Developing cross-cultural awareness through foreign immersion programs

2016 ◽  
Vol 40 (3) ◽  
pp. 155-170 ◽  
Author(s):  
Karen J Lokkesmoe ◽  
K. Peter Kuchinke ◽  
Alexandre Ardichvili
Keyword(s):  
Cultural Competence ◽  
University Students ◽  
International Development ◽  
Cultural Awareness ◽  
Cultural Development ◽  
Cross Cultural ◽  
Research Subjects ◽  
Content Type ◽  
Exchange Program ◽  
Immersion Programs

Purpose – The purpose of this paper is to investigate the efficacy of foreign immersion programs in terms of increasing cross-cultural awareness among university students in business, accounting, human resources and agriculture. The authors extrapolate from their population to the practice of developing business professionals on international assignments. Design/methodology/approach – This paper presents findings of a four-year, government-sponsored university exchange program involving 40 professional management and agriculture science students from four US and Brazilian top research universities who participated in a semester-long study abroad experience. Pre-departure and post-exchange data were collected using the well-established Intercultural Development Inventory (IDI). In addition, the authors collected academic performance data and verbal mid- and end-project personal assessments. Two of the authors of this paper served as project directors, the third as evaluation specialist. Findings – Despite intensive pre-departure preparation, in-country support and cultural immersion, the research subjects failed to attain significant and consistently higher levels of intercultural awareness. Students tended to overestimate their own level of cross-cultural competence both before and after the program. While students tended to perform well academically and voiced high levels of satisfaction with their own overseas stay, objective measures of cross-cultural awareness did not mirror these outcomes. Research limitations/implications – Multiple measures of cross-cultural competence exist, and it is possible that the development in areas other than those measured by the IDI did take place. It is also sensible to assume that cognitive development might take longer and was not captured by the post-test right after return. Practical implications – The paper suggests that cross-cultural development requires carefully designed interventions, feedback and mentoring/coaching. Simply sending individuals on overseas assignments, no matter how well prepared and supported by the institution, does not guarantee the development of multi-cultural attitudes and cognitive frames of mind. Social Implications – The development of cross-cultural competence has been described as a central concern for universities and workplaces alike. The burgeoning research literature on cross-cultural development reflects not only the importance of the topic but also the struggle to find effective pedagogical and andragogical approaches to fostering such development in university students, expatriate managers, working professionals and members of the workforce in general. Originality/value – The paper presents evaluation findings of a carefully designed and well-supported exchange program over a period of four years and involving three cohorts of students. These students are at the cusp of moving into the workplace, where many will assume professional and leadership positions in international settings. Given the high failure rate of international development and placement and the increasing global interconnectedness of academic and business organizations, the paper suggests the need for carefully designed and well-supported overseas programs to maximize cross-cultural development.

scholarly journals Exploring the cultural awareness of students majoring in English: a case study

2018 ◽  
Vol 1 (4) ◽  
pp. 11-19
Author(s):  
Andi Anto Patak ◽  
Sahril Sahril ◽  
Muhammad Basri Wello
Keyword(s):  
Cultural Competence ◽  
Cultural Awareness ◽  
Cross Cultural ◽  
Research Subjects ◽  
Cultural Understanding ◽  
Diploma Program ◽  
Program Show

Cultural competence has become an important element in creating a positive academic atmosphere. This study is a case study on the case of Cross-Cultural Understanding course. The participants or research subjects of this study consisted of diploma, bachelor, master, and doctorate program. This study found out that doctorate students are consistently perceived the cultural awareness. This study does not mean that the older the student the wiser their acceptance to different culture due to some of the diploma program show the highly perceived on cultural awareness.  

scholarly journals A study of ethnic perception gap on consumer boycott of Korean and Canadian University students

2016 ◽  
Vol 10 (1) ◽  
pp. 55-66 ◽  
Author(s):  
Mie Kyung Jae ◽  
Hyang Ran Jeon
Keyword(s):  
University Students ◽  
Cross Cultural ◽  
Parent Company ◽  
Practical Case ◽  
Corporate Accountability ◽  
Cultural Backgrounds ◽  
Korean Students ◽  
Content Type ◽  
Cross Cultural Comparison ◽  
Influential Variable

Purpose In this paper, the authors aim to offer a cross-cultural comparison of the boycott intentions of university students in Canada with those of students in Korea. Design/methodology/approach The data were collected from students at Inje University and York University via self-administered questionnaire. A t-test found that Canadian students’ answers showed significantly greater scores in ethnocentrism, boycott attitudes prior to reading the target article and motivations related to self-enhancement compared to those acquired from Korean students. However, the motivation of counterarguments and the boycott intentions of Korean students’ toward Rogers, the parent company of Maclean’s magazine, showed significantly higher scores than those gained from Canadian students. Findings The boycott case used in the study is Maclean’s magazine, a Canadian news magazine, which published a controversial article called, “Too Asian? Some frosh don’t want to study at an “Asian” University”. A noticeable gap in each group of students’ boycott attitude and intentions toward Rogers, the parent company of Maclean’s magazine was found. Originality/value In the multiple regression analysis, the boycott motivation of self-enhancement was the most influential variable on boycott intentions. The boycott case examined in this paper is a practical case study of cross-national grouping as well as the perceptional difference of the locus of corporate accountability that comes from cross-cultural backgrounds.

