Development Of Cross-cultural Competence Research Articles

“To be culturally competent is to be willing to learn about the differences and to acknowledge them”- a qualitative study on Polish medical students’ attitudes towards cross-cultural competence development

BackgroundChanges in Polish demographic data with a growing number of culturally and linguistically diverse patients stipulate new directions in medical education to prepare future physicians to work effectively across cultures. However, little is known about Polish medical students’ willingness to gain cross-cultural knowledge and skills, desire to get engaged in interactions with patients from diverse cultural backgrounds, expectations and needs concerning cross-cultural training as well as challenges they face in the path to cultural competence.MethodsTherefore, in this study, we conducted and thematically analysed fifteen semi-structured interviews with medical students to broaden our understanding of medical students’ perception of cross-cultural competence enhancement.ResultsThe conducted thematic analysis allowed for the development of four themes, which showed that Polish medical students perceived skills and knowledge necessary to facilitate culturally congruent care as indispensable to form quality patient-doctor relations, believed that lack of cultural sensitivity may lead to dangerous stereotype formation and insufficient competence may be the source of stress and anxiety resulting in confusion and lack of confidence. Finally, numerous suggestions have been made by participants on how to improve their cross-cultural competence. Students emphasized, however, the role of medical education with active and experiential learning methods, including simulation-based training, in the process of equipping them with the knowledge and skills necessary to provide best quality care to culturally diverse patients.ConclusionsOur analysis indicated that Polish medical students seem to hold positive attitudes towards cultural competence development and view it as an important component of physician professionalism.

A paradox theory lens for developing cross-cultural competence: Mindset, behavior, and work design

Cross-cultural competence (CCC) is one of the most effective means for expatriates to overcome cultural tensions and liabilities of foreignness on international assignments. Drawing upon a paradox theory lens, this study delineates a moderated mediation model that unpacks the mindset, behavior, and work design features which empower the development of CCC in the context of expatriate assignment. To test this model, we obtained survey data from 244 expatriate managers, matched with survey responses from 244 local colleagues, nominated by each expatriate. Structural equation modelling revealed that both holistic thinking and attributional complexity predict CCC via paradoxical behavior. In addition, opportunity-enhancing work design positively moderated the indirect relationship between attributional complexity and CCC. Such findings highlight the importance of embracing a paradox mindset and paradoxical behaviors for competency building on international tasks. The practical implications for expatriate selection, training, and continuous development are also discussed.

CROSS-CULTURAL APPROACH TO THE SPEECH TRAINING OF MASTERS OF PRE-SCHOOL EDUCATION IN THE MULTICULTURAL SPACE OF UKRAINE

The article presents a cross-cultural approach to the speech training of masters of pre-school education in the multicultural space of Ukraine; the concepts "multicultural space of Ukraine", "multicultural education", "multicultural broadcasting environment" are defined; the principles of multicultural education are characterised. A cross-cultural approach is the starting point in the speech training of masters of pre-school education in working in a multilingual and multicultural environment was; it involves mutual penetration and intersection of cultures, a positive attitude to the language of other ethnic groups in the multicultural space of Ukraine, their culture, customs and traditions. It has been proved that the development of cross-cultural competence is the result of the cross-cultural approach to speech training of masters of preschool education.

Translation Activity's Interpersonal Function Research and College Students' Cross-Cultural Competence Development: An Extended Study Based on Bao Gong Park Translation Activities

Translation Activity's Interpersonal Function Research and College Students' Cross-Cultural Competence Development: An Extended Study Based on Bao Gong Park Translation Activities

REQUIREMENTS FOR FOSTERING THE DEVELOPMENT OF CROSS-CULTURAL COMPETENCE AMONG ASPIRING PRIMARY SCHOOL TEACHERS

In the current era, the issue of multicultural education holds great significance in nurturing and cultivating the cross-cultural competence of primary school teachers. The development of cross-cultural competence has become a pressing social concern, particularly emphasizing the constructive transfer of knowledge within a multicultural setting. This heightened emphasis can be attributed to ongoing globalizing processes, educational integration, and the prevalent low level of cross-cultural competence among individuals. The establishment and enhancement of cross-cultural competence hold particular importance within foreign language education, especially in the professional training of teachers. Teachers must be prepared to address pressing educational issues that always involve the task of instructing and nurturing students from diverse ethnic and social backgrounds, encompassing varied cultural values, traditions, and lifestyles. Consequently, the education system should primarily focus on strengthening intercultural connections and harmony within Kazakhstan, necessitating a shift in the requirements for contemporary graduates of higher education institutions, who should possess a high level of competence in cross-cultural relations. Hence, the purpose of this research is to identify the pedagogical prerequisites essential for developing the cross-cultural competence of future primary school teachers, enabling them to comprehend and embrace diverse values, possess well-developed cross-cultural self-awareness, and engage effectively in intercultural interactions inherent in other cultures.

