Cross-cultural Skills Research Articles

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.

The impact of Erasmus program on intercultural communication skills of students

In this paper we examine the development of students’ intercultural communication skills as a result of participation in the Erasmus Mobility Program. For the analysis both quantitative and qualitative methods are used. The results of survey show that students’ level of knowledge, skills and attitudes are much higher than before the program, especially in the skills category. According to the interview with students it can be concluded that students regard the experience of participating in the Erasmus Mobility program as positive primarily for learning a foreign language and developing cross-cultural communication skills. Thus it allows us to confirm the positive impact of Erasmus on intercultural communication skills of Russian students.

Students’ Potential Abilities as Correlates of Self-Employment Start-Up Intentions: Evidence from Private Sector-Led Technical and Vocational Education Institutions in Nigeria

The current study examines the correlation between TVET students’ potential abilities and self-employment start-up intentions. The participants of the survey were 209 students of Nigerian TVET Institutions. Using a Bivariate Pearson Correlation Matrix and Simple Linear Regression tests of relationships, the results revealed a significant relationship between TVET students’ potential abilities and self-employment start-up intentions. More specifically, the results revealed significant correlations among communication and collaboration skills, critical thinking and problem solving skills, managerial and leadership skills, flexibility and adaptability skills, lifelong learning and self-direction skills and the intentions of TVET students to engage in self-employed business. Contrarily, the results show that there is no correlations between creative and innovative skills, ICT literacy and numeracy skills, social and cross-cultural skills, desirability and feasibility skills and the intentions of TVET students to engage in self-employed business upon graduation. Implications, limitations and logical conclusions were spotted out in the study. https://doi.org/10.26803/ijlter.18.9.8

Model Pengembangan Bahan Ajar Bahasa Indonesia sebagai Mata Kuliah Wajib Umum (MKWU) Berbasis Paradigma Pembelajaran Abad Ke-21 pada Aspek Career and Life Skills (CLS)

Preparing students to be skilled in work in the 21st century and able to connect a skill in 21st century teaching/Partnership for Teaching 21st Century Skill (P21) this articulates that students are expected to become successful individual citizens in working in the 21st. The pedagogic goes from traditional core skill to teaching paradigms of the 21st century. This 21st century paradigm is indispensable to ensure that at graduation students must be able to prepare themselves for work and other skills most in demand in the 21st century, namely career and life skills (CLS). This study aims to produce appropriate Indonesian language teaching materials with student learning needs in the 21st century. The research method used is development research (R D). This research will find and develop language teaching materials consisting of aspects of skills; listening, speaking, reading and writing, and linguistic aspects; such as grammar, vocabulary, language awareness, and language for cultural togetherness, and combining career and life skills (CLS) aspects consisting of leadership, initiative, flexibility, accountability, adaptation, social and cross-cultural skills, productivity and efficiency. Conclusion: (i) the content of Indonesian language teaching materials must adjust to the times, (ii) the teaching materials used today still have deficiencies in the aspects of content, and supporting completeness. Research suggestions: (i) teaching materials must be able to provide learning experiences and have an impact on graduates in their careers and lives, (ii) this research can be used as a reference in conducting development research.

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

Influence of VBA-based Monopoly Game in Microsoft Excel as Teaching Material on Primary School Students’ Cross-Cultural Competence in Social Studies Learning

The background of this research is based on diversity of Indonesia in terms of social, cultural, religious, language and ethnic groups. The specific problem in this research lies on the diversity of students in one public elementary school in Cimahi City, situated in the area of the Indonesian Army. Therefore, this research seeks to investigate the difference in improvement of students’ cross cultural skills between learning using VBA (Visual Basic of Application)-based Monopoly game teaching materials in Microsoft Excel and conventional learning. This research aims at improving students’ cross cultural skills, and observing the differences or disconnection of the improvement of students’ cultural skills between learning using VBA-based teaching materials and conventional learning. This research employed a quasi-experimental method with a non-randomized pretest-posttest control group design. A quantitative observation instrument in the form of a checklist was used as the research instrument. The results revealed that both learning using a teaching material of VBA-based Monopoly in Microsoft Excel and conventional learning were able to improve the students’ cross cultural skills. However, based on the result of N-Gain test, learning using teaching material of VBA-based Monopoly game in Microsoft Excel was better than conventional learning.

