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1 | T h e i n t e r c u l t u r a l p r o f e s s i o n 2 0 1 4
A Status Report of The Intercultural Profession
in 2014
Susan Salzbrenner, Tanja Schulze & Anja Franz
With special thanks to Kate Berardo, Melissa Hahn & Vanessa Shaw
Table of Contents
Introduction ............................................................................................................................................. 2
Methodology & Material ......................................................................................................................... 3
Professional Profile .................................................................................................................................. 4
Work Structure ........................................................................................................................................ 5
Income, Fees and Training Days .............................................................................................................. 7
Expertise in Subject Matter, Countries and Industries ........................................................................... 9
Motivation and Identification ............................................................................................................... 11
Methods and Exercises .......................................................................................................................... 13
Advice to Newcomers............................................................................................................................ 14
Future Topics for Research and Development ...................................................................................... 14
Top Challenges in the Profession .......................................................................................................... 15
Demographics ........................................................................................................................................ 16
Expanded Discussion ............................................................................................................................. 20
Appendix I .............................................................................................................................................. 23
Appendix II ............................................................................................................................................. 40
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Introduction
The Merriam-Webster dictionary chose “culture” as the „Word of the Year“. Taking into account the
frequency of look-ups in this online dictionary, “culture” was crowned to be the word with highest
increase in 2014. The same can be said about a professional industry that is helping people in inter-
or cross-cultural situations to navigate and succeed across cultures. The past ten years have seen a
tremendous growth in the number of intercultural services offered, available trainers, coaches and
consultants, training certificates or licensing courses and master degrees graduates.
With this growth comes an increased need for understanding: An understanding for the professional
identity of an industry that is growing in size, its areas of application and its variety of professional
background. Each new interculturalist is faced with the same task when entering a young, agile field
that isn’t defined, regulated or benchmarked.
The results of this global survey of professionals working in the intercultural industry are presented
here with two main goals in mind:
1. Gain an understanding of the nature of the intercultural profession globally in 2014
2. Provide guidance to newcomers in the intercultural field
The purpose of this survey is not to put forward personal interpretations or speculations about the
field and its purpose but to create benchmarks as well as to update the profile of this industry
following the research done by Berardo & Simmons (2004) and Berardo (2008). The results of this
survey will be presented in a descriptive manner, leaving room for each reader to interpret the
results according to their experiences, awareness and professional and personal situation. An
extensive appendix lists the answers to open questions about certifications of interculturalists and
methods they use in their work. The lists provide useful insight into the vast variety of training and
certification programs globally as well as the preferred methods and tools interculturalists use in
their work. Newcomers to the field as well as seasoned professionals will find inspiration for further
professional development opportunities.
We encourage readers to share this material with peers for the benefit of learning from each other.
We would also like to inspire interculturalists to discuss and address remaining and new challenges in
this industry. Let’s work together to provide fertile grounds for this industry to grow and develop as a
stable component of our intercultural lives. We are looking forward to reading your thoughts, follow-
up actions or research to help this industry have a strong foothold in society.
Susan Salzbrenner ([email protected])
Tanja Schulze ([email protected])
Anja Franz ([email protected])
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Methodology & Material To shed light on this field and the way it works, a collective effort of over 400 participants provided
enough data to represent the truly global community of interculturalists.
For the purpose of this study, the term “interculturalists” was defined as…
“…a person working in a field or profession that actively and analytically deals with
intercultural situations. This can include theoretic or practical approaches. It excludes
those who merely find themselves in intercultural situations at a given point of time. “
Between October 2013 and May 2014, relevant data was collected through an online survey with 37
questions that addressed those working in the intercultural field. The survey contained a mix of open
and closed questions on various topics related to the nature of the intercultural profession. Open
questions addressed opinions and comments while closed questions operated on a single answer or
multiple-choice basis.
To draw comparisons to earlier reports by Berardo & Simmons (2004) and Berardo (2008), a number
of questions were kept in the exact wording while the survey was also expanded to look past socio-
demographic variables. Besides work profile and structure, tools & methods, challenges and advice
for newcomers, this report also includes sections that look at the motivation to work in the field,
identification with the field and the group’s cohesiveness and perceived level of acceptance of their
field.
The link to the survey was spread through mailing lists of various organizations (e.g. SIETAR
networks, Intercultural Insights, Universities) as well as personal and professional networks such as
LinkedIn, Facebook and Twitter in order to ensure global reach. A total of 405 participants who
considered themselves interculturalists completed the survey, to various degrees of completeness.
