Engaging with Cross-Cultural Communication Barriers in Globalized Higher Education: The Case of Research-Degree Students

Autor/in	Bash, Leslie
Titel	Engaging with Cross-Cultural Communication Barriers in Globalized Higher Education: The Case of Research-Degree Students
Quelle	In: Intercultural Education, 20 (2009) 5, S.475-483 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
Schlagwörter	Higher Education; Verbal Communication; Intercultural Communication; Distance Education; Translation; English (Second Language); Second Language Learning; Program Descriptions; Global Approach; Doctoral Programs; Foreign Countries; Power Structure; Teacher Student Relationship; College Faculty; Graduate Students; International Cooperation; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Interkulturelle Kommunikation; Distance study; Distance learning; Fernunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Globales Denken; Doktorandenprogramm; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Internationale Kooperation; Internationale Zusammenarbeit; Großbritannien
Abstract	Problematic aspects of intercultural communication are considered in the context of: an increasingly internationalized market for higher education; the globalization of knowledge; the compatibility of distinct national higher education cultures; and the capacity for successful cross-cultural cooperation. This is exemplified by reference to a doctoral programme delivered by a UK-based university, largely through distance learning, to students resident in a non-anglophone country. Here, the challenges have concerned: cultural and linguistic barriers; the use of distance-based supervision; and taken-for-granted knowledge related to learning and academic levels. Anecdotal evidence suggests diverse student experiences during the supervision process, in both face-to-face and distance learning contexts, reflecting the extent of familiarity with idiomatic and technical English, and the importance of non-verbal communication. Given unequal power relations between students and university teachers, improved intercultural communicative competence may be achieved through a mutual construction of a discursive arena reflecting the dynamics of an increasingly globalized structure of academic intercourse. This may involve a critique of assumptions associated with "national" academic cultures together with a pragmatic quest for a common lexicon. This in turn may contribute to the process of cross-national collaboration and cooperation in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10