Psychosocial work environment and cross‐cultural competence among native and foreign‐born registered nurses

Cross-cultural competence is an essential component of the nursing profession, but little is known about the specific psychosocial work characteristics that potentially promote or hinder such competence. In the present study, psychosocial work characteristics were based on Karasek's Job Demand-Control Model. The researchers examined whether Karasek's psychosocial work characteristics, such as high-strain jobs, high-strain isolated jobs, active jobs, and active collective jobs, are associated with cross-cultural competence (empathy, skills, positive attitudes, and motivation), and whether there are differences between native and foreign-born registered nurses (RN) in these potential associations. A random sample of 744 native RNs (91.0% women) and a total sample (n = 212) of foreign-born RNs (94.3% women) working in Finland were used. Data were collected using a questionnaire and analyzed with a series of multiple linear regression analyses. High-strain and high-strain isolated jobs were negatively associated with all four dimensions of cross-cultural competence. Active collective jobs, but not active jobs, were positively associated with cross-cultural skills. There were no differences between native and migrant nurses in these associations. The psychosocial work environment is associated with cross-cultural competence in both native and migrant nurses. Improvements in psychosocial working conditions, especially minimizing negative factors in the work environment, such as high-strain and high-strain isolated jobs, may need to be considered as a part of the efforts aimed to enhance cross-cultural competence among nursing personnel.

The Implementation of 21st Century Skills as the New Learning Paradigm to the Result of Student’s Career and Life Skills

Teaching students to learn and to work well with 21st century skills is not only the domain of vocational school (SMK), but also general senior high school (SMA/MA) as well. It is not enough for students to have only core skills in literacy and numeracy in order to succeed as individuals, citizen, or workers. This article deliberates how to implement the 21st century skills as the new learning paradigm for senior high school students. Furthermore, how is the result of those implementations to the student’s career and life skills based on its five elements as the indicators. For the first research question, the study was descriptive and qualitative. For the second research question, the study was descriptive and quantitative. The writer did an observation, which is workplace action research. There is a Career and Life Skills Program for the twelfth grade students of MA NU Walisongo Sidoarjo. The indicator of the scoring result sheet consists of the five elements of skills that comprise the Career and Life Skills (CLS) domain. They are (1) Flexibility and adaptability skills; (2) Initiative and self-direction skills; (3) Social and cross-cultural skills; (4) Productivity and accountability skills; and (5) Leadership and responsibility skills. The result of those implementations to the student’s career and life skills based on its five elements is quite good. At the end, they are expected will be job-ready with the skills most in demand in the 21st century.

Coping: "This Is More Than a Trip-It Is a Journey".

A 2-week community health clinical experience in Ghana, Africa, provided undergraduate nursing students a study abroad opportunity to expand their cross-cultural skills. Journal entries (N = 512) of four cohorts were analyzed for common themes using Atlas.ti 7 in this descriptive qualitative study. No emphasis was placed on how to cope with cultural shock in Ghana, nor any attempt made to teach effective coping skills during the trips. Bochner's ABC cultural learning response model provided the framework for grouping themes. Positive coping skills included the need for control, humor, normalizing, and reframing as well as a need for a break and relaxation. Venting, frustration, and physical ailments were coded as negative responses to culture shock. Due to these findings, student preparation for short-term study abroad should include discussions on effective coping with culture shock during orientation sessions and on-going debriefing.

The Vietnam project: developing conceptual knowledge on cross-cultural skills for training in SME internationalization

ABSTRACTThis paper explores the importance of cross-cultural skills needed by Vietnamese SMEs (current and potential) exporters across Hanoi, Da Nang and Ho Chi Minh City (HCMC). The findings suggest that training needs vary by regions, stage of SME development and cultural context of the region. The study has both theoretical and practical implications. The paper suggests that prior to designing and implementing training, the identification process must involve systematic conceptualization of key export stimuli and be informed by best practice and empirical knowledge. The study endeavours to develop a conceptual framework and propositions for future research.

Emerging empowerment of international students: how international student literature has shifted to include the students\u2019 voices

Social isolation has been a central focus within international student research, especially with regard to international/host national relations. While a worthy area of study, we argue that the sheer volume of such research stems from the fact that universities’ recruitment of foreign students is often justified by the claim that a more international campus will engender cross-cultural skills. The main argument of this paper is that, from this perspective, the “point” of such sojourns is seen as social, and any lack of interaction becomes problematic. This is an intellectually respectable position, but it is problematic that it has come to dominate the field to such a degree that the students’ own experiences and goals are rarely heard. This paper calls for a de-muting of international students in research, so that more research is oriented by their stated priorities. While there has been a shift in this regard around the turn of the millennium, presumptions as to the purpose of educational sojourns remain and continue to colour research.