Respondents from over 40 countries on five continents provide the most comprehensive overview
per date of the intercultural industry, with focus on:
Their professional profile
Work structure
Income, fees and training days
Subject matter expertise
Motivation and identification
Methods and tools
Advice for newcomers
Future topics for research and development
Top challenges in the field
The order of topics in this report is determined by the sequence of questions in the survey. Numbers
of respondents are noted in the different tables to accurately portray the representativeness of the
data.
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Professional Profile
1. Educational Background
The most common highest form of education that interculturalists hold is a Master degree, or its
equivalent in the respective country of origin. Interculturalists do not come from just one line of
study course but display a large diversity in their educational background. Most of the degrees were
obtained in the fields of linguistics/language/literature (12.8%), psychology (15.4%), and
business/economics/marketing (10.8%), with many other study fields being named in smaller
percentages or by a few individuals (e.g. arts, communication, education, engineering, healthcare, or
anthropology).
Figure 1. Educational Background of Interculturalists
Furthermore, it is characteristic of professionals working in the intercultural field to develop
themselves further while their active career progresses. More than half of all respondents listed
multiple programs or training courses they have attended over the years. Degree programs that
specifically indicate an “intercultural component” are often an add-on for initial qualification in a
related field (such as language studies) or more remote fields (such as engineering). The most
mentioned examples of qualifying programs are the Summer Institute for Intercultural
Communication in Portland, OR, USA, courses through NAFSA (Association of International
Educators), AFS Summer Academy in Karlsruhe Germany, SIETAR (Society for Intercultural Education,
Training and Research) Congresses & Pre-Congress Workshops as well as certification courses in
various tools. Some certification or accreditation takes place through training companies for trainers
to use the company’s tools when training in their name. Further training was mentioned through in-
house training at workplaces, including the US Army. A few respondents reported that they have no
particular education or training in the intercultural field or that none had been available when they
started working in the field. Additionally, relevant experiences in life were mentioned as qualifying
2%
15%
69%
13%
1%
Educational Background
12th grade or equivalent
Bachelor
Master
PhD
Other
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factors such as immigration and/or living abroad, intercultural friendships, volunteer service, working
in an intercultural setting and exchange programs. Interaction with professionals and partners was
also highlighted as a way of keeping up-to-date in the intercultural field, similarly so by attending
talks and conferences and membership in professional organizations. Others noted that they
considered skills beyond “intercultural ones” very important.
(See Appendices 1 and 2 for an extensive list of higher studies and certification programs mentioned)
2. Family background
Adult Third Culture Kid
Immigrant Child of an Intercultural Marriage
Child of 1st generation immigrants
Intercultural partnership
Living abroad experience
International adoption
11.6% 18.5% 12.1% 9.4% 45.7% 72.8% 3.2%
(Table 1. Family background of interculturalists n=405)
Out of the 405 interculturalists that participated in this research, only 7.4% responded to not have
any of the listed intercultural background. There might be other relevant experiences that drove
them to work in this field, but they were not listed.
3. Involvement in the field
On average, the surveyed interculturalists have spent almost 13 years working in the industry, with a
minimum of one and a maximum of 22 years. However, when asked about the amount of years that
they have earned money with their involvement in the industry, the average decreased to just above
ten years. This means that there is a delayed on-set of earning money with intercultural work of
about two and a half years on average. Women tend to start earning money relatively quicker than
men in the field, with an average of two and a half years of delayed income for men opposed to an
average of two and a quarter years for women.
Work Structure
1. Distribution of Work Load
The percentage of intercultural related work to non-intercultural work for the participants of this
survey came out at 65% intercultural-related work to 42% non-intercultural-related work.
Participants in the survey were forced to adjust their percentages to reflect 100% in their responses.
The reported averages do not add up since they represent the mean of the whole group of
participants for both items separately. Interculturalists were also asked how they split their work
between individual, virtual or face-to-face work, and how much they work with individuals or groups.
Work Alone Work Face-to-face individually
Work face-to-face in groups
Work virtually with individuals
Work virtually with groups
29.3% 30.2% 41.8% 14.4% 10%
(Table 2: Work split for interculturalists, n=300)
Within these different spheres of interaction, interculturalists also split their time between different
institutions. One quarter of respondents noted an academic institution as their primary place of
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work, while another 25% are working on sole proprietorship terms (self-employment,
subcontracting). Nearly 1/8th of interculturalists work in large privately held companies (>100
employees). An equal amount of participants stated working primarily for a small privately held
company (3-50 employees) or a non-profit organization (10% each).
Figure 2: Distribution of primary work place among interculturalists (n=327)
The intercultural work is not only split by their primary place of work but also by which sectors these
professionals consider their primary clients. Survey participants were therefore asked to estimate the
percentages of their training, coaching and/or consulting involvement in these sectors: Private/Profit,
Non-Profit, Public/Governmental, and Academic.
