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Journal articles on the topic 'Intercultural management'
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Campbell, Nittaya. "Ethnocentrism and intercultural willingness to communicate - A study of New Zealand management students." Journal of Intercultural Communication 16, no. 1 (March 10, 2016): 1–15. http://dx.doi.org/10.36923/jicc.v16i1.707.
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The author investigated the level of ethnocentrism and the willingness to communicate interculturally of management students (N = 438) at a university in New Zealand. The 22-item Generalized Ethnocentrism (GENE) scale and the 12-item Intercultural Willingness to Communicate (IWTC) scale were used. Results show that respondents were not highly ethnocentric and were moderate in their willingness to communicate with people from other cultures. Respondents were also asked additional questions regarding intercultural interaction on campus and in the workplace. The results suggest that they recognized the importance of intercultural communication in the workplace but that their attitudes toward interaction with students from other cultures were not conducive to developing intercultural communication skills. Implications for educators are discussed.
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Namaste, Nina, Whitney Sherman, Annie Gibson, and Ezra Spira-Cohen. "Intercultural Professional Development for Educators: Applying Intercultural Learning to Enhance Effectiveness." Frontiers: The Interdisciplinary Journal of Study Abroad 36, no. 1 (April 16, 2024): 280–311. http://dx.doi.org/10.36366/frontiers.v36i1.826.
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To examine the interaction between educators’ intercultural development and students’ intercultural growth, we studied the impact of CIEE’s Intercultural Communication and Leadership (ICL) course. Our results indicate that Educator, Country, Gender, and Field had impacts on students’ intercultural gains (Gibson et al., 2023); the focus of this article is solely on educators’ perceptions of the factors that shape their ability to foster student intercultural learning. Using the AAC&U’s (2009) Intercultural Knowledge and Competence VALUE Rubric to frame the 22 educator interview responses, our study indicates the tangible results of formally and informally supported educators’ intercultural professional development. As a result of educators’ intentional intercultural development, they leverage skilled pedagogical techniques to effectively bridge with students to enhance their intercultural learning. Therefore, we argue for the investment, expansion, and mentorship of faculty development, particularly with regards to educator’s own intercultural growth, in order to activate and expand students’ learning while studying abroad. Abstract in Spanish Para examinar la interacción entre el desarrollo intercultural del profesorado y el avance cultural estudiantil nosotros estudiamos el impacto del curso, “Intercultural Communication and Leadership”, que enseña el programa CIEE. Nuestros resultados indican que el profesor, el país, el género y la disciplina tiene un impacto en los avances interculturales de los estudiantes que estudian en el extranjero (Gibson et al., 2023); este artículo se enfoca únicamente en las percepciones de los factores que les ayuda a los maestros a fomentar el aprendizaje intercultural de los estudiantes. Entrevistamos a 22 educadores y usamos a la rúbrica “Intercultural Knowledge and Competence VALUE” (2009) de AAC&U para interpretar las entrevistas. Nuestro estudio indica que lo más significativo, para ellos, es el desarrollo profesional que se enfoca en su propio desarrollo intercultural. Con esta formación el profesorado podía usar y aplicar pedagogías para conectar con los estudiantes que efectivamente avanzaban las habilidades interculturales de los estudiantes. A causa de tal, nosotros argüimos que la inversión, expansión y mentoría del profesorado, enfocado en su propio desarrollo intercultural, es necesaria para fomentar las capacidades interculturales de los estudiantes mientras estudian en el extranjero.
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Nový, Ivan. "Intercultural Management and Managerial Activities." Acta Oeconomica Pragensia 15, no. 2 (April 1, 2007): 71–90. http://dx.doi.org/10.18267/j.aop.50.
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Blazevski, Ivan. "THE RELEVANCE OF INTERCULTURAL COMPETENCE FOR INTERCULTURAL MANAGEMENT." Knowledge International Journal 26, no. 6 (March 18, 2019): 1681–86. http://dx.doi.org/10.35120/kij26061681b.
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The different changes in economic conditions such as the increasing interdependence of the world economy, the economic integration of Europe, the transformation of Central and Eastern Europe and the dynamics of the technological development have resulted in the fact, that the internationalization of business activities was inevitable. New businesses and firms were set up as a "conversion" of Western companies, as part of collaborations or linkages with Western organizations. The intercultural understanding cannot keep up with the pace of globalization. Business cooperation between different nations often fails due to the difference of the cultural values and attitudes. The economic imperative of globalization forces, on the one hand, more and more companies to expand their activities worldwide. On the other hand, companies are more and more exposed to cultural differences and their conflict-prone consequences without there being sufficient nation state or multinational mechanisms of control available. The failure of co-operation shows that purely economic conditions for success are necessary but not a sufficient condition for a successful collaboration. In addition to the necessary economic conditions, cultural aspects should be involved. Organizations should design and support organizational culture that maximizes the benefits of diversity, and use that culture to manage various groups of organizational members, project teams, business start-up teams, customer service response teams, and top management.Intercultural management intends to create and maintain a positive work environment where the similarities and differences of individuals are valued, so that all can reach their potential and maximize their contributions to an organization’s strategic goals and objectives. In addition, ensures that all employees have the opportunity to maximize their potential and enhance their self-development and their contribution to the organization. It recognizes that people from different backgrounds can bring fresh ideas and perceptions, which can make the way work is done more efficient and make products and services better.This paper discusses the importance and necessity of implementation of intercultural management approaches. Therefore, are listed examples that stress the contribution of the intercultural management approaches to the success of many western companies operating in different parts of the world, and to the success of mergers and acquisitions. In addition, an attempt is made to differentiate constituent elements of intercultural management, based on their representation in the largest number of authors, as well as pointing to areas of further research in the field of intercultural management.
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Muraoka, H. "Management of intercultural input." Journal of Asian Pacific Communication 10, no. 2 (December 31, 2000): 297–311. http://dx.doi.org/10.1075/japc.10.2.09mur.
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In this paper, I claim that unlike spontaneous discourse, in which language deviations tend to trigger instant evaluations and adjustments, management of intercultural input is relatively free from time restriction and thus allows re- management at each stage of deviations from norms, noting, evaluation, adjustment and implementation.
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Atala, Issam. "Euro-Med And Intercultural Management." European Scientific Journal, ESJ 12, no. 4 (February 28, 2016): 201. http://dx.doi.org/10.19044/esj.2016.v12n4p201.
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As technological inventions and innovations are bewildering the human mind, destroying barriers between peoples, cultures, time and space, globalization trends are sweeping civilizations, nations, nationalisms and other ethnic narrow circles. The winds of human revolutions overwhelm governments, leaders and citizens in pursuit of a better world, based on human freedoms and rights, economic well-being, peace and sustainable ecosystem. This positive cultural change is subjected to many obstacles and much dichotomy, whereby some do promote a negatively extreme pole of violence, terror and death. The objective of this research is to deeply explore the inner venues of both trends, embraced by a new breed of international mangers, leaders, and further determine their impact upon the birth of a world culture, primarily adopted by international businesses. The proposed methodology of research relies, primarily on data gathering from many thinkers and organizations aiming at laying a possible foundation for promoting intercultural management between Europe and the Middle Eastern countries.
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Boyko, Olga, Rymma Mylenkova, and Larysa Otroschenko. "Intercultural Management in Educational Organizations." Perspektywy Kultury 29, no. 2 (June 30, 2020): 163–72. http://dx.doi.org/10.35765/pk.2020.2902.12.
