Abstract
In this paper we deliberate on intercultural and global communication strategies of perspective sharing and perspective taking, and potential perspective transformation. Consideration to these strategies is given within the two instances of third place learning environments: (a) Role-play simulation environment in which learners develop experiment with strategies for resolving intercultural misconceptions, and (b) a professional virtual learning network that may provide just-in-time support for its members encountering disorienting dilemma. The central purpose of the second environment is actually development of knowledge basis for understanding of Third Place Learning.
Highlights
What is a "Bosnian", "Australian" or a "Russian"? What is Brian’s culture? Brian lives in Indonesia, was born in Canada, educated in Canada and Australia, speaks English, French and Indonesian, his mother is from the USA and father is from the UK
Preparing the future workforce for this level of complexity will require the development of both InterCultural Communication Competence (ICCC) [4, 9] and Global Communication Competence (GCC) [3, 9]
We introduce the Third Place Learning Environment (TPLE) [9], which provides a set of 8 conditions and processes that in combination can facilitate improvement of ICCC, beginning with a trigger such as a cultural misunderstanding, preconceptions, or disorienting dilemma
Summary
What is a "Bosnian", "Australian" or a "Russian"? What is Brian’s culture? Brian lives in Indonesia, was born in Canada, educated in Canada and Australia, speaks English, French and Indonesian, his mother is from the USA and father is from the UK. Models of intercultural communication based on the assumptions of constancy and homogeneity of culture at a national level [e.g. 13] are of limited use in today's fastpaced international business world. Preparing the future workforce for this level of complexity will require the development of both InterCultural Communication Competence (ICCC) [4, 9] and Global Communication Competence (GCC) [3, 9]. This will be a substantive and sustained task for educators and workers alike. GCC, on the other hand is a set of abilities to foster and continuously revise one’s cultural landscape, dialectic interactions, and global identity [3, 4, 9]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