Private/Profit Non-Profit Public Governmental Academic
57.5% 31.5% 20.8% 41.4%
(Table 3: Estimated percentage of involvement in different sectors, n=219)
It is interesting to note that with this wide spread of places of influence and work for interculturalists
comes an array of titles. When asked about their primary job title in the intercultural field (meaning
what title do they use when they conduct training, coaching or other intercultural work), it became
clear that the profession and field has many facets which is partially expressed through a wide
variety of titles. Most common titles were ‘facilitator’ (17.3%), ‘professor/teacher’ (23%), ‘student’
(15.5%), while others ranged from ‘curriculum designer’, ‘coach’, ‘interculturalist’, ‘consultant’, ‘HR’
‘professional’, ‘intern’, ‘trainer’, and ‘training manager’.
2. Professional Development and Time investment
In order to stay updated with the current development in this industry, interculturalists take on
further learning opportunities, such as additional course work, certification workshops and summer
programs to stay on the pulse of trends regarding both content and facilitation.
27%
11%
10% 12%
25%
15%
Primary Work Place
Academic Institution
Non-Profit Institution
small private company
large private company
sole proprietorship
other
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Additionally, on average, interculturalists read about 2 books per year for developmental purposes,
attend about 3 conferences per year, 3 programs/seminars a year, and almost 4 webinars a year.
Webinars, which are virtual seminars, have just recently been introduced as a more mainstream way
of learning and teaching, so it is exciting to see that there are webinars offered in this industry and
that interculturalists are embracing them as a tool for professional development.
Many intercultural trainers, coaches and consultants spend a lot of time on the road. In general,
however, participants mentioned about three domestic trips a year, and approximately two
international trips.
Income, Fees and Training Days
1. Annual Income
Only a minority of the respondents stated that their main income came from ‘intercultural’ work.
Therefore, participants of this survey were asked to provide anonymous information about both their
overall annual income and their intercultural-related work income. In Table 4 below, you will be able
to see that there is a downward shift in income derived from intercultural-related work. This means
that professionals in the field either supplement their intercultural work with what they deemed
non-intercultural work. This suggests that their intercultural work is not providing a full income, or is
functioning as a side business.
All numbers cited here are in Euros, for the sake of simplicity.
Income Bracket Overall annual income
IC-Related Income
Less than 5,000 EUR 11.3% 21.4%
5,001 - 10,000 EUR 7.3% 10.9%
10,000 - 20,000 EUR 9.6% 15.3%
20,000 - 35,000 EUR 18.9% 14.6%
35,001 - 50,000 EUR 18.2% 16.0%
50,000 - 75,000 EUR 17.5% 10.9%
75,001 - 100,000 EUR 9.9% 3.7%
100,000 - 500,000 EUR 6.6% 7.1%
More than 500,000 EUR 0.7% - (Table 4. Percentages of annual income, n=290)
Looking at the distribution of income derived by intercultural work by gender makes clear that over
thirty percent of men earn more than 50,000 EUR per year as interculturalists (30.4%), whereas less
than twenty percent of women tend to rank in the highest earning brackets (> 50,000 EUR per
annum) of intercultural-related income (18.4%). A third of the women in this survey earned less than
10,000 EUR per year with their work as interculturalists (37.6%), compared to less than a sixth of men
(14.6%).
IC- related Income Male Female Transgender
Less than 5,000 EUR 9.7% 23.7% 50%
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5,001 - 10,000 EUR 4.8% 13.9% n/a
10,000 - 20,000 EUR 27.4% 11.9% 50%
20,000 - 35,000 EUR 9.7% 14.9% n/a
35,001 - 50,000 EUR 17.7% 17% n/a
50,000 - 75,000 EUR 14.5% 9.8% n/a
75,001 - 100,000 EUR 3.2% 3.6% n/a
100,000 - 500,000 EUR 12.9% 5.2% n/a
(Table 5. Income in the Intercultural Field by Gender, n=258)
2. Time spent in Training, Preparation and Marketing
When professionals in the intercultural industry are providing training services, the time spent does
not only comprise the training/facilitation/coaching alone but also preparation and marketing hours.
On average, an interculturalist spends almost eleven hours to prepare for a workshop, seminar or
training. The average program length was estimated to be a bit more than a day long (1 day= 8
working hours), meaning many professionals in the field offer services that run for multiple days or
take place on consecutive occasions. Professionals declared that they spent around 14 hours per
month on marketing activities in 2014, leading to an average of five trainings per month. With the
rise of social media in the past decade, it is plausible to assume that some of these marketing hours
were dedicated to social media marketing routes.