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Human capital is an outstanding factor in any country’s competitiveness. This fact affirms the decisive role of education in the raise of a country’s economic and social prosperity in the international space. Reforming of domestic higher education system is carried out in the direction of new educational management support, universities management, scientific activity financing and intercultural interaction of universities with personalities, cultures and business. In that context most of the educational organizations become multicultural and multinational ones. That is why universities as intercultural spaces are the focus of this paper. Contemporary universities face many challenges including the tasks of remaining intellectually and culturally viable in a fast changing world, preparing students to compete in the global labor market and interact with people from other ethnic, religious, cultural, national and geographic groups. Different approaches to the concept of “intercultural management in educational organizations” have been defined and its improvement resources in the higher education system have been identified. Taking into consideration that intercultural management is comprised of intercultural competences, the notion “intercultural competence” has been thoroughly analyzed. It was concluded that intercultural management, based on different dimensions of knowledge, attitudes, abilities and skills, is generally defined as the capability of successful communication and high performance of an organization in collaboration with other cultures.
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Globokar, Tatjana. "Intercultural Management in Eastern Europe." International Studies of Management & Organization 26, no. 3 (September 1996): 47–59. http://dx.doi.org/10.1080/00208825.1996.11656687.
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Ong, Sue Lyn. "Exploring Rapport Management among Culturally Diverse Students during Group Work Face-to-face Interactions: A Qualitative Study." Jurnal Komunikasi: Malaysian Journal of Communication 39, no. 4 (December 21, 2023): 489–506. http://dx.doi.org/10.17576/jkmjc-2023-3904-26.
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Group work skills are commonly viewed as an important generic outcome of university for all students. Often, students working in groups for course assignments engage in potentially face-threatening interactions during discussions. The complication is compounded when students represent culturally diverse backgrounds in such intercultural communication.This study describes the rapport management that takes place during face-to-face group work interactions and examines the complex negotiation of social categories during intercultural group work interactions. This ethnographically informed qualitative study involved participants who were first-year undergraduates taking a course in English for Business. Their group discussions were observed in-situ, interactions were audio-taped and then transcribed for analysis. The study investigates the social intercultural interactions using Rapport Management as a framework to analyse intercultural interactions based on the concepts of face, sociality rights, and interactional goals. The findings confirm that rapport orientation is a key influence in strategy choice driven by the constructed social categories of the participants. Individual social categories are co-constructed and negotiated during the interaction processes. In face-threatening situations, the participants would orient to rapport-neglect and rapport-challenge during an interaction, but they would finally orientate to rapport-maintenance to achieve the successful interactional goals of group work. The study contributes towards the body of knowledge and understanding on rapport management and social categories in group work interactions in the context of a Malaysian university. The findings suggest that education practitioners need to be more interculturally competent in understanding the dynamics of intercultural communication among students during their participation in group work. Keywords: Rapport management, intercultural communication, social categories, group work, interaction.
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Ramayan, Srikumar K., Intan Abida Abu Bakar, Vijaya Sooria Sangaran Kutty, and Kamdoum Keren Rosa. "Causes of Intercultural Conflict and its Management Styles Among Students in Sunway University." Idealogy Journal 5, no. 2 (September 28, 2020): 199–214. http://dx.doi.org/10.24191/idealogy.v5i2.242.
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The purpose of this study is to discover the causes of intercultural conflict and its management styles among Sunway University students. A total of six participants were selected from among different departments at Sunway university. A qualitative method was used to achieve the objectives of this research through in-depth interviews. the causes of intercultural conflict and its management styles were assessed based on intercultural conflict and intercultural conflict management style theory. The participants’ feedback was transcribed and analyzed by using the deductive coding method which identified themes such as intercultural conflict, impact on intercultural conflict on relationships as well as intercultural conflict management styles that comprises of five categories, obliging, dominating, avoiding, compromising and integrating style. The results suggest, misunderstanding, as the main cause of intercultural conflict and it impacts people both positively and negatively depending on the situation. While suggesting avoiding style as the most used style of overcoming intercultural conflict among Sunway university students when it comes to gender, race, religion and cultural issues. The research findings will add to existing work on intercultural conflict and its management styles.
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Ivenz, Petra, and Eva Reid. "Development of Students’ Intercultural Communicative Competence via Creating Their Own Cultures." Journal of Language and Cultural Education 10, no. 1 (March 1, 2022): 61–69. http://dx.doi.org/10.2478/jolace-2022-0006.
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Abstract One of the long-term aims of the European Union is to incorporate intercultural education into lessons in foreign languages. However, studies have shown that teachers of foreign languages often do not know what intercultural teaching involves and are themselves not interculturally competent. The aim of an elective course Intercultural training in a teacher training study program is to develop students’ intercultural communicative competences (ICC) and to teach them various teaching techniques and activities for the development of ICC. An activity for this intervention is called Aliens, where students were creating their planets (cultures) with sociocultural and historical foundations and sociolinguistic and pragmatic aspects of their newly developed cultures. Four lessons focused on intercultural topics such as greetings, addressing, non-verbal communication, small talk, punctuality, diversity, etc. were conducted before the intervention. The main aim of this intervention was to develop intercultural communicative competences (awareness, sociocultural knowledge, sociolinguistic and pragmatic competences) and positive attitudes towards difference and respect for other cultures. The intervention was conducted via four-step action research and it was evaluated as very successful, as students were able to reflect on their own and other cultures, and showed open-mindedness, curiosity, and acceptance toward foreign cultures.
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Panchuk, Ekaterina. "MANAGEMENT OF INTERCULTURAL COMMUNICATION IN MULTINATIONAL TEAMS." Scientific Papers Collection of the Angarsk State Technical University 2023, no. 1 (July 5, 2023): 396–401. http://dx.doi.org/10.36629/2686-7788-2023-1-396-401.
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The main problems of intercultural communication in multinational teams and ways to overcome them, methods for improving non-verbal communication are considered. The strategies of adaptation, training, mediation used in the management of intercultural communication are indicated. The essence of recommendations for managers of multinational teams is described. It is emphasized that the management of intercultural communication is a continuous process and affects the efficiency of the organization as a whole
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Delgadová, Elena, and Monika Gullerová. "IDENTIFICATION OF CULTURAL DIFFERENCES IN MANAGEMENT IN MULTINATIONAL COMPANIES BASED IN SLOVAKIA." CBU International Conference Proceedings 5 (September 23, 2017): 570–74. http://dx.doi.org/10.12955/cbup.v5.987.
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: In 2004, Slovakia became a full-fledged member of the European Union. Since then, Slovakia has been one of the attractive investment locations for multinational companies in the region of Central Europe for its skilled and educated labor force. Managers who want to succeed in running multinational companies in culturally diverse settings must have the intercultural competence, i.e. the capability of thinking and acting in interculturally appropriate ways. The lack of intercultural competence skills in managers may result not only in miscommunication but can also be detrimental to the financial and economic success of organizations. The purpose of the paper was to identify cultural differences in management in German, Korean and French multinational companies operating in Slovakia. In the paper, the methods of questionnaire, literature research, analysis, synthesis were utilized. 160 respondents participated in the research on establishing cultural differences in management based on Hofstede’s model of cultural dimensions.
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Khanche, Hanen, and Karim Ben Kahla. "Intercultural Management between Tunisia and Europe." Journal of Business Administration Research 7, no. 2 (October 23, 2018): 40. http://dx.doi.org/10.5430/jbar.v7n2p40.
