Intercultural  Competence:  Gauging  the  Study  Abroad  Experience  

Chris'an  Fredericks  Azusa  Pacific  University  

March  14,  2011  

Overview  

•  Defini'on  •  Literature  •  Azusa  Pacific  University’s  South  Africa  Semester  

•  Discuss  Qualita've  quotes  •  Findings  •  Implica'ons/Strategies  

Learning  Objec8ves  

Par'cipants  will:  –  Consider  various  perspec'ves  from  literature  and  from  their  home  ins'tu'ons  regarding  the  defini'on  of  intercultural  competence  

–  Iden'fy  stages  of  intercultural  competence  development  based  on  theory  

–  Build  strategies  to  challenge  and  support  the  student  development  of  intercultural  competence  

Intercultural  Competence  

What  is  intercultural  competence?  

Why  is  it  important  to  our  students?  

Literature  Ins'tu'onal  mission  statements  have  begun  

emphasizing  intercultural  competence  as  a  learning  objec've  for  graduates  

Student  par'cipa'on  is  increasing  

Theory    –  King  and  Baxter-­‐Magolda’s  “Intercultural  Maturity”  –  Deardorff’s  “Pyramid  of  Intercultural  Competence”  

What  influences  student  outcomes  related  to  studying  abroad  

South  Africa  Semester  Program  learning  outcomes  

Research  ques'on:  

“How  effec9ve  is  the  South  Africa  study  abroad  program  at  increasing  intercultural  competence  among  student  

par9cipants?”    

Methodology  

•  Undergraduate  students  from  a    

 4-­‐year,  faith-­‐based  ins'tu'on  

•  Stra'fied  random  sampling  

•  Snowball  Method  

•  Interview  protocol  –  Seven  ques'ons  

•  Adapted  from  a  locally  published  source  

•  Focus  groups  and  Individual  Interviews  

Limita'ons  

•  Complexity  of  intercultural  competency  development  

•  Assessment  is  therefore  difficult  

•  Limited  Sample  Size  

•  Self-­‐perceived  

Pyramid  Model  of  Intercultural  Competence  

DESIRED  EXTERNAL  OUTCOME:  Behaving  and  communica'ng  effec'vely  and  appropriately  (based  on  one’s  intercultural  knowledge,  skills,  and  a^tudes)  to  achieve  one’s  goals  to  some  degree  

DESIRED  INTERNAL  OUTCOME:  Informed  frame  of  reference/filter  shiK:  Adaptability  (to  different  communica'on  styles  &  behaviors;  adjustment  to  new  cultural  environments);  Flexibility  (selec'ng  &  using  appropriate  communica'on  styles  &  behaviors;  cogni've  flexibility);  Ethnorela've  view;  Empathy  

Knowledge  &  Comprehension:  Cultural  self-­‐awareness;  Deep  understanding  &  knowledge  of  culture  (including  contexts,  role  and  impact  of  culture  &  others’  world  views);  Culture-­‐specific  informa'on;  Sociolinguis'c  awareness  

Skills:  To  listen,  observe,  and  interpret  To  analyze,  evaluate,  and  relate  

Requisite  APtudes:  Respect  (valuing  other  cultures,  cultural  diversity)  Openness  (to  intercultural  learning  &  to  people  from  other  cultures,  withholding  judgment)  Curiosity  and  discovery  (tolera'ng  ambiguity  and  uncertainty)  

• Move  from  personal  level  (a/tude)  to  interpersonal/interac7ve  level  (outcome)  • Degree  of  intercultural  competence  depends  on  acquired  degree  of  underlying  elements  

Pyramid  Model  of  Intercultural  Competence  Source:  Deardorff  (2004).  

Requisite  APtudes:  Respect  (valuing  other  cultures,  cultural  diversity)  Openness  (to  intercultural  learning  &  to  people  from  other  cultures,  withholding  judgment)  Curiosity  and  discovery  (tolera'ng  ambiguity  and  uncertainty)  

• Move  from  personal  level  (aCtude)  to  interpersonal/interac9ve  level  (outcome)  • Degree  of  intercultural  competence  depends  on  acquired  degree  of  underlying  elements  

Pyramid  Model  of  Intercultural  Competence  Source:  Deardorff  (2004).  

