Intercultural Learning through Crafts in a Nordic-Baltic Context

Introduction

The potential of on-campus study to support students' intercultural learning and development in higher education

This article presents evidence-based guidelines to inform culturally responsive online learning design in higher education. Intercultural understanding is now a recognised core learning outcome in a large majority of Canadian public universities; however, supporting design methodology is underdeveloped, especially in online contexts. Our search for valid intercultural learning design criteria began with two questions: What is the research evidence for learning design practices that support intercultural learning? In what ways do current course design rubrics address intercultural learning? For answers, first we explored recent literature reviews, articles, books, professional discourse on cultural aspects of learning, and the related internationalisation and Indigenous literatures on formal learning. Next, we examined three course design rubrics commonly used in Canada to identify practice supports and gaps in relation to the literature. Various research-indicated supports are present in these rubrics; however, major gaps include critical and holistic pedagogies, explicit intercultural learning outcomes, and intentional diversity group work. The proposed guidelines synthesise key research-indicated supports for intercultural learning and show how they can be integrated in core online course design components. The guidelines present a base for online design methodology to support intercultural learning and enable formative evaluation of pedagogy, learning activity and assessment applications.

Material culture and intercultural communication

ABSTRACTThis article theorises the relationship between language and intercultural learning from a Bakhtinian dialogic perspective, based on the language learning story of Federica, a mobile student in UK higher education (HE). I first outline the context of UK HE and its internationalisation agenda, discussing how research in this field has conceptualised language, intercultural communication (IC) and international students in terms of a totalising boundary between self and other. I link this to current concerns in IC regarding the philosophical underpinnings of the field, specifically the aporia created as a result of the totalising self/other relation in prevailing IC discourse. I then present a means of addressing this aporia through a Bakhtinian theorisation of the relationship between language and intercultural learning. This theorisation offers a relational perspective on the self and the other in which intercultural learning is a process of ideological becoming with the other, enacted in, with and through language, as illustrated in Federica’s story of learning English. The article concludes with a call for language and communicative practices to be placed at the heart of HE internationalisation agendas and for HE practitioners to recognise shared responsibility for IC.

Crossing borders features prominently as a theme in study abroad, not only in terms of students’ physical border crossings but also in their intercultural interactions with second language (L2) speakers whose background (linguistic and otherwise) they may perceive as markedly different from their own. Researchers have had a long-standing interest in study abroad participants’ interactions with other L2 speakers abroad for their perceived potential to enhance L2 development, L2 motivation and intercultural learning processes. The focus of existing studies in this area has been on the interactions of study abroad participants with host national students, while their interactions with other international students who are also L2 users abroad have received far less attention, despite the ever-growing international student populations at European universities. This study examined students’ views regarding the role that lingua franca (LF) interactions with other international students played in their L2 acquisition, their L2 motivational development and their intercultural learning during study abroad. The data were derived from an empirical study that involved 81 German ERASMUS students who were studying in the UK for up to one academic year. The students’ views were elicited at the end of their stay with open-ended questionnaire items, and their verbal responses were analyzed using thematic content analysis. The analysis of the students’ reflections revealed a number of functions in each of the three areas, highlighting the potential of international student interactions as a viable source of L2 acquisition, L2 self-motivation, and intercultural learning during study abroad.

This paper reports on an intervention whereby a critical approach to intercultural communication is implemented in a module for undergraduate students of engineering technology. The module centers on an encounter in which small teams engage with people and practices that represent cultural strangeness to them. A qualitative, exploratory study was carried out on how participating students perceive strangeness, on their motives for selecting their encounter, and on the insights as they reported and demonstrated them in their project reports. Students confirmed the primacy of first-hand experience in intercultural learning, and pointed at an open mind, a non-essentialist view of culture, and an awareness of stereotyping as key takeaways from the project. Providing additional teacher guidance could further support students in their acquisition of critical understanding, for instance through the development of validated (self-)assessment tools. The authors conclude that the described project can help to fill the observed lack of intercultural communication practices from a critical, non-essentialist perspective in engineering education. More generally, this study contributes to a wider pedagogy of encounter by elucidating the concept of strangeness as a linking concept for examining underlying dynamics in intercultural interaction.