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The subject of this paper is to report on the problem of cultural differences in management between Tunisia and Europe in the context of the company.Thus, the paradox between values and the way of managers’ life in companies. Therefore, daily strategies also represent one's willingness to be accepted by society and not to be cut off.The present article has three parts. The first is to identify the cultural foundations of European society, the Anglo-Saxons and the francophone’s culture. The second is to show how Tunisian cultural values are unsuited to the European model. The third part is to propose some recommendations for adapting the strategies of Tunisian companies to their European partners. Based on the Tunisian cultural configuration and the information collected through the case studies, we recommend a code of conduct companies attempt to bring together all staff around common values and to foster a common culture where social responsibility can play an important role. These codes cannot be imposed but must correspond to the reality of the business under. It is difficult for a gap to be created between the speeches and the reality, leading to the de-involvement of managers.The subject of this paper is to report on the problem of cultural differences in management between Tunisia and Europe in the context of the company.Thus, the paradox between values and the way of managers’ life in companies. Therefore, daily strategies also represent one's willingness to be accepted by society and not to be cut off.The present article has three parts. The first is to identify the cultural foundations of European society, the Anglo-Saxons and the francophone’s culture. The second is to show how Tunisian cultural values are unsuited to the European model. The third part is to propose some recommendations for adapting the strategies of Tunisian companies to their European partners. Based on the Tunisian cultural configuration and the information collected through the case studies, we recommend a code of conduct companies attempt to bring together all staff around common values and to foster a common culture where social responsibility can play an important role. These codes cannot be imposed but must correspond to the reality of the business under. It is difficult for a gap to be created between the speeches and the reality, leading to the de-involvement of managers.
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Pratami, Andhyarnita, Sugiarto Sugiarto, and Masduki Ahmad. "Curriculum Management in the Intercultural School." International Journal of Elementary Education 5, no. 1 (May 18, 2021): 107. http://dx.doi.org/10.23887/ijee.v5i1.33937.
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Curriculum management is one of the important components in the process of providing education in an educational unit. Therefore, curriculum management should receive more attention as an effort to optimize the quality of education. This study aims to analyze curriculum management in intercultural schools. The focus of this research is the component of curriculum management which consists of the curriculum planning stage, the organizing stage, the implementation stage, and the evaluation stage. This research is research using a qualitative descriptive approach. The data in this study were collected through observation and interviews with principals, teachers, and representatives of curriculum developers. The data that has been collected is then analyzed using the data analysis method according to Milles and Huberman which consists of data reduction, data presentation, and conclusion drawing. The results of the study indicate that curriculum management/management in intercultural schools has been implemented by following the stages of curriculum development which include planning, organizing/coordinating, implementing, and evaluating curriculum stages. The implementation of the stages of curriculum development shows that the curriculum management process has been carried out in a good category.
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Jiang, Xiaoli. "Intercultural Management in Culturally Diverse Classrooms." Asian Education Studies 3, no. 2 (April 11, 2018): 69. http://dx.doi.org/10.20849/aes.v3i2.374.
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Globalisation and internationalisation have brought culturally diverse classrooms into universities and schools worldwide. There are increasing opportunities for culturally diverse teachers and students to interact and learn from each other. This paper investigates the changes that occur when classrooms are managed by teachers with different cultural backgrounds from that of their students, utilising observations and interviews. The research indicates that when people from both collective and individualist cultures are in the same classroom, the different dynamics require adjustments from at least one cultural group to achieve desirable learning outcomes, in particular from the teacher. This is largely due to, in individualistic and collective cultures, teachers having different roles associated with their respective power structure and social hierarchy caused by various ways of establishing and maintaining individual self-esteem and perceiving self in relation to others. It would appear that the changes are engineered by a teacher’s desire to allow students to learn more effectively and teachers’ belief as to what are effective teaching and learning strategies. However, the changes are also accompanied by many challenges and personal growth on the part of the teachers. Bridging cultural differences should never been taken for granted. Should teachers reflect deeply and adjust to changes in classroom culture, the learning and teaching experiences can be both enriching and enlightening. Intellectual challenges and reflections on different home and host cultural assumptions are required when managing students who are from dissimilar cultural backgrounds.
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Marriott, Helen. "Language management in intercultural business networks." Language Management Approach 22, no. 2 (November 2, 2012): 195–212. http://dx.doi.org/10.1075/japc.22.2.04mar.
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This paper deals with language management within a transnational business network, with a specific focus on the process of noting. In an analysis of one business encounter involving one Japanese and one Australian business representative, language management is found to occur at the grammatical, (non-grammatical) communicative and also sociocultural/socioeconomic levels. Furthermore, the language management involves not just individual acts but also occurs at the level of the speech event, as seen through an analysis of how the participants perceive the function of the encounter and their respective roles vis-à-vis their own institutional networks. The data consists of a video-tape recording in conjunction with follow-up (stimulated recall) interviews with the two participants.
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Gwarda-Gruszczyńska, Edyta. "Reverse Innovation and Intercultural Management Aspects." Journal of Intercultural Management 8, no. 2 (June 1, 2016): 71–84. http://dx.doi.org/10.1515/joim-2016-0010.
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Abstract In today’s changing and competitive environment, innovation is crucial for the survival of any business in the marketplace. Globalization has brought both opportunities and challenges for companies in emerging economies. The intense competitive environment is compelling these companies to innovate, so as to sustain and survive. That is why the emerging market economies are transforming into centers of innovation. These innovations associate with low-cost products like health care devices, wind power, micro finance, electric cars and many more. Multinational companies used to launch new products in the developed world and later on sell the stripped-down version of products to developing parts of the world. Since a few years ago this proces is changing its direction in an opposite way. Innovations initially launched in developing countries are introduced to advanced countries (reverse innovations). This kind of actions make the managers to change the management models of their companies and deal with different intercultural aspects. The aim of this article is to present the reverse innovation idea and typology and identify the most important intercultural aspects in their management.
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Iangotiana Enintsoa, RANDRIAMAMPIANINA, Valimbavaka, ANDRIANARIZAKA Haritiana Herimpitia, ANDRIANALY Saholiarimanana, and TSISAROTINA Maminiaina René Alexandre. "CONTRIBUTION OF INTERCULTURAL MANAGEMENT ON THE PROFESSIONAL ACHIEVEMENT OF EMPLOYEES." International Journal of Applied Science and Engineering Review 03, no. 03 (2022): 97–116. http://dx.doi.org/10.52267/ijaser.2022.3311.
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diversity of employees remains a delicate subject in human resources management. The alternative for every manager is therefore to know how to handle these resources, and to apply the aspects that allow them to be accomplished by setting up an intercultural management system. This raises the question of how intercultural management impacts organizational performance. Based on the hypothesis that intercultural management contributes to the professional fulfillment of employees, this study aims to identify the variables of fulfillment that are impacted by intercultural management, using an opinion survey of 100 employees.
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Ayana, Desta, and Lies Sercu. "Ethiopian University Students’, Lecturers’ and Administrators’ Perceptions of Interculturally Competent Persons." African Journal of Education and Practice 9, no. 1 (March 27, 2023): 38–50. http://dx.doi.org/10.47604/ajep.1884.
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Purpose: This study’s aim was to investigate Ethiopian university students’, lecturers’, and administrators’ perceptions of the dispositions (savoir-être) of interculturally competent persons.
