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Journal articles on the topic 'Transfer of intercultural experiences'
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1
Kirpitchenko, Liudmila. "Comparing Experiences of Academic Mobility and Migration." Comparative Sociology 13, no. 2 (May 8, 2014): 215–34. http://dx.doi.org/10.1163/15691330-12341301.
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Abstract Academic mobility and accompanying migration have become increasingly evident as manifestations of globalization and internationalization of education worldwide. This paper aims to provide some insights into intercultural communication in academia by comparing experiences of students and academics who partake in academic mobility or/and academic migration. It seeks to reflect on how differences in cultural patterns impact on the integrational experiences and outcomes of academic learning and everyday interactions. Two contrasting cultural patterns of collectivism and individualism are explored, as they are displayed in intercultural interactions among migrants and hosting societies. To expose this contrast effectively, this paper focuses on the Russian-speaking mobile academics and compares their intercultural experiences in academia of two countries—Italy and Australia. In-depth interviews were conducted with twenty-two academic migrants or/and mobile academics on their experiences, views and perceptions of intercultural integration in two diverse settings. This paper explores diverse aspects of intercultural dialogue and compares perceptions of intercultural integration and feelings of wellbeing. It analyses evolving empirical manifestations of cosmopolitanism in everyday intercultural interactions and argues that postmodern cosmopolitan milieu facilitates intercultural integration and enables knowledge transfer and creation of shared cultural meanings.
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Sparkman, David J. "Multicultural Experiences and the Secondary Transfer Effect of Intercultural Attitudes." Social Psychology 51, no. 4 (July 2020): 267–83. http://dx.doi.org/10.1027/1864-9335/a000414.
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Abstract. This research investigates whether multicultural experiences (MCEs) (1) improve attitudes toward primary outgroups, (2) improve attitudes toward secondary outgroups (the “secondary transfer effect”) – depending on the perceived similarity versus dissimilarity of the target group, and (3) affect ingroup reappraisal. The deprovincialization and attitude generalization hypotheses were also investigated as underlying mechanisms. A meta-analysis of effects across studies ( N = 633) revealed MCEs (1) improve primary attitudes ( r = .19), (2) improve, albeit more weakly, similar secondary attitudes ( r = .10), but have no significant effect on dissimilar secondary attitudes ( r = .07); (3) have no effect on ingroup reappraisal ( r = .04), and (4) only improve secondary attitudes through attitude generalization. Contributions, limitations, and emerging questions regarding deprovincialization are discussed.
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Gaur, Savita. "Bengáli Tűz: A Spectrum of Intercultural Transfer." Acta Universitatis Sapientiae, Philologica 10, no. 3 (December 1, 2018): 51–65. http://dx.doi.org/10.2478/ausp-2018-0027.
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Abstract A definite change occurs when two cultures interact and exchange information, which leads to the transformation in their respective cultures. Bengáli Tűz (Fire of Bengal) is a famous Hungarian journal and is often described as a travel journal or a novelistic voyage, which comes from the era of the early twentieth century and displays some impeccable shades of intercultural transfer. A Hungarian housewife went to India with her husband in 1929 and stayed there for three years while recording her personal experiences in a journal known as Bengáli Tűz in present time. Rózsa Hajnóczy’s journey started with a cultural shock that ended up in making her a knowledgeable person regarding a new culture. It is a chain of prominent events, narrating the story of how the author’s perspective about life met with a change and how she gained some openness and became culturally transformed. She had tears in her eyes when she left Hungary and came to India, as she was reluctant to leave her home, but after three years, when she departed from India, she again cried, but this time it was not for either India or Hungary. Her eyes were wet as she missed the notion of the entire “world” under the same roof. Other nationalities in this travel journal also underwent cultural transformation. The journal also showcases other compelling and significant topics, which makes it a tempting piece to read and an authentic piece of literature. Bengáli Tűz can be analysed from various points of view, of which here I chose “intercultural transfer”, but I am fully aware that a postcolonial reading would also offer fascinating insights into the journal.
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Marchant, Alissa Anne, Katherine Germak, and Stephanie Berzin. "A new method of international education: Using a consulting model to build social work skills in Chile." International Social Work 61, no. 6 (January 9, 2017): 884–90. http://dx.doi.org/10.1177/0020872816681659.
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International experiences in social work education have become more common in the last few decades. The literature has shown these experiences to improve students’ cultural competency, intercultural communication, and work habits. The literature focuses on diffused learning experiences, where students visit and hear from local agencies. This article offers a consulting model as an alternative experiential learning method. Master’s level students at the Boston College School of Social Work report improved cultural competence and also the development of hard skills, such as collaboration, that will transfer to future social work employment.
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O'Connell, Robert M., and Nuerzati Resuli. "Academic Challenges for Chinese Transfer Students in Engineering." Journal of International Students 10, no. 2 (May 15, 2020): 466–82. http://dx.doi.org/10.32674/jis.v10i2.674.
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This article describes a research study determining the most significant academic challenges experienced by Chinese transfer students in engineering at an American university. The survey-based study examined eight areas where transfer students may have academic difficulty and determined that the most significant of those concern transfer credit issues, student–instructor and student–student language difficulties, and classroom culture differences. The cultural differences, related to course syllabi, classroom discussion and group work, and frequency of assignments and exams, are partially explained in terms of a theoretical framework based on Hofstede’s power distance and risk avoidance elements. Recommendations are made of ways to ease these challenges and make the intercultural experience richer for both the transfer students and their American hosts.
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Sevisari, Undhan, and Ina Reichenberger. "Value co-creation in Couchsurfing – the Indonesian host perspective." International Journal of Culture, Tourism and Hospitality Research 14, no. 4 (July 24, 2020): 473–88. http://dx.doi.org/10.1108/ijcthr-09-2019-0156.
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Purpose Collaborative consumption experiences in tourism have been examined widely, yet predominantly focused on guest perspectives. Using the sharing economy platform Couchsurfing, this study aims to use value co-creation to explore hosting experiences in non-monetary accommodation sharing in a developing country, including hosts’ motivations to participate, the range of social practices during hosting and the value outcomes achieved through hosting. Design/methodology/approach Based on a social constructivist paradigm, 20 in-depth interviews and 1 focus group were conducted with experienced Couchsurfing hosts in Indonesia. Findings Findings highlight the exclusively intrinsic nature of hosts’ motivations and their subsequent impact on co-creational practices and value outcomes. Social practices revolve around the establishment and acquisition of social and cultural capital and providing guests with authentic local and cultural tourist experiences. Hosts reported value outcomes relating to friendship, knowledge, an improved sense of self and employment opportunities. Research limitations/implications The results of this research may not be transferable to Western accommodation sharing settings or more rural and less touristically developed regions within developing countries. Social implications It is argued that hosting can contribute positively to host communities in developing countries by facilitating intercultural communication and knowledge transfer while enhancing cultural self-identity and professional advancement. Originality/value The majority of existing research on accommodation sharing has examined guest perspectives while being placed within predominantly Western contexts. This paper adds new knowledge by exploring the host perspective and examining the impacts of the sharing economy in a developing country.
