Examining Intercultural Competency through Social Exchange Theory

Autor/inn/en	Pillay, Soma; James, Reynold
Titel	Examining Intercultural Competency through Social Exchange Theory
Quelle	In: International Journal of Teaching and Learning in Higher Education, 27 (2015) 3, S.320-329 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Social Exchange Theory; Higher Education; Intercultural Programs; Competency Based Education; Foreign Countries; Cross Cultural Studies; Curriculum Development; Social Psychology; Blended Learning; Synchronous Communication; Electronic Learning; Curriculum Design; College Students; Computer Mediated Communication; Information Technology; Technology Uses in Education; Technology Integration; Questionnaires; Surveys; Likert Scales; Australia + Suchen Sie Ihr Suchwort? Theorie des sozialen Wandels; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Ausland; Cultural comparison; Kulturvergleich; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sozialpsychologie; Lehrplangestaltung; Collegestudent; Computerkonferenz; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fragebogen; Survey; Umfrage; Befragung; Likert-Skala; Australien
Abstract	Intercultural competency (ICC) has been an extensively researched area within the past decade, given the broad consensus that this trait constitutes one of the key competencies of the 21st century manager. However, somewhat under-explored are aspects including the implications and effects that pedagogies such as blended learning have on the inculcation of ICC traits, specifically within the context of multicultural, multi-ethnic university level student groups in Australia, within which this research has been conducted. Drawing on social psychology, this exploratory study examines perceptual data on blended learning experiences within a cross-cultural higher education setting. Results suggest that intercultural competency is best learned through social exchanges, such as faceto-face rather than blended learning. Our findings provide support for the importance of context, which is significantly related to cross-cultural studies and curriculum development and design. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01