3. Fees
Besides the overall and intercultural-related annual income, it is also of interest to know how much
professionals can charge a client for their work. Since most of the work is project or day-based, the
negotiation of rates is a big part of the professional life of an intercultural trainer, coach, consultant
or facilitator. The range of directly charged client rates per day varied from 0 EUR to 5,000 EUR, with
an average of 1,200 EUR per day of direct client work. The hourly rate charged directly to clients
varied between 0 EUR and 450 EUR, with an average of around 129 EUR per hour. When working as a
freelancer, these fees decrease when a third party is involved. The average rate per day when
subcontracting or freelancing for another company was around 685 EUR, with a range from 0 EUR to
2,550 EUR.
Rates In EUR
Average rate you charge a client directly per day of work
1,200.43 EUR
Average rate you charge a client directly per hour of work
128.89 EUR
Average rate paid per day of work when subcontracting/freelancing for another company
684.53 EUR
(Table 6: Average rates for intercultural professionals, n=135)
It should also be noted that the comparison of men and women (Note: not enough substantial data
for transgender group) yields the following results: Men, on average around the globe, ask for 279
EUR more per day of work when they charge clients directly, while they are paid a freelance fee that
is around 182 EUR higher than that of women.
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Rates Male Female
Average rate you charge a client directly per day of work
1,400 EUR 1,121.36 EUR
Average rate you charge a client directly per hour of work
124.73 EUR 132.44 EUR
Average rate paid per day of work when subcontracting/freelancing for another company
823.47 EUR 640.77 EUR
(Table 7. Average rates by gender, n=135)
Expertise in Subject Matter, Countries and Industries
1. Subject Matter Expertise
Professionals in the intercultural industry were asked about their respective subject matter expertise
(SME). Given the variety of subjects in training, coaching and consulting in the intercultural space,
this report provides an overview of the different areas and their representation in the field.
SME Percentages
Cultural Awareness/Sensitivity 98.3%
Intercultural Communication 67.2%
Global Teams/Team work 35.1%
Relocation/Expatriation 33.6%
Diversity & Inclusion 32.1%
Global Leadership 23%
Repatriation/ Re-entry 18.5%
Virtual Multicultural Teams 18.3%
Global Project Management 16.8%
International Negotiations 14.6%
International Conflict Resolution 11.6%
Expat Candidate Assessment 8.6%
Global Mergers & Acquisitions 5.7%
(Table 8: Subject Matter Expertise, ranked, n=405)
2. Country-specific Expertise
As seen in the previous section on Subject Matter Experts, almost all interculturalists consider
themselves experts in the field of cultural awareness training. The survey asked how many of them
work with culture-specific or what some refer to as “country specialists”? While about 5% of
respondents noted that they always work culture-specific, the big majority works with specific
cultures “mostly” (21.4%) or “sometimes” (37%), while a good third of interculturalists (36.7%) never
solely address a specific culture’s concern in their professional work.
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When asked for the specific country they consider themselves experts in, the ten most commonly
named countries are: (Please note: it was not asked which country they provide trainings on most,
but which they feel they are “experts” in)
1. USA (24%)
2. Germany (18.7%)
3. China (15.1%)
4. France (11.1)
5. India (10.4%)
6. Japan (9.1%)
7. Italy (7.4%)
8. Brazil (5.9%)
9. South Korea (5.4%)
10. Spain (5.2%)
3. Industry-specific Expertise
As established earlier, the work of professionals in the intercultural field touches a vast range of
sectors and work places (with a slight preference for private/for-profit and academic institutions
both as primary work place and as sectors of work). When survey participants were asked about the
specific industries they serve, the following picture emerged:
Top ten most frequently served industries in 2014 are:
1. Education (41.5%)
2. Higher Education (28.9%)
3. Non-Profit Organizations (24.2%)
4. Automotive (19.5%)
5. Banking (18.5%)
6. Financial Services (16.3%)
7. Information Technology and Services (15.8%)
8. Consumer Goods (13.8%)
9. Government (13.3%)
10. Food & Beverages (12.6)
Top ten least frequently served industries in 2014 are:
1. Museums and Institutions (2.0%)
2. Broadcast Media (2.7%)
3. Commercial Real Estate (2.7%)
4. Military (3.2%)
5. Law Enforcement (3.5%)
6. Legal Services (4.2%)
7. Religious Institutions (4.2%)
8. Event Services (4.7%)
9. Farming (4.7%)
10. Renewables and Environment (4.7%)
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Motivation and Identification
1. Motivation to work in the field
In order to understand why interculturalists work in their field, we asked various questions looking at
the motivation of the professionals in the intercultural field. Why did they start working in this field?
Is their motivation intrinsic or extrinsic?