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Pierse, Michael. "‘A dance for all the outcasts’: Class and Postcolonialism in Brendan Behan's An Giall and The Hostage." Irish University Review 44, no. 1 (May 2014): 92–115. http://dx.doi.org/10.3366/iur.2014.0105.
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As Susan Bassnett and Harish Trivedi argue, ‘translation does not happen in a vacuum, but in a continuum; it is not an isolated act, it is part of an ongoing process of intercultural transfer’. In understanding Brendan Behan's most celebrated and controversial translation, of his spare Irish language play An Giall (1958) to its riotous English counterpart The Hostage (1958), understanding the problematic ‘intercultural transfer’ between British and Irish life in the 1950s is crucial. Comparisons between both works reveal significant changes that illuminate Behan's relationship with both nations and provide a sometimes oblique metacommentary regarding his most pressing political and personal anxieties. Yet for all their differences, the plays also share a common desire to transcend the divisions forged by the colonial experience through critical understandings of life on either side of the Irish Sea. In this essay, I argue that Behan's act of transculturation reveals a great deal more reflexivity and depth than many of his critics would allow, developing an iconoclastic dialogue between British and Irish mid-century life.
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Kozak, Alla. "TRAINING AS AN EFFECTIVE METHOD OF PREPARING INTERNATIONAL RELATIONS FACULTY STUDENTS FOR INTERCULTURAL COMMUNICATION." Міжнародні відносини, суспільні комунікації та регіональні студії, no. 1 (9) (February 9, 2021): 73–82. http://dx.doi.org/10.29038/2524-2679-2021-01-73-82.
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The article deals with the functional orientation of the training on the formation of the readiness of students, the future professionals in the field of international relations to intercultural communication. As practice has shown, training is an effective method (technology) of forming students' readiness to intercultural communication and helps to immerse deeply into the active controlled communication.
Training is usually associated with a set of exercises according to a special methodology developed on a scientific basis, carried out by a qualified specialist. As a didactic technology, training is a planned program of various exercises for the formation and improvement of skills and abilities in a particular area of human activity.
In the field of intercultural relations by using the training, the acquaintance with intercultural differences in interpersonal relations through emotionally colored activities, re-playing situations and their analysis, which allows you to transfer the acquired knowledge to new situations takes plays.
Emphasis is placed on the fact that the training actualizes communicative needs, intercultural potential of students as a method of teaching an effective communication, that allows communication partners to acquire the necessary skills and experience of communication and interaction, develop self-confidence, ability to flexible relationships. The typology of trainings is considered, which purposefully prepare for communication within a certain specific culture.
The use of different exercises at different stages of training and some rules of training are described. It is obvious that the training of intercultural communication is a real in nature and content attempt to find an adequate, correct and appropriate way to interact with representatives of another culture, which is based on equality, self-esteem, recognition and respect for the human rights. It combines informational and activity aspects, which allows to "deploy" communicative problems in dynamics, as in the process of training the participants mastered strategies to achieve cultural competence aimed at replenishing knowledge about the cultural identity of the partner, developed empathy and tolerance, mastered sociocultural knowledge. formed the skills of effective intercultural communication, confirming its effectiveness in shaping students' readiness for intercultural communication.
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Jurásek, Miroslav, Irina Strelnikova, and Janna Lédlová. "Transfer of Social Competencies to the Intercultural Environment. The Relationship between Social and Cultural Intelligence." ACTA VŠFS 15, no. 1 (June 2021): 63–92. http://dx.doi.org/10.37355/acta-2021/1-04.
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Purpose of the article: The purpose of this quantitative empirical study is to examine the relationship between social and cultural intelligence. The aim is to determine whether social skills are transferable and applicable anywhere, regardless of external conditions given by cultural diff erences. Methodology/methods: Data were collected using an online questionnaire, which was completed by 92 students studying economics and management at universities in the Czech Republic. Data were analyzed using the PLS-SEM method. Scientific aim: The aim is to determine the predictive power of the social intelligence construct (SQ) (and their individual components - processing, skills and awareness) on the target variable, cultural intelligence (CQ). The mediation influence of two traditional antecedents of cultural intelligence, language skills and intercultural, experience is compared. The stability (immutability) of the basic theoretical model, the relationship between social and cultural intelligence, depending on gender, is also examined. Findings: It has been found, that there is a statistically significant positive relationship between social and cultural intelligence. Social skills have the greatest eff ect on cultural intelligence, but our data did not confi rm the statistically signifi cant effect of one dimension of SQ (awareness). The relationship between SQ and CQ is well explained by language skills; complementary mediation was confirmed. On the contrary, the second mediator examined, intercultural experience, does not explain the SQ-CQ relationship. Only a direct eff ect was identifi ed. The found relationship applies equally to men and women. No statistically significant difference was found between the two groups. Conclusions: The results of our study are important for HR management and personnel management, who select new employees. The knowledge can also be used to make decisions about sending employees abroad: individuals with a high SQ are likely to do well and be work-effi cient, both at home and abroad. A limitation of our research to some extent distorting its results and findings is a relatively small sample, or certain problems associated with the measurement of individual constructs. Suggestions for further research are discussed.
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Lim, Shing Yu Jolene, and Vighnarajah. "Influence of Student Isolation on Students’ University Learning Experiences: Perspectives of Academic, Social and Psychological Development." SHS Web of Conferences 53 (2018): 05005. http://dx.doi.org/10.1051/shsconf/20185305005.
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With the latitude of globalisation spreading across countries in the world, student transfer and studying abroad have been made easier and more economical for students who intend to further their studies abroad. This growing population of international students shows the need to start addressing critical underlying issues regarding accommodation of new environment of international freshmen, plausible barriers faced by international students at their host countries and measures to minimise negative impression of intercultural communication. The growing amalgamation of local and international cultures also evinces symptoms of isolation among the local students. In light of this aim, this descriptive-analytical study investigates the correlation between student isolation and their university learning experiences, with the latter variable indexed in terms of academic, social and psychological isolation. A total of 581 students across various disciplines participated in this study. Findings provide rich, descriptive understanding of the phenomenon of student isolation, and facilitate the awareness to all stakeholders to give more leverage in the engagement and management of such issue in the educational context. Conclusively, findings have shown the importance of prioritising students’ needs from a holistic view as every aspect intertwines to enhance students’ success rate during their learning journey in university, as well as employability rate after their graduation.
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Kulikova, Ludmila Viktorovna, and Elizaveta Iuliponasovna Mikalauskaite. "Xenonarrative texts in literary and narrative communication: functional and pragmatic approach." Communication Studies 7, no. 2 (June 30, 2020): 403–18. http://dx.doi.org/10.24147/2413-6182.2020.7(2).403-418.
