Abstract

Intercultural sensitivity, being defined as an attitude reflecting the degree of willingness to interact with people from different cultures, is considered to be crucial to promote dialogue between cultures and social cohesion in today’s diverse and globalised world. Based on the qualitative research carried out at Vilnius University, the article presents the findings of students’ viewpoints on the place of values in decision making process in an intercultural workplace environment. The respondents’ answers revealed their emotional empathy as well as readiness to solve conflicting situations in a constructive way, in the form of dialogue and negotiations, with reference to values as the criteria of evaluation. A conclusion is made that the demonstrated level of students’ emotional empathy and their reliance on values could have a positive impact on their intercultural sensitivity.

Highlights

  • Intercultural communication takes place everywhere in our contemporary daily life on different micro and macro levels

  • A conclusion is made that the demonstrated level of students’ emotional empathy and their reliance on values could have a positive impact on their intercultural sensitivity

  • Having taken courses in cultural adaptation before leaving their home country and coming back. When they return from abroad, substantial positive changes are found in intercultural sensitivity of these students, which was proved by different assessment methods both direct and indirect

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Summary

Introduction

Intercultural communication takes place everywhere in our contemporary daily life on different micro (intra and inter-personal) and macro (inter-institutional or interorganisational, international) levels. For such a communication to be effective and constructive, universities are expected to prepare knowledgeable leaders being ready and capable of working in diverse multicultural environments. SOME ISSUES OF INTERCULTURAL SENSITIVITY AND VALUES having taken courses in cultural adaptation before leaving their home country and coming back When they return from abroad, substantial positive changes are found in intercultural sensitivity of these students (compared to those who have not studied abroad), which was proved by different assessment methods both direct (reflection papers and the reporting of critical incidents) and indirect (use of the Intercultural Development Inventory)

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