THE IMPLEMENTATION OF 21 ST CENTURY SKILLS AS THE NEW LEARNING PARADIGM TO THE RESULT OF STUDENT’S CAREER AND LIFE SKILLS

Teaching students to learn and to work well with 21st century skills is not only the domain of vocational school (SMK), but also general senior high school (SMA/MA) as well. It is not enough for students to have only core skills in literacy and numeracy in order to succeed as individuals, citizen, or workers. This article deliberates how to implement the 21st century skills as the new learning paradigm for senior high school students. Furthermore, how the result of those implementations to the student’s career and life skills is based on the five elements as the indicators. For the first research question, the study was descriptive and qualitative. For the second research question, the study was descriptive and quantitative. The writers did an observation, which is workplace action research. There is a Career and Life Skills Program for the twelfth grade students of MA NU Walisongo Sidoarjo. The indicators included in the scoring result sheet consist of the five elements of skills that comprise the Career and Life Skills (CLS) domain. They are (1) flexibility and adaptability skills; (2) initiative and self-direction skills; (3) social and cross-cultural skills; (4) productivity and accountability skills; and (5) leadership and responsibility skills. The result of those implementations to the student’s career and life skills based on its five elements is quite good. At the end, they are expected will be job-ready with the skills most in demand in the 21st century.

Contemporary investigations in teaching cross-cultural business communication to pre-service tourism specialists

The article analyses contemporary researches of teaching cross-cultural business communication to pre-service future tourism specialists. The readiness of prospective tourism specialists to provide efficient job activities presupposes their cross-cultural communicative competence development which implies their foreign language ability to communicate successfully with business partners and consumers of tourist services. Foreign languages for tourism purposes help not only to operate, persuade, make decisions, but also to create a favourable business atmosphere, understand other cultures and mentality of people. Nowadays, one of the important tasks is to get pre- service tourism specialists ready to communicate in foreign languages successfully and meet professional requirements. Prospective tourism specialists should be able to take part in seminars, fairs, exhibitions, business negotiations, conclude and contracts, issue professional documents, carry on business correspondence, speak over the telephone, socialise on the Internet, write summaries and CVs which involves direct and indirect cross-cultural business communication. The purpose of this paper is to review current problems of teaching foreign languages to pre-service tourism specialists for theoretical substantiating of the author’s conception of teaching English language cross-cultural business communication skills to students majoring in tourism. The analysis results showed timely character of this issue. The previous research experience and the author’s own study may become fundamentals for theoretical grounding the conception for building English language cross-cultural business communication skills of pre-service tourism specialists.

Study Abroad Objectives and Satisfaction of International Students in Japan

Many Japanese universities have created short-term study abroad programs with the aim of offering a satisfying study abroad experience to international students. Based on a survey of 131 international students, this paper analyzes these students’ objectives and their relation to student satisfaction. As the results show, many students regard their experience of living in Japan as more important than their academic pursuits. Furthermore, for students with prior knowledge of Japanese, improving language skills tends to result in higher satisfaction, while for students who do not speak the local language, achieving cross-cultural skills is a major factor for having a satisfying experience.

Teaching cross-cultural management: A flipped classroom approach using films

A film, as a tool for classroom learning, can be an effective teaching method to introduce experiential learning in the cross-cultural management classroom. In cases where actual exposure to other cultures is not feasible, films can be a medium of simulation to immerse oneself in a different culture. This paper explores the use of popular feature films for teaching cross-cultural management using the flipped classroom approach. Along with listing the process and structure of the flipped classroom, we provide a list of 101 films that can be used to teach cross-cultural skills. Using content analysis, we provide a short summary and the intercultural themes depicted in each of the films. Additionally, every film is also mapped across one of the GLOBE clusters of cultures. This enables not only teaching of intercultural concepts, but also allows instructors to choose a particular societal culture to explore. Additional recommendations are provided to customize the classroom procedure as per the teaching constraints and the learning objectives.

EFFECT OF COOPERATIVE LEARNING MODEL TYPE TEAM GAME TOURNAMENT (TGT) ON CROSS-CULTURAL SKILLS IN LEARNING SCIENCE SOCIAL KNOWLEDGE IN PRIMARY SCHOOL

The purpose of this research is to know the influence of cooperative model of game tournment team (TGT) type to cross cultural skill in IPS learning in fourth grade of SD Negeri Talaga kulon I. The method used in this research is pre experiment with one group pretest-posttest research design with instrument is a checklist observation system guidance. The result of this research is TGT type co-operative model have an effect on the improvement of cross cultural skills of elementary school students of Talaga Kulon I. This is seen from the comparison of pretest and posttest score and statistical test showing improvement especially on indicators "Harnessing social and cultural differences to work together effectively".