• Move  from  personal  level  (aCtude)  to  interpersonal/interac9ve  level  (outcome)  • Degree  of  intercultural  competence  depends  on  acquired  degree  of  underlying  elements  

Pyramid  Model  of  Intercultural  Competence  Source:  Deardorff  (2004).  

Knowledge  &  Comprehension:  Cultural  self-­‐awareness;  Deep  understanding  &  knowledge  of  culture  (including  contexts,  role  and  impact  of  culture  &  others’  world  views);  Culture-­‐specific  informa'on;  Sociolinguis'c  awareness  

Skills:  To  listen,  observe,  and  interpret  To  analyze,  evaluate,  and  relate  

DESIRED  INTERNAL  OUTCOME:  Informed  frame  of  reference/filter  shiK:  Adaptability  (to  different  communica'on  styles  &  behaviors;  adjustment  to  new  cultural  environments);  Flexibility  (selec'ng  &  using  appropriate  communica'on  styles  &  behaviors;  cogni've  flexibility);  Ethnorela've  view;  Empathy  

• Move  from  personal  level  (aCtude)  to  interpersonal/interac9ve  level  (outcome)  • Degree  of  intercultural  competence  depends  on  acquired  degree  of  underlying  elements  

Pyramid  Model  of  Intercultural  Competence  Source:  Deardorff  (2004).  

DESIRED  EXTERNAL  OUTCOME:  Behaving  and  communica'ng  effec'vely  and  appropriately  (based  on  one’s  intercultural  knowledge,  skills,  and  a^tudes)  to  achieve  one’s  goals  to  some  degree  

• Move  from  personal  level  (aCtude)  to  interpersonal/interac9ve  level  (outcome)  • Degree  of  intercultural  competence  depends  on  acquired  degree  of  underlying  elements  

Pyramid  Model  of  Intercultural  Competence  Source:  Deardorff  (2004).  

Pyramid  Model  of  Intercultural  Competence  

DESIRED  EXTERNAL  OUTCOME:  Behaving  and  communica'ng  effec'vely  and  appropriately  (based  on  one’s  intercultural  knowledge,  skills,  and  a^tudes)  to  achieve  one’s  goals  to  some  degree  

DESIRED  INTERNAL  OUTCOME:  Informed  frame  of  reference/filter  shiK:  Adaptability  (to  different  communica'on  styles  &  behaviors;  adjustment  to  new  cultural  environments);  Flexibility  (selec'ng  &  using  appropriate  communica'on  styles  &  behaviors;  cogni've  flexibility);  Ethnorela've  view;  Empathy  

Knowledge  &  Comprehension:  Cultural  self-­‐awareness;  Deep  understanding  &  knowledge  of  culture  (including  contexts,  role  and  impact  of  culture  &  others’  world  views);  Culture-­‐specific  informa'on;  Sociolinguis'c  awareness  

Skills:  To  listen,  observe,  and  interpret  To  analyze,  evaluate,  and  relate  

Requisite  APtudes:  Respect  (valuing  other  cultures,  cultural  diversity)  Openness  (to  intercultural  learning  &  to  people  from  other  cultures,  withholding  judgment)  Curiosity  and  discovery  (tolera'ng  ambiguity  and  uncertainty)  

• Move  from  personal  level  (a/tude)  to  interpersonal/interac7ve  level  (outcome)  • Degree  of  intercultural  competence  depends  on  acquired  degree  of  underlying  elements  

Pyramid  Model  of  Intercultural  Competence  Source:  Deardorff  (2004).  

Student  One  

“Culturally,  I’ve  been  aeracted  to  just  experiencing  different  

cultures  and  different  ways  people  think  and  respond  to  situa'ons  of  suffering  and  ways  of  thinking  and  learning  from  others  that  have  

grown  up  different  ways  then  me.”  

Student  Two  

She  had  become,  “opened  to  different  perspec'ves  and  styles  

of  living  with  God.”  