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The article is devoted to the pragmatic analysis of literary xeno-narrative – a
special type of literary and narrative communication that implements specific
communicative functions and strategies aimed at discursive processing of cultural and linguistic otherness. The discursive processing of cultural otherness is
understood as a process of verbal reflection of foreign cultural experience in literary xeno-narrative based on multilevel language means and understanding of
the cultural and conventional norms of another linguistic culture in order to minimize the stress of intercultural adaptation. The paper defines the essential features of xeno-narrative, defined as a literary narrative, thematically immersed in
the discourse of intercultural interaction, pragmatically reflecting the method of
discursive processing of cultural foreignness and intentionally aimed at verbal transfer of mental experience from the author to the reader in the format of literary and narrative communication. The use of discursive, contextual and intent
analysis of narrative allowed us to identify functionally and pragmatically determined linguistic and cultural conventions means of discursive processing in
xeno-narrative. The following functions of xenonarrative were determined: minimizing the stress of cultural adaptation and verbal transfer of mental experience.
In addition, three author’s strategies in literary xeno-narrative were described.
The otherness identification strategy includes several trajectories for evaluating
the friend / foe categories: “friend” can be connected both positively and negatively, “foe” is hostile at the initial stage of adaptation, but assimilation mitigates
negative evaluation semes. The strategy of language acculturation is analyzed in
the focus of the secondary language personality formation. The subjectification strategy is aimed at the most complete perception of the system of author's meanings
and images, as well as at the reader’s emotional involvement and empathy. Conclusions in the work are made on the basis of the texts of literary xeno-narratives
“Die undankbare Fremde” by I. Brezhna and “Girl in translation” by J. Kwok, as
well as the electronic corps of Russian, English and German readers' reviews.
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Namukwaya, Harriett. "Beyond Translating French into English: Experiences of a Non-Native Translator." TranscUlturAl: A Journal of Translation and Cultural Studies 5, no. 1-2 (March 23, 2014): 61. http://dx.doi.org/10.21992/t9r906.
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This paper documents a non-native translator’s experience in an academic setting, focusing on the challenges of translating different kinds of texts from French into English at the Institute of Languages, Makerere University. Makerere Institute of Languages (MIL) is composed of four clusters: Foreign Languages, African Languages, Communication Skills and Secretarial Studies, Service Courses and Soft Skills (Wagaba 97). The services offered include teaching language skills and culture to university students and the general public; communication skills to people who want to improve in English, French, German, Arabic, Swahili and local languages; and translation and interpretation in the languages mentioned above. These services are offered at this institute because there is no other well-recognised institution in Uganda that engages in translation or interpretation, yet there is always a big demand for them. The emphasis in this study is on teachers of French who also render translation services to a wide range of clients at the Institute of Languages. The main focus is on the experiences and opinions of non-native translators. The aim is to highlight the challenges a non-native translator encounters in the process of translating different categories of documents from French into English for purposes of validation of francophone students’ academic documents and their placement in Uganda universities, verification of academic qualification of teachers from francophone countries who come to Uganda in search of teaching jobs, and mutual understanding at international conferences held in Uganda whose delegates come from francophone countries. Selected texts will be critically examined to illustrate the specific challenges a non-native speaker encounters while translating from and into a language or languages which are not his/her first language or mother tongue. The paper deals with the following questions: What does the process of translating involve? What are the challenges encountered? Does every fluent French language teacher qualify to be a competent translator? What factors determine ‘competence’ in translation? What are the limitations faced in an academic setting? The discussion is based on the premise that competence in translation requires linguistic and intercultural competence, among other competencies. The outcome contributes to the understanding that translation in any setting is ultimately a human activity, which enables human beings to exchange information and enhance knowledge transfer regardless of cultural and linguistic differences.
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Carpes, Aletéia, Flavia Scherer, Daniel Diniz, and Thiago Antonio Beuron. "Brazilian Internationalization Strategies for China and Their Reflections in the Intercultural Adjustment of the Brazilian Expatriate Individual." Revista Ibero-Americana de Estratégia 10, no. 3 (December 2, 2011): 22–48. http://dx.doi.org/10.5585/ijsm.v10i3.1768.
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The search for sites with greater strategic location advantage for the development of activities means that for some companies in the footwear sector, China represents a favorable site for the establishment of factories and commercial offices. The transfer of activities to foreign territory accords the inherent benefits of proximity to the chosen country, but highlights the challenges of choosing and preparing people for appropriate international action and following up on the development of selected work abroad. Business performance abroad is influenced by the performance of the individual expatriate, and the greater the difference of culture experienced between the country of origin and the country to which the individual will relocate, the lower the psychological comfort of the expatriate. Knowing this, this study’s objective was to check the reflection of the internationalization of China in the individual expatriate intercultural adjustment, through the Black model, Mendehall and Oddou (1991). Among other findings, researchers noted the absence of advance directives coming from the expatriate company, the obstacle of psychic distance in the adjustment of the individual, and the reactive posture of Brazilians as a way of adjusting to the circumstance.
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Mendoza Moreira, Francisco Samuel, Jacqueline Rosalfa Terranova Ruiz, Víctor Geovanny Zambrano Cedeño, and María Manuela Macías Loor. "ESTRATEGIAS DE SENSIBILIZACIÓN Y ATENCIÓN PARA LA GENERACIÓN DE INTERÉS EN EL APRENDIZAJE DE LENGUA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (September 27, 2016): 17. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.477.
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Abstract:SENSIBILATION AND ATTENTION STRATEGIES FOR THE INTERES GENERATIONIN THE LANGUAGE LEARNINGThe generation of learning processes in the Language Arts area is one of the challenges that high school teachers takes, to a generation that every day is losing interest for oral and written communication uses by the appearance of Telematics and virtues and benefits that provide in the transfer of information through channels such as internet and their tributaries. In this context of competing interests , the psycho pedagogy models offered contain in their elements a set of mental processes that explored from neuroscience are responsible for building cognitive schemes that result highly significant and lasting learning, to enable the bachelor exceed the test quality standards implemented by the National Institute for Educational Evaluation (INEVAL) and the National Test of higher Education (ENES) requirements to pass the intermediate level and join higher education respectively. The experience performed at the Center for Teaching Practice: Juan Montalvo High School of Education Faculty of University Eloy Alfaro of Manabi, begins in an exploration of the strategies used by teachers and evaluation of students response against these methodologies, which generated the key to try new practices that combine cooperative purposes to intercultural practices with specific strategies language learning idea.Keywords: Cooperative learning, cognitive strategies, communicative competence, intercultural development, meaningful learning.Resumen:La generación de procesos de aprendizajes en el área de Lengua y Literatura es uno de los retos que asumen los profesores de bachillerato ante una generación que cada día va perdiendo interés en el uso de la comunicación oral y escrita por la aparición de la telemática; las virtudes y ventajas que éstas brindan en la transferencia de información a través de canales más amplios como lo es el internet y sus afluentes. En este marco de competencia de intereses, los modelos psicopedagógicos ofertados a la pedagogía contienen entre sus elementos un conjunto de procesos mentales que explorados desde la neurociencia son los responsables de construir esquemas cognitivos que resultan en aprendizajes altamente significativos y duraderos, que le permitan al bachiller superar las pruebas de estándares de calidad implementadas por el Instituto Nacional de Evaluación Educativa (INEVAL) y el Examen Nacional de Educación Superior (ENES), requisitos para aprobar el nivel medio e ingresar a la formación superior respectivamente. La experiencia realizada en el Centro de Práctica Docente: Colegio Juan Montalvo de la Facultad de Educación de la Universidad Laica Eloy Alfaro de Manabí, inicia en una exploración de las estrategias utilizadas por los docentes y la evaluación de la respuesta de los estudiantes frente a estas metodologías, lo que generó la idea fundamental para intentar nuevas prácticas con fines cooperativos que combinen prácticas interculturales con estrategias propias del aprendizaje de la lengua.Palabras clave: Aprendizaje cooperativo, estrategias cognitivas, competencia comunicativa, desarrollo intercultural, aprendizaje significativo.
