Internationalisation and the development of students’ intercultural competence
TL;DR: This paper examined the extent to which a cohort of first year UK and non-UK students studying on an internationally diverse campus developed intercultural competence and found that even positive intercultural experiences do not necessarily lead to the development of cross-cultural competence.
Abstract: Universities’ internationalisation rhetoric suggests that students studying on internationally diverse campuses will automatically engage positively with one another and develop intercultural competence. This study examined the extent to which a cohort of first year UK and non-UK students studying on an internationally diverse campus developed intercultural competence. The Intercultural Development Inventory® (IDI®) and a locally designed survey were used to assess students’ intercultural competence and to explore their intercultural experiences over seven months. Students began almost exclusively in lower (ethnocentric) stages of intercultural development and most showed little progress despite reporting relatively high levels of intercultural contact, friends from other cultures and positive experiences. Findings suggest that even positive intercultural experiences do not necessarily lead to the development of intercultural competence and that university policy and practice may need to be enhanc...
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31 Dec 2017
TL;DR: In this paper, a review of current internationalization practices, involving educators, students, staff development and professional service units, and those in leadership positions, can help higher education institutions to move towards a more values-based and ethical approach to internationalization.
Abstract: Internationalization has become a key strategic priority of many universities around the world. It is frequently regarded as a means to enhance the quality of higher education through strategic partnerships, collaborative research and teaching initiatives, for knowledge exchange and creation. Higher education internationalization often focuses primarily on the mobility of both staff and students as a means to improve their international outlook and intercultural capabilities. However, this paper argues that if universities are to become truly ‘international’, they should start ‘at home’. It considers how a review of current internationalization practices, involving educators, students, staff development and professional service units, and those in leadership positions, can help higher education institutions to move towards a more values-based and ethical approach to internationalization.
21 citations
TL;DR: In this paper, the authors argue that international student integration is not only a university issue, but a community one, and that the next step for universities' internationalization strategies requires expanding efforts to include engagement with the greater community and bringing a community-based approach to internationalization processes.
Abstract: This article argues that international student integration is not only a university issue, but a community one. Thus, the next step for universities’ internationalization strategies requires expanding efforts to include engagement with the greater community and bringing a community-based approach to internationalization processes. Doing so will both better serve the international student population and also create a more well-rounded internationalized university experience for all students by acknowledging and harnessing the inherent diversity of the local community. In particular, this article discusses the university’s role in facilitating such a community-based approach. It will then examine possible strategies and practical suggestions for how universities can step beyond campus-specific policies and instead foster student engagement with and within the greater local community.
21 citations
Cites background from "Internationalisation and the develo..."
...Other authors highlight the potential racial tensions and social challenges that will likely bleed into student relations (Lantz-Deaton, 2017), especially as the number of international students increases (Ritter, 2016)....
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...bleed into student relations (Lantz-Deaton, 2017), especially as the number of international students increases (Ritter, 2016)....
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01 Jun 2018
TL;DR: In this paper, the authors provide a research-based framework that accounts for the reasons why Intercultural Competence should become a learning outcome in ESP and EMI courses, with an emphasis on ESP.
Abstract: As internationalisation policies like English - medium Instruction (EMI) are increasingly implemented in European higher education, EMI and English for Specific Purposes (ESP) classrooms become small international spaces where local students’ intercultural skil ls can be developed. I suggest that the internationalised higher education poses challenges also to non - mobile students, who find themselves in culturally diverse classrooms where English is used as the medium of instruction. The aim of this study is twofo ld. It first attempts to provide a research - based framework that accounts for the reasons why Intercultural Competence (IC) should become a learning outcome in ESP and EMI courses, with an emphasis on ESP. Second, it explores two ways in which this integra tion could take place drawing on Holmes & O’Neill ’s ethnographic model ( 2012). The seminar genre is proposed to showcase IC integration, as participation helps students practice their English skills and provides them with opportunities to develop disciplin ary knowledge while debating on a specific topic. In brief, this study suggests that both ESP and EMI courses have the potential of preparing students for a future professional career in a globalised world and that ESP lecturers, in particular, emerge as t he best prepared professionals for teaching intercultural skills.
21 citations
TL;DR: Underpinned by neoliberalism and spurred by growing international student mobility (ISM), global trends and policymaking on internationalisation are geared towards the maximisation of efforts by co-authors as mentioned in this paper.
Abstract: Underpinned by neoliberalism and spurred by growing international student mobility (ISM), global trends and policymaking on internationalisation are geared towards the maximisation of efforts by co...
18 citations
Cites background from "Internationalisation and the develo..."
...Numerous studies have explored the complex and multifaceted dimensions of internationalisation and the development of students’ intercultural competence (Kudo et al., 2019; Lantz-Deaton, 2017)....
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...Interestingly, the majority of studies on developing intercultural competence focus on relationship between home students and international students (e.g. Lantz-Deaton, 2017)....
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...However, there is a consensus in several studies that the presence of international students on campus does not in itself ensure that multicultural encounters will take place (Lantz-Deaton, 2017)....
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...As previous studies have revealed how institutions prioritise international student recruitment in university policy documents (Fakunle, 2019; ForbesMewett and Nyland, 2013; Lantz-Deaton, 2017), attention is drawn to specific issues raised by the findings in this article....
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TL;DR: In this paper, the authors identify how Ecuadorian university teachers of English as a foreign language (EFL) tackle intercultural teaching practice in their classrooms in order to identify how they tackle interculture teaching practice.