Interdisciplinary learning improves cognitive skills and increases motivation for learning and teaching in higher education. Interdisciplinary education, which requires the collaboration of different disciplines, contributes to the development of students by integrating disciplinary knowledge and providing a multidimensional perspective. Thus, interdisciplinary education has become an alternative approach to discipline-centered education in higher education. Interdisciplinary learning is necessary for postmodern life because it eliminates the limitations of disciplinary education. The complex nature of the problems posed by postmodern life requires the collaboration of many disciplines. Current political, economic, social, religious, and legal issues are too complex to be solved from the perspective of a single discipline. Discipline-centered education may not be sufficient to provide solutions to current problems or to equip students with problem-solving skills. For this reason, this study reveals that interdisciplinary learning, which is increasing in higher education, can also be applied to higher religious education. The purpose of this study is to demonstrate the outcomes of interdisciplinary learning in higher religious education through a sample training. In the academic year 2023/2024, an interdisciplinary training was conducted on the common problems of theology and other disciplines, and the results were revealed through the views of 16 participants. The research was conducted as a case study by using the qualitative research method, and the research data were coded under four themes: (1) need for interdisciplinary learning in higher religious education, (2) disciplines associated with higher religious education, (3) outcomes of interdisciplinary learning, and (4) suggestions for interdisciplinary education. According to the research findings, the participants believe that courses in higher religious education have interdisciplinary content, that interdisciplinary education is necessary in higher religious education, and that interdisciplinary learning contributes to personal and professional development. It is recommended that studies be carried out using alternative approaches to improve higher religious education.

