Intercultural competence in higher education: academics’ perspectives

Susana Pinto

doi:10.1108/oth-02-2018-0011

Abstract

PurposeThe purpose of this study is to diagnose and understand Portuguese academics’ perspectives on the components of intercultural competence and on the importance of its development by higher education students.Design/methodology/approachAcademics’ perspectives were identified during two discussion and reflection sessions included in the overall training program Intercultural Competence in Higher Education: building proposals with academics that took place at a Portuguese public university. Data were collected through audio recordings of the two sessions and observation notes and were subject to content analysis, drawing on Deardorff’s process model of intercultural competence (2006).FindingsAcademics recognize the multidimensionality of intercultural competence, acknowledging that it comprises attitudes (acceptance and respect; curiosity and openness), knowledge (others’ cultural contexts; self-knowledge and cultural self-awareness) and skills (observation and listening) that altogether will lead to individuals’ desired internal and external outcomes. The development of intercultural competence by higher education students, regarded in close relation to higher education internationalization, is considered crucial for changing prejudiced attitudes, preparing students to live in a global world and empowering them professionally.Originality/valueThe study sheds light on an issue that has been insufficiently addressed by research: academics’ perspectives on intercultural competence development, namely, in the Portuguese higher education context.

Highlights

Given the issues raised in the first section of this paper, and considering the identified research gap concerning academics’ perspectives about Intercultural Competence (IC), this paper will focus on data collected in the first two sessions
These allowed: i) diagnosing academics’ perspectives concerning the components of IC; ii) understanding the importance given by academics to the development of IC by higher education students
Acknowledging that in the past fifteen years much scholarly effort has been invested in the definition of Intercultural Competence and that several models and frameworks have been designed according to disciplinary areas (Arasaratnam-Smith, 2017; Griffith et al, 2016), and considering that this study focuses on the higher education context, data will be analysed drawing on Deardorff’s Process Model of Intercultural Competence (2006)

Summary

Discussion and Reflection

Between November 2016 and December 2016 a set of four two-hour sessions of discussion and reflection entitled Intercultural Competence in Higher Education: building proposals with academics took place at a Portuguese public university. These sessions, supported by the Rectory, were aimed at academics (an invitation was sent to all academics via the Rectorate and online registration was required) and were based on collaborative work that could boost the (re)construction of knowledge and practices regarding the development of students’ IC. These allowed: i) diagnosing academics’ perspectives concerning the components of IC; ii) understanding the importance given by academics to the development of IC by higher education students

Participants

Results

Discussion and concluding remarks izo

Strasbourg

Objectives