REQUIREMENTS FOR FOSTERING THE DEVELOPMENT OF CROSS-CULTURAL COMPETENCE AMONG ASPIRING PRIMARY SCHOOL TEACHERS

In the current era, the issue of multicultural education holds great significance in nurturing and cultivating the cross-cultural competence of primary school teachers. The development of cross-cultural competence has become a pressing social concern, particularly emphasizing the constructive transfer of knowledge within a multicultural setting. This heightened emphasis can be attributed to ongoing globalizing processes, educational integration, and the prevalent low level of cross-cultural competence among individuals. The establishment and enhancement of cross-cultural competence hold particular importance within foreign language education, especially in the professional training of teachers. Teachers must be prepared to address pressing educational issues that always involve the task of instructing and nurturing students from diverse ethnic and social backgrounds, encompassing varied cultural values, traditions, and lifestyles. Consequently, the education system should primarily focus on strengthening intercultural connections and harmony within Kazakhstan, necessitating a shift in the requirements for contemporary graduates of higher education institutions, who should possess a high level of competence in cross-cultural relations. Hence, the purpose of this research is to identify the pedagogical prerequisites essential for developing the cross-cultural competence of future primary school teachers, enabling them to comprehend and embrace diverse values, possess well-developed cross-cultural self-awareness, and engage effectively in intercultural interactions inherent in other cultures.

Подготовка студентов вуза к межкультурному взаимодействию в цифровой среде в ситуациях не-диалога культур

The study aims to substantiate the necessity of cross-cultural competence development in the digital environment among university students in connection with the relevance of conflict resolution in the context of non-dialogue of cultures. The paper examines the features of cross-cultural interaction in the digital environment in situations of non-dialogue of cultures; presents the structure of cross-cultural competence in the digital environment, determines the skills of constructive influence on cross-cultural conflict in situations of non-dialogue of cultures in its structure; elaborates and tests the methodology of developing the skills of constructive influence on cross-cultural conflict in the digital environment in the university educational process in foreign languages on the basis of the identified pedagogical conditions. Scientific novelty lies in highlighting three groups of skills that need to be developed within the framework of cross-cultural competence formation in the digital environment among students, namely: the ability to prevent cross-cultural conflict, the ability to constructively influence cross-cultural conflict, the ability to resist manipulative influence, cultural aggression, discrimination, vandalism. As a result, the pedagogical conditions for cross-cultural competence formation in the digital environment among students have been determined and the methodological recommendations for cross-cultural competence development in the digital environment in situations of non-dialogue of cultures among students when teaching a foreign language have been given.

Cross-cultural competence formation for future teachers in integration processes

The article is devoted to the improvement of cross-cultural competence for future teachers. The study aims to develop directions and tools for the cross-cultural competence of teachers at different levels of organization and regulation of teaching education in the conditions of integrative processes. The study's central hypothesis is that cross-cultural competence cannot be formed by implementing educational programs and requires an integrated approach at all levels of the pedagogical process. The relevance of the methods and tools for the cross-cultural competence formation of the future teacher in the conditions of integration processes is determined by three factors: transformation of the labor market, aggravation of intercultural perception problems in the world, insufficient amount of scientific research on this topic. The research methods are used: analysis, synthesis, systematization, comparison, induction, and deduction. The study results allowed to form recommendations for the cross-cultural competence development of the future teacher at the individual, teaching, institutional and regulatory levels. The main content of the recommendations is the possibility of organizing practical communication experiences between students of different nationalities. The study's practical significance consists in the possibility of its use in the educational programs of pedagogical institutions of higher education.

Формирование межкультурной компетентности иностранных студентов посредством адаптационного тренинга в рамках реализации третьей миссии университета «Университет и общество»

The study aims to substantiate the importance of cross-cultural competence formation in foreign students through adaptation training, which is a significant element of the cross-cultural support system for foreign students in conditions that are new for them as a part of implementation of Russian universities’ third mission “University and Society”. The paper describes the factors influencing the process of adaptation in a new cultural environment, identifies the notion and elements of cross-cultural competence, justifies the need to organise adaptation training in cross-cultural communication for foreign students. Scientific novelty lies in determining the goal and components of adaptation training at the first stage of the integration of foreign students into a new cultural environment of the university. As a result, it has been determined that a master class on cooking Russian national dishes as one of the types of adaptation trainings for foreign students (using the example of working with Chinese students at Novosibirsk State Technical University) is an effective pedagogical tool by means of which the parallels between Russian and Chinese cultures that are significant for adaptation are drawn, which contributes to cross-cultural competence development in foreign students.

