Shared Experiences and Awareness from Learning in a Student Multicultural Environment: Measuring Skills' Development in Intercultural Intensive Programs

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Autor/inn/en	Sanchez Bengoa, Dolores; Ganassali, Stephane; Kaufmann, Hans Ruediger; Rajala, Arto; Trevisan, Italo; van Berkel, Johan; Zulauf, Katrin; Wagner, Ralf
Titel	Shared Experiences and Awareness from Learning in a Student Multicultural Environment: Measuring Skills' Development in Intercultural Intensive Programs
Quelle	In: Journal of International Education in Business, 11 (2018) 1, S.27-42 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-469X
DOI	10.1108/JIEB-01-2017-0006
Schlagwörter	Thinking Skills; Skill Development; Cultural Pluralism; Cultural Awareness; Teamwork; Interpersonal Competence; Intercultural Communication; Self Evaluation (Individuals); Student Attitudes; Student Characteristics; Stress Variables; Marketing; Business Communication; International Trade; Program Descriptions; Foreign Countries; College Students; English (Second Language); Second Language Learning; International Cooperation; Hungary (Budapest) + Suchen Sie Ihr Suchwort? Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Kulturpluralismus; Cultural identity; Kulturelle Identität; Interpersonale Kompetenz; Interkulturelle Kommunikation; Schülerverhalten; Unternehmenskommunikation; Trade; International relations; Handel; Internationale Beziehungen; Ausland; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Internationale Kooperation; Internationale Zusammenarbeit
Abstract	Purpose: This paper aims to analyze the skills and attitudes development of multicultural teams. In todays' environment, business interconnectivity and multicultural societies are becoming the normal way of living. Although students are increasingly facing multicultural learning environments, their awareness and willingness or harmonious and productive learning in these environments need to be prepared for in a systematic manner. Therefore, it is necessary that the students are conscious of their commonalities and differences with other students to gain cultural competence. Students' progress in developing their cultural intelligence is determined by co-operative social skills and the amount of interactions in a multicultural environment. Design/methodology/approach: The research was conducted using a quantitative methodology. The questionnaire development roots in a students' self-assessment scheme proposed by Armstrong (Wharton School, University of Pennsylvania) covering the progress made during the participation in an intercultural project. Findings: The research findings relate to attitudes toward developing and sharing knowledge, stress, learning and task orientation, intercultural communication and cultural awareness skills related to the impacts of culture on the different ways of learning when working in multicultural teams. The study confirmed that knowledge gains and competence progress are higher in international teams compared to national teams. Research limitations/implications: To provide for better differentiation as to the student profile, e.g., nationality, cultural categories, a larger sample size is suggested. Practical implications: The study might be seen as a road map for universities and international companies alike for imparting cognitive, affective and behavioral competencies. Originality/value: This study complements previous studies investigating the phenomenon of stress with multi-cultural complexity in more long-term durations. It implies stress factors to appear also in short-term multi-cultural exposures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01