Cross-cultural Competence Research Articles

Peacekeeping Forces Skills as a Solution to Resolve the Israeli-Palestinian Conflict Reviewed From Cross-Cultural Competence & Resilience Perspective

Peacekeeping Forces Skills as a Solution to Resolve the Israeli-Palestinian Conflict Reviewed From Cross-Cultural Competence & Resilience Perspective

Reviewing half a century of measuring cross-cultural competence: Aligning theoretical constructs and empirical measures

We provide a comprehensive review of how cross-cultural competence (CCC) has been measured over the past half-century in order to more closely align theoretical constructs and empirical measures. Based on a content analysis of 68 academic and commercial CCC instruments and a supplemental survey of 160 experts, we review the approaches used in these instruments to conceptualize and quantify CCC, discuss their limitations, and recommend best practices and directions for future researchers and practitioners when selecting and using CCC instruments or developing new alternatives.

Measuring Healthcare Cross-Cultural Competencies: A Pilot Survey with University Students

Background: Accent-related difficulties and perceptions create communication barriers that affect patient safety and quality of care. However, healthcare communication trainings seldom measure how students’ knowledge, attitude, and skills shift with regard to the actual perception of the cross-cultural communication, including accent differences. Method: This pilot study assessed baseline knowledge and stereotypes regarding accents through a 42-item questionnaire survey, the Cross-Cultural Communication Quotient (CCQ). The survey was administered across five classes in two universities. Results: 186 (85% females) respondents were included in the analyses. Results showed the average score for knowledge is 65%; stereotypes: 67%; and competency: 66%. Higher scores of accent knowledge are associated with higher levels of competency (rho=0.18, p=0.015). Higher stereotype scores (lower levels of accent stereotype beliefs) are associated with higher levels of competency (rho=0.15, p=0.048). Interestingly, higher knowledge scores are associated with lower stereotype scores (i.e., higher levels of stereotype beliefs), suggesting that more knowledge does not prevent stereotype beliefs (rho=-0.34, p<0.001). Conclusions: Findings suggest that knowledge and stereotypes are both reliable predictors of competency in cross-cultural communication. Many gaps in students’ knowledge of accent-shaping, and presence of stereotypes related to accents identify the need to build competencies in this area of cultural competence. Furthermore, higher level of knowledge does not prevent or reduce stereotype beliefs. We recommend developing healthcare education curricular programs that focus more intentionally on addressing stereotypes, in addition to the more traditional knowledge-building elements.

21st century competences. What they are and why they are important

The  article deals with the description and analysis of what competences and personal features will be required in the future. The purpose of this article is to discuss an important issue regarding the competence that a specialist of the 21st century should have. In a world of rapid and unpredictable  changes, it’s vital that young people are equipped with the right skills and competences  to be prepared  to respond to the challenges  of  the society. These are the competences that are necessary for a specialist of the future: understanding situations and circumstances (Sense making); social intelligence (Social intelligence); adaptive thinking (Adaptive thinking); intercultural competence (Cross cultural competence); algorithmic thinking (Computational thinking); interdisciplinary thinking (The ability to understand concepts across multiple disciplines); design thinking (Design mind-set) and virtual collaboration (Virtual collaboration). The individuals who develop these skills are qualified as knowledge workers. They will be able to operate in changing environments, to handle non-routine and abstract work processes, to make decisions or assume responsibilities, to work and interact as a team, and they will achieve a broad and systemic understanding. Key words: competence; sense making; social intelligence; intercultural; design thinking; virtual collaboration.

Formation of Tolerance in Foreign Language Learning through the Study of Media Texts

The article is devoted to a topical issue in modern methods of foreign language teaching at university, i.e. the development of critical thinking among students within the framework of the subject “Media Languageˮ. The authors present an analysis of the views of Russian and foreign researchers on such concepts as critical tolerance, cultural identity, cross-cultural competence, etc. Students of linguistic areas of training today experience particular difficulties in overcoming language and cultural barriers when analyzing information from foreign-language media. The study substantiates the ways in which the teacher organizes the student's cognitive activity in practical foreign language classes, which helps to gain experience in working with a foreign-language journalistic text in the conditions of intolerant behavior of foreign-language media in relation to Russia. The article summarizes the practical experience of teachers and proposes an algorithm of text analysis, consisting of several steps. This type of work involves the analysis of the text in accordance with certain tactical guidelines, which allows you to formulate your own point of view according to a given speech situation. The authors give proof of the educational value of this algorithm of work, underlining that such approach to learning helps to form a tolerant position towards representatives of other cultures and the skill of respectful dialogue within a multicultural community.