A Study on the Cross-Cultural Literacy Among College Japanese Learners

With the rapid development of communication technology, cross-cultural communication between regions and countries transcends the limitations of time and space. The form and content of cross-cultural communication are unprecedentedly diverse. Avoiding and resolving the accompanying cross-cultural conflicts and cultivating international talents with cross-cultural abilities are important issues in the reform of foreign language education in colleges and universities in various countries. Based on the perspective of learners' self-perception, this paper examines the correlation between Japanese learners' cross-cultural confidence and the elements of cross-cultural educational environment. Reflect on the problems existing in the construction of cross-cultural education in colleges and universities. A survey of 1027 Japanese learners in 5 colleges and universities in Northeast China was conducted. Through quantitative research methods, it is found: Due to the influence of the foreign language teaching mode that focuses on cultivating language ability for a long time, foreign language learners make self-judgment on their own cross-cultural self-confidence mainly based on language ability. The current cross-cultural curriculum consists of foreign cultural courses, There are few cross-cultural professional courses, and they are characterized by incoherence, The system has not yet been formed. Cross-cultural competence development is long-term, diverse and dynamic. Therefore, the construction of intercultural competence education environment needs to explore an open intercultural competence training model on the basis of solid theories and diverse practices.

Collaborative Online International Learning: Language and Cross-Cultural Experiences of University Students

This qualitative study reports on a collaborative online project between the University of Washington at Tacoma (USA) and the Universidad Veracruzana at Veracruz City (México). The project was implemented as part of the internationalization of higher education policies of the participating universities, which include pedagogical practices oriented toward foreign language learning, the internationalization of the curriculum, and virtual exchange. The study documents cross-cultural learning experiences between two groups of students from different linguistic and cultural backgrounds in a Collaborative Online International Learning approach (COIL); and how those experiences related to the development of cross-cultural competence. The language of instruction was English and the students interacted through an online platform and a social network. The methodological design was qualitative-interpretive. Data was generated using interviews, linguistic samples (writing samples), and the interactions of the participants prompted by the use of an online platform and a social media network. Data analysis was realized through a content approach, which led to the formulation of assertions based on themes that emerged. Results indicate that the pedagogical approach implemented (COIL) prompted reflexion on issues related to language learning, cultural understanding, and common life experiences, and that it was conducive to the development of aspects of cross-cultural competence.

Implementing Integrated Content and Language in Higher Education in Accounting Classes: Implication for International Business Teaching

ABSTRACT Companies’ demands and competition in the job market push International Business students to become ready to work in multilingual environments where English is the main language of communication. Rather than expecting students to learn English by exposure or on their own there are content and language integrated approaches (such as Content and Language Integrated Learning (CLIL) and Integrating Content and Language in Higher Education (ICLHE)) which support the development of a language while the student learns specific content. Using a case study approach, the study approaches the collaborative work of an Accounting teacher and an English for Specific Purposes (ESP) teacher in tertiary education, through the process of planning, designing, and implementation of a teaching module on Accounting. Results show that the teachers’ collaborative work for the construction and implementation of the integrated CLIL module produced positive outcomes for the teaching and learning process. Furthermore, students found the used methods highly motivating and engaging, contributing positively to their future professional careers. It is argued that the CLIL approach may be beneficial and approximates the environment of International Business, by demanding collaboration of individuals from different contextual backgrounds, whose main language is not English and promoting bilingualism and cross-cultural competence development.