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Forbes, David, and Pornpit Wongthongtham. "Ontology based intercultural patient practitioner assistive communications from qualitative gap analysis." Information Technology & People 29, no. 2 (June 6, 2016): 280–317. http://dx.doi.org/10.1108/itp-08-2014-0166.
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Purpose – There is an increasing interest in using information and communication technologies to support health services. But the adoption and development of even basic ICT communications services in many health services is limited, leaving enormous gaps in the broad understanding of its role in health care delivery. The purpose of this paper is to address a specific (intercultural) area of healthcare communications consumer disadvantage; and it examines the potential for ICT exploitation through the lens of a conceptual framework. The opportunity to pursue a new solutions pathway has been amplified in recent times through the development of computer-based ontologies and the resultant knowledge from ontologist activity and consequential research publishing. Design/methodology/approach – A specific intercultural area of patient disadvantage arises from variations in meaning and understanding of patient and clinician words, phrases and non-verbal expression. Collection and localization of data concepts, their attributes and individual instances were gathered from an Aboriginal trainee nurse focus group and from a qualitative gap analysis (QGA) of 130 criteria-selected sources of literature. These concepts, their relationships and semantic interpretations populate the computer ontology. The ontology mapping involves two domains, namely, Aboriginal English (AE) and Type II diabetes care guidelines. This is preparatory to development of the Patient Practitioner Assistive Communications (PPAC) system for Aboriginal rural and remote patient primary care. Findings – The combined QGA and focus group output reported has served to illustrate the call for three important drivers of change. First, there is no evidence to contradict the hypothesis that patient-practitioner interview encounters for many Australian Aboriginal patients and wellbeing outcomes are unsatisfactory at best. Second, there is a potent need for cultural competence knowledge and practice uptake on the part of health care providers; and third, the key contributory component to determine success or failures within healthcare for ethnic minorities is communication. Communication, however, can only be of value in health care if in practice it supports shared cognition; and mutual cognition is rarely achievable when biopsychosocial and other cultural worldview differences go unchallenged. Research limitations/implications – There has been no direct engagement with remote Aboriginal communities in this work to date. The authors have initially been able to rely upon a cohort of both Indigenous and non-Indigenous people with relevant cultural expertise and extended family relationships. Among these advisers are health care practitioners, academics, trainers, Aboriginal education researchers and workshop attendees. It must therefore be acknowledged that as is the case with the QGA, the majority of the concept data is from third parties. The authors have also discovered that urban influences and cultural sensitivities tend to reduce the extent of, and opportunity to, witness AE usage, thereby limiting the ability to capture more examples of code-switching. Although the PPAC system concept is qualitatively well developed, pending future work planned for rural and remote community engagement the authors presently regard the work as mostly allied to a hypothesis on ontology-driven communications. The concept data population of the AE home talk/health talk ontology has not yet reached a quantitative critical mass to justify application design model engineering and real-world testing. Originality/value – Computer ontologies avail us of the opportunity to use assistive communications technology applications as a dynamic support system to elevate the pragmatic experience of health care consultations for both patients and practitioners. The human-machine interactive development and use of such applications is required just to keep pace with increasing demand for healthcare and the growing health knowledge transfer environment. In an age when the worldwide web, communications devices and social media avail us of opportunities to confront the barriers described the authors have begun the first construction of a merged schema for two domains that already have a seemingly intractable negative connection. Through the ontology discipline of building syntactically and semantically robust and accessible concepts; explicit conceptual relationships; and annotative context-oriented guidance; the authors are working towards addressing health literacy and wellbeing outcome deficiencies of benefit to the broader communities of disadvantage patients.
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Owsianowska, Sabina. "TOURISM FROM AN ANTHROPOLOGICAL PERSPECTIVE IN THE JOURNAL “FOLIA TURISTICA” (1990-2018)." Folia Turistica 50 (September 30, 2019): 23–24. http://dx.doi.org/10.5604/01.3001.0013.4504.
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Purpose. The objective of the article is an attempt to present the contribution of the scientific journal “Folia Turistica” to the development of research and transfer of humanistic knowledge about tourism, with particular emphasis on anthropology and (anthropologising) sociology, as both disciplines were important in creating the theory of tourism. Method. Qualitative research; discourse analysis; query of the published issues of “Folia ...” – from 1-1990 to 49-2018. Findings. The results of the analysis of the journal refer to humanistic knowledge on tourism studied from anthropological, cultural, sociological, (socio)linguistic and interdisciplinary perspectives. Increasing the role of anthropological knowledge in education and studies on tourism is a chance to acquire competences that are useful in understanding various aspects of tourist experiences and intercultural relations. Scientific journals, serving as a forum for the exchange of ideas, criticism and debates, co-create this process, reflect the trends which are popular in the research community and set new paths of inquiry. The profile of subsequent volumes of “Folia ...” illustrates the stages of development of studies on tourism, as evidenced by the presence of texts discussing current issues, theories and methods. Research and conclusions limitations. The article is based on qualitative and hermeneutic research and concerns one journal, which limits the possibilities of comparing and generalising the results. The analysis allows to identify humanistic issues (including those anthropological) in relation to tourism, without quantitative data illustration of, for example, the frequency of occurrence regarding a given topic, method or theory. Practical implications. The work may be important for researchers seeking information on the role of the studied journal in the transfer of knowledge on tourism. The conclusions from the analysis show the process of including content focused on the cultural and social nature of tourism, reflecting the development of studies on this phenomenon in Poland. The results are interpreted in a broader epistemological context and may contribute to the debate on prospects concerning further development of interdisciplinary tourism studies. Originality. This is the first study of this type on the subject of the periodical “Folia Turistica”, one of the most important Polish scientific journals in the field of tourism. Type of work. Review article, supplemented by author’s empirical research.
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Owsianowska, Sabina. "Tourism from an Anthropological Perspective in the Journal “Folia Turistica” (1990-2018)." Folia Turistica 50, no. 2 (October 31, 2019): 12. http://dx.doi.org/10.5604/01.3001.0013.5105.
