Developing intercultural competence and global citizenship through international experiences: academics’ perceptions

Trede, Franziska; Bowles, Wendy; Bridges, Donna

doi:10.1080/14675986.2013.825578

Cited by 87 publications

(65 citation statements)

References 17 publications

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“…The countries were chosen because of different experience in running EMAE (Ro and It since 10 years, Hu and Serbia joining in 2013), and different levels of addressing the study offers. The online questionnaire comprised 21 questions, addressing, on one hand the motivation for international studies, but also the perceived outcomes from the student´s point of view, the level of the intercultural competence (Perry, Southwell, 2011, Sawir, 2013, Trede, Bowles, Bridges, 2013. There were listed also the different aspects to be addressed by institutions providing the internationalization of the study offers (de Wit, Engels, 2015), as well as the different benefits of the international study offers (GregersenHermans, 2015).…”

Section: Context Of the Study Methodologymentioning

confidence: 99%

“…Irrespective we talk about promoting mutual understanding, about international awareness, international competence and international expertise (Sawir, 2013), about critical (self-)awareness, respect for diverse interpretations of practices and the use of inclusive dialogue, about intercultural sensitivity, http://dx.doi.org/10.15405/epsbs.2017.05.02.53 Corresponding Author: Simona Sava Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 434 and an international understanding (Perry, Southwell, 2011, Odağ, Wallin, Kedzior, 2016, Foster, Yaoyuneyong, 2016, as key principles and different levels of developing and understanding the cultural competence (Trede, Bowles, Bridges, 2013), these different levels of learning outcomes differentiate in the same time various kinds of curriculum internationalization (Trede, Bowles, Bridges, 2013, Sridharan, Leitch, Watty, 2015, Yamada 2014, Odağ, Wallin, Kedzior, 2016. Different concepts have been developed, and different research work was done for measuring the intercultural competences.…”

Section: Introduction: Facets Of Internationalization In Higher Educamentioning

confidence: 99%

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International Studies: Added Value For Professionalization?

Nuissl¹,

Sava²,

Maliţa³

et al. 2017

The European Proceedings of Social and Behavioural Sciences

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In this paper we answer the question: How do MA-Students and Postgraduates in the field of Adult Education consider the added value of internationality for their professionalization? More and more the pedagogical qualification needs to incorporate a wider, international dimension, in the interconnected world. A lot of effort is done by the European Union and the member states, to reach a European dimension in the academic qualification of their professionals. The opinion of the students qualifying as professionals in adult education helps to identify the effects of such effort. Studying with an international dimension, partly in a foreign language, to gain international competences needs a lot of motivation. In our exploration we find some plausible explanations -related to the labor market, to the personal development, the interest in intercultural communication, the widening of the horizon and the building up of international networks. We summarize with recommendations on how these views of the students can be used for a further development of international aspects in the study programs

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Section: Context Of the Study Methodologymentioning

confidence: 99%

Section: Introduction: Facets Of Internationalization In Higher Educamentioning

confidence: 99%

International Studies: Added Value For Professionalization?

Nuissl¹,

Sava²,

Maliţa³

et al. 2017

The European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

show abstract

“…Such experience should help create a welcoming environment (cognitive and affective), otherwise trainees may become jaded and disillusioned with the experience and may derive no benefit from it (Sen, 2003). Both Perry and Southwell (2011) and (Trede et al, 2013), note that incorporating intercultural competence within training strategies can have a profound influence on global training outcomes.…”

Section: Literature Reviewmentioning

confidence: 99%

“…With the current trend of globalisation, professionals are moving across national and cultural borders to a greater extent (Trede et al, 2013). Thus we face an increasingly diverse workforce (Varner & Beamer, 2011).…”

Section: Introductionmentioning

confidence: 99%

Technology Enhanced Learning (TEL) Intercultural Competence: A Phenomenological Exploration of Trainees’ Experiences within Global Virtual Training Environments.

O'Toole

2018

telji

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Research suggests that a crucial aspect of communication for successful interactions between online trainers and trainees of different cultures is intercultural competence. A question is therefore posed: "To what extent and in what ways does the trainee experience trainer intercultural competence within a global virtual training environment?"It is important to answer this question to understand and enhance intercultural competence of trainers within a global virtual training environment (VTE).This phenomenological study explored the lived experience of three trainees (one being the researcher) within two professional global VTEs. Data was collected through short written reports of participants' experience of the phenomenon and through an in-depth semi-structured interview. Findings revealed low levels of intercultural competence within global VTEs. However the data collected also suggested that enhanced intercultural communication on behalf of the trainers would improve training. Three themes described the participants' experiences; substantial intercultural biases held by trainers towards trainees; frequent communication problems between trainers and trainees; and a preference by trainees for trainers to enhance their intercultural competence within global VTEs. Limitations included the relatively low number of participants.

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“…In reality, they are the ones usually lacking language competencies, the ones preferring the easy, traditional, experimented way, with less effort, having the fear of competition, of being exposed. On the opposite, the advocates of internationalization are stressing all its benefits which motivate them to go for it, for improved personal and professional competencies, for improved teaching and learning (Trede, 2013;EU, 2014;Henard, 2012;EC, 2015& Sursock, 2015.…”

Section: Introductionmentioning

confidence: 99%

Internationalization of Higher Education from Teachers' Point of View

Luștrea¹,

Sava²,

Borca³

2017

The European Proceedings of Social and Behavioural Sciences

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Internationalization of higher education is one of the main layers of changes in universities. Different practices of internationalization of studies can be met in any university/ faculty/ department. However, in spite of notable developments, mainly since the implementation of Bologna Process, the obstacles toward an efficient internationalization are still there (different formal procedures inside the universities, bureaucracy, resources, attitude of the staff etc.). Even the faculties/ departments/ programs being more active in international activities, and setting joint study programs, consolidated and diverse international partnerships, both for didactic and research purposes, have to cope with different levels of openness of the academic staff towards the teaching from and in international perspective. The paper will highlight some of the points of view of the academic staff regarding their internationalization practices. The data gathered from semi-structured interviews is presented with the purpose to provide a better understanding both of their needs for better internationalization of the teaching and research, but also for providing some possible explanations about their hesitations/ resistance toward a more extended international activity.

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Developing intercultural competence and global citizenship through international experiences: academics’ perceptions

Cited by 87 publications

References 17 publications

International Studies: Added Value For Professionalization?

International Studies: Added Value For Professionalization?

Technology Enhanced Learning (TEL) Intercultural Competence: A Phenomenological Exploration of Trainees’ Experiences within Global Virtual Training Environments.

Internationalization of Higher Education from Teachers' Point of View

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