Cross-cultural Learning Research Articles

Exploring the influence of technological support, cultural constructs, and social networks on online cross-cultural learning

In this study, we carried out an online cross-cultural learning activity supported by speech-enabled language translation technology on a social network service with representatives from 13 nationalities. The participants were assigned into two groups: Group I discussed the traditions and related culture of interest whereas Group II discussed traditions, culture, and any other topics of interest. We tested the effectiveness of the learning activity supported by speech-enabled language translation technology on cross-cultural learning; analysed the social network; measured the cultural constructs, and investigated the relationship between the cultural constructs and cross-cultural learning. The results revealed that Group I outperformed Group II in terms of both procedural and declarative knowledge. The results showed that Group II had better social network characteristics; for example, Group I had fewer edges and a lower average network degree than Group II. In terms of cultural constructs, the results related to power distance, individualism, and uncertainty avoidance were contradictory to those of earlier research. Finally, we found no relationship between the cultural constructs and cross-cultural learning. In this paper, we discuss implications for and suggestions to the field of technology-supported cross-cultural learning based on the results.

Good Health and Wellness: Reflections on Implementing Health Promotion in Indian Country.

In 2014, the Centers for Disease Control and Prevention (CDC) launched "A Comprehensive Approach to Good Health and Wellness in Indian County" (GHWIC) to promote health and chronic disease prevention in tribal communities while facilitating cross-cultural learning and relationship-building. Through GHWIC, CDC aimed to work with American Indian and Alaska Native communities to identify effective health promotion strategies to address chronic disease disparities. Tribal sovereignty, community context, and consideration of tribal histories (e.g., oppression, genocide, and cultural erasure) are key to health improvement efforts and work with tribes. These elements center experience, knowledge, and self-determination to reclaim good health and wellness as Indigenous peoples see it. The Implementation Reflection Project was a qualitative inquiry composed of one-on-one discussions and small group sessions conducted to explore experiences of CDC staff, national partners, and tribal recipients as they implemented GHWIC program activities. The Project documented observations and recommendations for future tribal health funding efforts and identified best practices for effective partnerships with tribes and tribal organizations. Findings centered around tribal experiences with GHWIC, improved program processes, the importance of relationships, and the effects of internal capacity on implementation. Key suggestions for future work with tribal entities included simplifying and clarifying roles, expectations, and administration requirements, and establishing clear and consistent communication between program partners. The approach CDC used with GHWIC recipients was effective and respectful, but room for growth remains. Potential future collaborators in Indian Country should consider these findings when planning health promotion initiatives.

From Personal Threat to Cross-Cultural Learning: an Eidetic Investigation

Abstract This study was an eidetic, phenomenological investigation of cross-cultural learning that involves overcoming an experience of personal threat. The study and its findings were placed within the context of Husserl’s genetic phenomenology and the extant humanistic literature on cross-cultural encounter. This appeared especially appropriate given phenomenology’s history “within the movement of the so-called ‘Third Force’ psychology” (Giorgi, 1970, p. xi). The eidetic reduction revealed the phenomenon to be rooted in an essential unfamiliarity with the other compounded by presumptions of the other as representing a substandard foreignness harboring danger. For the phenomenon to unfold required the learner to witness spontaneous emotional expression and empathically discover that the other struggles and suffers “like any other human being.” Openness to the other progressively builds and new meanings emerge from the interpersonal exchange as compartmentalized, intellectualized understandings of the other are outmoded.

A clearer sense of self: relationship between bilingualism and overconfidence bias

ABSTRACTBecause of the quickening pace of globalisation, recent years have witnessed a rise of bilingualism throughout the world. Prior research has documented a range of cognitive benefits and costs of being bilingual. The current work uncovers another potential positive side of being bilingual: the control of overconfidence in peer-comparison problems. Based on previous findings that bilingualism is positively related to enhanced cognitive functions, we predict that individuals’ overconfidence will be negatively correlated with their bilingual experience and this relationship will be independent of crosscultural learning and of the modality of the bilingual experience. In line with our theoretical perspective, significant negative associations emerged between L2 proficiency and overconfidence scores in both Chinese speaking learners of English and English-speaking learners of Chinese (Studies 1–3). These results suggest that the inverse relationship between bilingualism and overconfidence cannot be accounted for by the effects of acculturation. Additionally, such associations were also observed in Chinese-Chinese Sign Language bimodal bilinguals (Study 4). The robust findings across different cultures and modalities suggest that as individuals learn to master two languages, the bilingual experience may reduce their overconfidence bias and nudge them to make more rational judgment and decision-making in comparison to monolingual groups.

