Becoming interculturally competent: Theory to practice in international education. (September 2015)

• Record Type: Journal Article
• Authors: Jackson, Jane
• Is Part Of: International journal of intercultural relations. Volume 48(2015)
• Page Start: 91
• Page End: 107
• Publication Date: 2015-09
• Subjects: Intercultural competence -- Intercultural transitions -- Intercultural education -- Critical reflection -- Experiential learning -- Intercultural Development Continuum (IDC); Intercultural communication -- Periodicals; Cultural relations -- Periodicals; Cross-cultural studies -- Periodicals; Communication interculturelle -- Périodiques; Relations culturelles -- Périodiques; Études transculturelles -- Périodiques; Cross-cultural studies; Cultural relations; Intercultural communication; Periodicals; 303.482
• DOI: 10.1016/j.ijintrel.2015.03.012
• Languages: English
• ISSNs: 0147-1767

Abstract

Abstract: Education abroad students are generally expected to return home with enhanced intercultural competence; however, recent research reveals that many do not fully benefit from their stay in the host environment and experience little or no gains in intercultural sensitivity. What steps can be taken to help achieve the intercultural aims of international educational experience? This article centres on an elective, credit-bearing course that was inspired by my education abroad research. Intercultural Transitions: Making Sense of International Experience has been designed to enrich and extend the intercultural learning of undergraduates with recent or current international experience. This credit-bearing course draws on multiple theories: the Intercultural Development Continuum/the Developmental Model of Intercultural Sensitivity, Kolb's experiential learning model, poststructuralist notions of identity change, transformative adult education theory, and the intergroup contact hypothesis. This article describes the course and the lessons learned from multiple offerings. Content analyses of the qualitative data (e.g., reflective essays, Forum chats, open-ended surveys, interview transcripts) generally mirrored the results of the pre- and post-administrations of the Intercultural Development Inventor (IDI), a psychometric instrument that measures intercultural competence, suggesting that this form of intervention helps propel students to higher levels of intercultural competence. The results underscore the benefits of designing a research-driven, learner-centred curriculum to enhance interaction between local and international students, and scaffold deeper intellectual consolidation and integration of intercultural learning. While developed and offered in an Asian setting, similar courses could be implemented in other settings to enhance the intercultural competence of both local and international students.