Введение. В статье предпринята попытка научно-методической рефлексии проблемы адаптации учебных программ по современному филологическому образованию к условиям обучения иностранных студентов. Актуальность исследования определяется потребностью внедрения в современные методики обучения русской литературе иностранных студентов новых приемов, позволяющих организовать учебный процесс на основе межкультурного взаимодействия, преодолеть шаблоны восприятия русской литературы, проявить творческий потенциал студентов. Материалы и методы. Исследование опирается на актуальные методы в области филологии и методики обучения литературе: культурологический; историко-культурный; целостный анализ поэтического текста; метод творческого чтения, художественной интерпретации. В области преподавания литературы — это опора на современные стратегии медленного чтения, визуализации, игровые и проектные технологии. Результаты. Апробированы и описаны наиболее эффективные приемы работы с иностранными студентами при изучении таких литературоведческих дисциплин, как: лекции с презентациями; комментированное чтение; сочинения-рассуждения; выразительное чтение; инсценировки, а также работа с подкастами, литературными интернет-ресурсами; экскурсии в научные библиотеки; на выставки, в музеи; участие в книжной ярмарке и т. п. Обсуждение. Избранные нами методические приемы направленына органическое восприятие русской литературы, межкультурное взаимодействие и развитие навыков устной и письменной речи. Сложности работы связаны с различием в уровнях языковой подготовки иностранных студентов, оказывающих влияние на результативность обучения. Трудности заложены и в специфике процесса преподавания в Китае, где преобладают письменные виды работ, отсутствует наглядность, анализ интерпретаций. Инициативу иностранных студентов мы стремились активизировать посредством инсценировок, выразительного чтения, конкурсов. Мы стремились внедрять методы преподавания, расширяющие развитие мыслительных навыков и познавательных умений: эвристический, проблемный, визуальный, драматургический и др. Заключение. В процессе работы с иностранными студентами апробировались различные методические приемы, получена и подвергнута рефлексии обратная связь, а именно: письменные работы магистрантов; опрос о результативности обучения, анализ выпускных квалификационных работ по литературоведению. Ключевые слова: иностранные студенты; методика обучения литературе; образовательные технологии; межкультурное взаимодействие; комментированное чтение; проектная работа; педвуз; педагогика высшей школы. Основные положения: – разработать систему обучения иностранных студентов русскому языку на материале русской художественной литературы; – описать содержание и специфику работы с известными методическими приемами в новых условиях; – испытать возможности различных образовательных технологий с учетом различия в уровнях языковой подготовки студентов, их влияния на результативность обучения. Introduction. The article attempts to scientifically and methodologically reflect on the problem of adapting curricula for modern philological education to the conditions of teaching foreign students. The relevance of the study is determined by the need to introduce new techniques into modern methods of teaching Russian literature to foreign students, allowing them to organize the educational process on the basis of intercultural interaction, overcome the patterns of perception of Russian literature, and demonstrate the creative potential of students. Materials and methods. The research is based on current methods in the field of philology and literature teaching methods: cultural, historical and cultural, holistic analysis of poetic text, creative reading method, artistic interpretation. In the field of literature teaching, this is based on modern strategies of slow reading, visualization, game and project technologies. Results. The most effective methods of working with foreign students in the study of such literary disciplines as lectures with presentations; commented reading; essays-reasoning; expressive reading; dramatizations, as well as work with podcasts, literary Internet resources; excursions to scientific libraries; to exhibitions, to museums; participation in a book fair, etc. Discussion. The methodological techniques we have chosen are aimed at organic perception of Russian literature, intercultural interaction and development of oral and written skills. The difficulties of the work are connected with the difference in the levels of language training of foreign students, which influence the effectiveness of training. Difficulties are also inherent in the specifics of the teaching process in China, where written types of work predominate, there is no visual aids, analysis of interpretations. We sought to activate the initiative of foreign students through dramatizations, expressive reading, competitions. We sought to implement teaching methods that expand the development of thinking skills and cognitive abilities: heuristic, problematic, visual, dramatic, etc. Conclusion. In the process of working with foreign students, various methodological techniques were tested, feedback was received and subjected to reflection, namely: written work of master's students; a survey on the effectiveness of training, an analysis of final qualifying works on literary criticism. Keywords: Foreign students; Methods of teaching literature; Educational technologies; Intercultural interaction; Commented reading; Project work; Pedagogical higher education institution; Higher education pedagogy. Highlights: Develop a system for teaching foreign students the Russian language using Russian fiction; Describe the content and specifics of working with known methodological techniques in new conditions; Test the capabilities of various educational technologies, taking into account the differences in the levels of students’ language proficiency and their impact on learning outcomes.

Many Australian universities provide international and intercultural learning experiences for their students, both on campus and through student learning abroad initiatives. Alongside the internationalisation strategies that provide opportunities for intercultural learning, pedagogical strategies are critical in supporting students to develop the dispositions, knowledge, and skills needed for a world with many global, shared challenges. This thesis illustrates the potential of a pedagogy for border crossing to foster intercultural learning for students who participate in international experiences as part of their university studies. Commencing in the founding year of an Australian university, and involving the first 3 outbound mobility programs that the university offered, the study was an emergent exploration utilising a bricolage methodology. The research design included a pre-intervention stage, and 2 exploratory intervention stages. Participants were 29 undergraduate students who undertook outbound mobility programs in Malaysia, Japan, and Thailand. Three further participants in the study did not travel but engaged in intercultural learning activities in Australia. Data were generated through a range of methods, with critical incidents, themes, and reflexivity used to guide the interpretation process. Drawing from a living theory approach to translate existing theories of border crossing, intercultural competence, and critical pedagogy, the study makes an original contribution to knowledge by showing the possibilities of a novel pedagogy for intercultural learning for students, outbound education professionals, and educators. The findings indicate that although the concept of border crossing is well suited to the outbound mobility context, there are several areas of concern and risk associated with a strategy of border crossing applied through intercultural interaction and communication. Nevertheless, the study suggests that a pedagogy for border crossing to support intercultural learning has the potential to not only trouble the notion of intercultural competence, but also productively use it as a base for students’ and educators’ further learning.