Abstract: The purpose of this study is to identify how Ecuadorian university teachers of English as a foreign language (EFL) tackle intercultural teaching practice in their classrooms. To this end, we studie...
17 citations
Cites background from "Internationalisation and the develo..."
...Concerning tertiary education, research indicates that universities need to design internal policies to encourage students from different areas to learn new forms of cultural exchange to become graduate professionals with high levels of IC (Lantz-Deaton, 2017)....
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References
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Book•
01 Jan 1980TL;DR: In this article, the context of educational research, planning educational research and the styles of education research are discussed, along with strategies and instruments for data collection and research for data analysis.
Abstract: Part One: The Context Of Educational Research Part Two: Planning Educational Research Part Three: Styles Of Educational Research Part Four: Strategies And Instruments For Data Collection And Researching Part Five: Data Analysis
21,163 citations
09 Jan 2004
TL;DR: A theory of intergroup conflict and some preliminary data relating to the theory is presented in this article. But the analysis is limited to the case where the salient dimensions of the intergroup differentiation are those involving scarce resources.
Abstract: This chapter presents an outline of a theory of intergroup conflict and some preliminary data relating to the theory. Much of the work on the social psychology of intergroup relations has focused on patterns of individual prejudices and discrimination and on the motivational sequences of interpersonal interaction. The intensity of explicit intergroup conflicts of interests is closely related in human cultures to the degree of opprobrium attached to the notion of "renegade" or "traitor." The basic and highly reliable finding is that the trivial, ad hoc intergroup categorization leads to in-group favoritism and discrimination against the out-group. Many orthodox definitions of "social groups" are unduly restrictive when applied to the context of intergroup relations. The equation of social competition and intergroup conflict rests on the assumptions concerning an "ideal type" of social stratification in which the salient dimensions of intergroup differentiation are those involving scarce resources.
14,812 citations
Book•
01 Jan 1954TL;DR: In this article, the authors describe the dynamics of prejudgment, including: Frustration, Aggression and Hatred, Anxiety, Sex, and Guilt, Demagogy, and Tolerant Personality.
Abstract: Preferential Thinking * What Is the Problem? * The Normality of Prejudgment * Formation of In-Groups * Rejection of Out-Groups * Patterning and Extent of Prejudice Group Differences * The Scientific Study of Group Differences * Racial and Ethnic Differences * Visibility and Strangeness * Traits Due to Victimization Perceiving And Thinking About Group Differences * The Cognitive Process * Linguistic Factors * Stereotypes in Our Culture * Theories of Prejudice Sociocultural Factors * Social Structure And Cultural Pattern * Choice of Scapegoats * The Effect of Contact * Acquiring Prejudice * Conforming * The Young Child * Later Learning * Inner Conflict The Dynamics Of Prejudice * Frustration * Aggression and Hatred * Anxiety, Sex, and Guilt * Projection Character Structure * The Prejudiced Personality * Demagogy * The Tolerant Personality * Religion and Prejudice Reducing Group Tensions * Ought There to Be a Law? * Evaluation of Programs * Limitations and Horizons
13,470 citations
TL;DR: The meta-analysis finds that intergroup contact typically reduces intergroup prejudice, and this result suggests that contact theory, devised originally for racial and ethnic encounters, can be extended to other groups.
Abstract: The present article presents a meta-analytic test of intergroup contact theory. With 713 independent samples from 515 studies, the meta-analysis finds that intergroup contact typically reduces intergroup prejudice. Multiple tests indicate that this finding appears not to result from either participant selection or publication biases, and the more rigorous studies yield larger mean effects. These contact effects typically generalize to the entire outgroup, and they emerge across a broad range of outgroup targets and contact settings. Similar patterns also emerge for samples with racial or ethnic targets and samples with other targets. This result suggests that contact theory, devised originally for racial and ethnic encounters, can be extended to other groups. A global indicator of Allport's optimal contact conditions demonstrates that contact under these conditions typically leads to even greater reduction in prejudice. Closer examination demonstrates that these conditions are best conceptualized as an interrelated bundle rather than as independent factors. Further, the meta-analytic findings indicate that these conditions are not essential for prejudice reduction. Hence, future work should focus on negative factors that prevent intergroup contact from diminishing prejudice as well as the development of a more comprehensive theory of intergroup contact.
6,629 citations
TL;DR: The chapter proposes four processes: learning about the outgroup, changed behavior, affective ties, and ingroup reappraisal, and distinguishes between essential and facilitating factors, and emphasizes different outcomes for different stages of contact.
Abstract: Allport specified four conditions for optimal intergroup contact: equal group status within the situation, common goals, intergroup cooperation and authority support. Varied research supports the hypothesis, but four problems remain. 1. A selection bias limits cross-sectional studies, since prejudiced people avoid intergroup contact. Yet research finds that the positive effects of cross-group friendship are larger than those of the bias. 2. Writers overburden the hypothesis with facilitating, but not essential, conditions. 3. The hypothesis fails to address process. The chapter proposes four processes: learning about the outgroup, changed behavior, affective ties, and ingroup reappraisal. 4. The hypothesis does not specify how the effects generalize to other situations, the outgroup or uninvolved outgroups. Acting sequentially, three strategies enhance generalizationodecategorization, salient categorization, and recategorization. Finally, both individual differences and societal norms shape intergroup contact effects. The chapter outlines a longitudinal intergroup contact theory. It distinguishes between essential and facilitating factors, and emphasizes different outcomes for different stages of contact.
4,873 citations