Do Students Value Intercultural Group Work? The Effects of Perceived Value in Diversity on Intercultural Interactions

Autor/inn/en	Li, Weiwei; Otten, Sabine; Van der Zande, Indira S.E.; Coelen, Robert
Titel	Do Students Value Intercultural Group Work? The Effects of Perceived Value in Diversity on Intercultural Interactions
Quelle	In: Innovations in Education and Teaching International, 60 (2023) 3, S.412-425 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Weiwei) ORCID (Otten, Sabine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2023.2179521
Schlagwörter	Student Attitudes; Foreign Students; College Students; Foreign Countries; Value Judgment; Intercultural Communication; Interaction; Student Development; Student Diversity; Cultural Awareness; Netherlands + Suchen Sie Ihr Suchwort? Schülerverhalten; Collegestudent; Ausland; Werturteil; Interkulturelle Kommunikation; Interaktion; Cultural identity; Kulturelle Identität; Niederlande
Abstract	To understand under what conditions intercultural group work (IGW) leads to more intercultural interactions, a survey was conducted among local students (n = 80) and international students (n = 153) in Dutch universities. In this study, students were more inclined to engage in intercultural interactions when they perceived that working with culturally diverse others prepared them to work and live in a diverse setting. The positive association was strengthened when students perceived that diversity, in terms of nationality within their work group, was also beneficial for accomplishing their group task. The findings demonstrate the significance of students' perceptions of IGW, including the perceived general value for personal development and intellectual benefits related to specific tasks. This implies that institutions and teachers could be made responsible for engaging with innovative educational methods to address and incorporate student diversity into curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01