health care and thus mitigates the inherent bias and limitations of faculty members teaching about cultures and populations they do not represent.
 Conclusion: This novel approach of integrating a Cultural Sensitivity Panel into the didactic curriculum positively impacted student perceptions of their own cultural competence and may improve culturally competent provision of care among pharmacy students.
 
 Article Type: Case Study
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Hordijk, Rowan, Kristin Hendrickx, Katja Lanting, Anne MacFarlane, Maaike Muntinga, and Jeanine Suurmond. "Defining a framework for medical teachers’ competencies to teach ethnic and cultural diversity: Results of a European Delphi study." Medical Teacher 41, no. 1 (2018): 68–74. http://dx.doi.org/10.1080/0142159x.2018.1439160.
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