On a scale of 1 through 5 (1- fully applicable, highly applicable, somewhat applicable, not very
applicable, 5- not applicable) 257 respondents rated how strongly they agree with the statements
made.
The following statements were in the survey to calculate extrinsic motivation. They were rated the
following:
Extrinsic Motivation Average rating (scale of 1-5, 5 rating the lowest approval)
I wanted good income opportunities. 3.5
My parents and/or other important people in my life suggested this field.
4.3
I liked the perceived associated status and reputation.
3.9
I admired the work other interculturalists did. 2.6
I wanted to be in contact with many different kinds of people.
1.5
(Table 9. Items for Extrinsic Motivation Scale, n=257)
The above options for extrinsic answers ranged from 1.50 as minimum and 4.50 as maximum with a
mean of 3.07, indicating a balance of applicability and non-applicability.
The options for answers looking at intrinsic motivations were:
Intrinsic Motivation Average rating (scale of 1-5, 5 rating the lowest approval)
It had been a dream of mine since I was young. 3.2
I wanted to help others. 2.3
I wanted to challenge and develop myself. 1.9
I had an academic/scientific interest. 2.3
I saw the opportunity to fulfill myself. 1.9
I wanted to do something useful for society. 2.1
I wanted to have a good feeling about the work I do.
1.8
I wanted to move and change things. 2.1
I wanted to analyze and work through my own intercultural experiences.
2.2
(Table 10. Items for Intrinsic Motivation Scale, n=257)
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The above options for extrinsic answers ranged from 1.00 as minimum and 4.56 as maximum with a
mean of 2.18, indicating a higher tendency for intrinsic motivations of respondents to work in the
intercultural field.
A last possible answer (”I did not intend to end up in this field. It just happened.”) is considered
neither extrinsic or intrinsic and thus does not figure into the analysis. On average, participants rated
this particular statement with a mean of 2.6, pushing it slightly in favor of an accidental or unplanned
beginning in the field.
2. Identification with other professionals in the field/group cohesiveness
Similarly to motivation, the survey also asked for group identification, group entitativity and
perceived level of acceptance. Group entitativity is defined as the perception of a group possessing
unity and coherence (Campbell, 1958). On a scale of 1 to 5 (1 – very much so, 5 – not at all),
respondents replied to questions on how often they interact with peers, on whether common goals
are shared and whether they work together.
Of the given items, the following questions were pooled to form a measure of group entitativity:
Group Entitativity Average rating (scale of 1-5, 5 rating the lowest approval)
I interact often with other professionals working in the intercultural field.
2.0
It is important to me to be part of professionals working in the intercultural field.
2.0
Professionals working in the intercultural field qualify as a real group of their own.
2.3
Professionals working in the intercultural field share common outcomes to daily events.
3.4
Professionals working in the intercultural field share a common goal.
2.7
(Table 11. Items for Group Entitativity, n=273)
Identification with group as asked in question “I identify with the group of professionals working in
the intercultural field.” The perceived level of acceptance was checked for in the item “The work of
professionals in the intercultural field receives a lot of acceptance.”
The perceived level of acceptance as a professional field by outsiders appears to be balanced at a
mean of 3.09 with a minimum of 1.00 and a maximum of 5.00, meaning that interculturalists neither
feel very accepted or disapproved as a professional field.
Group entitativity indicates a moderate feeling of unity and coherence for interculturalists as a group
at a mean of 2.47 (min= 1.0, max=5.0). Comparatively, identification with the group rates higher at a
mean of 2.22 (min= 1.00, max=5.0). A total of 273 people answered this question.
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Methods and Exercises
When looking at how professionals work in a certain field, the survey asked what tools and methods
they use. Particular attention was drawn to the specific methods interculturalists prefer applying in
their work and the extent of variation.
In order to find out more about how interculturalists work the survey listed common methods in the
training field, particularly relevant to the intercultural field, and asked respondents to identify those
which they use.
Around half of respondents said they used “Examples & Storytelling” and “Case Studies”. Both
methods received the highest number of replies (52.3% and 49.4% respectively), followed closely by
“Roles Plays/ Simulations” with 42.5%. Around one third of respondents identified methods such as
“Games/Icebreakers” (36.8%), “Videos” (34.8%), “Lectures & Presentations” (34.1%) and “Models &
Theories” (31.9%).
Only a small number of respondents mentioned “Journaling” (6.4 %), “Music/Dance/Art/Poetry”
(7.9%) and “Checklists & Tip Sheets” (8.9%).