The Relationship Between the Use of Social Media and Cross-Cultural Competency Among International Students in Saudi Arabia

This study investigates the role of social media in helping international students in Saudi Arabia develop cross-cultural competency. “International students” is a term that has vastly been perceived to describe students who study in the USA, Canada, and Europe. However, Saudi Arabia—one of the biggest Middle Eastern Countries—has successfully attracted over 50 thousand international students who represent 159 countries around the world to come and study in Saudi Arabia. This influx of students represents different cultural backgrounds. The study uses a survey that snowballed into potential participants, all of whom are international students in Saudi Arabia. A total number of 134 participants successfully completed the survey (of whom 121 are males). The study found that 113 participants gained cross-cultural competency, conditioning that they own social media accounts, spend some time daily on social media, and interact with global content. The study concludes that more research is needed on the population of international students in Saudi Arabia as this population deserves more research-focused attention. Keywords: International students, cross-cultural competency, social media, Saudi Arabia.

Development of the conceptual and categorical cross-cultural competence apparatus

The issue of effective interactions between the representatives of different cultures has been investigated by many researchers. Such attention is caused by growing tendency for globalization as it means increasing in the number of contacts in many public spheres such as international politics, business, trade, education and many others. There have been developed different approaches to define and conceptualize cross-cultural competence, its components and their correlation. Therefore, to analyze the concept and the structure of cross-cultural competence is the purpose of the present research. Methods. To achieve the goal, the differences in theoretical definitions and conceptualizations of cross-cultural competence structure were analyzed. The generalization of its components was considered, and the conclusions were made about the correlation of these components, and how they influence and impact behavior, action, and outcomes. Research results and their discussion. The concept of cross-cultural competence was offered. In different sources, similar structures were denominated with rather different terminologies. However, based on the numerous studies, it became possible to structure the cross-cultural competence concept, which shows the correlation of cognitive knowledge, abilities, attitudes, personal traits, and key skills which are important while communicating cross-culturally. Cultural experience and foreign language knowledge also contribute to cross-cultural efficiency, which is measured according to its external and internal outcomes

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.

Randomized controlled trial of a group peer mentoring model for U.S. academic medicine research faculty.

Midcareer is a critical transition point for biomedical research faculty and a common dropout point from an NIH-funded career. We report a study to assess the efficacy of a group peer mentoring program for diverse biomedical researchers in academic medicine, seeking to improve vitality, career advancement, and cross-cultural competence. We conducted a stratified randomized controlled trial with a waitlist control group involving 40 purposefully diverse early midcareer research faculty from 16 states who had a first-time NIH R01 (or equivalent) award, a K training grant, or a similar major grant. The yearlong intervention (2 to 3 days quarterly) consisted of facilitated, structured, group peer mentoring. Main study aims were to enhance faculty vitality, self-efficacy in achieving research success, career advancement, mentoring others, and cultural awareness and appreciation of diversity in the workplace. Compared to the control group, the intervention group's increased vitality did not reach statistical significance (P = 0.20), but perceived change in vitality was 1.47 standard deviations higher (D = 1.47, P = 0.03). Self-efficacy for career advancement was higher in the intervention group (D = 0.41, P = 0.05) as was self-efficacy for research (D = 0.57, P = 0.02). The intervention group also valued diversity higher (D = 0.46, P = 0.02), had higher cognitive empathy (D = 0.85, P = 0.03), higher anti-sexism/racism skills (D = 0.71, P = 0.01), and higher self-efficacy in mentoring others (D = 1.14, P = 0.007). The mentoring intervention resulted in meaningful change in important dimensions and skills among a national sample of diverse early midcareer biomedical faculty. This mentoring program holds promise for addressing the urgencies of sustaining faculty vitality and cross-cultural competence.

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.

The Buffalo Model: An Approach to ABA Standard 303(c)'s Exploration of Bias, Cross Cultural Competency, and Antiracism in Clinical & Experiential Law

The Buffalo Model: An Approach to ABA Standard 303(c)'s Exploration of Bias, Cross Cultural Competency, and Antiracism in Clinical & Experiential Law