Transformative Learning and Inclusion in a Global Social Work Course

As there are many types of global learning experiences for students, understanding best practices is critical in resource allocation and developing competencies. Additionally, diversifying global education is essential in addressing unequal student access and improving cross-cultural competence. This paper describes a short-term international course with graduate students from social work, public health, and nursing. Nine students participated in semi-structured interviews about the impact of the course on their lives. Transformative learning theory emerged as an important pedagogical guide as students described transformations in lifestyle and perspectives that developed through experiential learning. Recommendations for improving learning and increasing cultural and interprofessional learning include having guided group discussions on critical incidents, using a critical reflection process focused on cultural assumptions, and focusing on the psychological, convictional, and behavioral dimensions of learning. Traditionally underrepresented students described barriers related to international study, further emphasizing the importance of encouraging underrepresented students to pursue global opportunities through mentoring, targeted marketing, and making international experiences affordable and logistically feasible. Inclusion of students from different backgrounds in international courses is not only important in promoting social justice, but also enhances cross-cultural skill development and learning.

Maximizing Cross-Cultural Learning From Exchange Study Abroad Programs: Transformative Learning Theory

While some institutions require their students to spend a semester abroad as a prerequisite to earning a business degree, academics challenge the view that travel abroad helps students become culturally competent. Many students admit that they failed to immerse themselves in a cross-cultural environment. Therefore, the purpose of this study is to identify the components of exchange study abroad programs (ESP) that facilitate student cross-cultural learning (CCL). Building on transformative learning theory (TLT), we propose and test a conceptual model of relationships between different components of exchange programs and student CCL. The data collected from more than 700 students participating in a semester and two-semester-long programs are analyzed through logistic regression. This research contributes to the literature on the effectiveness of ESP by identifying the key components that maximize positive outcomes for students. By building on TLT, it reveals the importance of getting out of one’s comfort zone and providing students with support during the ESP. This study bears practical implications as it provides academic institutions and students with important insights that help maximize student CCL.

Conversation as an Education Medium for the Age of Distraction - the ‘Art of Range’ Podcast

On the Ground • The Art of Range is an educational podcast designed for rangeland practitioners, including ranchers, rangeland professionals, and researchers. Rangeland management is both art and science; the practice of any art depends on mastery of science, a body of knowledge. Rangeland science, as a truly integrative discipline that encompasses soils, plants, animals, people, and economics, invites lifelong learning and cross-cultural learning. • True education is a science of relations; this requires communicating with depth and breadth. The structure of modern life in the developed world promotes thin communication, continuous partial attention, and personal and ideological isolation even as moderns are hyper-connected through digital communication devices. A conversational podcast permits deeper exploration of important topics and promotes synthesis and application to one’s own physical and cultural context. • The Art of Range podcast in 2019 explored a variety of specific topics, such as rangeland management fundamentals, ecosystem monitoring, targeted grazing, managing rangelands for resiliency to climate uncertainty and risk, and understanding and valuing ecosystem goods and services.

A code of conduct to guide Indigenous-inspired spas

ABSTRACT While best practices are provided for green spas, Indigenous tourism, and ecotourism, there has been an absence of a code of conduct for spas that aim to sustainably integrate culture. The need for guidelines unique to this niche spa sector is critical and timely given the post-COVID-19 demand by travellers seeking out more health-related benefits via wellness holidays. This paper reports on a study of international spa experts and Indigenous healers who incorporate ancient practices into spa experiences to provide benefits to clients through non-exploitative means. The result is a suggested code of conduct as well as a definition for spas offering services or rituals based on or inspired by Indigenous traditions. The code features several themes including risks; honouring culture; product development and training; client experience; as well as local empowerment. The benefits to Indigenous communities include meaningful employment and preserving ancient practices that are at risk of erosion. Benefits to clients include cross-cultural learning through oral history (storytelling) of traditions, and spa options that remedy stress or other health imbalances. The spa sector in turn benefits from guidance as to how to determine if and how cultural elements are suitable to incorporate into their spa menus of offerings.