Method Percentages
Examples & Storytelling 52.3%
Case Studies 49.4%
Roles Plays/ Simulations 42.5%
Games/ Icebreakers 36.8%
Videos 34.8%
Lectures & Presentations 34.1%
Models & Theories 31.9%
Assessment & Instruments 20.7%
Immersion 19.3%
Online Tools 11.1%
Checklists & Tip Sheets 8.9%
Music/Dance/Art/Poetry 7.9 %
Journaling 6.4 %
(Table 12. Preferred methods and tools, n=405)
When consequently asked about favorite and useful examples for preferred methods, respondents
listed a large number of methods. Interculturalists listed not only those provided by researchers or
consulting companies but also lesser known sources of inspiration. Also mentioned, were exercises of
their own devising. Some gave input on when or with which target group a certain method works. A
full list of methods sorted by category can be found in the appendix no. 3.
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Advice to Newcomers
The survey asked what practitioners in the intercultural field would suggest newcomers to the field.
Various suggestions were offered and participants of the survey chose up to three that they
considered most valid.
“Living/Working abroad” or rather any kind of “Immersion” was mentioned by 49.9% of all
respondents. “Gaining Work Experience” abroad was suggested by 35.1% of all respondents.
“Receiving Training or developing skills” was suggested by 45.2%. “Attending professional
conferences” was only mentioned by 18.8%: similarly low was “developing a niche” by 14.3%.
“Developing skills beyond the IC work” was suggested by 32.6%. “Gaining a degree or academic
background” was found important by 25.2%. And lastly, reading was suggested by 22.0%.
Suggested Advice Percentages
Living/Working Abroad 49.9%
Receiving Training or Developing Skills 45.2%
Gaining Work Experience 35.1%
Developing skills beyond intercultural work 32.6%
Gaining a degree or an academic background 25.2%
Reading 22 %
Attending professional conferences 18.8%
Developing a niche 14.3%
(Table 13. Advice to newcomers, n=405)
Future Topics for Research and Development
The intercultural field has naturally been evolving in the past decades. However, there are topics that
interculturalists feel require more attention and development. The survey asked to check as many as
they felt needed.
“Effectiveness of intercultural training and coaching” as well as the “Business value of intercultural
trainings” was mentioned most often, pointing to a high interest in the perceived validity of
intercultural work. Of the choices given, “Models of Culture” was mentioned least by only 73
respondents (18.0%).
Topic Percentages
Effectiveness of IC training/coaching 41.2%
Business Value of IC trainings 34.1%
Working in multicultural settings 31.9%
Intercultural conflict Resolution 30.1%
Intercultural Virtual Collaboration 29.6%
Intercultural Teams 24.9%
Intercultural Politics/Diplomacy 24%
Global Leadership Strategies 23%
Models of Cultures 18%
(Table 14. Future topics for research and development, n=405)
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Top Challenges in the Profession
This open-ended question allowed participants to name and expand on any personal challenges they
wanted. Responses ranged widely. Most of the replies had either a financial component or one of
dissatisfaction of the development of the field.
Responses with a financial focus pointed at acquisition and sales challenges as well as profitability
(making enough money to sustain a living). Some examples:
“Convincing customers that this is about bottom-line impact”
“Convince people about importance of IC topics.”
“To break the ice with companies and explain the importance of intercultural trainings.”
“Having people see the value to the extent that I can get paid for it.”
“Finding a paying position…”
Dissatisfaction with the development of the field became visible in answers looking at further
development of known theories, practitioners remaining in old paradigms, disconnect between
theory and practice and ethical questions:
“close mindedness of some people/stereotypes & racism”
“Overcoming entrenched ideas of famous people who have run out of new ideas”
“Challenging dominant paradigms around 'competence'”
“Debunking the stereotypes other intercultural instructors have seeded in the mind of people,
due to over-simplification of the models, in particular Hofstede's.”
“… making judgment calls, ethical behavior of all trainers (copyright, doing work they are
qualified for)”
“break hegemonial thinking”
“Unfortunately the IC world has become a do's and don'ts environment due to financial
pressures on training companies and therefore people are losing respect for the topic.”
“not falling into stereotypes myself sometimes”
“Finding the time between paperwork and crisis management to improve orientations and
work on intercultural preventative measures.”
More personal issues were mentioned related to getting further training in the field and to explaining
themselves.
“To keep abreast of new ideas and approaches. To discover new materials and activities.”
“Keeping it fresh after all these years”
“Explaining to other people what I do and why it is important.”
“… not falling into stereotypes myself sometimes. Culture can be such an individual
experience.”
“Being a trailing spouse and female.”
“constant further learning while staying down to earth with program participants”
“I do not have extensive international living experience.”
“Get more academic qualifications and conduct research”
“growing even better skills to reflect my audience's changing requirements”
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Very few respondents mentioned psychological aspects or health-related issues:
“burnout”
“Isolation from others, … “
“Work life balance. One of few doing the work in my current location. Although I have a
global network, there is not local network.”