Key advantages of multiculturalism for foreign language teaching and learning

Multiculturalism is a concept that has gained increasing importance in today's globalized world, which is characterized by diversity and a rich cultural exchange. In the field of foreign language teaching and learning (FLT), the incorporation of multiculturalism has become an essential tool to promote a better understanding of cultural differences, foster empathy, and encourage the acquisition of new linguistic skills. The purpose of this paper is to highlight the key advantages of multiculturalism in foreign language teaching and learning and identify optimal ways of effective strategy implementation on bringing multiculturalism into FLT. Firstly, multiculturalism can provide students with a deeper understanding of the cultural background of the language they are learning. By exposing students to different cultures and traditions, they can better comprehend the linguistic nuances and idiomatic expressions that are inherent in a language. This, in turn, can enhance their language proficiency and make them more effective communicators. Secondly, multiculturalism can promote empathy and tolerance towards people from different cultures. In a multicultural classroom, students can learn to appreciate and respect the diversity of cultural backgrounds, beliefs, and values. This can improve their intercultural communication skills and promote a more inclusive learning environment. Thirdly, multiculturalism can encourage critical thinking and creativity. When students are exposed to different cultural perspectives, they are challenged to question their own assumptions and biases. This can foster a more open-minded approach to learning and inspire new ideas and ways of thinking. Fourthly, multiculturalism can prepare students for a globalized workforce. In today's interconnected world, cross-cultural competence is a valuable asset for professionals in various fields. By incorporating multiculturalism into foreign language teaching and learning, students can develop the skills necessary to communicate effectively with people from different cultures, both in personal and professional settings.In conclusion, the incorporation of multiculturalism in foreign language teaching and learning offers many advantages, including a deeper understanding of cultural backgrounds, empathy and tolerance towards diversity, critical thinking, and preparation for a globalized workforce. By recognizing the importance of multiculturalism in foreign language teaching and learning, educators can create a more engaging and inclusive learning environment that prepares students for success in a globalized world.

THE STRUCTURE OF CROSS-CULTURAL COMPETENCE AND LEVELS OF ITS FORMATION

Introduction. The factors responsible for effective interactions between the representatives of different cultures have been investigated by numerous researchers. Such interest is caused by growing tendency for globalization as it means increasing in the number of contacts in many spheres such as international politics, business, trade, education and many others. Therefore, those who are involved in international communications due to their profession have to possess certain abilities and obtain essential knowledge, which help them to develop specific skills for successful communication. To analyze and structuralize these abilities, knowledge and skills is the purpose of the present research. Methods. To achieve the goal, the differences in theoretical definitions and conceptualizations of cross-cultural competence structure were analyzed. The generalization of its components was considered, and the conclusions were made about the interaction of these components, and how they influence and impact behavior, action, and outcomes. Research results and their discussion. A preliminary conceptual model of cross-cultural competence consisting of nine elements was offered. In different sources, similar structures were denominated with different terminologies. However, based on the numerous studies, it became possible to create a cross-cultural competence structure, which shows the correlation of cognitive knowledge, abilities, attitudes, traits, performing and behavioral skills while communicating cross-culturally. Cultural experience and foreign language knowledge also contribute to cross-cultural efficiency, which level can be measured. The measurement results are divided into external and internal. External outcomes include behavioral outcomes and outcomes of adapting to a cross-cultural environment, participating in it, and demonstrating appropriate behavior.

Cross-cultural competence as a component of integration into the european scientific and educational space

The educational environment of higher education institutions acquires universally inclusive characteristics, which allows it to reflect and respond to the needs and demands of all participants in society without exception. In this aspect we have to research cross-cultural competence as a component of integration into the european scientific and educational space. For achievement the aim with tasks, the set of complementary methods was applied: theoretical methods: (analysis, synthesis, comparison, generalization) were used to find out the state of the problem; empirical (direct and indirect observation, standardized questionnaire survey, semi-standardized individual interviews), psychodiagnostic methods and research techniques; statistical analysis. Thus, according to research it is obvious that modern social, political, and economic realities, transformational processes in the state education system, also significantly change established views regarding the professional level and personal qualities of specialists. There is no doubt that thier level of preparation must meet international standards that formulate the requirements of competitiveness not only in the labor market of Ukraine, but also in other foreign countries. Modern university graduates have to demonstrate not only the variability of knowledge, show interpersonal empathy and tolerance for any diversity, but also have developed prognostic and reflective skills, possess cross- and multicultural competences, demonstrate professional mobility.

Demandas e utilização de serviços de saúde entre imigrantes de uma região metropolitana do nordeste do Brasil

Abstract Objective This study aimed to analyze the demands and use of health services by international migratory clusters in the metropolitan region of Aracaju, Sergipe. Method A total of 186 immigrants were recruited, and divided into clusters according to the country of origin and continent. An epidemiological questionnaire on health conditions and care-related. Results Low and low middle income country immigrants (LMI) are younger, with lower length of stay in Brazil, elementary education, working without a formal contract, with an income of up to 1 minimum wage (p<0.05). Latin America immigrants (LAI) are approximately twice as likely to have some Chronic noncommunicable disease (NCDs), compared to other country immigrants (OCI). Age and length of stay in Brazil influence self-rated health, search for health services and having some NCDs (p<0.05). The Unified Health System (Sistema Único de Saúde) was the most sought after both on arrival in Brazil and in the last 12 months, mainly by LMI and LAI (p<0.05). Conclusion and implications for practice Differences were observed within immigrant subgroups, mainly in terms of their use patterns and the importance for cross-cultural competence in health care.