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Purpose. The objective of the article is an attempt to present the contribution of the scientific journal “Folia Turistica” to the development of research and transfer of humanistic knowledge about tourism, with particular emphasis on anthropology and (anthropologising) sociology, as both disciplines were important in creating the theory of tourism. Method. Qualitative research; discourse analysis; query of the published issues of “Folia Turistica” – from 1-1990 to 49-2018. Findings. The results of the analysis of the journal refer to humanistic knowledge on tourism studied from anthropological, cultural, sociological, (socio)linguistic and interdisciplinary perspectives. Increasing the role of anthropological knowledge in education and studies on tourism is a chance to acquire competences that are useful in understanding various aspects of tourist experiences and intercultural relations. Scientific journals, serving as a forum for the exchange of ideas, criticism and debates, co-create this process, reflect the trends which are popular in the research community and set new paths of inquiry. The profile of subsequent volumes of “Folia ...” illustrates the stages of development of studies on tourism, as evidenced by the presence of texts discussing current issues, theories and methods. Research and conclusions limitations. The article is based on qualitative and hermeneutic research and concerns one journal, which limits the possibilities of comparing and generalising the results. The analysis allows to identify humanistic issues (including those anthropological) in relation to tourism, without quantitative data illustration of, for example, the frequency of occurrence regarding a given topic, method or theory. Practical implications. The work may be important for researchers seeking information on the role of the studied journal in the transfer of knowledge on tourism. The conclusions from the analysis show the process of including content focused on the cultural and social nature of tourism, reflecting the development of studies on this phenomenon in Poland. The results are interpreted in a broader epistemological context and may contribute to the debate on prospects concerning further development of interdisciplinary tourism studies. Originality. This is the first study of this type on the subject of the periodical “Folia Turistica”, one of the most important Polish scientific journals in the field of tourism. Type of work. Review article, supplemented by author’s empirical research.
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Schröder, Ulrike. "Talking about intercultural experiences." Intercultural Pragmatics and Cultural Linguistics 7, no. 1 (July 8, 2020): 15–37. http://dx.doi.org/10.1075/ijolc.00025.sch.
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Abstract The aim of this paper is to ask how exchange students retrospectively co-construct their first ‘culture shock’ experiences on a verbal, vocal, and visual plane. The results show that the different co-occurring levels of communication in the talk of the students offer various insights into cognitive processes: (1) Metaphorical and metonymical gestures are frequently used to represent or compress cultural dimensions in moments of high involvement and emphatic speech style. (2) Such gestures are also often historically and culturally embedded and may additionally serve to gain laughter from the co-participants in order to exaggerate the effect of cultural confrontation, underpinned by the use of prosodic cues. (3) Other prosodic means such as creaky voice may be used as a metaphorical marker for distance and represent therefore another type of cultural shock marker. (4) A dynamic understanding of blending theory might be a tool for laying cognitive processes of intercultural experiences open for the researcher.
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Balogh, Dorka. "The Role of Genres and Text Selection in Legal Translator Training." Studies in Logic, Grammar and Rhetoric 58, no. 1 (June 1, 2019): 17–34. http://dx.doi.org/10.2478/slgr-2019-0015.
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Abstract The development of genre-awareness is a key issue in legal translator training, as, according to research, semantic text comprehension depends largely on the recognition of genres/text types. Legal translators must be familiar with the rhetorical and textual conventions of legal genres both in the source- and the target language – the two code systems – to realise the communicative aim of the translation, and to be able to produce texts that are acceptable by the professional community. Consequently, in legal translator training the development of intercultural competence has double implications: it refers not only to the ability to transfer between legal systems, but also between legal genres. The biggest challenge of translator training is to improve skills and competences effectively through a selection of texts that realistically meet the changing needs of the translation market, but, at the same time, can be successfully adjusted to the level of proficiency attained by students at different levels of the training. Drawing on both practical experience and empirical research, the paper attempts to present a methodological scheme for the selection and grading of legal genres and text types in legal translator training, taking into account some of the functional typologies, and several other relevant aspects. With a practical approach, the selected genres are introduced in the context of exercises aimed at improving genre-transfer competence and some other skills vital for legal translators. Although the presented scheme/case study has been designed for an actual 3-semester legal translator training where students have legal degrees, it is supplemented with further methodological guidelines so that it can be adapted to other legal translator trainings of any level.
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Eginli, Aysen Temel. "FROM THE INTERCULTURAL COMMUNICATION BARRIERS TO THE INTERCULTURAL ADAPTATION: INTERCULTURAL COMMUNICATION EXPERIENCES." IJASOS- International E-journal of Advances in Social Sciences 2, no. 4 (2016): 32. http://dx.doi.org/10.18769/ijasos.20521.
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Dalib, Syarizan, Minah Harun, and Norhafezah Yusoff. "Reconceptualizing Intercultural Competence: A Phenomenological Investigation of Students’ Intercultural Experiences." Procedia - Social and Behavioral Sciences 155 (November 2014): 130–35. http://dx.doi.org/10.1016/j.sbspro.2014.10.268.
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Tian, Mei, and John Anthony Lowe. "Intercultural Identity and Intercultural Experiences of American Students in China." Journal of Studies in International Education 18, no. 3 (August 19, 2013): 281–97. http://dx.doi.org/10.1177/1028315313496582.
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Ahmed, Abdulatif Hajjismael, Osman Alfahim Osman Hamed, and Svetla Gocheva. "Intercultural Conflict and Experiences of International Students in Turkey." Open Education Studies 2, no. 1 (October 22, 2020): 202–13. http://dx.doi.org/10.1515/edu-2020-0120.
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AbstractConflict is a part of daily life and it can occur for many reasons. In an intercultural environment, both international and local people can face conflict due to their interactions. Even though there has been an exponential increase in the growth of international students in Turkey in recent years, little is known about their experiences in the realm of intercultural conflicts. Therefore, the main objective of this study was to assess the occurrence of intercultural conflicts among international students at Anadolu University. In particular, the study sought to examine possible intercultural conflicts this group of students might experience, international students’ intercultural awareness, the major sources of the intercultural conflict and how the international students cope with intercultural conflict. A qualitative research method with phenomenological research design was utilized and semi-structured in-depth interviews were used to gather data. The analysis of the study was organized into six themes, namely: awareness, approach, experience, communication style, worldview change, and coping strategy. Except for the last theme, the obtained data aligned with the literature. Findings revealed that the international students experienced intercultural conflicts mainly due to lack of intercultural competence. Based on these findings, recommendations for future studies were suggested.
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Vorster, Lizette, Eva Kipnis, Gaye Bebek, and Catherine Demangeot. "Brokering Intercultural Relations in the Rainbow Nation: Introducing Intercultural Marketing." Journal of Macromarketing 40, no. 1 (September 10, 2019): 51–72. http://dx.doi.org/10.1177/0276146719875189.