Building partnerships for linking biomedical science with traditional knowledge of customary medicines: a case study with two Australian Indigenous communities

BackgroundCustomary medicine of Australia’s Indigenous peoples draws upon knowledge developed through millennia of interaction with Australia’s unique flora and fauna. Many Indigenous Australians are interested in developing modern medicinal and commercial translations of traditional knowledge; however, barriers of trust and benefit sharing often thwart progress.MethodsUsing a participatory action research framework, university researchers collaborated with members of two Australian Indigenous communities to investigate selected medicinal plants and locally made bush products. A trusted community liaison facilitated the collaboration that was fostered through bilateral site visits. Material transfer and confidentiality agreements ensured that the plant materials were only used for the agreed purpose. Plain language written reports of the laboratory results were provided to the communities with follow up discussions.ResultsIn case study 1, only some of the traditional uses for the raw plants were shared with the researchers. Deidentified plants were assessed for antioxidant and antimicrobial properties. In case study 2, the plant names, traditional uses, and preparation methods were shared with the aim of learning more about their plants, potential uses, and optimising their bush products. Literature reviews were conducted that also helped guide in vitro testing of the crude and solvent partitioned extracts. These differences reflected the community’s reasons for conducting the research and intellectual property considerations. In both cases, observed benefits included building trust and strengthening working relationships for ongoing collaboration, fostering enthusiasm for linking traditional and scientific knowledge, promoting cross-cultural learning about scientific methods and traditional medicine, maintaining the relevance of traditional knowledge in the modern world, and initiating community discussions around their bush medicine product development.ConclusionsCommunity-driven scientific investigation of traditional medicinal knowledge can facilitate culturally meaningful outcomes, with potentially wide-reaching direct and indirect benefits. Community liaisons were invaluable for establishment of strong relationships and ensured that the research was culturally and locally appropriate. The need for clearer guidelines and regulation around community-driven biomedical research of their plants was identified. Australia would benefit from a user-friendly, open-source toolkit that promotes use of local traditional medicines, contains information about processes and protocols that communities and scientists could use to develop collaborative projects, and guides regulation and ethical commercialisation. Close consultation and collaboration with communities and researchers will be needed to ensure that such a toolkit is culturally appropriate and fit-for-purpose.

Buku Al-Arabiyyatu Bayna Yadaik (Analisis Pengajaran Bahasa Arab Dalam Perspektif Lintas Budaya)

The purpose of this paper is to analyze Arabic teaching methods at the Faculty of Cultural Sciences, University of Indonesia, which uses the book Al-Arabiyyatu bayna Yadaik in the perspective of Cross Cultural Understanding which is assumed to reduce stagnation in conversation and respect for other people's culture by selecting textbooks used as handbooks . Arabic is a reflection of Arabic culture. Three approaches in teaching Arabic are through language, psychology, and sociolinguistics (culture). The teaching of Arabic culture can be applied through listening, conversation, reading and writing material. The research method used is a descriptive qualitative analysis. The conclusion of this article is that the book Al-Arabiyyatu bayna Yadaik displays four competencies, namely listening skills (maharatu al-istima'), reading (maharatu al-qira'ah), speaking (maharatu al-kalam), and writing (maharatu al-kitabah), in addition to additional knowledge in the form of language about Arabic and Islamic culture that can be used as an alternative to cross-cultural Arabic-based learning.

Cross-Cultural Learning in Gameplay: BAFÁ BAFÁ, Persuasive Technology, and the Exploration of Intercultural Sensitivity

Background. Serious games have the potential to provide benefits that beyonds entertainment value. Recent growth in the empirical research of serious games shows their abilities to deliver prosocial messages. Aim. This study aims to examine the use of games in the management of cultural schemas as well as moderating intercultural sensitivity and intercultural communication competence. Moreover, this study explores how and why simulation games, such as BAFÁ BAFÁ, function as persuasive technologies (PTs) effectively motivating individuals into behavior change. Method. An experimental study with three conditions (game, reading, and control) was conducted to examine the effects of BAFÁ BAFÁ on enhancing participants’ intercultural sensitivity as well as communication competence compared to reading intercultural materials or regular activity. Results. Both intercultural sensitivity and communication competence were measured with multi-dimensional scales, and the results of the multi-variate analyses indicated that the intercultural simulation game BAFÁ BAFÁ can facilitate the increase of participants’ intercultural sensitivity and communication competence.

Tailored for China: did it work? Reflections on an intensive study abroad programme for Chinese student teachers

ABSTRACTThis study examines how a cohort of 32 Chinese student teachers experience a 3-week Intensive Study Abroad Programme in Canada, which focused on facilitating understanding of teaching and learning from an international perspective. Research findings underscore the effectiveness of a context responsive approach to cross-cultural teaching and learning that places emphasis upon modelling and deliberate explication of teaching practice, experiential learning and dialogic reflection.