State of Cross-Cultural Competencies Development among Students from the Faculty of Medicine at Universidad Católica del Norte in Chile

This article analyzes the situation of cross-cultural competencies in students of the Faculty of Medicine of the Universidad Católica del Norte in Chile. For the above, a complementary mixed methodology was applied. During the qualitative stage, 3 focus groups, 10 participants each one, were carried out, in addition to 8 semi-structured interviews. In the quantitative stage, the scale of cross-cultural competencies in health was applied to 130 students from the Faculty. Results show      that students have a medium to high competence for the dimensions of cross-cultural cognitive skills, cross-cultural affective skills and behavioral skills to establish cross-cultural communication and low competence to link professional training to cultural diversity. The foregoing shows that there are consolidated basal competencies for the complete development of cross-cultural competence through future systematic training processes in the context of their academic studies

Cross-border Education: Students Exchange Programme Participants’ Perspective on ERASMUS

Modern educational landscape has been undergoing drastic changes due to the processes of internationalization and transnationalization. Internationalization in higher education is manifold, student academic mobility being one of its manifestations. It is often associated with ERASMUS, the programme that has been implemented in European higher education for almost 30 years. It provides short-term student exchange programmes and involves EU member states as well as other European countries, including Russia. The effect of ERASMUS on higher education of EU countries has been thoroughly studied, while its Russian segment remains a white spot. This article reports on the study done among Russian students who participated in ERASMUS students exchange programmes in 2018–2020 as well as the Russian students educated along with their international colleagues in a home university. The employment of qualitative methods revealed that Russian participants of ERASMUS exchange programmes find them very effective. The most significant benefits include the development of cross-cultural competence as well as professional skills and personal growth. Students working with international participants of ERASMUS programme in a home university were very positive about the experience. Such communication makes the classes interesting, helps Russian students develop understanding of cultural issues, increases their motivation and gives impetus to self-development.

Cross-Cultural Competence Development for Business Students

In today’s global economy, cross-cultural competence, or cross-culture intelligence (CQ), has become one of the critical skills for managers of various functions within an organization. Given the i...

PEDAGOGICAL CONDITIONS FOR THE FORMATION OF CROSS-CULTURAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS

In modern conditions, the problem of multicultural education is very relevant to the formation and development of cross-cultural competence of a primary school teacher. The problem of the formation of cross-cultural competence is currently acquiring special social significance. Particular attention is paid to highlighting the problem of constructive transfer of knowledge in a multicultural environment. This may be due to the processes of globalization taking place in the world, integration in the educational space, as well as the low level of cross-cultural competence of people. The formation and development of cross-cultural competence is important in the system of foreign language education, especially in the process of professional training of a teacher. The teacher must be ready to solve urgent educational problems always associated with the need to train and educate students. Students can be from different ethnic and social groups with different cultural values, traditions and lifestyles. Accordingly, the education system should first of all strengthen intercultural ties and harmony in Kazakhstan, which entails a change in the requirements for modern graduates of higher educational institutions with a high level of competence in the field of cross-cultural relations. In this regard, the purpose of this study is to identify the pedagogical conditions for the formation of cross-cultural competence of future primary school teachers, capable of understanding and accepting values, having a developed cross-cultural self-awareness, capable of intercultural interaction, inherent in other cultures.

Intercultural Competence of Psychologists: Problems and Prospects of Study and Development

The article is concerned with the problem of cross-cultural training of psychologists. The author analyses various approaches to the definition and development of intercultural competence and highlights professional and ethical problems of psychological activity related to cultural competence/incompetence of specialists. Particular attention is paid to the specifics in training psychologists for cross-cultural counselling, the experience of organising psychological work in a multi-cultural environment, using the example of the Republic of Sakha (Yakutia), as well as some important aspects in how psychologists develop and manifest intercultural competence during ethnopsychological field studies. An analysis of the accumulated practical experience in a multicultural environment made it possible to identify the conditions for the successful development of cross-cultural competence, setting the psychologist’s value foundations and motivational readiness to communicate with people of other cultures. These conditions include: (1) a humanistic approach in psychology; (2) a subjectsubject approach to communication; (3) formation of scientific and professional thinking; (4) purposeful development of such mechanisms of understanding other people as decentration and reflection; and (5) mastering of conflict-resolution and group-work technologies. In this regard, the author concludes that the development of intercultural competence in the domestic psychologists’ training system requires not only a detailed discussion of ethical issues related to the psychologist’s activities or specifics of cross-cultural communication within the studied disciplines, but also the introduction of special cross-cultural communication development programmes and trainings in intercultural competence and cultural sensitivity. The cross-cultural training of psychologists can be based on the working model of ethnocultural competence proposed by T.G. Stefanenko. It is emphasized that the development of intercultural competence should involve not only an individual person but the entire professional community through research and open discussion of the current state of cross-cultural competence of psychologists as well as the entire complex of ethical issues.