Building authentic intercultural awareness in the business classroom

2019 ◽  
Vol 12 (2) ◽  
pp. 198-211 ◽  
Author(s):  
Tará Burnthorne Lopez ◽  
April Field Kemp ◽  
Russell McKenzie
Keyword(s):  
Consumer Behavior ◽  
University Students ◽  
Cultural Awareness ◽  
International Student ◽  
Phenomenological Research ◽  
Business Faculty ◽  
Global Competency ◽  
Content Type ◽  
Intercultural Awareness ◽  
The Republic

Purpose This paper aims to illustrate a useful classroom exercise that addresses this challenge. International experiences help university students develop global cultural awareness and better understand culture’s impact on decision-making. As more companies grow their global operations, they seek students with global competency (Eaton and Kleshinski, 2014). However, less than 7 per cent of US university students have basic cultural intelligence according to Lopes-Murphy (2014). This presents faculty with the significant challenge of developing students’ global competency within the walls of the classroom. Design/methodology/approach This paper describes a phenomenological research classroom activity titled the “Global Consumer Exchange” (GCE) to help business faculty authentically build students’ global awareness, understanding of culture and understanding of global consumer behavior. In addition, the GCE offers a context to help faculty highlight the economic, logistical and technological concerns that global businesses must consider. The GCE was administered in an undergraduate consumer behavior course in cooperation with students from the Republic of Panamá. Findings Following the GCE, US students reported new awareness of issues they had never considered before and also indicated an increased interest in understanding other cultures. The students also expressed a newfound willingness to personally reach out to international students. Originality/value This GCE offers business faculty an easy-to-implement and easily adaptable activity to authentically broaden students’ intercultural awareness and develop a deeper understanding of international business concepts. Through this activity, students are able to gain experience applying phenomenological research methods. The GCE can also be adapted for any course and applied to a wide variety of countries partnerships with university international student organizations and/or English as a second language programs.

scholarly journals An Examination Of Cross Cultural Competence In International Business: The Case Of The Subsidiaries

2010 ◽  
Vol 9 (1) ◽  
Author(s):  
Juan Carlos Barrera
Keyword(s):  
United States ◽  
Cultural Competence ◽  
International Business ◽  
Null Hypothesis ◽  
Cultural Awareness ◽  
Service Providers ◽  
Cross Cultural ◽  
International Firm ◽  
Direct Service Providers ◽  
Organization Strategy

Cultural competence as approached in this paper enables individuals and organizations to work or respond effectively across cultures in ways that the values, beliefs, traditions and customs are recognized. This study uses Jaccarino & Kendall (2004) empirical model to understand the cross-cultural competence process in an organization. The model consists of four elements: cultural awareness, skill development, developmental planning, and organization strategy. Moreover, this paper explores similarities and differences that exists and the business implications that results from cultural competence variations. Null hypothesis 1 covers the comparison between international subsidiaries by stating that there are no differences in cultural competence between two subsidiaries (United States and Mexico) of an international firm once they operate under unified directives. Null hypothesis 2 covers the comparison within each subsidiary by stating that there are no differences in cultural competence between administrators and direct service providers/clerks in each subsidiary (United States and Mexico) of an international firm.

Second language acquisition: competency model with using Interactive technology in the EL classroom

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Maral Nurtazina ◽  
Maira Kadeyeva ◽  
Aisulu Shaikenova
Keyword(s):  
Second Language Acquisition ◽  
Cultural Competence ◽  
Cultural Awareness ◽  
Cross Cultural ◽  
University Education ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Models Of Teaching ◽  
Innovation Potential ◽  
Potential Methods

Cross-cultural communication in the context of competence and educational system is the major focus in this project. The paper concerns the issue of cross-cultural communication in the sphere of university education in the EL classroom. Special attention is given to the problems of innovation potential of different methods and models for the formation of cross-cultural competency. The article concentrates on developing cross-cultural awareness that students of non-linguistic higher schools should have knowledge in order to effectively communicate with other people. This awareness can be developed by means of particular didactic organization of a foreign language teaching process. Some methods and models aimed at students’ adopting peculiarities of foreign non-linguistic reality are considered here. Moreover, the author argues that there is a necessity to pay extra attention to the parameters of shaping cross-cultural competence. It is claimed that intercultural sensitizer (culture assimilator) is one of the most adequate and efficient techniques in enhancing cross-cultural competence in the process of training.     Keywords: Cross-cultural competence; innovative potential; methods and models of teaching; didactic organization