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This paper considers the role of marketing in building intercultural relations in superdiverse, post-colonial societies, using post-apartheid South Africa as a case study. Drawing on neo-institutional theory, we analyze South African advertising campaigns to determine how marketing brokers intercultural relations by legitimizing social meanings conveyed through nation-building ideologies and consumers’ lived experiences. We examine whether marketing outputs align with stages of Rainbow Nation-building strategies and types of consumers’ lived experiences of South Africa’s superdiversity. We then derive a conceptualization of intercultural marketing, which we characterize as an approach focused on brokering meanings of convivial intercultural engagement and collective development of societal welfare goals. We contribute to macromarketing theory, directing attention to the important brokering role marketing has, in bridging conceptions of reconciliatory social development held by public policy makers and by societies’ populations. By conceptualizing intercultural marketing, its goals and tools, we contribute to multiculturally-sensitive marketing research and practice advancement.
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De Vita, Gabriella Esposito, and Stefania Oppido. "Inclusive Cities for Intercultural Communities. European Experiences." Procedia - Social and Behavioral Sciences 223 (June 2016): 134–40. http://dx.doi.org/10.1016/j.sbspro.2016.05.333.
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Tomé‐Fernández, María, Juan Senís‐Fernández, and Diego Ruiz‐Martín. "Values and Intercultural Experiences Through Picture Books." Reading Teacher 73, no. 2 (April 19, 2019): 205–13. http://dx.doi.org/10.1002/trtr.1813.
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Beresova, Jana. "Teachers’ beliefs and students’ experiences." Global Journal of Foreign Language Teaching 6, no. 4 (November 11, 2016): 177–86. http://dx.doi.org/10.18844/gjflt.v6i4.1667.
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The article is based on the preliminary results of an ongoing research project that seeks to explore intercultural communicative competence of language teachers and university students. The article reports teachers’ beliefs and students’ experiences concerning intercultural communicative competence teaching and learning, gained by means of questionnaires. As Likert-type scales use fixed choice response formats and are designed to measure attitudes and opinions, they were used in the measurement of students’ statements that were asked to be evaluated in a survey, carried out in three different periods (steps). Teachers’ beliefs result from a long questionnaire, focused on data about how teachers perceive the cultural dimension of English language teaching and learning. The conclusions are based on data collected in a five-year study that need further investigation in the currently run project. Several recommendations for pre-service and in-service teacher training are commented on in the end. Keywords: teaching English, learning English, acquiring target culture, intercultural communicative competence.
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Ihtiyar, Ali. "Muslim customer’s shopping experiences in multicultural retail environment." Journal of Islamic Marketing 10, no. 1 (March 4, 2019): 336–56. http://dx.doi.org/10.1108/jima-07-2017-0073.
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PurposeThis study aims to understand better the impact of intercultural communication, social environment and personality on customer satisfaction and post-purchase stage in retailing from Muslim customers’ perspective. In this endeavour, this study illustrates the unique context of intercultural communication to highlight several improvements contributing towards the advancement of intercultural communication literature.Design/methodology/approachThis research adopted a survey approach where 450 questionnaires were obtained among selected grocery retailers in Klang Valley, Malaysia. The measurement of the constructs and their interrelationships were examined based on partial least squares structural equation modelling (PLS-SEM).FindingsThe findings partially validated the proposed framework with statistically significant relationships among all constructs. Furthermore, it exposed additional insights into some practical and conceptual solutions for addressing intercultural communication of religiously and culturally diverse service encounters in the Malaysian grocery retail industry. These contributions postulated an impetus for future research in various service settings.Originality/valueBased on the theories, this study assessed the role of the social environment and personality of grocery retail customers on intercultural communication competence (ICC). It also examined the impacts of ICC on inter-role congruence and interaction comfort. It is anticipated that by filling this knowledge gap, the research assisted in strengthening retail communication strategies, which require intercultural communication adjustments in a multicultural business environment. ICC is expected to improve the retail industry’s competitiveness when it positively influences inter-role congruence and interaction comfort among customers.
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Eguchi, Shinsuke, and Mary Jane Collier. "Critical Intercultural Mentoring and Allying." Departures in Critical Qualitative Research 7, no. 2 (2018): 49–71. http://dx.doi.org/10.1525/dcqr.2018.7.2.49.
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In this essay, we write about our collaborative experiences with faculty mentoring/allying relationships using autoethnography. From two different locations of academic faculty standing, we articulate that faculty mentoring/allying relationships can be sites of critical intercultural communication praxis in which differences informed by historical and existing power relations are productively discussed and acknowledged. However, these are easier to talk about than to practice. Thus, we share our continuing struggle to complicate the notion of faculty mentoring/allying and offer our experiences as complex, fluid, multiple, and contextual productions and constitutions of differences.
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Cater, Melissa, J. C. Bunch, and Shelli Danjean. "Assessing the Prior Intercultural Experiences, Motivating Factors and Deterrents influencing 4-H Members’ Intention to Participate an International Experience Program." Journal of International Agricultural and Extension Education 23, no. 2 (July 15, 2016): 25–37. http://dx.doi.org/10.5191/jiaee.23202.
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International experience programs (IEPs), such as International 4-H Youth Exchange (IFYE) and other programs employed by U.S Cooperative Extension Programs and international partners, can forge students’ development of a global perspective. The purpose of this study was to determine 4-H members’ prior intercultural experience, perceived motivating factors to participation in an IEP, perceived deterrents to participation in an IEP, and 4-H members’ intentions to participate in an IEP; and to explain 4-H members’ intention to participate in an IEP. Results of this study suggest that 4-H members’ intention to participate in an IEP is predicted by prior intercultural experiences. The effect of prior intercultural experiences is mediated by motivating factors, that is as motivating factors increase, intent increases while reducing the effect of prior intercultural experiences. A recommendation for practitioners to use to bridge the gap between 4-H members and other cultures is to provide varied intercultural experiences in or near the youths’ own community.
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Bhugun, Dharam. "Intercultural Parenting in Australia." Family Journal 25, no. 2 (April 2017): 187–95. http://dx.doi.org/10.1177/1066480717697688.
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This study employed a qualitative and social constructionist approach to examine cultural differences in intercultural parenting and how parents negotiated cultural differences. Semistructured, in-depth interviews were conducted with 14 intercultural couples/parents. Thematic analysis was used to analyze data and understand the meanings of participants’ experiences. The findings revealed that while intercultural couples experienced several similar aspects of parenting experienced by monocultural couples, their experiences were exacerbated because of the cultural differences. The most common descriptions of differences and uniqueness in parenting were identified as (a) discipline, (b) sleep patterns, (c) cultural taboos refood and traditional medical practices, (d) children’s socialization process, (e) education, (f) language and communication, (g) role of children, and (h) the role of extended families. Five major conflict resolution strategies were identified: (a) communication, (b) compromise, (c) sphere of rule, (d) asymmetrical decision-making, and (e) individual traits. Practical implications for therapists and counsellors working with intercultural parents/couples are discussed.
