Intercultural Effectiveness Research Articles

“Bridging cultures with love”: Spirituality in fostering intercultural effectiveness. The effects of language

Abstract Research yields contradictory results on the relationship between an individual’s spirituality, that is, the relationship with God/the Transcendent, and their cultural development. To address this gap, we conceptualize a model that investigates the effects of two spirituality dimensions, namely felt love for God and love for others, on the behavioral aspect of intercultural competence, that is, intercultural effectiveness (IE), through ethnocentrism. This model undergoes testing using a sample of 144 international students who self-identify as Christians, Muslims, belonging to other religions, and non-religious. The results confirm the positive impact of spirituality on IE by reducing ethnocentrism. We establish suppressing effects of both love for God and love for others, suggesting intricate dynamics of these two spirituality dimensions within the intercultural communication model. Furthermore, we identify the direct effects of host language and English as a lingua franca proficiency on IE. We also define the mitigating effect of host language proficiency on the adverse impact of ethnocentrism on IE. This study underscores the importance of higher education institutions to nurture students’ relational spirituality and support them in overcoming ethnocentric perspectives.

Measuring attitudes towards ethnic minority patients: the revalidated REMP-3 instrument for graduate healthcare practitioners

ObjectiveMeasuring intercultural attitudes can aid in understanding and addressing persistent inequities in healthcare. Instead of creating new instruments, several sources call for a more rigorous revalidation of existing instruments towards a more broad population. As an example of such an existing instrument, the EMP-3 (Ethnic Minority Patients) focuses on the attitudes of physicians towards ethnic minority patients. Starting from a robust theoretical underpinning and a rigorous methodological setup, the present study revalidates the EMP-3 instrument for physicians towards the REMP-3 instrument for graduate healthcare practitioners.MethodsWe assessed the reliability and validity of the old EMP-3, which we then updated to a new REMP-3 instrument. We used structural equation modeling to model the framework of intercultural effectiveness on two waves of independent data, N2021 = 368 and N2022 = 390. Within this framework, we tested the new REMP-3 instrument as an operationalization of intercultural attitudes. We conducted a confirmatory factor analysis on the first wave, after which we made adaptations to the original EMP-3 instrument to obtain a new REMP-3 instrument. The new REMP-3 instrument was then cross-validated using the data of the second wave.ResultsThe new REMP-3 instrument is a psychometric upgrade compared to the EMP-3. The REMP-3 now has a cross-validated structure, with three subscale dimensions (i.e., task perception, background perception and the perceived need to communicate) and an overarching higher-order, full-scale dimension. Both the subscales as well as the full instrument show acceptable to good internal consistency reliability, with a reduced number of items from eighteen to ten. As theoretically predicted, the REMP-3 also functions as a measure of intercultural attitudes in an intercultural competence framework.ConclusionUltimately, the REMP-3 instrument can contribute to more equity in healthcare by concisely and reliably assessing and monitoring attitudes in healthcare practitioners. This attitude assessment represents the potential of learning new skills and knowledge to address interactions with ethnic minority patients, which is especially useful during training situations like an internship.

Collaborative online international learning to enhance intercultural effectiveness in social work education

ABSTRACT Using the Collaborative Online International Learning (COIL) model, social work students based in three different countries (U.S. China, U.K.) were invited to participate in intercultural discussions about the development of the welfare systems in these countries. The discussion forum and COIL activities were conducted using synchronous virtual meetings via Zoom which were referred to as ‘virtual cocktail parties.’ Fifteen synchronous sessions were offered, and a total of 91 students participated in the COIL classes. This endeavor aims to enhance students’ utilization of a peer learning format for intercultural effectiveness, thereby fostering a deeper and more comprehensive understanding of the intricate aspects of social work practice. Through discussions with their peers in different countries, social work students recognized how, interculturally, they were impacted by social problems and professional situations. Learners also reflected, dialogued, and shared in contexts marked by cultural diversity. COIL appears to encourage students to develop a sense of global citizenship, fostering a deeper understanding of their roles and responsibilities in an interconnected world.