Assessing Asian Medical Students’ Readiness for Diversity: Localizing Measures of Cross-Cultural Care Competence

Phenomenon: There is now broad acceptance that the development of cross-cultural competence (CCC) supports the delivery of appropriate care to diverse groups and is an essential component in medical education worldwide. CCC training in East Asian contexts has been constrained by the fact that “cultural diversity” training globally has focused primarily on the needs of racial and ethnic communities, to the relative neglect of other groups. The present study explores Taiwanese students’ perceptions of CCC provision to identify gaps in local medical education and thus facilitate a more systematic delivery of CCC. Approach: Using an adapted and translated version of the Cross-Cultural Care Survey developed by Harvard Medical School, we collected 1567 student responses from four geographically-distributed Taiwanese medical schools between 2015 and 2017. In addition to student responses, we also collected 122 clinical teacher responses from two of the four medical schools that were surveyed to cross-examine the students’ self-perceived competence. The data were analyzed with SPSS and ANOVA was employed with student data to compare the differences among different stages. The analysis focuses on CCC in 4 stages of training: general education, basic pre-clinical and integrated clinical sciences, clerkship, and internship. Findings: The findings show that students felt unprepared to deal with health disparities and the needs of diverse groups and there was no evidence of an increased sense of preparedness in the development of relevant skills in the analyses of the pre-clinical to clinical stages of the curriculum. Similarly, teachers also perceived students across the different stages of training to be unprepared in dealing with the health disparities and needs of diverse groups. However, although findings from teachers’ responses parallel those from students, teachers tend to perceive students to be even more unprepared than they perceive themselves to be. The training for CCC appeared inadequate from both set of data and students perceive CCC training to be less explicitly evident in the medical program as it advances from the foundation stage to the pre-clinical stage. Insights: The study raises some crucial issues in terms of diversity and CCC training in medical education programs. The fact that increased awareness of health disparities and the needs of diverse groups fails to be aligned with a sense of preparedness and skillfulness confirms that CCC has not been explicitly and sufficiently addressed in the medical curriculum, particularly in the pre-clinical stage when the focus is on acquiring scientific and technical knowledge. This study shows how a questionnaire designed by and for an American medical institution situated in a highly diverse society can be adapted so that its findings serve as a baseline for medical education programs in Taiwan, and perhaps in other countries that are beginning to acknowledge hitherto “hidden” diversity. This study also has implications which indicate that CCC is crucial in the delivery of appropriate care by members of the medical profession to diverse patients.

МЕТОДИЧНІ АСПЕКТИ РОЗВИТКУ МІЖКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ ЛІКАРІВ-ТЕРАПЕВТІВ У ЗАКЛАДАХ ПІСЛЯДИПЛОМНОЇ ОСВІТИ

Актуальність: розвиток міжкультурної компетентності набуває важливого значення у системі післядипломної медичної освіти, оскільки успішність міжособистісної комунікації фахівців системи охорони здоров’я, зокрема лікарів-терапевтів, значною мірою залежить від рівня міжкультурної компетентності. Дана проблема є надзвичайно актуальною в умовах поширення епідемій, пандемій, техногенних та екологічних катастроф. 
 Мета дослідження полягає у аналізі навчальних програм, що мають одним із завдань розвиток міжкультурної компетентності лікарів та виокремленні основних методичних засад щодо розвитку цієї компетентності у післядипломній медичній освіті.
 Методи: теоретичні (аналіз, синтез, узагальнення). 
 Результати: проведено аналіз навчальних програм, спрямованих на розвиток міжкультурної компетентності лікарів. Встановлено, що для розвитку цієї компетентності серед лікарів-терапевтів необхідним є впровадження тем до основних курсів у системі післядипломної медичної освіти, що зумовлять вивчення та вирішення проблем розуміння та усвідомлення міжкультурних особливостей професійного оточення. 
 Висновки: основними методичними засадами щодо розвитку міжкультурної компетентності лікарів-терапевтів у закладах післядипломної освіти є виокремлення актуальних тем у межах міжкультурної проблематики для їх включення до дисциплін, що пропонуються лікарям у системі післядипломної освіти; застосування форм навчання, що сприяють активізації, мотивації та підвищенню інтересу до навчання у лікарів; забезпечення неперервного навчання лікарів-терапевтів без відриву від основної роботи.

Cross-Cultural Competence Through Training Translation in Economics

The article focuses on the development of cross-cultural competence in ESP studying and economy discourse training translation. Having analyzed the theoretical basis of intercultural competence and the translation theories, the authors underline the connection of language learning and acquiring background knowledge. Using their practical experience and taking into account difficulties while doing economy discourse training translation, the authors stress the necessity of teaching cultural phenomena and ways of their translation.