Developing Intercultural Competence Through Collaborative Learning in International Higher Education

Abstract

In this study, it was hypothesized that collaborative learning in international higher education contributes to the development of intercultural competence. Two hundred fifty-two students of an International Business and Management Study program of a Dutch university participated in two surveys on collaboration in a group-learning activity and one survey on their development of intercultural competence. In addition, three groups of four to six students took part in focus group interviews. The results indicated that when students perceive that the group process improves, the quality of the collaboration in terms of verbal interaction and equal contribution will also improve. Furthermore, the results revealed that a higher perceived quality of the collaboration relates to an increasing development of intercultural competence. The findings are discussed and related to implications for the use of group-learning activities in international higher education.

A Qualitative Study on the Intercultural Educational Sensitivity of the Professors at the University of Malaga (Spain)

“…When reflecting on the most effective methods to address interculturality in the university curriculum, the teachers in this research highlighted the value of interactive methodologies to integrate the principles of an education that respects cultural diversity in the subjects they teach. These aspects are also reflected in other studies [2,8,18,29], which expose the relevance of opting for methods that favor the exchange of contributions, the argued and constructive discussion around specific cultural topics, and, in general, all those experiences that allow building knowledge in interaction.…”

“…The interview questions were drafted by the researchers, considering both the objectives of the study and the conceptual foundation of intercultural education in the university context. The literature review allowed for a better understanding of how cultural diversity and interculturality are addressed in the university curriculum [2,3,6,8,17,[26][27][28][29]. Likewise, it made it possible to understand how intercultural competences are acquired in the different subjects that make up university curricula.…”

“…Intercultural education has become one of the main challenges for universities in the 21st century, with special attention given to the intercultural training of future professionals, as the central axis with which to build the foundations of a democratic and inclusive society [1][2][3][4][5][6][7][8]. The purpose of this pedagogical proposal is to generate equitable, inclusive, solidarity, and quality educational actions, seeking to actively promote an education for all, where cultural difference is valued from the parameters of acceptance, tolerance, commitment, and mutual enrichment in educational contexts [9,10].…”

Bibliometric Study of Scientific Production on the Term Collaborative Learning in Web of Science

“…On the other hand, some authors indicate that this method also favors intercultural competence by promoting collaborative learning environments with heterogeneous groups of students [60]. Traditional teaching-learning approaches do not allow for a focus on improving certain skills in the student training process.…”

Preparing Students for Globalization Without Traveling: A Multi-Layered Intercultural Technology-Mediated American and Israeli Collaboration

“…The importance of preparing higher education graduates to thrive in a globally interconnected, cross-cultural, 21st century world is generally accepted [Lumina Foundation, 2014;ESG, 2015; Organisation for Economic Co-operation and Development (OECD), 2016]. Accordingly, preparing globally and culturally competent graduates has become an important higher education outcome [e.g., National Association for Foreign Student Affairs (NASFA), 1998-2019; Lee-Olson and Kroeger, 2001;Schuerholz-Lehr, 2007;Deardorff, 2011; Council for the Accreditation of Educator Preparation (CAEP), 2013; Council of Chief State School Officers (CCSSO), 2013; de Hei et al, 2019]. Globally competent graduates are more open to the world, respect multiple perspectives and differences, and communicate effectively (Mansilla and Jackson, 2011).…”