INTERCULTURAL COMMUNICATION COMPETENCE OF HEALTHCARE PROFESSIONALS CARING FOR PATIENTS FROM DIVERSE CULTURES

This research aims to examine the intercultural communication competence of healthcare professionals providing care and treatment to patients from different cultures. It evaluates the impact of intercultural communication on the quality and effectiveness of healthcare services. Method: The research was conducted with the participation of 280 healthcare professionals working at Alanya Alaaddin Keykubat University Hospital. Data were collected using the Intercultural Sensitivity, Intercultural Effectiveness, and Intercultural Awareness scales. Data analysis was performed using SPSS 25.0, and non-parametric tests were used for data that did not follow a normal distribution. Findings: Of the participants, 67.8% were female, 74.7% were under 25 years old, and 81.6% were single. In terms of education, 36.8% had an associate degree, and 44.8% had a bachelor's degree. The effects of demographic variables such as gender, marital status, and work department on intercultural competence were examined. Women scored higher than men in the Identity Protection sub-dimension, while married individuals scored lower than singles in the Cultural Communication Awareness sub-dimension. Paramedics had higher intercultural effectiveness scores compared to nurses. Discussion: The duration of experience significantly affected the Comfort in Communication sub-dimension. Higher education levels were associated with increased intercultural sensitivity and effectiveness scores. Those who received intercultural patient care training had higher scores, and those willing to work with patients from different cultures had higher intercultural sensitivity and effectiveness scores. Conclusion: These findings emphasize the importance of intercultural training and development programs to improve the quality of healthcare services. Enhancing healthcare professionals' intercultural communication skills is crucial for increasing patient satisfaction and the effectiveness of healthcare services.

A teamwork framework for preventing breaches of academic integrity and improving students’ collaborative skills in the AI era

Generative artificial intelligence (AI) tools have become a major challenge in the education sector in terms of the way that students use and manage them. This study examines the development, implementation, and evaluation of a teamwork framework by using academic integrity standards and formative feedback to minimise the use of generative AI tools in the Business Project Management (BPM) unit and promote students' learning skills through teamwork and self/peer evaluation. This teamwork assessment was designed to transform students into independent learners by improving their cultural awareness, self-confidence, teamwork, communication, leadership, as well as personal and interpersonal skills. The study's objectives are to determine whether a teamwork framework can help to maintain academic integrity and transform BPM students into independent learners and leaders in the era of generative AI, and to determine whether lecturers' formative feedback enhances students' skills in teamwork assessment. This research comprises an empirical study of 408 local and international BPM students from different cultural backgrounds. A mixed-methods approach was used to collect data and achieve a broader perspective of the research topic. BPM students reported their satisfaction with this type of assessment since it helped them acquire skills such as intercultural effectiveness and teamwork. Following the implementation of the teamwork framework, the number of instances of academic misconduct and requests for extensions have decreased dramatically, while the assessment's average marks increased by 10 %. A set of recommendations is offered that will ensure the successful implementation of the proposed framework for teamwork assessment and self/peer evaluation. This study was limited to the Business Project Management unit, but in 2024, the same study will be conducted involving other postgraduate units at Curtin University with a future rollout in other universities to compare how students perceive teamwork assessment.

Adaptation and Validation of the Intercultural Effectiveness Scale in a Sample of Initial Teacher Training Students in Chile.

Intercultural effectiveness is a relevant construct for improving the training of future teachers and promoting culturally diverse educational environments. This study aimed to adapt and validate the intercultural effectiveness scale (IES) in a sample of pre-service teachers in Chile. A cross-sectional design study was conducted, in which 584 Chilean university students participated (male = 37.8%; female = 61.6%; other = 0.5%), with a mean age of 20.56 years (SD = 3.37) and 21.9% identifying themselves as belonging to an ethnic group. The results obtained from structural equation modelling confirmed the structure of six correlated factors. The scores of the six factors of the IES presented positive and statistically significant correlations with the intercultural sensitivity scale (ISS). In addition, the factors presented adequate levels of reliability. The results of this research are discussed based on current theoretical and empirical evidence.

Midwives' Intercultural Effectiveness Levels and Influencing Factors.

Due to globalization, countries around the world are starting to notice diversity in their populations. It is crucial that midwives be able to communicate effectively with women from a variety of cultures to provide them with culturally effective health care. This cross-sectional study was conducted with 394 midwives who work in seven different regions of Türkiye. Data on the intercultural effectiveness and intercultural communication competence of midwives were collected. Data analysis was performed using descriptive statistics, t-tests, analysis of variance, and regression analysis. Midwives' intercultural effectiveness was influenced by their foreign language proficiency, experiences abroad, having friends from different cultures, following social media platforms in different languages and cultures, providing care to individuals from diverse cultures, and their willingness to do so. Findings suggest that exposure to different cultures enhances the level of intercultural effectiveness. Consequently, it is recommended to make plans to support midwives to have positive experiences with different cultures.