Methodology: Building on seminal models of intercultural competence, a survey instrument was created to inquire into the three stakeholder groups’ perceptions. The survey was completed by 638 participants.
Findings: The paper highlights similarities and differences between students, lecturers, and administrators. The findings also show that African and western characteristics associated with interculturally competent persons reflect the respondents’ personal and professional roles.
Unique Contribution to Theory, Practice and Policy: This study is the first to study Ethiopian students’, lecturers’ and administrators’ perceptions of interculturally competent persons. The study’s findings provide a baseline on which curricula and policies can build in order to promote intercultural competence in Ethiopian universities.
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Perkons, R., and N. Brown. "Intercultural Organisational Development." Systemic Practice and Action Research 23, no. 1 (July 15, 2009): 47–71. http://dx.doi.org/10.1007/s11213-009-9141-0.
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Hou, Min, Howard Nicholas, and Keith Simkin. "Has The Cat Got Your Tongue? Second Language Factors in Intercultural Difficulty Management." Journal of Intercultural Communication 12, no. 1 (March 10, 2012): 1–13. http://dx.doi.org/10.36923/jicc.v12i1.587.
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Previous intercultural communication research has relatively underplayed the influence of second language factors. This underplaying arises for three reasons: 1) the over-emphasis on the influence of cultural differences in intercultural communication; 2) the prevalent assumption that communication style in intercultural communication is the same as that in intra-cultural communication; 3) the dominant (post-) positive research approach in intercultural communication leading to the overlooking of linguistic factors and context. This paper reports an exploratory study on the influence of linguistic factors in intercultural communication by taking an interpretive research approach. It shows that in the process of dealing with intercultural difficulties in Australia, Chinese overseas students with different self-perceptions of second language (L2) communicative competence can influence their face concerns and difficulty management strategies in different ways.
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Khukhlaev, Oleg E., Valentina V. Gritsenko, Olga S. Pavlova, Natalya V. Tkachenko, Shushanik A. Usubian, and Valeria A. Shorokhova. "Comprehensive Model of Intercultural Competence: Theoretical Substantiation." RUDN Journal of Psychology and Pedagogics 17, no. 1 (December 15, 2020): 13–28. http://dx.doi.org/10.22363/2313-1683-2020-17-1-13-28.
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The paper presents theoretical substantiation and development of the authors’ comprehensive model of intercultural competence (ICC), based on the analysis and generalization of empirical models of intercultural interaction existing in Western and Russian science. The model is based on 9 constructs: intercultural stability/sustainability, intercultural flexibility, intercultural openness, intercultural interest, absence of ethnocentrism, cultural sensitivity, intercultural empathy, management of intercultural relations, and tolerance to intercultural uncertainty. Those constructs are combined into three groups of characteristics: 1) intercultural traits; 2) attitudes and mentality features; 3) intercultural skills. Basic mechanisms by which the distinguished constructs of intercultural competence contribute to intercultural efficiency are substantiated - this is maintenance of an optimal level of sensitivity to uncertainty and an optimal level of anxiety in the process of intercultural communication. The role of each component of intercultural competence is shown. Constructs “Cultural Sensitivity”, “Intercultural Empathy”, “Management of Intercultural Relations”, “Tolerance to Intercultural Uncertainty”, and “Intercultural Flexibility” make a significant contribution to maintaining the optimal level of sensitivity to uncertainty and thereby contribute to increasing effectiveness of intercultural interaction. Such components of intercultural competence as “Intercultural Empathy”, “Intercultural Interest”, “Lack of Ethnocentrism”, “Intercultural Openness”, “Tolerance to Intercultural Uncertainty”, maintain the optimal level of anxiety, which contributes to the effectiveness of intercultural communication. It is emphasized that none of the components of the ICC is a universal predictor of the success of intercultural interaction, this effect being achieved only through an integrative combination with other ICC constructs.
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Inkaew, Manachai. "The Relationship between Hotel Employees’ Backgrounds and Intercultural Communicative Competence Level: A Case Study of Hotel Front Office Personnel in Bangkok." rEFLections 23 (June 30, 2017): 51–70. http://dx.doi.org/10.61508/refl.v23i0.210271.
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This study examined the relationship between the educational and work experience backgrounds of frontline hotel workers in Bangkok and their level of intercultural communicative competence (ICC). The intercultural competence framework from Barrett et al. (2013), which included an exploration of the ICC domains — attitudes, knowledge and understanding, skills and actions — all essential areas for interculturally competent speakers, was adopted as a guideline in the study. Added to the ICC domains, Byram’s (1997) framework is an objective-based ICC approach to be operationalized as a guideline for the design of the ICC self-perception questionnaire. The participants for this study included 219 hotel front office employees randomly selected from three- and four-star hotels in Bangkok. The results of the study revealed that there was no relationship between participants’ backgrounds and their intercultural competency level. The outcomes may provide useful guidelines for hotel human resources management to inform the future content of intercultural communication training courses. Also, the findings can be valuable for educational institutions to help enhance the ICC development of their graduates. Finally, the outcomes are an informational base for future research.
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Knap-Stefaniuk, Agnieszka, and Joan Sorribes. "Intercultural Management as an Important Aspect of Modern Managers’ Work: Educational Challenges." Studia Paedagogica Ignatiana 25, no. 1 (March 31, 2022): 155–73. http://dx.doi.org/10.12775/spi.2022.1.008.
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The issue of intercultural management has become particularly pertinent because of globalization and the internationalization of economic activity undertaken by contemporary companies. Intercultural management and its challenges are extensively analysed in numerous Polish and foreign publications. The significant role played by intercultural management primarily stems from the tremendous impact it exerts on the efficient functioning of multicultural teams, the relationships between the people in these teams, and their communication and motivation. Moreover, at present it is a crucial aspect of the everyday work of managers operating in culturally diverse work environments. The article is of a theoretical nature. The first part describes the role and importance of manager values in the context of cultural diversity in their work environments, followed by the presentation of the concept and meaning of intercultural management. Next, the impact managers exert on the management of culturally diverse teams in modern organizations is analysed. The final part describes selected challenges connected to educating and training modern managers to work in intercultural work environments. The aim of the article is to demonstrate the role and importance of intercultural management as a vital aspect of modern managers’ work and to identify educational challenges related to this area.
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Wang, Yvette Yitong. "Navigating Theory and Practice in Intercultural Language Teaching: Challenges Faced by a Pre-service Language Teacher in Enacting an Interpretive Perspective in Classroom Interaction." Intercultural Communication Education 6, no. 2 (2023): 53–72. http://dx.doi.org/10.29140/ice.v6n2.893.
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This paper investigates the author’s classroom practice of implementing an interpretive perspective on intercultural language teaching and learning in two online intercultural workshops on the topic of face masks designed and delivered during the COVID-19 pandemic. It reflexively examines two critical incidents in classroom practice in terms of what these incidents reveal about the challenges faced by pre-service teachers in operationalizing an interpretive stance towards intercultural language teaching and learning in practice. Based on the epistemology of reflective practice, this self-study seeks to produce knowledge-of-practice by framing the author’s practical knowledge as language teacher in relation to theories of intercultural language teaching. Classroom discourse analysis of teaching and learning sequencies provides an emic lens on the enactment of an interpretive perspective on intercultural language teaching at the micro level in terms of two basic aspects of pedagogical practice: 1) Embedding interpretation in learning design and 2) Mediating learners’ interpretations in classroom interaction. The findings reveal that this author’s attempts to personalise intercultural language learning and elicit meaningful reflections from students were constrained by the limited semiotic richness of the material presented and the difficulty of going beyond a superficial interactional format to provide effective scaffolding and successfully realize a dialogic stance towards knowledge building. The paper considers the implications of these challenges for pre-service teacher education and offers suggestions for supporting teachers hoping to teach interculturally.
