Intercultural Competence Development through Cocurricular and Extracurricular At-Home Programs in Japan

Autor/in	Hofmeyr, Ana Sofia
Titel	Intercultural Competence Development through Cocurricular and Extracurricular At-Home Programs in Japan
Quelle	In: Journal of Studies in International Education, 27 (2023) 3, S.363-386 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hofmeyr, Ana Sofia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/10283153211070110
Schlagwörter	Foreign Countries; Cultural Awareness; Undergraduate Students; Extracurricular Activities; College Freshmen; Program Effectiveness; Interpersonal Relationship; Student Attitudes; Global Approach; Interaction; Foreign Students; Competence; Second Language Learning; World Views; Empathy; Knowledge Level; English (Second Language); Language Skills; Japan + Suchen Sie Ihr Suchwort? Ausland; Cultural identity; Kulturelle Identität; Außerunterrichtliche Aktivität; Studienanfänger; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülerverhalten; Globales Denken; Interaktion; Kompetenz; Zweitsprachenerwerb; World view; Weltanschauung; Empathie; Wissensbasis; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Sprachkompetenz
Abstract	The rapid development of international education has occurred alongside a growing demand for higher education institutions to educate globally competent graduates. Yet, mobility remains a distant opportunity for most students, and Japanese undergraduate students often cite financial, safety, and job-hunting concerns as obstacles to studying abroad. Internationalisation-at-home has emerged as a viable alternative to mobility in Japan through government-funded internationalisation programs. This article will discuss the impact of cocurricular and extracurricular programs on the development of intercultural competence among 164 first-year Japanese students at two Top Global universities in Japan. Results from a one-year longitudinal, mixed methods study reveal that while formal programs positively affect intercultural competence development, informal intercultural contact on campus negatively affects students' intercultural attitudes. Findings also indicate that student perceptions of intercultural competence at the pre-intervention stage affect engagement with intercultural opportunities on campus, suggesting the importance of introducing interventions prior to higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01