Examining the Significance of Intercultural Communicative Competence Development in Trainees during Pre-service Training.

The aim of this study is to discuss the need for improved intercultural communicative competence (ICC) training for pre-service Chinese as a Second Language (CSL) teachers who travel abroad to teach. Previous studies have shown that pre-service CSL teachers often struggle with intercultural communication, and this study investigates the reasons behind their difficulties and suggests ways to address them. The researchers used the Intercultural Sensitivity Scale (ISS) and the Intercultural Effectiveness Scale (IES) to measure the ICC of 217 pre-service CSL teachers. The study found that while pre-service CSL teachers have strong intercultural communicative emotional ability, their behavioral ability in intercultural communication is weak. In particular, they lacked skills in interactive control, interactive relaxation, identity management, information skills, and behavioral flexibility. The study proposes several strategies to improve ICC training for pre-service CSL teachers. One potential approach is the use of Computer Assisted Language Learning to provide teacher-trainee students with opportunities to practice intercultural communication skills in simulated contexts, receive personalized feedback, and engage with authentic materials and cultural information relevant to their host country. CALL could also facilitate communication between pre-service CSL teachers and former CSL teachers, providing a platform for information exchange and additional psychological support. The study also suggests that pre-service training should distinguish between foreign language learning and intercultural communication skills training. Specifically, it recommends that foreign language proficiency should be improved, while training should focus on educational culture and work culture in the host country, rather than providing a general introduction to the national conditions of the country. Finally, the study proposes that pre-service training should establish contact between pre-service CSL teachers and former CSL teachers as early as possible so that trainees can learn specific relevant information in advance, which can help them get ready, avoid intercultural communication mistakes, and obtain additional psychological support. By incorporating CALL and addressing the areas of weakness identified in the study, pre-service CSL teachers can be better prepared to navigate the challenges of intercultural communication and provide effective and culturally sensitive instruction abroad.

Intercultural effectiveness in GPs' communication and clinical assessment: An experimental study

ObjectiveThis study aimed to investigate potential disparities in general practitioners’ overall communication and clinical assessments based on patient ethnicity, while examining the influence of intercultural effectiveness. MethodsEmploying a 2 × 2 experimental study design, online video recorded consultations with simulated patients were conducted and analyzed using OSCEs. Each GP (N = 100) completed a consultation with both an ethnic majority and an ethnic minority patient. Additionally, a follow-up survey was administered to gather supplementary data. Paired sample t-tests explored ethnic disparities, correlation and regression analyses determined associations with intercultural attitudes, traits and capabilities. ResultsNo statistically significant differences in GPs’ communication or clinical assessment were found based on patients’ ethnic background. Positive associations were observed between all aspects of intercultural effectiveness and GPs’ consultation behavior. Intercultural traits emerged as a strong and robust predictor of clinical assessment of ethnic minority patients. ConclusionIntercultural traits, such as ethnocultural empathy, may play a critical role in GPs' clinical assessment skills during intercultural consultations. Practice implicationsFindings provide valuable insights into the determinants of intercultural effectiveness in healthcare, fostering promising targets for interventions and training programs aiming to ensure higher-quality and more equitable care delivery.

A comprehensive model of intercultural communication for international students living in culturally diverse societies: evidence from China

Intercultural communication (IC) and international students go side by side in this era of internationalization of higher education. The key concepts of IC, namely intercultural effectiveness (ICE), intercultural competence (ICC), intercultural adjustment (ICA), and intercultural adaptation (ICN) are used interchangeably in the literature. However, the present study argues that the stated concepts are theoretically different and further proposes that ICE, ICC, ICA, and ICN are phases of IC. Based on these conceptual differences, a comprehensive model of IC (CMIC) is proposed in this study. The CMIC explains that these four concepts are principally developmental phases for international students to become interculturally effective in adapting to a new culture. The current research further offers preliminary testing of CMIC, which is applied to international students in Shanghai, China through quantitative research followed by a survey. Instruments developed by experts were used in this study. International students were approached to participate in the survey at the convenience of the researcher. One hundred and seventy-one international students represented 18 different cultures, which reconfirms the culture-general approach by considering the stance of more than two different cultures. The findings revealed that international students became interculturally effective and competent which further enabled them to adjust to China. Later, their adjustment helped them adapt better to the new culture. The findings of this study validated the core predictions of the CMIC. As this is the first testing of CMIC on a relatively small sample, more extensive testing is expected soon to validate its assumptions in different contexts, such as Pakistan, Malaysia, and Australia, among others. The CMIC also suggests practical implications for policymakers and institutes of host countries regarding international students and other people living in a culturally different society.