Rethinking Self-Awareness in Cultural Competence: Toward a Dialogic Self in Cross-Cultural Social Work

2005 ◽  
Vol 86 (2) ◽  
pp. 181-188 ◽  
Author(s):  
Miu Chung Yan ◽  
Yuk-Lin Renita Wong
Keyword(s):  
Social Work ◽  
Cultural Competence ◽  
Cultural Awareness ◽  
Cross Cultural ◽  
Cultural Bias ◽  
Self Awareness ◽  
The North ◽  
Client Relationship ◽  
Helping Process ◽  
A Site

The cultural competence approach has grown significantly in the North American human service professions. The reliance of social workers on cultural awareness to block the influence of their own culture in the helping process entails three problematic and conflicting assumptions, namely, the notion of human being as cultural artifact, the use of self as a technique for transcending cultural bias, and the subject-object dichotomy as a defining structure of the worker-client relationship. The authors contend that there are conceptual incoherencies within the cultural competence model's standard notion of self-awareness. The conceptualization of a dialogic self may unsettle the hierarchical worker-client relationship and de-essentialize the concept of culture. Cross-cultural social work thus becomes a site where client and worker negotiate and communicate to cocreate new meanings and relationships.

scholarly journals “Stepping out of the ordinary”: exploring cross-cultural challenges of expatriates in the Kingdom of Saudi Arabia

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Oscar Dousin ◽  
Rini Suryati Sulong
Keyword(s):  
Saudi Arabia ◽  
Cultural Values ◽  
Cultural Awareness ◽  
Culture Shock ◽  
Cross Cultural ◽  
Cultural Issues ◽  
Kingdom Of Saudi Arabia ◽  
Cultural Training ◽  
Content Type ◽  
Cross Cultural Training

Purpose In the study of expatriation and expatriate adaptation, there are limited studies that focus on issues faced by expatriates working in foreign countries with very distinct cultures. This study aims to explore this idea through the experiences of western expatriates working in the Kingdom of Saudi Arabia (KSA). Two research questions were posed to examine the cross-cultural issues and challenges faced by expatriates in the KSA, as well as the role of cross-cultural training in expatriate adjustment. Design/methodology/approach The study was guided by an interpretivism paradigm through a qualitative method by using a semi-structured in-depth interview approach. Interviews were conducted among 12 expatriates from the USA and UK who are currently working in KSA. Findings A coding technique and theoretical thematic analysis was conducted to analyze the data. The results of this study highlighted three key themes that had a considerable influence on expatriates’ adjustment, in particular: culture shock, lack of pre-departure training and the demand for an extensive cross-cultural training. Research limitations/implications It is acknowledged that the existence of sub-cultures within the KSA would expose the respondents to varying cultural values within the community. Thus, future studies within a similar context should consider the influence of intra-cultural variations. Originality/value The findings of the study emphasized on the importance understanding the cultural gap between home and host country and the individual cultural awareness of the expatriate. It calls attention to the need for a tailored and extensive pre-departure, cross-cultural training and a collaborative effort between employees’ and managers to improve expatriates’ motivation and retention.

Institutional isomorphism in collaborative, cross-cultural, project-based development work: an inquiry into the knowledge sharing behaviour of volunteers

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
James Toner ◽  
Jorge Tiago Martins
Keyword(s):  
Knowledge Sharing ◽  
Development Aid ◽  
Cultural Development ◽  
Cross Cultural ◽  
Collaborative Cross ◽  
Institutional Isomorphism ◽  
Project Work ◽  
Development Work ◽  
Contributing Factors ◽  
Content Type

Purpose Using an institutionalist lens, this study aims to identify factors that influence the knowledge sharing behaviour of volunteers engaged in collaborative, cross-cultural and project-focussed development work. Design/methodology/approach Following an inductive research design, the authors conducted a thematic analysis of interviews with volunteers to explore the practicalities of knowledge sharing in the context of development aid projects and to examine contributing factors, such as personality, motivations, experience and variations in team members’ understanding of the nature and objective of projects. Findings Through exploring the experiences of volunteers working on cross-cultural development aid programmes, the authors identify and discuss the ways in which the preparation of volunteers and the structuring of project work is shaped by managerialist modes of thinking, with an emphasis on the creation of an environment that is conducive to sustainable knowledge sharing practices for all stakeholders involved. Originality/value The examination of volunteer development work tendency towards institutional isomorphism is a novel contribution intersecting the areas of knowledge sharing in the project, volunteer-led and culturally diverse environments.

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