“Reducing the vulnerability of the family. Long term planning.”
“… People burn out trying to 'do good.'”
“Not to forget your own culture”
“… I am currently looking for other jobs because I can't support myself doing this. This is very
sad for me since I feel like it is the one thing I love to do.”
Demographics
Note to the reader: In total, 405 persons responded to the survey. Out of those, 286 finished the
complete questionnaire. The remaining 119 dropped out at some point during the survey, only
answering some of the questions.
1. Gender
Out of 405 respondents, 280 replied indicating their gender. The majority of survey participants were
female (75%), while a very small portion identified as transgender*. About a quarter of responses
came from male participants.
Figure 3. Gender Distribution (n=280)
24%
75%
1%
Gender Distribution
Male
Female
Transgender
17 | T h e i n t e r c u l t u r a l p r o f e s s i o n 2 0 1 4
*“Transgender” was used to give an option to those who would consider themselves neither male
nor female. A further definition was not given in order not to exclude.
2. Age
Respondents were between 19 and 76 years old (mean = 46.43, standard deviation 11.94). More
than a quarter of surveyed interculturalists were born in the decade between 1961 and 1970, with a
second large majority of participants born between 1971 and 1980 (22.8%).
≤1940 1941-1950 1951-1960 1961-1970 1971-1980 1981-1990 >1991
1.1% 8.5% 20.5% 29.1% 22.8% 16.3% 0.8%
(Table 15. Distribution of birth year for interculturalists, n=282)
3. Nationality
The survey asked respondents to list nationality and gave the option of adding a second nationality.
Out of 405 respondents, 281 replied with having one nationality, while 58 indicated a second one.
This means around a sixth of all interculturalists (14.3%) that took part in this research had two
nationalities. Overall, 43 nations were represented in this data set, making it the largest and most
international research on the intercultural profession to date.
The countries with the highest percentage of representatives in this survey were:
1. USA (25.6%)
2. Germany (19.6%)
3. The United Kingdom (10%)
4. France (5.3%)
5. Canada (3.9%)
Figure 4. Global Distribution of Interculturalists’ first Nationality (n=281)
18 | T h e i n t e r c u l t u r a l p r o f e s s i o n 2 0 1 4
4. Home
Apart from nationality, participants also indicated their current country of residence. Due to the
nature of the profession, many interculturalists find themselves living in a country different from
their passport nationality. Percentages of residence in the named countries were more equally
distributed than the countries of nationality.
Respondents were spread around 44 different countries in the world, with about one third of
respondents not indicating their permanent residence.
The top six countries where interculturalists resided in 2014:
1. USA (14.9%)
2. Germany (13.6%)
3. United Kingdom (4.2%)
4. France (3.5%)
5. Netherlands/Italy (2.5%)
5. Membership in professional organizations
The survey also asked for membership in professional organizations that in one way or another touch
the intercultural field. Multiple answers were possible. Among various international and national
organizations that interculturalists mentioned, the following stood out:
Name of organization Percentages
NAFSA - Association of International Educators 4.7%
ICF - International Coach Federation 3.7%
FIGT - Families in Global Transition 3.2%
ASTD - American Society for Training & Development (now known as ATD- Association for Talent Development)
3.0%
SHRM - Society for Human Resource Management 2.7%
EPWM - Europeans Professionals’ Women Network 2.2%
National Chamber of Commerce 2.2%
TESOL - Teachers of English to Speakers of Other Languages 2%
EAIE - European Association for International Education 2%
Toastmasters International 1.2%
APA - American Psychological Association 1%
IAIR - International Academy for Intercultural Research 0.7%
ICA - International Communication Association 0.7%
(Table 16. Membership in Professional Organizations, n=405)
Further mentioned were organizations such as the International Association for Languages and
Intercultural Communication (IALIC), the (French) Federation de la Formation Professionelle (FFP),
the Globalization and Localization Association (GALA), the US-American National Communication
Association, the German Hochschulverband für Interkulturelle Studien, the International Association
for Cross Cultural Psychology, the UK-based Chartered Institute of Management, the Summer
19 | T h e i n t e r c u l t u r a l p r o f e s s i o n 2 0 1 4
Institute of Intercultural Communication (SIIC) and various others that cover issues such as
communication, management, transition, speaking skills, exchange programs, coaching, training,
psychology and Human Resources.