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Paas, Stefan. "Intercultural Theology and Missiology." Interreligious Studies and Intercultural Theology 1, no. 1 (March 27, 2017): 133–39. http://dx.doi.org/10.1558/isit.32687.
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Missiology must become a truly intercultural theological discipline, processing the insights and experiences of Christians from all over the planet, including the vast majority who find that evangelism is the heart of mission. Such an intercultural missiology will take mission seriously as transcultural witness, proclamation, and persuasion (Feldtkeller 2013).
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Dai, Kun, and Jaime Garcia. "Intercultural Learning in Transnational Articulation Programs." Journal of International Students 9, no. 2 (May 15, 2019): 362–83. http://dx.doi.org/10.32674/jis.v9i2.677.
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Many Chinese universities engage in transnational higher education by establishing articulation programs with international partners. Although research has broadly investigated transnational higher education topics, few studies have explored Chinese students’ intercultural learning and adjustment experiences in these programs. This qualitative study explored seven Chinese students’ experiences in two China-Australia articulation programs to add insights to this under-researched topic. The findings indicated that research participants’ intercultural learning experiences were far more complex than the theoretical model of “stress-adaptation-development.” The students’ agency, identity, and belonging underwent dynamic changes due to academic inconsistencies and differences, including the use of technology, assessment, and teaching strategies. This study suggests that it is important for educators to consider educational differences in designing and implementing transnational articulation programs.
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Navaitienė, Julita, Daiva Račelytė, and Violeta Rimkevičienė. "Adaptation of Handbook for Development of Intercultural Competence: the Experiences." Pedagogika 119, no. 3 (September 23, 2015): 33–44. http://dx.doi.org/10.15823/p.2015.021.
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The present reflection article discloses the experiences gained during the adaptation of the material for intercultural competence development. The resource book Building Intercultural Competences: A Handbook for professionals in education, social work and health care was selected and its material was adapted to educational context of VET students and teachers. The framework of adaptation of the Handbook is presented in the article. The study was done to investigate the VET students’ and teachers’ needs for intercultural competence development.
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Lo, Emma. "Intercultural Transfer and Balinese Gamelan Preservation." International Journal of Interreligious and Intercultural Studies 3, no. 1 (April 28, 2020): 27–34. http://dx.doi.org/10.32795/ijiis.vol3.iss1.2020.682.
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The influence and spread of traditional Balinese music over time and across regions has been conducted through a number of different channels. In addition to locally-focused efforts, cultural transfer has also contributed to the preservation of traditional Balinese arts. From the self-interested, strategic support of gamelan music by Japanese occupational forces to the global experimental music scene today, Balinese arts have been shared, supported, translated, and appropriated in various ways by a number of different actors to political, artistic, and commercial ends. Building on Michel Espagne’s definition of cultural transfer and Stephen Greenblatt’s concept of cultural mobility, this paper aims to outline different modes of cultural transfer (or “bridges,” as Espagne would say), with explicit attention to power dynamics and multi-way flows of influence. Several key historical and contemporary examples of the transfer of traditional Balinese music will be discussed in an effort to better understand the relationship between cultural transfer and preservation.
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Hurn, Brian J. "Intercultural Transfer of Skills and Knowledge." Cross Cultural Management: An International Journal 3, no. 1 (January 1996): 33–36. http://dx.doi.org/10.1108/eb008403.
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Jurgile, Vaida. "Understanding Otherness: Student’s Learning Experiences in Intercultural Groups." Literacy Information and Computer Education Journal 10, no. 2 (June 30, 2019): 3174–83. http://dx.doi.org/10.20533/licej.2040.2589.2019.0417.
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Ramzan, Yuko. "Developing Intercultural Competency in Japanese Language Learning Experiences." International Journal of Learning: Annual Review 12, no. 1 (2006): 258–65. http://dx.doi.org/10.18848/1447-9494/cgp/v12i01/47358.
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Romani, Laurence. "Book review: Global Collaboration: Intercultural Experiences and Learning." International Journal of Cross Cultural Management 14, no. 2 (July 17, 2014): 261–64. http://dx.doi.org/10.1177/1470595814541359.
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Crutchfield, John. "Shared Experiences." Scenario: A Journal for Performative Teaching, Learning, Research XV, no. 1 (August 15, 2021): 28–55. http://dx.doi.org/10.33178/scenario.15.1.2.
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During the academic year 2018-2019, the Department of Languages and Literatures at the University of the North Carolina – Asheville (UNCA) launched a pilot curriculum in Intercultural Education for intermediate-level foreign language students in French, Spanish and German. It was decided early on to adopt a performative/experiential approach, and to accompany the project with an empirical study based on qualitative data. This article lays out the parameters, contexts and challenges of the project itself and summarizes the findings of the accompanying study, including an articulation of questions that remain for future exploration.
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Tien, Nai Chieh, Lia Softas-Nall, and Julie Barritt. "Intercultural/Multilingual Couples." Family Journal 25, no. 2 (April 2017): 156–63. http://dx.doi.org/10.1177/1066480717697680.
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The present qualitative study aimed to better understand common themes in the experiences of intercultural/multilingual couples through a phenomenological approach. Saturation was reached after interviewing eight couples (16 participants in total). Eight common themes related to cultural differences and four related to language differences were found to influence couples’ relationships and communication in this qualitative study. Affection expression, gender roles, religious preferences, importance of food, residency decisions, child-rearing practices, extended family, and handling of finances were all emerged themes of cultural negotiations. In terms of language, communicating with extended family, expressing self and communicating in second language, learning a different language, and lost in translation emerged as themes. Finally, implications for family and couples’ counselors are reviewed.
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Oguro, Susan, and Angela Giovanangeli. "Describing Undergraduate Students' Intercultural Learning through Study Abroad in Terms of Their ‘Cultural Responsiveness'." International Journal of Bias, Identity and Diversities in Education 1, no. 2 (July 2016): 29–38. http://dx.doi.org/10.4018/ijbide.2016070103.
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Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home. Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of study abroad programs.
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DeMuth, Kayla, Laura Landry Meyer, Justin Newcomb, and Susan Peet. "Intercultural Wonderment: Short Term Study Abroad." International Research in Higher Education 4, no. 4 (November 24, 2019): 1. http://dx.doi.org/10.5430/irhe.v4n4p1.
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The proliferation of study abroad opportunities on college campuses has necessitated a deeper investigation of the impacts derived from participation. The concept of intercultural wonderment focuses on how individuals perceive themselves in an international culture. This concept guided embedded assignments and analysis of assignment responses for a short-term study abroad experience for human development and family studies students to Italy. Intercultural wonderment is a relatively new concept that has potential to guide future research and practice. Results from this exploration using the lens of intercultural wonderment are presented based on a thematic analysis. Conclusions indicate that the intercultural wonderment lens can strengthen cultural awareness and enhance intercultural competency. By noting students’ perceptions of their experiences outside their comfort zones, study-abroad experiences can target and foster global learning and development outcomes.
