Model Of Intercultural Competence Research Articles

Latino Definitions of Success: A Cultural Model of Intercultural Competence

The present study sought to examine Latino intercultural competence via two separate methodologies. Phase 1 entailed discovering and generating themes regarding the features of intercultural competence based on semistructured interviews of 15 Latino adults. Phase 2 included conducting a cultural consensus analysis from the quantitative responses of 46 Latino adults to determine the cultural model of intercultural competence. The major results indicated that the participants, despite variations in socioeconomic and generational statuses, shared a common knowledge base regarding the competencies needed for Latinos to successfully navigate different cultures. Overall, the cultural model of Latino intercultural competence includes a set of skills that integrates traditional cultural values along with attributes of self-efficacy. The findings are discussed within a competence-based conceptualization of cultural adaptation and potential advancements in acculturation research.

The Reflective Model of Intercultural Competency: A Multidimensional, Qualitative Approach to Study Abroad Assessment

This paper presents a multidimensional, qualitative approach to data collection. This approach makes qualitative data easy to collect and encourages students to reflect and contextualize their experience so that the students themselves articulate their own growth towards intercultural competence. This article will demonstrate how I established a set of learning outcomes for study abroad, encouraged student awareness of these learning outcomes prior to departure and during the program, and collected qualitative data to measure how well students were reaching these outcomes. This innovative approach, the Reflective Model of Intercultural Competence, shows both the benefits of qualitative data and of a multidimensional collection process. This approach provides rich data about student gains and it encourages students to consider their experience in broad terms, providing them with meaningful ways to articulate their experience to others. Furthermore, integrating learning outcomes into assessment reinforces their importance. The Reflective Model of Intercultural Competence provides a new and effective multifaceted tool for assessing study abroad outcomes

Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization

This study seeks to determine a definition and appropriate assessment methods of inter-cultural competence as agreed on by a panel of internationally known intercultural scholars. This information is validated by a sample of higher education administrators and can be used by administrators in identifying and assessing intercultural competence as a student outcome of internationalization efforts. Conclusions made from this study include identified elements of intercultural competence and assessment methods on which both the intercultural scholars and administrators agreed, resulting in the first study to document consensus on intercultural competence. Both groups agree that it is possible to assess degrees of intercultural competence and in so doing, that it is best to use a mix of quantitative and qualitative methods to assess intercultural competence, including interviews, observation, and judgment by self and others. Two models of inter-cultural competence are presented based on the findings of the study.

Intercultural Questioning, Discovery and Tension in Internet-mediated Language Learning Partnerships

This paper examines the use of questioning as an index of intercultural competence (IC) in an Internet-mediated, German–American language learning partnership. Such telecollaborative, intercultural exchanges are becoming increasingly more common as a means of providing students at one location with cost-effective access to distally located representatives of the languaculture under study (Agar, 1994); nevertheless, researchers have not paid close attention to the linguistic characterisation of the development of IC in such partnerships, despite the fact that text- based computer-mediated communication currently constitutes the primary means of telecollaborative interaction. In his well-known model of IC, Byram (1997) links the use of appropriate questioning techniques to the operation of skills of discovery, one means by which speakers in intercultural encounters may develop impressions and attitudes of one another. I examine the ways in which the number, type, chronological placement and content of the questions posed by participants each side of a trans-Atlantic exchange may influence the processes of impression formation in intercultural personal relationship building. Suggestions are made for ways in which research on computer-mediated relationship building in communication studies and foreign language education may enrich one another.

Interkulturelle Kompetenz als neuartige Anforderung an Entsandte: Status quo und Perspektiven der Forschung

Due to the ongoing internationalization of businesses more and more companies face the expatriation of managers. In order to meet the demands of such an undergoing, the personnel concerned must have one key qualification: intercultural competence. This qualification, however, has basically been researched by management consultants and practitioners, the scientific community hardly contributing to its conceptualization and validation. The authors summarize the state-of-the-art in this field of research. Based on this, they propose a concept of intercultural competence reflecting its multidimensional structure. Furthermore, they discuss the weaknesses of the integrative model of intercultural competence. Finally, guidelines for future research are proposed. This includes the empirical analysis of the influence of intercultural competence on expatriate success. In this context, “success“ as well as “intercultural competence“ are to be operationalized as multidimensional constructs and not as single item measures.