Investigation of the relationship between cultural sensitivity and effectiveness levels among nursing students

AimThe aim of this study is to investigate the relationship between cultural sensitivity and effectiveness levels among nursing students. BackgroundThe world is changing and globalizing, and societies are becoming increasingly multicultural. Therefore, nurses, who play an important role in health service delivery, are expected to be competent in interacting with patients from different cultures and to develop cultural sensitivity during their education. DesignThe design of this study is a prospective descriptive study. MethodsThe research was conducted with 284 nursing students in the faculty of nursing at a university in Ankara. The data collection process of this study was conducted at the end of the spring semester of the 2019–2020 academic year between 20 and 30 June 2020. The Sociodemographic Characteristics Form, Intercultural Sensitivity Scale, and Intercultural Effectiveness Scale were used to collect data. Descriptive statistics, parametric and nonparametric tests were used for data analysis. ResultsThe mean age of the students was 20.80 ± 1.64, and 82% of the students were female. The mean scores on the Intercultural Sensitivity and Intercultural Effectiveness Scales were 92.56 ± 11.98 and 53.87 ± 6.28, respectively. A positive, moderate, and statistically significant correlation was found between the scores on the two scales. In the study, it was determined that females have higher cultural sensitivity and cultural effectiveness level than males, and students who could not understand and speak English have lower cultural sensitivity and cultural effectiveness level than students who could understand and speak English. ConclusionIn this study, it was evaluated that the nursing students had high cultural sensitivity and moderate cultural effectiveness levels, and cultural sensitivity levels were found to increase in line with cultural effectiveness levels. It is recommended to review the educational curricula to improve cultural communication competence and organize programs to improve English speaking and conduct more studies examining the cultural effectiveness of students.

The Role of Cognitive Engagement in Mediating the Relationship between Foreign Language Learning Motivation and Intercultural Effectiveness among Indigenous College Students

The Role of Cognitive Engagement in Mediating the Relationship between Foreign Language Learning Motivation and Intercultural Effectiveness among Indigenous College Students

Presenting the direct intercultural effectiveness simulation: an implicit trait policy on intercultural competence.

An implicit trait policy (ITP) represents the interaction between a personal disposition and general domain knowledge on how to effectively handle a specific (intercultural) situation. Such an ITP is a proven construct to create instruments that can predict future effective behavior. Moreover, such a simulation can provide valuable proxies for actual (future) behavior, as measures of (future) real life intercultural interactions are not always available. In a series of three studies (N1 = 224, N2 = 291, N3 = 478), the present research introduces a "Direct Intercultural Effectiveness Simulation" or DIES, an instrument that simulates intercultural effectiveness by directly tapping into an ITP on intercultural competence. First and foremost, the present research demonstrates that the DIES instrument generates reliable and construct-valid measures of intercultural effectiveness. Second, the DIES instrument also shows expected converging and diverging patterns when correlated with a nomological network on intercultural effectiveness. And third, the DIES measure is further validated by integration into an ITP framework of intercultural effectiveness based on theoretical and empirical accounts from literature. The DIES instrument generates a reliable and valid measure of intercultural effectiveness by tapping into an ITP on intercultural competence. Theoretically, the present research integrates the instrument into literature by empirically verifying an ITP framework of intercultural effectiveness. In practice, the DIES instrument can be used as an awareness or training proxy for actual behavior to tackle important problems like ethnic prejudice and discrimination.

Fostering Intercultural Effectiveness and Cultural Humility in Adult Learners Through Collaborative Online International Learning

Collaborative Online International Learning (COIL) is a simulated global exchange experience that utilizes technology to bridge the gap between classrooms worldwide. Past research suggests that COIL may be useful in facilitating intercultural communication effectiveness and cultural humility for adult learners. As such, this quantitative study sought to examine the effects of a COIL experience that connected adult learners in the United States and Brazil on their intercultural effectiveness and cultural humility. Two instruments were used to collect data, including the Cultural Humility Scale and Intercultural Effectiveness Scale before and after the COIL experience. Data analyses revealed statistically significant increases in participants’ intercultural effectiveness and cultural humility following the COIL experience. These findings provided insights into the effects of COIL on the intercultural effectiveness and cultural humility of adult learners. They also informed andragogical practices for cultivating attitudes, skills, and behaviors for intercultural interactions among adult learners in educational and other professional settings. However, further research on the outcomes of COIL is beneficial.