A Vision for 21st Century Education

Globalisation, population dynamics, fast growing demographics and technological advancements are some of the key changes of the future. Today’s students will have to be prepared to face sizeable challenges yet also know that many opportunities are brought about by those same forces. The person who is schooled in today’s education system from elementary to universities has to learn the necessary skills and knowledge to take on challenges in the future. More specifically, this writer envisions that the 21st century student must have three core competencies, including: 1) civic literacy, global awareness and cross cultural skills; 2) charismatic and compassionate personality and the ability to embrace cultural diversities; and 3) ecological literacy, and the ability to collaborate with international communities in sustainable projects. Adding to these three categorical competencies, todays student also has to learn a specific set of technological skills to succeed in the 21st century workforce, predicted to be robustly rooted in artificial intelligence hyper-connected systems with minimal human intervention.

Influence of Contextual Factors on Chinese Private College Students’ Spoken English

Spoken English has long been a bottleneck for Chinese English learners, which is caused by not only the exam-oriented teaching mode, but also the negative psychological factors of shyness and timidness. Besides, in private colleges, high student-teacher ratio and less class hours also hinder the effect and efficiency of spoken English class. To improve spoken English ability, contextual factors including situational factors and personal factors were tested by a questionnaire with 201 students from a private college in Guangdong Province. Then an SPSS analyses were conducted on the correlation of spoken English and contextual factors. Special attention was given to the students who were good at writing but poor at spoken English, whose communicative mode, psychology and motives of spoken English acquisition were analyzed. The results indicated that non-verbal contextual factors related closely to students’ speaking ability, among which psychological factors were the most remarkable. In addition, the students’ autonomy was the weakest part and demand attention from teachers. Therefore, apart from language ability, cultivating positive psychology and autonomous learning could be break-throughs for spoken-English ability. The teachers should be more creative in creating a relaxing and interesting class by using multi-modality input in class. Besides, as mobile phone has become an indispensable learning tool, teachers should recommend more effective Apps and encourage ubiquitous learning. As a stimulus, teachers may use the Apps to assess students’ progressive grades. To increase students’ confidence in speaking English, pronunciation and fluency should be the focus of training, using Apps such as dubbing English movies. Furthermore, teachers should explain cultural differences and pragmatic aspect of English, such as body languages, customs, politeness and pertinence in expression to enhance students’ cross-cultural communicative skills. Through such training, students can not only become a fluent English speaker, but also a cultural expert which is beneficial to their future career.

Pre-Departure Training for Student Global Health Experiences: A Scoping Review

Purpose: The authors identify the recommended pre-departure training (PDT) practices for physiotherapy students participating in a global health experience (GHE): both the content to be covered and the preferred learning methods to be used. They also discuss the implications of these recommendations for the physiotherapy field. Method: A scoping review of scientific and grey literature was performed to identify the recommended PDT practices. A thematic analysis was then performed to identify emerging themes. Results: The recommended PDT content broke down into the following areas: global health knowledge; ethics, introspection, and critical thinking; cultural competency; cross-cultural communication; placement-specific knowledge; and personal health and safety. The recommended learning methods were a combination of didactic, reflective, and experiential components that would enhance knowledge, develop cross-cultural skills, and address attitudinal changes. Conclusion: The growing participation of Canadian physiotherapy students in GHEs requires universities to adequately prepare their students before they leave to mitigate moral hazards. Given that little empirical research has been published on the effectiveness of PDT, the authors encourage collaborative efforts to develop PDT and evaluate its effectiveness for students and its impact on host communities.

Healthcare workers mobilising cultural health capital to assist socially marginalised patients

ABSTRACTResearch on cultural capital mobilised in healthcare largely focuses on how patients of low-socioeconomic status or ethnic minority groups struggle in the healthcare field. This study examines how providers, care coordinators, and administrators use their own cultural capital resources to bolster equity in health services, and explores the limitations of such efforts. Thirty-five hours of interviews with Hispanic and non-Hispanic White personnel at U.S. community health centres are used to explore how individuals on the ‘supply-side’ of healthcare may exhibit flexible expectations of patient cultural capital. Participants acknowledge how factors such as immigration status and family roles affect patient ability to exhibit traditionally high-value cultural capital in clinical interactions. Yet, providers’ flexible expectations and cultural knowledge alone cannot deliver comprehensive care to indigent patients of colour. Persistent systemic barriers like high costs and limited public programs require healthcare workers to navigate care outside of interactions with patients. Participants describe the precarious process of drawing favours from professional social networks to coordinate access for patients facing multiple forms of social marginalisation. While acknowledging the importance of cross-cultural skills, this research explains processes impeding professional cultural training interventions in their ability to correct health service inequities on a broad scale.