Culturally Mixed Group Work and the Development of Students’ Intercultural Competence

Liang, Yuwei; Schartner, Alina

doi:10.1177/1028315320963507

Cited by 24 publications

(19 citation statements)

References 50 publications

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“…For example, a study found that groupwork needs to be given adequate wait time, roles, writing opportunities, and think-pair-share moments to encourage participation and sense-making . Providing students with guidelines for groupwork can help them utilize peer collaboration effectively and create fewer opportunities for exclusion (see Cohen and Lotan chapters 5–7 and Tanner, 2013). , Accordingly, instructors should cultivate cultural awareness and collaborative practices so students can know how to empathize and work with others with different cultural and social identities, behaviors, beliefs, and values …”

Section: Solutions From the Literature And Expanded Dp Frameworkmentioning

confidence: 99%

“…14,41 Accordingly, instructors should cultivate cultural awareness and collaborative practices so students can know how to empathize and work with others with different cultural and social identities, behaviors, beliefs, and values. 42 Assessment of Learning Activities and Feedback Should Be Timely, Specific, and Clear…”

Section: Learning Goals and Learning Activities Should Recognize And ...mentioning

confidence: 99%

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Perspectives on Active Learning: Challenges for Equitable Active Learning Implementation

et al. 2022

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Studies suggest that active learning positively impacts the student learning experience. However, the supporting data are mostly aggregated across different demographic groups, and hence little is known about equity in active learning implementation and how it may vary across diverse populations and different instructional components. This perspectives article offers ideas for how introductory chemistry instructors can foster both equitable and active learning implementation for all students. Semistructured interviews with students from diverse backgrounds have revealed barriers to equity in the different components of an active learning chemistry course: outside-classroom preparation, inside-classroom activities, and feedback and assessment. Recommendations for addressing these barriers are also provided based on the student interviews and from the literature. The findings are likely applicable to all science disciplines.

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Section: Solutions From the Literature And Expanded Dp Frameworkmentioning

confidence: 99%

Section: Learning Goals and Learning Activities Should Recognize And ...mentioning

confidence: 99%

Perspectives on Active Learning: Challenges for Equitable Active Learning Implementation

et al. 2022

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“…In higher education, IGW is considered a valuable tool to prepare students for effective and meaningful participation in diverse society. Students with opportunities to collaborate with peers from different cultural backgrounds can develop intercultural collaboration and communication skills (De Hei et al, 2019;Liang & Schartner, 2020). Moreover, exposure to multicultural perspectives helps students broaden their horizons and critically reflect on their own cultural assumptions (Spencer-Oatey & Dauber, 2017).…”

Section: Introductionmentioning

confidence: 99%

Promoting University Students’ Engagement in Intercultural Group Work: The Importance of Expectancy, Value, and Cost

2022

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Intercultural group work (IGW) is a valuable learning strategy to enhance deep learning and prepare university students to participate in a globalized world, so more insight is needed into what motivates students to engage actively in IGW. Using an expectancy–value theory framework, this study investigates the extent to which the different components of this theory (i.e., self-efficacy, perceived benefit, and perceived cost) relate to each other and contribute to student engagement in IGW. Responses to a questionnaire, gathered from 846 bachelor’s students from six universities in the Netherlands and Canada, reveal that strong self-efficacy for IGW, high perceived benefit of IGW, and low perceived cost of IGW correlate. In structural equation modeling analyses, self-efficacy and emotional cost emerge as important predictors of behavioral and cognitive engagement; intercultural benefit is critical for cognitive engagement. As a prerequisite of cognitive engagement, behavioral engagement also mediates the effects of self-efficacy, costs, and benefits. Therefore, developing students’ self-efficacy, increasing perceived benefits of IGW, and decreasing perceived costs of IGW can promote student engagement and deeper learning. Universities thus should prepare students for IGW and provide support and feedback during group work process. Based on the results, we theorize about the relationships among the components of the expectancy–value theory.

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“…Most of the work cited above falls in the prior category. Empirical research on the effects of internationalization at home, and cultural diversity in on-campus experiences is less common (Liang & Schartner, 2020;Robson et al, 2018). A recent paper by Peifer and colleagues (2021) suggests that on-campus intercultural learning may in fact be more effective than learning through mobility-based programs, in line with other scholar who have theorized on the ways in which internationalization at home may affect student outcomes (see Almeida et al, 2019 for an overview).…”

Section: Influence Of Cultural Background and Prior International Exp...mentioning

confidence: 93%

“…Studies among multinational samples of students in British universities also confirm that MPQ scores are not necessarily stable (Schartner, 2016), and that intercultural group-work can lead to changes in flexibility and openmindedness (Liang & Schartner, 2020).…”

Section: Longitudinal Development Of Multicultural Personalitymentioning

confidence: 96%

Who benefits from the international classroom? A longitudinal examination of multicultural personality development during one year of international higher education.

Hofhuis¹,

Jongerling²,

Jansz³

2022

Preprint

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Enhancing students’ intercultural competences through international higher education requires a thorough understanding of the way in which these competences develop over time, how they relate to outcomes, and which factors predict their growth. To answer these questions, a three-wave longitudinal study was conducted among a sample of first-year students in an international university program (n = 425). Intercultural competences were operationalized through the five dimensions of the Multicultural Personality Questionnaire (MPQ): Cultural Empathy, Openmindedness, Flexibility, Social Initiative and Emotional Stability. We examined development of these traits across one year, as well as their relationship with stress, life satisfaction, and academic performance (GPA). Cultural background (local vs international student) and prior international experience (yes/no) were included as predictors. Results show that MPQ scores at the beginning of the year negatively relate to change across semester 1, which in turn is negatively related to change across semester 2. These findings suggest the presence of ceiling effects in MPQ development. In semester 1, emotional stability acts as a buffer against stress. In semester 2, stress is lower among students with higher scores cultural empathy and lower scores on flexibility. Cultural empathy and social initiative relate positively to academic performance. No significant main effects were found for cultural background, or prior international experience. However, these predictors interact on openmindedness and social Initiative: local students with no prior international experience show a significant increase in these dimensions across the first semester, whereas the others do not.

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Culturally Mixed Group Work and the Development of Students’ Intercultural Competence

Cited by 24 publications

References 50 publications

Perspectives on Active Learning: Challenges for Equitable Active Learning Implementation

Perspectives on Active Learning: Challenges for Equitable Active Learning Implementation

Promoting University Students’ Engagement in Intercultural Group Work: The Importance of Expectancy, Value, and Cost

Who benefits from the international classroom? A longitudinal examination of multicultural personality development during one year of international higher education.

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