149 Increasing intercultural competency in undergraduates through an equine study abroad course

Emphasis on intercultural competency (IC) as a learning outcome drives student engagement in diverse environments, encouraging intercultural effectiveness in communication and collaboration. This study assessed if participation in a short-term instructor-led horse industry study abroad in Ireland increased the IC of students from 3 universities. IC areas of interest were curiosity, empathy, and cultural worldview. A mixed model design was used to assess progress toward these competencies. Quantitative data was collected using the Intercultural Development InventoryR (IDIR): a statistically reliable and cross-culturally valid measure of an individual's actual Developmental Orientation (DO) and Perceived Orientation (PO) intercultural profile. The PO is where the individual thinks they are on the continuum, while the DO is where they actually are based on responses to the items. The stages along the IDIR continuum are Denial (D; misses difference); Polarization (P; judges difference); Minimization (M; de-emhasizes difference); Acceptance (Ac; deeply comprehends difference) and Adaptation (Ad; bridges across difference). The IDIR was administered pre- and post-travel. Qualitative data was collected from blogs and end of course digital story assignments, both utilizing guiding questions to stimulate student reflection. Twenty-two undergraduate students, 2 graduate students, and 3 University facultywere in Ireland on an 18-d study tour learning about the horse industry, history, and culture. Pre- and post-travel mean scores (n = 23) for DO and PO were analyzed using a paired sample t-test in IBM SPSS software. One student did not complete all assignments as was removed. A (P < 0.01) correlation was reported between pre- and post-travel means for DO and PO. The pre-travel students' assessment DO's ranged from D (4.2%) to Ac (4.2%), with 58.3% in M and 33.3% in P. The group mean for the pre-travel IDIR was 89.42, which indicated M. Post-travel student assessment DO's ranged from D(4.3%) to Ac (4.3%), with M being the most prevalent (65.2%). The group mean (90.79 ± 14.16) remained in M. Seven individual students moved up the scale 1 step toward Ac, 5 students moved down the scale one step toward P, and 11 students did not change remaining in M. Qualitative analysis revealed cultural challenges like understanding the Irish accent and traffic norms. Students reported participation in this program increased their knowledge of Irish culture and history, their interest in learning about other cultures and broadened their understanding of employment opportunities in the horse industry.

Investigation of the Relationship Between Xenophobic Attitude and Intercultural Sensitivity Level in Health Education Students

Intercultural sensitivity and xenophobia levels of health education students can affect the care they give to the patient. It is important to know the level of intercultural sensitivity and xenophobia of students receiving health education and to determine the relationship between them. The purpose of the study was to examine the relationship between xenophobic attitudes and intercultural sensitivity among university students. This quantitative cross-sectional research was conducted in between January and June 2022 with health education students. The study conducted with health education students at Gumushane University and Agri Ibrahim Cecen University. Child Development, Nursing, Emergency Management Services/Technicians, Nutrition and Dietetics, Elderly care, Social services, Medical Laboratory Techniques, and Disabled Care studying at these universities were included in the study. Students who received health education and wanted to participate voluntarily in the study were included. Students aged 18 and over, studying in the health education department of the university, studying in the 1, 2, 3, 4th classes and volunteering to participate in the study were included in the study. The Introductory Information Form, the Xenophobia Scale, and the Intercultural Sensitivity Scale were used to collect the research data. This study was conducted with 789 students. According to our study, a significant negative correlation was found between the students' xenophobia scale and the intercultural sensitivity scale total score means (p < .05). Intercultural sensitivity has a negative and significant effect on the level of xenophobia (β = -0.116; t (787) = -3.283, p = .001). A significant difference was found between the students' Xenophobia Scale total score mean and gender, department, and grade (p < .05) as was the case between Intercultural Sensitivity Scale total score mean and gender, department, grade, immigrant acquaintance, and foreign language knowledge (English language) level (p < .05). Intercultural sensitivity has a negative and significant effect on the level of xenophobia. It can negatively affect the level of caregiving of students receiving health education. It is thought that intercultural sensitivity will be developed by including course content in the curriculum to increase students' intercultural effectiveness and awareness levels and to reduce xenophobic prejudices.