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Hammer, Mitchell R., Milton J. Bennett, and Richard Wiseman. "Measuring intercultural sensitivity: The intercultural development inventory." International Journal of Intercultural Relations 27, no. 4 (July 2003): 421–43. http://dx.doi.org/10.1016/s0147-1767(03)00032-4.
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Kaisu Korhonen. "Intercultural Communication Through Hypermedia." Journal of Intercultural Communication 1, no. 1 (March 10, 1999): 1–09. http://dx.doi.org/10.36923/jicc.v1i1.353.
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The objective of interculturally-oriented language teaching is intercultural competence. The theory of perspective transformation (Taylor 1994) provides a model for the learning of intercultural communication. When practicing, the cognitive, affective, and behavioral components of competence as well as students' stage of intercultural sensitivity must be paid attention to.
The Culture General Assimilator (Brislin et al. 1986; 1996) is a programmed learning approach based on simulation and consisting of critical incidents with alternative explanations and their rationales. When analyzing reasons for the problems and misunderstandings, students begin to learn about culturally influenced behavior.
The Same but Different hypercourseware developed for Finnish polytechnic students contains 25 modified critical incidents. The incidents have hotwords linked to display further information about the word. The program was implemented using the Asymetrix Multimedia ToolBook 4.0-CBT Edition authoring system. To develop The Same but Different further, the program has been tested with information technology students (n 78).
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Gallo, Peter, Beata Balogova, and Bohuslava Mihalcova. "The influence of intercultural management factors as elements of management innovation." Marketing and Management of Innovations 5, no. 2 (2021): 65–73. http://dx.doi.org/10.21272/mmi.2021.2-05.
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In the current globalization conditions, companies operate in an open environment and constant contact with foreign managers and other interest groups. Intercultural management is an integral and important part of any international company employing and cooperating with employees from different cultures. The proper implementation of intercultural management enables the innovation of employee relations and thus supports achieving the company's goals. This paper aims to examine the influences and relations between local and foreign employees and/or managers. Research on intercultural communication and management was conducted in IT companies by collecting questionnaire data from respondents, formulating hypotheses, and examining them through the Kruskal-Wallis test. Hypotheses verification stated that statistically significant differences are in the relation between the knowledge of the company's cultural differences and the employees' years of experience. The calculated value of p = 0.04728 proved that the longer the employees work in a company interconnecting different cultures, the greater their knowledge of its cultural differences. The research verified the hypothesis on statistically significant differences in the acceptance of cultural differences in the company concerning employee training. The result of the hypothesis verification was the value of p = 0.6539, which did not confirm the hypothesis. The research showed that the employee training did not affect the acceptance of cultural differences. In companies with a labor force from diverse countries and cultures, disputes often arise in communication. The last formulated hypothesis concerning the issue focused on examining the relationship between the acceptance of disputes based on cultural differences in the company and the employee training. The calculated value of p = 0.1 did not confirm this relationship. Therefore, the employee training does not affect the acceptance of disputes in the examined companies. The present research on intercultural management could expand knowledge and innovate relationships to prevent disputes in international companies.
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Stier, Jonas. "Internationalisation, intercultural communication and intercultural competence." Journal of Intercultural Communication 6, no. 1 (March 15, 2006): 1–06. http://dx.doi.org/10.36923/jicc.v6i1.422.
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This article assumes that the internationalization of higher education demands more elaborate pedagogical approaches to utilise the experiences of multiethnic student groups and to facilitate every student’s acquisition of intercultural competencies. Drawing from three internationalisation ideologies embedded in the educational discourse, it is argued that intercultural communication – as a field of study or a discipline – can play a key role in this endeavour. Twelve fields of consideration, when international educators work with students, are also identified.
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Ahn, Hye-Jung, and Jung-Ah Choi. "An Analysis of Intercultural Competence by Variables in Early Childhood Teachers." Korea Association for Early Childhood Education and Educare Welfare 28, no. 1 (March 30, 2024): 7–29. http://dx.doi.org/10.22590/ecee.2024.28.1.7.
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The purpose of this study is to investigate the overall aspects of intercultural competence of early childhood teachers and the differences in intercultural competence according to individual and institutional variables. The participants were 331 kindergarten and childcare teachers located in Busan, Ulsan, and Gyongsangnam-do, and an intercultural competence measurement tool was used. The results of the study are as follows. First, the intercultural competence of early childhood teachers was found to be at a higher level than average, both overall and in sub-factors. Among the sub-factors, conflict management and respect showed similarly high levels, followed by reflection and communication. Second, significant differences were observed in overall intercultural competence and sub-factors such as conflict management, communication, and reflection based on individual variables such as age, teaching experience, and educational background. Specifically, younger and less experienced teachers demonstrated higher overall intercultural competence, as well as higher competence in communication and reflection. Higher educational qualifications were associated with higher competence in conflict management and communication. Third, institutional variables such as teacher qualifications, age group of the assigned class, and institutional size showed significant differences in the sub-factors of intercultural competence, particularly in communication and conflict management. In other words, kindergarten teachers, teachers of younger age groups, and teachers in smaller institutions exhibited higher competence in communication and conflict management. This indicates the need for attention to early childhood teachers' intercultural competence and suggests the necessity to explore supportive measures considering various factors for enhancing intercultural competence.
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Knežević, Snežana, and Ivan Ivković. "Contribution of intercultural management to developing cultural competence in healthcare sector." Ekonomski izazovi 11, no. 22 (2022): 1–14. http://dx.doi.org/10.5937/ekoizazov2221001k.
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Globalization is changing the way we look at the world and affecting the healthcare sector. There is a need to implement intercultural competence among healthcare workers. The postulation of intercultural medicine was created due to the influence of cultural barriers to effective healthcare. In order to avoid cultural stereotypes due to the decisive role of human factors in management of health care institutions, it is necessary to be well acquainted with the intercultural human resource management. Population migration and globalization leads to the need for education in order to understand the influence of cultural factors on effective health care. The concept of cultural competence in health care encompasses strategies, responsible management and employee behavior and as such provides the basis for effective functioning in an intercultural environment.
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Tkachenko, Natalya V., and Oleg E. Khukhlaev. "An Integrative Model of Intercultural Interaction: A Qualitative Analysis Experience." RUDN Journal of Psychology and Pedagogics 18, no. 3 (October 4, 2021): 459–74. http://dx.doi.org/10.22363/2313-1683-2021-18-3-459-474.