Introduction The article deals with the tendencies of further development of the higher military education system and peculiarities educational activity in the higher military educational institutions and military educational units of higher education institutions in the context of the evolution of perspectives on education quality ensuring and changes made to the definitions in the new edition of the Law of Ukraine “On Higher Education” concerning essence of the concept of “quality of higher education” and its main components, namely “education standards”, “competence”, “learning outcomes”.Purpose. The purpose of the paper is to define tendencies of further development of higher military education in the context of the evolution of perspectives on education quality ensuring and changes made to the definitions of Ukrainian legislation in the educational sphere.Methods. The study was conducted using the following theoretical methods: analysis and synthesis, induction and deduction, comparison, classification, generalization and systematization.Results. The concept of “quality of higher education” and its main components, namely “education standards”, “competence”, “learning outcomes” are determined in the article, its interrelations and interdependencies in the educational system of the HMEI are observed.Originality. According to the purpose of the paper, tendencies of further development of higher military education in the context of the evolution of perspectives on education quality ensuring and changes made to the definitions of Ukrainian legislation in the educational sphere are defined. Conclusion. The article presents the view of the tendencies of further development of higher military education in the context of the evolution of perspectives on the problem of education quality ensuring, guaranteeing quality of higher military education and changes made to the definitions in the new edition of the Law of Ukraine “On Higher Education” concerning essence of the concept of “quality of higher education” and its main components, namely “education standards”, “competence”, “learning outcomes”. The directions for future research are study off education quality and change management monitoring in the system of higher military education.

This study explored college students’ learning experiences and outcomes as club committee members. Using a linear regression model, it investigated the relevance of personal background variables and club learning experiences to club learning outcomes. This study selected 15 universities and colleges’ student club committee members in TaiwanA total of 1850 questionnaires were distributed, and 1761 valid questionnaires were recovered, with a recovery rate of over 95%. The study findings are as follows: Regarding learning experiences and learning outcomes, the student club committee members was good. According to this study’s linear regression analysis: The personal background of student club committee members and their club learning experience had significant explanatory power on the learning outcomes, with R2 values ranging from 39.6% to 61.1% for each dimension. This indicates that learning from club activities can be an essential pathway to cultivating students’ learning outcomes and a valuable reference for promoting club education in colleges and universities in Taiwan. Higher education practitioners should plan activities or programs for student club leaders with learning outcomes in mind, and design learning programs to meet the needs of student club leaders in each school so that students can achieve higher quality learning outcomes. In addition, this study also found that the assessment indicators of learning outcomes of the CAS of the U.S. can be applied to check the learning outcomes of student clubs in higher education in Taiwan.