Student  Three  

“I  think  it  [program’s  effect]  is  learning  to  have  an  open  mind,  because  

when  you  go  into  another  culture,  you  are  given  a  mirror  to  your  own  

and  you  realize  things  about  yourself  and  your  culture  that  you  

have  never  realized  before.”  

Student  Four  

She  realized  “there  is  so  much  I  can  learn  from  a  culture  and  it  is  more  of  just  allowing  them  to  help  me…each  culture  does  have  something  to  offer.”  

Student  Five  

Intercultural  competence  is,  “the  ability  and  understanding  of  how  to  engage  with  different  kinds  of  people  that  come  from  different  backgrounds.      The  mindset  of  

being  a  learner,  more  of  a  listener  and  an  informa'on  gatherer  before  informa'on  giver.”  

Findings  

•  Qualita've  – Analysis  indicated  four  themes  

•  Prerequisite  A^tudes,  Knowledge/Understanding,  Skills,  Educated  Frame  of  Reference/Filter  Shij  

– Yes  –  The  South  Africa  Semester  is  effec've  at  increasing  intercultural  competence  

– Why?  

How  was  intercultural  competence  development  supported?  

•  Pre-­‐departure  prepara'on  

•  In  country  support  

•  Re-­‐entry  support  

How  would  you  assess  the  development  of  intercultural  competence  among  the  students  you  serve?  

References  Bollag,  B.  (2004).  Get  out  of  the  country,  please.  The  Chronicle  of  

Higher  Educa9on,  51(13),  A42.  Childress,  L.K.  (2009).  Interna'onaliza'on  plans  for  higher  

educa'on  ins'tu'ons.  Journal  of  Studies  in  Interna9onal  Educa9on,  13.  289-­‐309.  doi:  10.1177/1028315308329804.  

Clarke  III,  I.,  Flaherty,  T.B.,  Wright,  N.D.,  &  McMillen,  R.M.  (2009).  Student  intercultural  proficiency  from  study  abroad  programs.  Journal  of  Marke9ng  Educa9on,  31.      doi:  10.1177/0273475309335583  

Deardorff,  D.K.  (2004).  The  iden9fica9on  and  assessment  of  intercultural  competence  as  a  student  outcome  of  interna9onal  educa9on  at  ins9tu9ons  of  higher  educa9on  in  the  United  States.  Unpublished  disserta'on,  North  Carolina  State  University,  Raleigh.  

Deardorff,  D.K.  (2006).  Iden'fica'on  and  assessment  of  intercultural  competence  as  a  student  outcome  of  interna'onaliza'on.  Journal  of  Studies  in  Interna9onal  Educa9on,  10,  241-­‐266.  doi:  10.1177/1028315306287002  

King,  P.M.,  &  Baxter  Magolda,  M.B.  (2005).  A  developmental  model  of  intercultural  maturity.  Journal  of  College  Student  Development,  46(6),  571-­‐592.  

References,  cont.  McCabe,  L.T.  (2001).  Interna'onaliza'on:  The  impact  on  

educa'on  abroad  programs.  Journal  of  Studies  in  Interna9onal  Educa9on,  5,  138-­‐145.      doi:  10.1177/102831530152004  

McLeod,  M.,  &  Wainwright,  P.  (2009).  Researching  the  study  abroad  experience.  Journal  of  Studies  in  Interna9onal  Educa9on,  13,  66-­‐71.  doi:  10.1177/1028315308317219  

Rundstrom  Williams,  T.  (2005).  Exploring  the  impact  of  study  abroad  on  students’  intercultural  communica'on  skills:  Adaptability  and  sensi'vity.  Journal  of  Studies  in  Interna9onal  Educa9on,  9.  356-­‐371.    doi:  10.1177/1028315305277681  

Slimbach,  R.  (2010).  Becoming  world  wise:  A  guide  to  global  learning.  Appendix  A.  World  Wise  Books.  

S'er,  J.  (2006).  Interna'onalisa'on,  intercultural  communica'on  and  intercultural  competence.  Journal  of  Intercultural  Communica9on,  (11),  1-­‐12.  

Chris8an  Fredericks  chris'anfredericks@gmail.com