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The study of intercultural interaction has recently become one of the topical problems of social psychology. Considered often in the context of developing intercultural competence, they nevertheless ignore the mechanisms that underlie the causes of effective or ineffective communication. The mechanism by which intercultural competence contributes to intercultural efficiency is described in an integrative model of intercultural interaction, which unites a group of theories of communicativistic and socio-psychological approaches. This model substantiates the contribution of uncertainty and anxiety to the effectiveness of intercultural communication, which has been widely studied in quantitative studies. The aim of the study is to test the idea of the role of the situation of uncertainty and anxiety in the situation of intercultural interaction using qualitative analysis. The research was carried out based on a theoretical socio-psychological model of intercultural interaction. Using the in-depth interview method and subsequent phenomenological data analysis, a dense description of effective and ineffective intercultural communication was obtained from the point of view of each of the four aspects of the model: anxiety, uncertainty, social identity and intergroup anxiety. As a result of the analysis, data were obtained that reveal the content of some of the blocks of the model (intercultural abilities, communication efficiency, management of uncertainty), as well as a new block (emotion management) was identified and the properties of connections (between anxiety management and communication efficiency, between emotion management and anxiety management) were highlighted. Since the qualitative analysis made it possible to adjust the theoretical integrative model of intercultural interaction, and also revealed additional components of the model that develop theoretical ideas about the mechanisms underlying effective and ineffective communication, the results of this study can serve as a basis for the practice of the training of specialists working in the field of international relations: teachers of multicultural education, HRs in the field of international business, specialists in intercultural consulting, etc.
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Bendaravičienė, Rita, Jolita Vveinhardt, and Ingrida Vinickyte. "Guidelines of integrated management solutions: volunteers’ emotional intelligence, intercultural training and work productivity." Problems and Perspectives in Management 17, no. 2 (June 18, 2019): 404–14. http://dx.doi.org/10.21511/ppm.17(2).2019.31.
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The relevance of the research presented in the article is based on the results of studies of the last few decades, which show the increasing involvement of volunteers in various social and cultural areas of activities, but it should be emphasized that the involvement of volunteers could be even higher. However, there are considerable challenges in the area of volunteer work management, especially when analyzing the issues of emotional intelligence education, development of intercultural competence to increase work productivity.The aim of this paper is to establish the guidelines of integrated management solutions for the increase of work productivity via the development of emotional intelligence and intercultural training of volunteers.The aim was achieved not only based on the analysis of scientific literature, but also on the results of previous researches carried out by the authors of the article, i.e. a qualitative study interviewing individuals working with volunteers coming to Lithuania from foreign countries (N = 7) and a quantitative study in which the volunteers were surveyed (N = 174).The paper, as a result, presents guidelines for the development of emotional intelligence and intercultural competence based on the concept of the expanding efforts by organizations that send, receive and coordinate volunteers. Four intersecting pairs of criteria for emotional intelligence and intercultural competence have been identified, the integration of which could serve to increase work productivity of volunteers in foreign countries.The value of the article is based on the proposed new idea of integrating emotional intelligence and intercultural competence in order to increase work productivity of volunteers; additionally, it presents their development guidelines for organization management specialists. This study is focused on the integration of emotional intelligence and intercultural competence and identification of interrelated components. For this reason, it would be beneficial in the future to elaborate on the mechanism of how volunteers are prepared for foreign missions with the help of activities by the coordinating, sending and receiving organizations.
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Łukasik, Katarzyna. "Intercultural Management – A Challenge for Contemporary Organizations." Problemy Zarzadzania 2/2019, no. 82 (May 6, 2019): 109–26. http://dx.doi.org/10.7172/1644-9584.82.5.
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Шаклеин, Виктор Михайлович, Светлана Александровна Дерябина, Ирина Игоревна Митрофанова, and Светлана Станиславовна Микова. "THE CONCEPT OF MANAGEMENT IN INTERCULTURAL COMMUNICATION." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 2(115) (July 26, 2022): 147–60. http://dx.doi.org/10.37972/chgpu.2022.115.2.021.
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Статья посвящена исследованию концепта «менеджмент» в разных лингвокультурных средах, сопоставительному анализу содержания понятия «менеджмент» в межкультурной коммуникации. Описываются концепт «менеджмент» в русской лингвокультуре с его особенностями в смысловом наполнении и передача этих смыслов средствами языка. Актуальность работы связана с объектом исследования, концепт «менеджмент» носит интернациональный характер, отражен в разных национальных языковых сознаниях, где приобретает те или иные национально-специфичные черты, обусловленные как собственно языковыми, так и экстралингвистическими факторами. Этот концепт является относительно новым для русской лингвокультуры, его межкультурное сопоставление представляет интерес для исследований в области межкультурной коммуникации, теории и практики перевода, лингвокультурологии, этнопсихолингвистики. Условие функционирования концепта - современная лингвокультурная ситуация - подчеркивает значимость настоящего исследования. Материал исследования (тематические и семантические словари русского языка, Национальный корпус русского языка, Британский национальный корпус и Национальный корпус современного американского языка) рассматривался с использованием следующих методов: метод сплошной выборки, метод частичной и направленной выборки, описательный метод, включающий методы наблюдения, интерпретации и генерализации, лингвокультурологический анализ, компонентный, контекстуальный и концептуальный анализ, словообразовательный и этимологический анализ. Результаты исследования позволили выявить особенности концепта «менеджмент» в русской лингвокультуре на фоне других лингвокультур (английской, американской, китайской, вьетнамской, итальянской и иранской). Английское слово «менеджмент» в русской лингвокультуре получило широкую сочетаемость, обусловленную активностью его использования в языке, по сравнению с китайской, вьетнамской, итальянской и иранской лингвокультурами, где данная лексема преимущественно ограничивается бизнес-коммуникацией. The article studies the concept “management” in different linguistic and cultural environments, presents a comparative analysis of the content of the concept “management” in intercultural communication. It describes the concept “management” in the Russian linguistic culture with its peculiarities in the semantic content and the transfer of these meanings by means of language. The relevance of the article is connected with the object of the research: the concept “management” is international, it is reflected in different national language consciousness where acquires certain nationally specific features caused by both proper language and extralinguistic factors. This concept is relatively new for Russian linguistic culture, its intercultural comparison is of interest for the research in the field of intercultural communication, translation theory and practice, cultural linguistics, ethnopsycholinguistics. The conditions of the concept functioning - the modern linguistic and cultural situation - emphasizes the significance of the present research. The material of the research (thematic and semantic dictionaries of the Russian language, Russian national corpus, British national corpus and national corpus of the modern American language) was studied with the help of the following methods: a continuous sampling, a partial and directed selection, a descriptive (containing methods of observation, interpretation, generalization) method, linguistic and cultural analysis, component, contextual and conceptual analysis, word-formation and etymological analysis. The results of the research allow to reveal the features of the concept “management” in Russian linguistic culture on the background of other linguistic cultures (English, American, Chinese, Vietnamese, Italian, and Iranian). The English word “management” in the Russian linguistic culture has received a wide compatibility due to its active use in the language, compared with Chinese, Vietnamese, Italian, and Iranian linguistic cultures, where this lexeme is mainly limited to business communication.
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Earley, P. Christopher, and Harbir Singh. "International and Intercultural Management Research: What's Next?" Academy of Management Journal 38, no. 2 (April 1995): 327–40. http://dx.doi.org/10.5465/256682.
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Žegunienė, Vaida. "Intercultural Communication: a Factor in Career Management." Regional Formation and Development Studies 35, no. 3 (November 16, 2021): 37–46. http://dx.doi.org/10.15181/rfds.v35i3.2271.
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EARLEY, P. C., and H. SINGH. "INTERNATIONAL AND INTERCULTURAL MANAGEMENT RESEARCH: WHAT'S NEXT?" Academy of Management Journal 38, no. 2 (April 1, 1995): 327–40. http://dx.doi.org/10.2307/256682.
