Abstract
This study explores the role of educational programs in promoting students’ cross-cultural competence (CCC) development in international business education. Using constructivist grounded theory methodology (GTM), a comparative analysis of four extensive case studies was conducted within four schools, all of which offer international management education in English for local and international students. This study examines institutional contributions to an environment that supports students’ CCC development. A typology model consisting of four educational approaches to students’ CCC development is presented based on student experiences. The study provides recommendations regarding the steps that higher educational institutions (HEIs) can take to promote educational environments that support cross-cultural exchange, cultural knowledge creation, and individual and organizational cross-cultural competence development.
Highlights
Global mobility has become commonplace in academic environments and is even considered “the defining characteristic of our age” (Rizvi, 2008)
As shown in the examples below, many participants were disappointed that their university or program did not create a social environment that was conducive to collaborative learning
This study addresses the gap in the literature on the institutional factors that affect international students’ cross-cultural competence development
Summary
Global mobility has become commonplace in academic environments and is even considered “the defining characteristic of our age” (Rizvi, 2008). The internationalization of higher education can be both a driver of international student mobility and the resulting student diversity (Jiang, 2005) and a response to these factors (Qiang, 2003). The number of international students has nearly doubled worldwide in the past 10 years. In 2012, there were more than 4.1 million official international students (Organization for Economic Co-Operation and Development, 2012), and by the year 2025, there will be an estimated 15 million (Altbach & Knight, 2006). The United States attracts the largest proportion of international students worldwide—in 2012, 4% of students attending U.S institutions were international, and 22% of those studied business and management (Open Doors, 2012)—Latin American and European countries were the most popular destinations for short-term study abroad programs (Open Doors, 2012)
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