Reviewed by: Frameworks for Assessing Learning and Development Outcomes Marilee J. Bresciani Frameworks for Assessing Learning and Development Outcomes Terrell L. Strayhorn (principal author); Don G. Creamer, Ted K. Miller, Jan Arminio (consulting eds.) Washington, DC: Council for the Advancement of Standards in Higher Education, 2006, 154 pages (CD included), $55.00 (softcover) Implementing credible, yet manageable assessment of student learning and development in student affairs/services as well as other administrative arms of higher education is a growing concern. Resources to aid busy administrators and faculty in embedding assessment of their work into their day-to-day routine are growing in number. As such, administrators have a variety of choices in the manner in which they evaluate the end results of all their activities, particularly as they relate to students' learning and development. The Council for the Advancement of Standards in Higher Education (CAS) offers Frameworks for Assessing Learning and Development Outcomes as a resource to aid administrators in their endeavor to implement outcomes-based assessment of student learning and development. Frameworks for Assessing Learning and Development Outcomes is intended to build on the work that the CAS began in 1979. CAS first published general standards and guidelines for a variety of functional areas within student affairs/services and student development in 1986. The CAS General Standards were [End Page 616] constructed to represent the minimum criteria that particular functional areas should be able to achieve over a period of time with proper institutional support and resources. In 2003, CAS added learning development outcomes to their General Standards, which were organized into sixteen domains of student learning and development. The intent was to provide an illustration of indicators or learning outcomes that would be relevant to a student interacting within each particular functional area. In 2006, CAS produced an additional resource, Frameworks for Assessing Learning and Development Outcomes. Frameworks offers assistance to student affairs/services practitioners by presenting a conceptual approach to evaluating student learning and development. The book builds on CAS' 2003 publication by presenting examples of learning and development assessment within its 16 learning and development domains that are intended to cut across functional areas. The 16 learning and development domains include: career choices, collaboration, effective communication, appreciating diversity, personal and educational goals, healthy behavior, independence, intellectual growth, leadership development, satisfying and productive lifestyles, meaningful interpersonal relationships, realistic self-appraisal, enhanced self-esteem, social responsibility, spiritual awareness, and clarified values. The two introductory chapters provide the conceptual framework for assessment, highlight the complexity of such an endeavor, and explain the organization of the book. Following these chapters, Frameworks provides examples for each learning and development domain. Each domain has its own chapter and each chapter has the same sections for which the meaning is explained in chapter 1. The sections for each domain "chapter" include an introduction; theoretical context; relevant variables and indicators; assessment examples; assessment, evaluation, and research tools; related websites; references; and conclusion. In the "Assessment Examples" section, Frameworks presents both qualitative and quantitative examples of assessment of student learning within each domain; a concept that was not illustrated with as much detail in their 2003 publication. In addition, Frameworks posits theoretical contexts for learning and development within each learning and development domain, as well as provides a list of instruments and websites for further consultation within each domain. To further aid the reader, Frameworks includes a CD of the book; once loaded onto your computer, it allows for easy point and click access to their recommended websites. I applaud the author and consulting editors for providing assessment resources that are easy to access by domain area. Such assistance can only aid administrators in their own approach to their assessment planning. The "Word of Caution" that is noted under each section of "Available Instruments" demonstrates great responsibility of the author and editors in not advocating a selection of an assessment instrument without first considering the intended outcome and method of delivery for that outcome. Various helpful instruments and resources, published in Schuh and Upcraft's (2001) Assessment Practices in Student Affairs: An Applications Manual, are organized by functional area and offered by type of assessment design. Frameworks adds to Schuh and Upcraft's (2001) rich...

and Key Results ■ This case study research combines qualitative and quantitative data in order to answer the critical question, how is intercultural competence developed and spread in a multinational company? ■ This study suggests that the link between the existence of global teams and the performance of an international company is indirect: global teams help to develop intercultural competencies; they, in turn, contribute to performance. Intercultural interaction among the employees of a company, especially within global teams, provides the highest learning potential for intercultural competence. Long-time interaction, care and conflict characterize global teams. These characteristics per- mit learning to result from intercultural interaction.

As intercultural learning has been increasingly regarded as essential in higher education, researchers have promoted it through integration of digital storytelling into cultural exchange activities. However, most studies have focused on the utilization of only one language whereas the effects of multilingual digital storytelling on students’ intercultural learning is understudied. To help bridge this gap, in this study, the effects of creating bilingual digital stories with students in an English-speaking country on the intercultural learning of students in a Chinese-speaking country were investigated. Data included students’ learning portfolios and reflective essays and were analyzed utilizing content analysis and matrix coding query. The findings revealed that the students became more critically aware of their own and others’ cultural diversity and sensitive to the uses of both English and Chinese language and multimedia resources for communication with people from different cultural backgrounds. They also reported multiple advantages associated with their cross-cultural online interactions, specifically in the domains of language acquisition and cultural understanding. However, they also highlighted challenges, notably the difficulties in coordinating meeting schedules and overcoming communication barriers. Implications and limitations are also discussed.