Behavioral assessment of communication competency and the prediction of cross-cultural adaptation

Ruben, Brent D.; Kealey, Daniel J.

doi:10.1016/0147-1767(79)90045-2

Cited by 303 publications

(149 citation statements)

References 6 publications

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“…In a study of Japanese students studying in the U.S. (Nishida, 1985), participants and the researcher rated each student on seven interpersonal communication skills (cf. Ruben & Kealey, 1979). Several weeks later, students were also rated on their level of cross-cultural adaptation, measured by the level of culture shock (i.e., self-ratings of positive, negative, or neutral feelings about their international experience), psychological adjustment (i.e., three self-reported measures assessing participant's feelings toward life in America), and interaction effectiveness (i.e., self-reported feeling about interacting with Americans; researcher-reported assessment of effective interaction).…”

Section: Tolerance For Ambiguitymentioning

confidence: 99%

Cross-Cultural Competence in Army Leaders: A Conceptual and Empirical Foundation

Abbe¹,

Gulick²,

Herman³

2007

153

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Section: Tolerance For Ambiguitymentioning

confidence: 99%

Cross-Cultural Competence in Army Leaders: A Conceptual and Empirical Foundation

Abbe¹,

Gulick²,

Herman³

2007

153

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“…As such, expatriates will have more time to apprehend the idiosyncrasies of the new environment (Selmer, 2002), choosing to adopt only those attitudes they feel comfortable with (Lee and Larwood, 1983: 659), and benefiting from valued characteristics 20 of the two conflicting situations. This is possible because the transitional facet of the liminal situation diminishes the influence of all the former social structures (Ruben and Kealey, 1979), leaving expatriates freed from habitual social constraints. This is not to say that they are permitted anything, but the state of liminality allows them to explore novel approaches and strategies that would otherwise be considered impossible.…”

Section: Liminal Experiencementioning

confidence: 99%

The Ethical Dilemma of Expatriates in Emerging Economies: A Liminal Perspective

Guimarães‐Costa¹,

Cunha²

2008

SSRN Journal

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“…While most of these instruments seem to have been employed only once, several have been more broadly utilized to measure intercultural competence (Dunn, Smith, & Montoya, 2006;Sinicrope, Norris, & Watanabe, 2003) either to compare scores across diverse populations or to test the effect of a particular treatment on intercultural competence growth. Some of the more common instruments include the Behavioral Assessment Scale for Intercultural Competence (BASIC) (Koeser & Olebe 1988;Ruben & Kealey, 1979), the Intercultural Sensitivity Inventory (ICSI) (Bhawuk & Brislin, 1992), the Intercultural Development Inventory (IDI) (Hammer, Bennett, & Wiseman, 2003), the Cross-Cultural Adaptability Inventory (CCAI) (Kelley & Meyers, 1995), the Intercultural Sensitivity Index (ISI) (Olson & Kroeger, 2001), the Assessment of Intercultural Competence (AIC) (Fantini, 2000(Fantini, , 2006, the Miville-Guzman UniversalityDiversity Scale (M-GUDS) (Miville, Gelso, Pannu, Lui, Touradji, Holloway, & Fuertes, 1999), and the Global Perspective Inventory (GPI) (Braskamp, Braskamp, & Merrill, 2008 (Pope & Mueller, 2000).…”

Section: Intercultural Competencementioning

confidence: 99%

The Effect of Study Abroad on Intercultural Competence Among Undergraduate College Students

Salisbury

Pascarella

2013

Journal of Student Affairs Research and Practice

146

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During the last decade higher education organizations and educational policy makers have substantially increased efforts to incentivize study abroad participation.These efforts are grounded in the longstanding belief that study abroad participation improves intercultural competence -an educational outcome critical in a globalized 21 st century economy. Yet decades of evidence that appear to support this claim are repeatedly limited by a series of methodological weaknesses including small homogenous samples, an absence of longitudinal study design, no accounting for potential selection bias, and the lack of controls for potentially confounding demographic and college experience variables. Thus, a major competing explanation for differences found between students who do and do not study abroad continues to be the possibility that these differences existed prior to participation.The current study sought to determine the effect of study abroad on intercultural competence among 1,593 participants of the 2006 cohort of the Wabash National Study on Liberal Arts Education. The Wabash National Study is a longitudinal study of undergraduates that gathered pre-and post-test measures on numerous educational outcomes, an array of institutional and self-reported pre-college characteristics, and a host of college experiences. The current study employed both propensity score matching and covariate adjustment methods to account for pre-college characteristics, college experiences, the selection effect, and the clustered nature of the data to both crossvalidate findings and provide guidance for future research.Under such rigorous analytic conditions, this study found that study abroad generated a statistically significant positive effect on intercultural competence; an effect 2 that appears to be general rather than conditional. Moreover, both covariate adjustment and propensity score matching methods generated similar results. In examining the effect of study abroad across the three constituent subscales of the overall measure of intercultural competence, this study found that study abroad influences students' diversity of contact but has no statistically significant effect on relativistic appreciation of cultural differences or comfort with diversity. Finally, the results of this study suggest that the relationship between study abroad and intercultural competence is one of selection and accentuation, holding important implications for postsecondary policy makers, higher education institutions, and college impact scholars. iii What we obtain too cheap, we esteem too lightly; it is dearness only that gives everything its value. These efforts are grounded in the longstanding belief that study abroad participation improves intercultural competence -an educational outcome critical in a globalized 21 st century economy. Yet decades of evidence that appear to support this claim are repeatedly limited by a series of methodological weaknesses including small homogenous samples, an absence of longitudinal study design, no accoun...

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Behavioral assessment of communication competency and the prediction of cross-cultural adaptation

Cited by 303 publications

References 6 publications

Cross-Cultural Competence in Army Leaders: A Conceptual and Empirical Foundation

Cross-Cultural Competence in Army Leaders: A Conceptual and Empirical Foundation

The Ethical Dilemma of Expatriates in Emerging Economies: A Liminal Perspective

The Effect of Study Abroad on Intercultural Competence Among Undergraduate College Students

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