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Isotalus, Eila, and Marja-Liisa Kakkuri-Knuuttila. "Ethics and intercultural communication in diversity management." Equality, Diversity and Inclusion: An International Journal 37, no. 5 (June 18, 2018): 450–69. http://dx.doi.org/10.1108/edi-01-2017-0019.
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Kryvobok, Kateryna, Iuliia Kotelnikova, and Iryna Kinas. "Intercultural features in the management communication process." Actual problems of innovative economy and law 2023, no. 1-2 (May 19, 2023): 18–24. http://dx.doi.org/10.36887/2524-0455-2023-1-3.
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The main problem of cross-cultural communications is that decoding is closely related to the specifics of the participants' culture in information exchange and joint activities. Representatives of different cultures decipher received messages in different ways. The participants of collective actions represent the further the cultures, the more difficult it becomes to achieve mutual understanding and the more difficulties arise in implementing everyday actions. Studying and accounting for the peculiarities of cross-cultural communications allows for predicting the behavior of foreign partners and avoiding mistakes in the management of international organizations and projects. For the timely prevention and resolution of emerging conflicts, a balanced strategic policy of company management, readiness to see the causes of conflicts and make changes to achieve a reasonable compromise, flexibility, and adaptability of the organizational structure are essential. The in-depth knowledge of managers of the characteristics and basic parameters of the cultures in which the organization works and whose representatives are its employees is of great importance. Professional solutions to cross-cultural problems can be effective management of communications and human resources, use of virtual teams, and development of bicultural skills. The practical work of managers with human resources in companies is vital. A positive view of different attitudes and values helps prevent problematic situations and conflicts. Intercultural communication in the workplace is about understanding different business customs, beliefs, and communication strategies. This happens when people from different cultural backgrounds interact with each other. As we live in an age of globalization, it is only natural that employers are not limited to hiring people close to them. Specific cultural barriers exist to effective communication between a manager and a team. Since cultural diversity can positively and negatively affect the company, HR managers should consider the importance of developing effective intercultural communication in clearly conveying intended information to employees of different cultural orientations and ensuring unity of goals and objectives. Keywords: communications, features, interaction, management, information.
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Constantin, Elena Claudia. "INTERCULTURAL MANAGEMENT WITHIN THE EUROPEAN UNION CONTEXT." Professional Communication and Translation Studies 6 (December 8, 2022): 89–94. http://dx.doi.org/10.59168/exfk6126.
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The article focuses on the importance of intercultural management in a European society characterised by cultural diversity. Even if the cultural diversity constitutes a positive element for Europe, our historical period is still marked by interethnic conflicts and identity crises. The cultural identity could become a central problem and there are not too many ways to solve it: dialogue or confrontation. Any EU communication act, which is not in accordance with the culture of the group the individuals belong to, can lead to a change of attitude towards EU. European Union should improve its policy regarding intercultural communication and management.
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CHEVRIER, Sylvie. "Le management des équipes interculturelles." Management international 8, no. 3 (2004): 31–40. http://dx.doi.org/10.59876/a-k2ad-qb5s.
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Teams made up of people from different countries are now common in firms, but they are not always as efficient as their members would like them to be. This article analyses the intercultural difficul- ties that these teams face and presents four strategies aimed at overcoming cultural barriers. A firm can 1) count on the international team members' openness, 2) contribute to developing interpersonal relations among the participants to help them establish efficient routines, 3) bank on international occupational or organizational cultures, or 4) establish a coaching process to help the teams build intercultural synergies. [PUBLICATION ABSTRACT]
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Knap-Stefaniuk, Agnieszka, and Joan Sorribes. "Values in Managing a Contemporary Enterprise – the Perspective of Intercultural Management." Perspektywy Kultury 34, no. 3 (November 30, 2021): 141–56. http://dx.doi.org/10.35765/pk.2021.3403.10.
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The purpose of the article is to define the role and importance of values in managing a contemporary enterprise, while taking into account the perspective of intercultural management. Values are a very important element affecting employees’ motivation and commitment in achieving common goals, especially in a culturally diverse work environment. The first part of the article explains the essence of management through values. The next part describes the role of values in management and benefits stemming from managing by values. Next intercultural management and its dimensions are discussed, whereas the last part describes the challenges related to values in intercultural management.
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Jin, Lan, Aparajita Jaiswal, Daniel C. Jones, Muna Sapkota, Shauna N. McClure, and Aletha Stahl. "Enhancing Intercultural Learning in Study Abroad Through an Online Curriculum in Group-Mentored Intervention." Frontiers: The Interdisciplinary Journal of Study Abroad 36, no. 1 (April 16, 2024): 350–83. http://dx.doi.org/10.36366/frontiers.v36i1.811.
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Scholars suggest that study abroad programs must intentionally design and implement intercultural intervention for students’ growth. This study used a mixed-method approach to examine the effectiveness of an online curriculum designed to facilitate the intercultural competence development of semester abroad students. Three theories informed the curricular design and study: the Intercultural Development Continuum, the Intercultural Praxis Model, and the Intercultural Knowledge and Competence VALUE rubric. Using the Intercultural Development Inventory (IDI) distributed before and after the study abroad experience, the study analyzed data sets for a treatment group with 110 students and a control group with 88 students. The results demonstrated that students in the treatment group achieved a statistically significant higher level of meaningful gains in their IDI scores from pre- to post-test compared to the control group. In addition, students described their growth in specific competencies. These findings contribute to study abroad literature by assessing a theoretically-grounded online curriculum rooted in intercultural theories so as to suggest best practices in group mentoring, stage-based pedagogy, and critical reflection for intercultural competence development during a study abroad program. Abstract in French Selon les spécialistes, si l’on veut favoriser le développement interculturel des étudiants, il est essentiel que les programmes permettant d'étudier à l'étranger dessinent et mettent en œuvre une logique d’intervention explicite. Dans cette étude fondée sur les méthodes de recherches mixtes, on examinera l’efficacité d’un cours en ligne qui a été conçu pour faciliter le développement de la compétence interculturelle des étudiants qui suivent un semestre d'études à l’étranger. La conception à la fois du cours et de l’étude est basée sur trois théories : le Continuum du développement interculturel, le Modèle de praxis interculturel, et la Rubrique des connaissances et compétences interculturelles. L’étude comprend une analyse de séries de données provenant du questionnaire Intercultural Development Inventory (IDI), complété avant et après l'expérience à l’étranger par un groupe de traitement de 110 étudiants et par un groupe témoin de 88 étudiants. Les scores sur le questionnaire IDI avant-après du groupe de traitement font preuve d'un gain important sur le plan statistique par rapport aux scores du groupe témoin. De plus, ces premiers arrivent à décrire leur développement dans certains domaines. Il en résulte que cette analyse d’un cours en ligne basé sur la théorie a des implications importantes pour le développement interculturel pendant un programme d’études à l’étranger, notamment en ce qui concerne les pratiques exemplaires de mentorat en groupe, de pédagogie en fonction d'étape, et de réflexion critique. Abstract in German Wissenschaftler weisen darauf hin, dass Auslandsstudienprogramme vorsätzliche interkulturelle Interventionen für die Entwicklung der Studierenden entwerfen und umsetzen müssen. In dieser Studie wurde gemischte Forschungsmethoden verwendet, um die Wirksamkeit eines Online-Curriculums zu untersuchen, das die Entwicklung interkultureller Kompetenzen von Auslandssemesterstudierenden erleichtern soll. Drei Theorien liegten in die Gestaltung und das Studium des Lehrplans zugrunde: das interkulturelle Entwicklungskontinuum, »the Intercultural Praxis Model« und »the Intercultural Knowledge and Competence VALUE Rubric.