The Impact of Exposure to Diversity in the International University Environment and the Development of Intercultural Competence in Students

Developing Intercultural Competence Through Collaborative Learning in International Higher Education

“…Wilson, Ludwig-Hardman, Thornam, and Dunlap (2004) also emphasize the teacher role; teachers should help students manage their group work by making sure students are engaged in meaningful interaction and by creating a safe and inclusive learning environment. Gregersen-Hermans (2016) and Irish and Scrubb (2012) suggest that teachers should model culturally inclusive and interculturally competent behavior. Especially in the international classroom, where more salient cultural differences among students can add a layer of complexity to their interaction and collaboration, this modeling is important.…”

“…With its wide applicability, this process model can be used to provide direction for developing and assessing intercultural competence in an educational context. It is a useful model because it identifies a clear set of attitudes and skills that can be observed and measured as well as internal and external outcomes that reflect personal development and performance (Gregersen-Hermans, 2016). However, this model does not reflect the ever-increasing phenomenon of globalization where cultural identity is multilayered and cannot be easily categorized (Deardorff, 2006).…”

E-Tandem Learning in CCU Class: An Attempt to ‘Bring’ Intercultural Communication in to the Classroom

“…The need for international exposure in intercultural learning was earlier mentioned by Gregersen-Hermans [17], who believes that the impact of exposure to diversity in the international university environment may bring influences in the increase of Intercultural Competence of students. As also mentioned by students in the last subsection, the activity allows them to understand other cultures as it happened to have many dimensions that seemed simple in theory yet tricky in real communication.…”

Global Mind Monitor — determining intercultural competencies of Stenden Hotel Management School students: setting the research agenda

“…Ambitions can be strong drivers of innovation and strategic direction and we should all welcome these ambitions, which all require intercultural competence (ICC), something Stenden HMS has been teaching for some two decades. However, the aspirations also partly seem to rely on the implicit assumption that the mere presence of culturally different "others" will somehow lead to the development of intercultural competence, a view that is refuted in recent research (Leask & Carroll, 2011;Vande Berg, Paige, & Lou, 2012;Leask, 2014;Gregersen-Hermans, 2015;Keizer-Remmers, 2017). Instead, these and other researchers (Deardorff, 2015;de Wit, Hunter, & Coelen, 2015;Rönnström, 2016) stress the importance of intentional learning and curriculum design, a focus on the process, and ongoing assessment of the impact and the outcomes of international education.…”