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Rozkwitalska, Malgorzata. "Learning experiences in mono-and intercultural workplace interactions – the job-demands-resources approach." Journal of Workplace Learning 31, no. 5 (August 7, 2019): 305–23. http://dx.doi.org/10.1108/jwl-11-2018-0140.
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Purpose The purpose of this paper is to explore the differences in learning experiences in mono- and intercultural workplace interactions and to address the research question of how employees experience learning in mono- and intercultural interactions. Design/methodology/approach The author reports and compares the main findings from two samples and 63 in-depth interviews with employees involved either in monocultural interactions or intercultural interactions, namely, 25 and 38 subjects, respectively. The abductive approach was used to analyze the data in interplay between empirical findings and theoretical lens of the job demands-resources (JD-R) model. Findings Learning was more often emphasized in intercultural interactions than monocultural interactions, which can be associated with the constellation of specific job demands and job resources in mono- and multicultural workplaces. The subjects involved in mono- and intercultural interactions portrayed learning, using slightly different vocabulary. Research limitations/implications The research gives some insights about workplace learning experiences and illuminates learning in social interactions and the JD-R model. In particular, it emphasizes the role of work design in promoting learning and identifies, using the JD-R model, job demands and job resources that can relate to learning in mono- and intercultural interactions. The results may contribute to the literature on workplace learning in culturally homogenous or heterogeneous social interactions. Moreover, they shed some new light on organizational learning via mono- and intercultural contact at work. Finally, they draw attention to the potential embedded in intercultural interactions and multicultural workplaces. Yet, the explorative character of the research does not allow for a broader results’ generalization. Practical implications The results suggest that job design may be of vital importance in stimulating learning at work. Thus, organizations should enable social interactions of their employees, especially intercultural ones, which are likely associated with more learning. Furthermore, to enhance workplace learning, they need to provide more organizational resources and support via HR interventions the development of personal resources of their staff to help individuals to deal with job demands and reduce strain, which impedes employee learning. Originality/value By applying the theoretical lens of the JD-R model to the analysis, the author exposes differences in learning experiences in mono- and intercultural interactions. The specific job demands (cultural differences and adaptation, the necessity to speak a foreign language) and resources (learning opportunities) inherent in multicultural workplaces can be perceived as a trigger of workplace learning.
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Torres Rocha, Julio César. "Teachers' experiences, beliefs and conceptions concerning intercultural communicative competence." Interacción 13 (October 1, 2014): 69–81. http://dx.doi.org/10.18041/1657-7531/interaccion.0.2274.
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This is a report of a study on teachers’ experiences, beliefs and conceptions concerning intercultural communicative competence (ICC). The study explored the relationship between teacher cognition, professional identity and intercultural competence. To stimulate reflection as well as to collect data, autobiographical accounts and semi-structured interviews were used. This exploratory case study showed that even when teachers have intercultural experiences in English speaking countries, as it is the case with the three informants in the study described, they continue to have essentialist perspectives of target cultures that, in turn, affect their vision of the development of ICC. Results revealed how teachers’ previous personal experiences are influential in their belief and conception formation of ICC. Besides, they do not master the knowledge, skills and attitudes involved in ICC, in spite of their awareness of the essence and purpose of the development of ICC at different levels.
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Engberg, Mark, and T. J. Jourian. "Intercultural Wonderment and Study Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 25, no. 1 (March 15, 2015): 1–19. http://dx.doi.org/10.36366/frontiers.v25i1.341.
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This study seeks to identify elements of a study abroad experience that foster participants’ intercultural wonderment as well as how intercultural wonderment influences students’ development of a global perspective. The results demonstrate that intercultural wonderment is an important determinant of change in students’ global perspectives and influenced by curricular, co-curricular, and community-based experiences.
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Bultseva, Maria A., and Nadezhda M. Lebedeva. "The role of intercultural competence, in the relationship between intercultural experiences and creativity among students." International Journal of Intercultural Relations 82 (May 2021): 256–64. http://dx.doi.org/10.1016/j.ijintrel.2021.04.010.
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Othman, Azam, and Norbaiduri Ruslan. "Intercultural communication experiences among students and teachers: implication to in-service teacher professional development." Journal for Multicultural Education 14, no. 3/4 (September 28, 2020): 223–38. http://dx.doi.org/10.1108/jme-04-2020-0024.
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Purpose This paper aims to present the qualitative findings on students’ and teachers’ experiences in communicating and interacting with students and teachers from different ethnic backgrounds in the Malaysian vision schools initiative. Design/methodology/approach Face-to-face interviews were conducted involving 15 informants comprising of three headteachers, three teachers and nine students. The interviews centred on the informants’ experiences and views living and experiencing the reality of the vision schools which is comprising three major races; Malays, Chinese and Indians; which is represented by the three school types which are a national school, Chinese vernacular and Indian vernacular schools. Findings The interview data revealed that the intercultural communication in the vision schools had triggered intercultural understanding and awareness of cultural diversity in the schools. However, the interview data with experienced teachers showed some drawbacks of the intercultural dynamics at the school complex. Among the weaknesses were the absence of structured and formal training on intercultural and multicultural education, lack of trust and poor social skills which may have hindered effective intercultural communication from taking place. Originality/value This study presents the informants’ experiences and views on the reality of intercultural interaction among students and teachers in the context of the Malaysian vision school initiative.
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Clapp-Smith, Rachel, and Tara Wernsing. "The transformational triggers of international experiences." Journal of Management Development 33, no. 7 (July 8, 2014): 662–79. http://dx.doi.org/10.1108/jmd-05-2012-0063.
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Purpose – The purpose of this paper is to identify the antecedents of the transformational learning process associated with early international experiences. Secondarily, this research aimed to explain how the antecedent “transformational triggers” may contribute to developing intercultural competencies. Design/methodology/approach – A qualitative study was conducted using open-ended survey response data regarding the transformational triggers that occurred during a study abroad program. The data were collected from a sample of 82 participants from a Midwestern university in the USA. Findings – Four categories of transformational triggers were identified: immersing with local customs and people, experiencing the novelty of “normality,” communicating in a new language, and finding time for self-reflection. Research limitations/implications – For a qualitative study, the sample size was sufficient for exploring the types of transformational triggers associated with early international experiences. One limitation of this study is that the sample studied were undergraduate students, or young sojourners, experiencing early, and for some even their first, international experience. Future research can replicate the findings to confirm the same typology of transformational triggers exists for older managers during their early or first international assignment. Practical implications – The transformational triggers identified from this study provide managers with an understanding of the type of experiences that are important to developing intercultural competencies. With these triggers, they can design global leader development programs or expatriate assignments to include time and tools to reflect and provide support specific to each type of transformational trigger. Originality/value – This study offers the first field study of the transformational triggers associated with developing intercultural competencies from early international experiences.
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Pyle, Andrew S. "Intercultural crisis communication: examining the experiences of crisis sojourners." Journal of Applied Communication Research 46, no. 3 (May 3, 2018): 388–407. http://dx.doi.org/10.1080/00909882.2018.1467031.
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