Learning to Transform Through Interplay Between the Confucian and Western Cultural Heritages: A Case Study of School Leadership Development in Beijing, China

Taking a case study approach and utilizing Hoggan’s transformative learning (TL) typology and criteria as a framework, we examined the self-reported TL experiences of 12 local school leaders in Beijing, China. These local school leaders gained cross-cultural learning from a school leadership development program that was designed to prepare school leaders for education internationalization. Our data analysis indicated that these 12 local school leaders had experienced significant changes in their educational epistemology, self-identity, and school leadership practices. Further examining these changes at the intersection of the Confucian and Western cultural heritages, we discovered that these school leaders had developed an integrated approach to education, started to consciously reflect on what their social- and self-identities entail, and began the process of transitioning from conservative to appreciative school leadership practices.

Understanding the Influence of Service-Learning Experiences in Relation to Students' Transformational Leadership

Current trend in higher education today involves transformational teaching and learning strategies (e.g., cultural immersion study abroad, mainstreaming, experiential teaching – such as project-based learning, inquiry-based learning, service-learning, etc.). This current pedagogical trend is evolving from the traditional individualized lecture method to more experientially engaging and participatory methodologies such as service learning, and other transformational approaches inclusive of diversity and cultural awareness such as cross-cultural learning (Lopes-Murphy & Murphy, 2016), active learning, cooperative learning, dramaturgy (Barbuto, 2006), and intercultural/multicultural learning (Ippolito, 2007). These transformational approaches demonstrate practical active involvement, participation, and engagement of students both in domestic and global institutions and settings in higher education. In this perspective, this reflection seeks to highlight the influence of service-learning experiences on students' transformational leadership enhancement/or development in higher education. In doing this, I define and explain service learning and volunteerism; define and explain transformational leadership, review recent pertinent literature on transformation leadership; and finally, draw my conclusion.

A Narrative Inquiry of the Influence of Canadian Pre-Service Teachers’ Chinese Language Learning on Cross-Cultural Learning Through Reciprocal Learning

Cross-cultural experience plays a very important role to the growth of pre-service teachers. This narrative study explored Canadian pre-service teachers’ Chinese language learning and their cross-cultural experiences in China related to participating in a three-month international program between a university in Canada and a university in China. This study focuses on four participants’ Chinese foreign language learning and how their Chinese learning influenced their cross-cultural learning when being immersed in a Chinese language environment. The findings show that the pre-service teachers not only developed a basic level of oral language proficiency, but also developed a higher language tolerance for the learners who are non-native speakers of English. In addition, through learning Chinese, the pre-service teachers learned more about Chinese culture and developed an appreciation of different cultures which helped them develop better perceptions and attitudes toward multicultural education in Canada.

THE LEARNING EXPERIENCES OF FOREIGN LANGUAGE STUDENTS IN A CULTURE TRIP

This study examined the learning experiences of students of English as a Foreign Language in a culture trip that was conducted within the students' own multicultural society (Indonesia). The culture trip was aimed at providing the students with hands-on experience to learn about cross-cultural adjustment, skills to relate to people of other cultures, to be independent, and to act responsibly. Those skills are parts of the skills that people need to perform in the 21 st century environments. The study was guided by a research question: what were the students' learning experiences during the culture trip? The qualitative data for answering the research question were collected from the students' individual written reports of the trip, and the results of open-ended questionnaires given after the trip. The findings showed that for many of the students, the trip was their first independent travel experience which provided not only cross-cultural adjustment learning experience but also learning lessons about many of the skills needed in the 21 st century such as communication, using information technology, being self-directed, independent and responsible, managing goals and time, collaboration and working in a team. The study may be useful for teachers of language who would like to provide cross-cultural experiences and soft skills to the students to function effectively in 21st-century environments. Keywords: authentic learning activities; cross-cultural adjustment; 21st century skills

Stakeholder Engagement in Late-Stage Translation Phase 4 Research for Noncommunicable Diseases in Low- and Middle-Income Countries: What Works and Why—The Vietnam Experience (UMMS–Vietnam Team)

