International Business Students’ Cross-Cultural Competence Development

Abstract

Global mobility has become commonplace in academic environments and is even considered "the defining characteristic of our age" (Rizvi, 2008). The internationalization of higher education can be both a driver of international student mobility and the resulting student diversity (Jiang, 2005) and a response to these factors (Qiang, 2003). The number of international students has nearly doubled worldwide in the past 10 years. In 2012, there were more than 4.1 million official international students (Organization for Economic Co-Operation and Development, 2012), and by the year 2025, there will be an estimated 15 million (Altbach & Knight, 2006). Although the United States attracts the largest proportion of international students worldwide-in 2012, 4% of students attending U.S. institutions were international, and 22% of those studied business and management (Open Doors, 2012)-Latin American and European countries were the most popular destinations for short-term study abroad programs (Open Doors, 2012).

The Relationship Between Intercultural Interactions At University And The Creativity Of Russian Students: The Role Of Intercultural Competence

“…Intercultural contacts in general, and the multicultural context of the educational environment in particular, are the most important sources for the development of intercultural competence (Barret, 2012;Mikhaylov, 2014). Intercultural competence is a complex structure that is realized in the ability to live, work and relax in the context of intercultural and cross-cultural differences existing in everyday life (Matsumoto, 2003); it is the "knowledge and ideas about other cultures which are realized through skills, attitudes, behaviors, ensuring effective interaction with representatives of other cultures" (Lebedeva, 2003).…”

Building Cultural Competence and Changing Cultural Perceptions: Students from the UAE and USA Participate in a Cultural Exchange Project

“…There is little doubt that if students want to succeed and become leaders in their fields, they must do so in a business environment that is increasingly more global in scale (Price, 2016;Shetty & Rudell, 2002;Tuleja, 2008;Ulijn, O'Hair, Weggeman, Ledlow, & Hall, 2000;Varner, 2000). Research on how to prepare students for the global business environment suggests everything from learning a foreign language (Vigier & Smoller Le Floch, 2011) participating in study abroad programs (Heffron & Maresco, 2014;Mikhaylov, 2014) holding international internships (Du-Babcock, 2016) to forming asynchronous online discussions (Hew, Cheung, & Ng, 2010). While the methods are effective, time and money often restrict students' ability to study a foreign language or embark on an international study abroad…”

Social Capital Development Strategy and Collaborative Knowledge Creation in Higher Education: The Uk and Turkey

“…There were virtually no social events, with a noted exception of national holidays' celebrations, organized by the International Student Union, and extra-curriculum academic activities were limited to open lectures and research seminars rarely attended by students. In general, T-Uni represents closely supported and monitored family-like educational and learning environment 'Happy Family' [20], while U-Uni is more consistent with an academic oriented 'Plucky Orphans' environment [20].…”

“…We attribute some of the difference in social capital creation strategies to the influence of learning environments [20]. The UK University (U-Uni) is a large public university.…”