Untangling the relationship between pre-service teachers’ development of intercultural effectiveness and their experiences in virtual exchange

AbstractSeveral studies have found that virtual exchange (VE) has a positive impact on intercultural effectiveness (IE) development. However, few VE studies have measured and unpacked perceived learning gains from VE in this area using data from multiple VEs and mixed-methods approaches. In this study, we explored the impact of VE on perceived IE development among pre-service teachers in two exchanges. Using k-means cluster analysis of reported gains in IE, we identified three groups of students who reported high-medium-low IE gains. Cluster analysis informed our qualitative analysis of students’ reflections on VE. Having analysed data from 486 diary entries at four successive time measurements, we identified three factors critical to students’ perceived IE development: students’ ability to overcome challenges during VE, level of engagement with their partners, and engagement with cultural difference. These findings shed light on what experiences in VE influence participants’ perceptions of their intercultural learning. The study provides recommendations for the design of online collaborative learning programmes, such as VE, that might help address students’ diverse needs.

Cultural intelligence and intercultural effectiveness among nurse educators: A mixed-method study

BackgroundDue to globalisation, the education sector is becoming multi-cultural. It is important for nurse educators to be aware of various cultures and to be able to work efficiently with culturally diverse group of students and colleagues. ObjectivesTo examine cultural intelligence and inter-cultural effectiveness among nurse educators and as well as to explore their experiences in culturally diverse education settings. DesignA mixed-method approach applying a sequential explanatory design. ResultsNurse educators' cultural intelligence (CQ) and intercultural effectiveness (IE) scores were above the median values, with an overall score of 76.33 (range 23–100) for CQ and 74.64 (range 58–87) for IE respectively. Individual CQ component scores were noted to be high. Although, the cognitive component was in the lower score range, which involves knowledge of norms, practices, values, rules of languages, and rules for expressing non-verbal behaviours. For IE, nurse educators had a lower score with Message Skills, which involved effective interactions conveying messages specific to a particular culture or group. The initial quantitative findings was explained by the narratives of nurse educators reinforcing that acquiring cultural intelligence is a continuous process of knowing and learning through active sharing and that cultural sensitivity overlaps with professional nursing standards. ConclusionIn the presence of culture-related dilemmas, nurse educators resort and are guided by professional standards of cultural awareness, inclusivity and culturally safe practice in nursing. Future research might need to examine how objective measures of cultural intelligence and experience-based evidence from nurse educators contribute to shaping the professional nursing requirements and standards applied in the nursing curriculum.

Effects of Learner Variables on Chinese Bilingual Undergraduates’ Intercultural Sensitivity and Effectiveness

This study investigated the effects of learner variables on Chinese bilingual undergraduates’ intercultural sensitivity and effectiveness. A total of 439 students from different universities answered a battery of questionnaires. Major findings were: (a) the participants reported a moderate to high level of intercultural sensitivity and a moderate level of intercultural effectiveness; (b) no significant gender difference occurred in intercultural sensitivity and effectiveness, except for Interaction Engagement and Respect for Cultural Differences; (c) intercultural sensitivity and effectiveness were significantly positively related to and predicted each other; (d) confidence in learning English, self-efficacy in learning English and English classroom anxiety significantly predicted students’ intercultural sensitivity; and (e) English classroom anxiety, English learning motivation, and self-efficacy in learning English significantly predicted students’ intercultural effectiveness. Based on these findings, a path model was constructed which explains the relations among affect, intercultural communication sensitivity, effectiveness and competence.

Assessing Intercultural Competence in The Digital World: Evidence from Virtual Exchange Experience in a Study Abroad Program

This study presents evidence of the impact of an innovative pedagogical practice that cultivates and develops the intercultural competence of undergraduate college students. 15 U.S. undergraduate students enrolled in a business study abroad course and 12 Chinese undergraduate students participated in a virtual student exchange project in spring 2019. Using global distance learning technology, the students collaborated on the project to provide a joint comprehensive investment recommendation report. A comparison of U.S. students’ Intercultural Effectiveness Scale scores at the beginning and end of the project revealed significant positive changes in their intercultural competence. Student self-evaluations and peer surveys confirmed improvement in students’ global mindset. Being one of the first studies to demonstrate student intercultural competence and learning through a virtual exchange experience, this study provides implications for study abroad and virtual global learning.