BackgroundStakeholder engagement is crucial for conducting high-quality implementation research as well as for the incorporation and adoption of health interventions and policies in the community. ObjectivesThis study sought to build a mutually rewarding collaboration between stakeholders in Vietnam and investigators in the United States. MethodsA collaboration was established between investigators from several institutions in Vietnam and the University of Massachusetts Medical School that was built on mutual trust, cross-cultural learning, and shared experiences. This collaborative arrangement has led to sustainable stakeholder engagement in Vietnam. We formed a multidisciplinary transnational research team and maintained regular contact both online and in person. We also conducted a needs assessment study, in which several focus group discussions and in-depth interviews of stakeholders in Vietnam were carried out. ResultsThe formal collaboration between investigators in Vietnam and the University of Massachusetts Medical School began in 2011 and has strengthened over time. The U.S. team provided expertise in study and intervention design, data collection and analysis, and trial implementation, whereas the team in Vietnam brought a deep understanding of local health care delivery systems and expertise in the delivery of health care interventions at the grassroots level. Our initial partnership has now grown to include committed individuals at the government, academic, and community levels including the Vietnam Ministry of Health, key governmental and nongovernmental research institutions and agencies, medical and public health universities, and communities in rural settings. The needs assessment study found that there are important gaps in the delivery of hypertension management practices in many rural communities in Vietnam and that stakeholders are fully engaged in our ongoing, community-based, hypertension-control project. ConclusionsMultiple layers of stakeholders and communities in Vietnam are fully engaged with, and have contributed significantly to, our ongoing hypertension control research project in Northern Vietnam.

Epistemological flashpoint in China’s classroom reform: (How) can a ‘Confucian do-after-me pedagogy’ cultivate critical thinking?

ABSTRACTChina’s 2017 ‘classroom revolution’ call intends to transform current teacher-centered pedagogies with brand-new philosophies and technologies. As a new entry point for classroom research, I problematize a naturalized (mis)belief—teacher-centered (Confucian) didactic pedagogies are not conducive to critical thinking cultivation—that has enthralled Chinese teachers in an epistemological-moral-pedagogical dilemma. My problematization, philosophically informed and practice-research grounded, unfolds in four steps. First, I explicate the presumed clash between the claimed Confucian pedagogies and critical thinking. Second, I historicize the Confucian pedagogical philosophy to implode the naturalized (mis)belief and some stereotypical (mis)understandings of Confucian teaching and learning, demonstrating instead an epistemological compatibility therebetween. Third, I unpack how my phenomenological case study discerns an unrecognized yet educative ‘repair moment’ in a Chinese math classroom, generating a possible re-conjoining between teachers’ self-despised yet habitually implemented ‘Confucian do-after-me pedagogy’ and critical mathematical reasoning. Through observations and interviews, I illustrate how this ‘repair moment’ can become pedagogically significant, overturning teachers’ naturalized (mis)belief, redeeming them from the moral-practical dilemma, and cultivating their critical pedagogical consciousness. Finally, I argue that this paper not only provides a philosophical-plus-empirical paradigm for teaching invention in China and beyond but also sheds new light on cross-cultural learning in transnational curriculum studies.

Hopeful Cross-Cultural Encounters to Support Student Well-Being and Graduate Attributes in Higher Education

The impetus to ensure Australian students, once enrolled, complete their university qualification has become more pressing. Student retention impacts funding in a tight fiscal environment and is used as a benchmark for quality performance. Evidence of increased levels of psychological distress in university students threatens this retention. Risks to student well-being can be compounded for diverse and international students with vulnerabilities that include social isolation, negotiating cultural difference, and marginalization. This article reports on the evaluation of an extracurricular program available to all students in an Australian university that enabled respectful interfaith and cross-cultural dialogue, called Finding Common Ground. The program sought to reduce social isolation, support mature religious expression, counter marginalization, and strengthen graduate attributes. The research highlighted hopeful and surprising cross-cultural encounters, impacted positively on student well-being, enhanced cross-cultural learning, and disrupted the propensity for polarization or “silence” in university (and social) discourse on religious beliefs.

Developing Cultural Competence

The growing popularity of short-term study abroad and faculty-led immersion offer scholars and educators a new opportunity to study the impact of cross-cultural experiential learning practices on fostering cross-cultural competency among business students. Rising foreign direct investment, international trade, the growing significance of emerging markets, and other socio-political elements of globalization are reshaping 21st century business practices. Pedagogies of business education, including sales and marketing education, must adapt to these changes and provide an emphasis on cross-cultural understanding and its impact on business decision making, along with fostering skills for cultural sensitivity. This article will review two relevant theoretical frameworks, transformative learning theory, and experiential learning theory, which describe the processes by which students develop intercultural competence, particularly with respect to faculty-led, short-term study immersion programs. It will outline a series of best practices for designing, measuring, and implementing such programs in higher education and conclude with brief recommendations for future research.