From Classroom to Boardroom and Ward: Developing Generic Intercultural Skills in Diverse Disciplines

Autor/inn/en	Barker, Michelle C.; Mak, Anita S.
Titel	From Classroom to Boardroom and Ward: Developing Generic Intercultural Skills in Diverse Disciplines
Quelle	In: Journal of Studies in International Education, 17 (2013) 5, S.573-589 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315313490200
Schlagwörter	Student Diversity; Consciousness Raising; Higher Education; Cultural Awareness; Interaction; Evidence; Human Resources; Communications; Pharmacy; Foreign Countries; Business Education; Nursing Education; Competence; Multicultural Education; Interpersonal Competence; Intercultural Communication; Case Studies; Foreign Students; Vignettes; Faculty Development; Australia; Saudi Arabia + Suchen Sie Ihr Suchwort? Bewusstseinsbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Cultural identity; Kulturelle Identität; Interaktion; Evidenz; Humankapital; Nachrichtenwesen; Apotheke; Ausland; Wirtschaftserziehung; Wirtschaftspädagogik; Pflegepädagogik; Kompetenz; Multikulturelle Erziehung; Interpersonale Kompetenz; Interkulturelle Kommunikation; Case study; Fallstudie; Case Study; Australien; Saudi-Arabien
Abstract	A strategic approach to internationalize learning in higher education institutions is to use the curriculum and classroom cultural diversity to create opportunities to broaden students' intercultural perspectives, appreciate sociocultural variability in professional practice, and improve their intercultural interaction skills. There is no clear consensus, however, on how to "link the global classroom to the global workplace." The article examines an evidence-based approach to embed intercultural competency development in classroom teaching using an established intercultural resource (EXCELL) in an international human resource management course; a general communication course; a pharmacy course comprising only Saudi Arabian students; and a generic first year pharmacy course. Subsequently, stakeholder analyses with Business, Nursing, and Pharmacy academics and professionals led to the development of intercultural critical incidents for the curriculum. Strengths and limitations of the intercultural resource and recommendations for incorporating intercultural competency development in curriculum design in Business and Health disciplines are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10