МЕТОД ПРИРОДОСООТВЕТСТВИЯ В ФОРМИРОВАНИИ КРОСС-КУЛЬТУРНЫХ КОМПЕТЕНЦИЙ В ОБРАЗОВАНИИ И СПОРТЕ В ЦЕЛЯХ УМНОЖЕНИЯ ЧЕЛОВЕЧЕСКОГО КАПИТАЛА

The issues of introducing ethnic groups, primarily children of migrants, to Russian culture on the basis of cross-cultural competencies are considered, an analysis of existing adaptation programs for schoolchildren is given, the Pestalozzi method of nature conformity is declared, based on the formation of intellectual, moral and cultural education, physical education and sports, which allows solving problems multiplying human capital.

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

Diversity of medical dosimetry applicants and graduates.

Diversity is a critical component in the advancement of human endeavor in science. Students who complete their education and training at diverse schools can serve patients from a wide range of ethnic backgrounds and promote cross-cultural competence. However, developing a diverse environment of professionals is a long-term effort which often takes generations to complete. Increasing awareness of underrepresented genders and/or minorities helps to establish goals for building a future of improved diversity. Specific to radiation oncology, professions such as medical physicists and radiation oncology physicians have reported underrepresented females and minorities. The problem is that there is a paucity of literature regarding diversity of medical dosimetry professionals. The professional organization does not track diversity data for those members currently working in the profession. Therefore, the purpose of this research was to present aggregate data demonstrating the diversity of medical dosimetry applicants and graduates. The methodology involved quantitative data collection from medical dosimetry program directors which answered the research question, what is the diversity of medical dosimetry applicants and graduates? In comparison to the U.S. population, there were less applicant and accepted students of Hispanic/Latino and African American ethnicities whereas the Asian population was higher. While the U.S. population data reveals 3% more females, there were 35% more female than male applicant and accepted students in this study. However, the results differ significantly from medical physics and radiation oncology physicians with only 30% female clinicians.

Experiences of Unity Amidst Cultural Diversity among Tingguians and Ilocanos of Manabo, Abra

Unity in diversity is one of the major features of modern integrative societies. This study was conducted to explore experiences of unity amidst diversity among Tingguians and Ilocanos of Manabo. This study is ethnographic in nature, and used descriptive-exploratory research design to present observations about existing relationships of indigenous and non-indigenous groups in the locale. A total of five key informants, two focus groups, and fifteen residents served as participants of the study. They were composed of elders, teachers, religious leaders, community leaders, and commoners. Findings revealed that Tingguian culture is rooted on their ancestors’ beliefs and practices while Ilocano culture is characterized by cross-cultural competence. In terms of spirituality, both share in the belief of one God though Tingguian spirituality has a touch of animistic ritualism while Ilocano spirituality with devotional fervour to Catholicism. Both are tolerant and respectful of their religions. As regards education, schools promote culture in its activities and programs. Educational institutions are culturally-integrated and value-oriented. In terms of leadership, Tingguians are tribally headed by “lallakay” or council of elders while Ilocanos support the leadership of whoever is in the government position.

Phrasebooks and Dictionaries in the Formation of Cross-Cultural Competences of Chinese Students Studying Russian

A key indicator of the quality of professional education is the employment of graduates, including those in the international labor market. The noticeable interest in Russian language learning within the framework of China’s international initiative “One Belt, One Road” is caused by the need to train transnational personnel for international corporations. Therefore, one of the tasks of modern educational practice is to find effective means of forming cross-cultural competences in the process of teaching Russian as a foreign language. The aim of the article is to identify the potential of phrasebooks and dictionaries in the formation of cross-cultural competences of students. On the basis of the study of scientific articles and dissertations, methodological literature the potential of phrasebooks and dictionaries in the formation of cross-cultural competence of Chinese students studying Russian will be substantiated. Methodology and research methods. Within the framework of this article we relied on axiological, sociocultural and interdisciplinary approaches. The method of aspect analysis of scientific and scientific-methodological texts in Russian, English and Chinese was used. Results of the research. Reference textbooks on Russian as a foreign language - phrasebooks and dictionaries can be the means of formation of cross-cultural competences. Russian-Chinese phrasebooks and dictionaries should enhance the potential of forming cross-cultural competences of students. Conclusion. Phrasebooks are considered as a tool to overcome speech errors, a means of incultural socialization of foreign students. Phrasebooks perform the role of a living foreign language as they contain ready-made culturally specific texts for actual speech activities in the multicultural linguistic community. Under the conditions of transnational production relations the educational potential of phrasebooks is expanded in the context of forming cross-cultural competences of students.