Developing intercultural competence through overseas student teaching: checking our assumptions

Cushner, Kenneth; Chang, Shu-Ching

doi:10.1080/14675986.2015.1040326

Cited by 75 publications

(42 citation statements)

References 20 publications

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“…Similarly, Cushner and Chang (2015)used the IDI for preservice teachers attending an 8e15week study abroad program through the Consortium for Overseas Student Teaching (COST) and found slight increases in participants' perceived orientation scores and developmental orientation scores. In addition to US teacher candidates, the instrument has also been used in cross-cultural comparative studies with teacher candidates from other countries (Westrick & Yuen, 2007;Yuen&Grossman,2009;Yuen, 2010).…”

Section: Assessment Of Intercultural Competencementioning

confidence: 99%

“…International cultural immersion experiences are considered one of the most effective means to prepare multicultural and global teachers (Cushner, 2007;Hadis, 2005;Stachowski & Sparks, 2007).While more and more teacher education programs integrate overseas field experience opportunities, most are designed for preservice teachers (e.g., Cushner & Chang, 2015;Cushner, 2007;Mahon & Cushner, 2002;Mahon, 2007;Zhao, Meyers, & Meyers, 2009).Studies regarding programs designed specifically for practicing teachers are very limited (Biraimah & Jotia, 2013;Gleeson & Tait, 2012). Thus, understanding meaningful and effective design of study abroad programs for inservice teachers and ways to assess the impact of such programs can provide insights as teacher educators expand intercultural exchange opportunities to include practicing teachers.…”

Section: Introductionmentioning

confidence: 99%

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Impact of short-term study abroad program: Inservice teachers' development of intercultural competence and pedagogical beliefs

Lundgren

Pynes

2017

Teaching and Teacher Education

102

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A comprehensive study abroad program is one of the most effective ways to prepare multicultural and global teachers. However, in teacher education, most of the study abroad programs are designed for preservice teachers. In this study, we detailed the design of a shortterm study abroad program for inservice teachers and reported on the impact of the program not only on teachers' intercultural competence development, but also their teaching beliefs and practices. Discussions and implications were provided for educators designing study abroad programs for teachers.

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Section: Assessment Of Intercultural Competencementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Impact of short-term study abroad program: Inservice teachers' development of intercultural competence and pedagogical beliefs

Lundgren

Pynes

2017

Teaching and Teacher Education

102

View full text Add to dashboard Cite

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“…Thomas (2006) has modified this approach through the introduction of the concept of mindfulness, a focused awareness of the processes by which we experience both the external world and our internal states. Cushner and Chang (2015) completed a study with 52 student teachers placed in a culture other than their own. The student teachers did not significantly enhance their intercultural competence after 8-15 weeks in their overseas placements.…”

Section: Cultural Intelligence and Mindfulness: Teaching Mbas In Iranmentioning

confidence: 99%

Cultural intelligence and mindfulness: teaching MBAs in Iran

Cray

McKay

Mittelman

2018

JIEB

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Purpose A dynamic global economy has increased the need for cross-cultural flexibility and cultural intelligence (CQ). While a large literature has examined various means to increase CQ in student and expatriate populations, its importance for teachers in cross-cultural settings has been largely unexamined. This paper aims to use the experiences of a group of professors in an MBA programme in Iran to investigate the effect of their activity on their cross-cultural skills. Design/methodology/approach Using structured interviews and content analysis, the authors draw on the experiences of business faculty from a Canadian business school who helped deliver an MBA programme in Iran to investigate how their experiences in a country new to them were reflected in the components of CQ. Findings Using an established model of CQ, the authors find contributions to all three facets, knowledge, mindfulness and behaviour, indicating that such exchanges can be regarded as important for students and teachers alike in an international educational context. Originality/value With more and more teaching extending across cultural boundaries in both domestic and international settings, the capacity of instructors to read, interpret and react to the attitudes, beliefs and behaviours of their students is an important factor in the success of these programs. To this point, at least within the business education literature, the influence of such encounters on the instructors involved has been neglected.

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“…The Pyramid Model (Osland, 2018) provides a useful five-level structure to conceptualize these universal global leadership characteristics: 1) global knowledge; 2) threshold traits of integrity, humility, inquisitiveness and self-resilience; 3) attitudes and orientations (the global mindset) toward a global context; 4) interpersonal skills for working cross-culturally in teams; and 5) systems thinking skills. These competencies are evident among the students who have participated in short term study abroad trip, specifically in areas such as intercultural competency (Jackson, 2015;Cushner and Chang, 2015;Elola and Oskoz, 2008), emotional intelligence (Holtbrugge and Engelhard, 2016), moral and ethical reasoning (Luo and Jamieson-Drake, 2015), altruism and ability to appreciate cultural differences (Yang et al, 2016), perception of self and worldview in relation to culturally diverse others (Bell, Gibson, Tarrant, Perry III, and Stoner, L. (2016) and global citizenship awareness (Coers, Rodriguez, Roberts, Emerson, and Barrick, 2012). Pless, Maak, and Stahl (2011) summarized learning for business students in terms of responsible mind-set, ethical literacy, cultural intelligence, global mindset, self-development, and community building.…”

Section: Benefits Of Study Abroad In Areas Of Global Competencymentioning

confidence: 99%

Canadian Global Leadership Students Engaged in Strategic Partnerships in Ecuador

Rowe¹,

Krause²,

Hayes³

et al. 2018

Advances in Global Leadership

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Recognizing the need to build global minded citizens, higher education institutions are increasingly trying to find ways to leverage their international programs to develop students' intercultural competence. The MA in Global Leadership at Royal Roads University, Canada, created an international partnership in Ecuador that serves to go beyond the traditional student study abroad or service learning focus, and instead focuses on developing competencies of global mindedness and strategic relationships. In this paper, we present an analysis on how an international student group engaged in building dynamic partnerships within a Global South country to create change for sustainable development initiatives of mutual concern. Through a case example, we describe how these partnerships evolved and adapted in ways that enhanced the learning needs of the students while simultaneously supporting the development of new educational opportunities for Ecuadorians. To illustrate, this paper delineates the activities that members of the program undertook to connect and develop a mutuality of relationship across diverse stakeholders in Ecuador. The authors analyze this network building process from the perspective of cultural context, building trust and influence, and responding to social development needs in host communities.

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Developing intercultural competence through overseas student teaching: checking our assumptions

Cited by 75 publications

References 20 publications

Impact of short-term study abroad program: Inservice teachers' development of intercultural competence and pedagogical beliefs

Impact of short-term study abroad program: Inservice teachers' development of intercultural competence and pedagogical beliefs

Cultural intelligence and mindfulness: teaching MBAs in Iran

Canadian Global Leadership Students Engaged in Strategic Partnerships in Ecuador

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