« Mithilfe des interkulturellen Entwicklungsindikator (IDI), das vor und nach dem Auslandsstudium verteilt wurde, wurden Daten für eine Behandlungsgruppe mit 110 Studierenden und eine Kontrollgruppe mit 88 Studierenden analysiert. Die Ergebnisse zeigten, dass die Studierenden in der Behandlungsgruppe im Vergleich zur Kontrollgruppe ein statistisch signifikant höheres Maß an aussagekräftigen Zuwächsen bei ihren IDI-Werten von Pre- zu Posttest erzielten. Darüber hinaus beschrieben die Studierenden ihre Entwicklung in bestimmten Bereichen. Diese Ergebnisse tragen zur Literatur des Auslandsstudiums bei, indem sie einen theoretisch fundierten Online-Curriculum bewerten, der auf bewährten Methoden des Gruppen-Mentorings, der stufenbasierten Pädagogik und der kritischen Reflexion zur Entwicklung interkultureller Kompetenz während eines Auslandsstudienprogramms basiert und diese vorschlägt. Abstract in Chinese 为了促进学生的个人成长，学者们建议留学项目必须有意识地设计和实施跨文化干预。本研究采用混合方法以检验一门在线课程的有效性。该课程旨在促进留学生在学期内的跨文化能力发展。三个理论构成了此课程设计和研究的基础：跨文化发展连续体 （IDC）， 跨文化实践模型（Intercultural Praxis Model），以及跨文化知识与能力评估表（IKC VALUE Rubric）。利用留学前后分发的跨文化发展量表（IDI）， 本文作者们对110名干预组学生和88名对照组学生的数据集进行了分析。结果表明，与对照组相比，干预组学生在IDI分数从前测到后测的有意义增长方面取得了统计学上显著性的更高进步。此外，学生们描述了他们在特定领域的成长。这些发现通过评估一个基于理论的在线课程为留学文献做出了贡献。该课程根植于并提出了在学生参加留学项目期间开展跨文化能力发展的最佳实践，如团体辅导、阶段性教学法和批判性反思。
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Skrуpnіkova, Valeriia. "COMPONENTS, CRITERIA, INDICATORS AND LEVELS OF ASSESSMENT OF INTERCULTURAL COMPETENCE DEVELOPMENT OF FUTURE MASTERS OF MILITARY ADMINISTRATION." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (16) (2022): 52–57. http://dx.doi.org/10.17721/2415-369.2022.16.11.
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The article reveals the problem of identifying the main components, criteria, indicators and levels of the development of intercultural competence of future masters of military management. On the background of constant changes and innovations the requirements for military professionals related to the possession of intercultural competence are of particular importance. Based on the analysis of scientific and pedagogical works devoted to the study of intercultural competence in particular and competence in general the following components of intercultural competence in the conceptual model of the development of intercultural competence in future masters of military management were identified: Personal – an assemblage of individual psychological qualities that are important for a future MIA and a modern military practitioner in general. In our study the motivational-value and subject criterion is a component of the personality component; the affective-cognitive one is an aggregate of internal and external manifestations of emotion regulation, on the basis of which the regulation of interrelations in the intercultural space is carried out. They are based on a body of knowledge that is the basis for the development of intercultural competence with a projection for future intercultural communication (emotional and cognitive criterion); Communicative-activities – a set of skills and abilities to use intercultural knowledge for practical and effective solution of professional tasks in the intercultural space, the ability to effectively interact in the intercultural team – reveals the praxeological criterion. It is given, The identified criteria and indicators combined with the description of the intercultural competence proficiency levels will be able to reveal the current state of intercultural competence proficiency of future military management masters (presence or absence of some components of intercultural competence, The level of their expression), and in the long term together with the formed pedagogical toolkit – to assess comprehensively both the existing levels and the acquired ones in the process of intercultural competence development in the course of vocational training.
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Freitas, Maria Ester de. "Administração intercultural." Revista de Administração de Empresas 45, no. 3 (September 2005): 125. http://dx.doi.org/10.1590/s0034-75902005000300011.
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Huang, Yuelu, Charlotte Rayner, and Lee Zhuang. "Does intercultural competence matter in intercultural business relationship development?" International Journal of Logistics Research and Applications 6, no. 4 (December 2003): 277–88. http://dx.doi.org/10.1080/13675560310001626963.
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Yu, Wenyuan, Kathryn Cormican, Qiong Wu, and Suzana Sampaio. "In whom do we trust? Critical success factors impacting intercultural communication in multicultural project teams." International Journal of Information Systems and Project Management 9, no. 3 (October 27, 2021): 21–40. http://dx.doi.org/10.12821/ijispm090302.
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Trust is a significant enabler for intercultural communication in project teams. Researchers and practitioners, therefore, need to know which factors might enhance trust in intercultural communication. Contributing to the yet limited number of studies in the field of intercultural communication for multicultural project teams, this research theoretically analyzes and empirically investigates the enablers of trust for intercultural communication focusing on emotional intelligence, empathy, interaction, and transparency. Using a field sample of 117 experienced project managers working in multicultural project teams, we find that interaction and transparency significantly and positively influence trust in intercultural communication; empathy marginally and positively influences trust. Emotional intelligence does not exert an effect on it. These results provide novel theoretical and empirical insights which have practical implications for project managers. The findings direct suggestions for additional theoretical work.
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Gritsenko, V. V., O. E. Khukhlaev, R. I. Zinurova, V. V. Konstantinov, E. V. Kulesh, I. V. Malyshev, I. A. Novikova, and A. V. Chernaya. "Intercultural Competence as a Predictor of Adaptation of Foreign Students." Cultural-Historical Psychology 17, no. 1 (2021): 102–12. http://dx.doi.org/10.17759/chp.2021170114.
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The aim of the study is to determine the role of intercultural competence in the adaptation process of foreign students studying at Russian universities. The research is based on the author's model of intercultural competence, the main components of which are intercultural stability, intercultural interest, the lack of ethnocentrism and the management of intercultural interaction. The sample of the study consisted of 291 foreign students from Turkmenistan studying at universities in Kazan, Saratov, Penza, Rostov-on-Don, Khabarovsk, 291 students (48.5% — Women, average age is 22 years). We showed that intercultural com petence is a significant predictor in the adaptation of foreign students. We revealed different contribution of intercultural competence components to the effectiveness in the adaptation of foreign students. Among the components of intercultural competence only intercultural stability directly affects sociocultural adaptation. The absence of ethnocentrism reduces the effect of culture shock when a student enters a new cultural environment, but increases the success of his/her adaptation in this environment only together with intercultural stability. Two other components of intercultural competence: intercultural interest and the management of intercultural interaction have an impact on the successful adaptation of foreign students not directly, but through the activation of the desire to interact with Russian students and to increase the self-esteem in the effectiveness of intercultural communication with them. In turn these mediators are directly related to both psychological adaptation and intercultural stability. Thus we revealed the mechanism of intercultural competence influence on the adaptation of foreign students. The obtained results can be used to predict the adaptation of foreign students and to reduce the possible risks of their maladjustment in a new culture.