Membership in various SIETAR (Societies for Intercultural Training, Education and Research)
organizations is distributed into regional or national SIETAR organizations as shown below:
Name of SIETAR Percentages
SIETAR Europa 10.6%
SIETAR USA 8.9%
Young SIETAR 6.2%
SIETAR Deutschland 4.4%
SIETAR Japan 2.7%
SIETAR Ireland 2.7%
SIETAR UK 2.5%
SIETAR Italy 2.5%
SIETAR Nederlands 2.2%
SIETAR Brazil 2%
SIETAR France 1.7%
SIETAR India 1.7%
SIETAR España 1.2%
SIETAR Polska 1%
SIETAR BC (British Columbia) 0.7%
SIETAR Arabia 0.7%
SIETAR Österreich 0.7%
SIETAR DC (District of Columbia, USA) 0.5%
None 26.7%
Table 17. Membership in SIETAR organizations (n=405)
6. Final Comments
The last question of the survey asked for further comments that participants wanted to leave. Final
comments were left by approximately 10% (n=38) ranging from their e-mail-address for receiving
results of the survey to comments on the quality of the survey (both praise and criticism) to
explaining some of their answers.
20 | T h e i n t e r c u l t u r a l p r o f e s s i o n 2 0 1 4
Expanded Discussion
1. Survey Limitations
So far, there is little available knowledge concerning the multifaceted intercultural profession, partially due to the interdisciplinary nature of the professional field as well as the missing standards and official accreditation procedures. Thus, constructing a questionnaire regarding this professional field covering a broad range of aspects faces some limitations. We note the inherit nature of the intercultural field with wide reach into multiple fields and global network as influential factors to the complexity of this survey. First off, the multiple-choice questions need additional development in future surveys. The answers
obtained in the open questions here give great insights into the diversity in e.g. degrees or methods;
though at the same time make quantitative analysis and results difficult. (see Appendix).
Secondly, The survey was sent out globally addressing various actors in the intercultural field with
diverse backgrounds. A large number of questions were asked to meet the numerous requirements.
As the professional profile or work structure vary from case to case, some questions still may not be
appropriate for all recipients. This is particularly the case for the income and fees section as
deductions from the annual gross wages and the resulting net wages can be very different across
countries. Similarly, a rather low number of domestic and international trips raises questions, in a
field that actually concerns individuals from different backgrounds getting together. Therefore,
further revision is needed for gathering even more reliable data.
Thirdly, the sequence of questions could be rearranged in order to focus on particular research
interests and avoid potential priming effects. For example, questions on demographics were asked at
the end of the survey, which may explain a lower turn-out here due to some who did not finish
answering all questions.
2. Pointers for Discussion
In order to stimulate discussion and further action from this research, this report will be raising
discussion topics for the interculturalist community, instead of providing interpretations up front.
Readers are encouraged to use the results to stimulate new ideas, the development and
enhancement of concepts or methods, and the continuous outreach to more parts of the world.
Underrepresentation of Developing Nations
One of the aims of this study was to create a global overview of the industry and the intercultural
profession. With 43 represented nationalities and more than 40 places of residences, the data and
benchmarks created can definitely be identified as global, providing insights into the biggest, most
international data set of interculturalists to date. However, there is an underrepresentation of the
African continent, as well as South East Asia, Eastern Europe and Central and South America.
Question: How can we reach out to individuals interested in intercultural work or professionals in
developing nations that are lacking a professional infrastructure in this industry? How can we
promote exchange and best practice sharing between all parts of the globe?
21 | T h e i n t e r c u l t u r a l p r o f e s s i o n 2 0 1 4
Gap in Fee structure
This research found an income and fee gap between male and female interculturalists. Income
derived from intercultural work as well as daily or freelance rates were higher for men than for
women in the field.
Question: Given that the majority in the field is female, how can the intercultural industry close this
income gap? What factors influence the negotiation and set up of rates and fees? Why do female
interculturalists charge or receive less for their work?
Late Onset of Paid work
Entrepreneurial businesses are often characterized by a delayed onset of profitability.
Interculturalists starting out in the field can expect to wait almost two and a half years before they
start earning money with intercultural work. Due to the lack of protected titles and norms and
regulations within the industry, credibility has to be established before earning money. This might
also be a partial explanation why intrinsic motivation within the industry is high because one has to
forego a period of volunteering work and unpaid involvement.
Question: What are entry level positions where newcomers can learn while getting paid? Could
mentoring programs within the field help?
Continuous trend to ask for more business acumen
The continuous demand to link training, coaching and consulting within the intercultural industry to
impactful outcomes (in business, life or organizations) was clearly established in this research,
following Berardo’s findings (2008). Interculturalists still see it as a challenge to show the ROI of their
field and that it does indeed leave a meaningful impact that was proven by grounded research and
studies.
Question: Certification courses and other programs to study intercultural communication mostly
focus on theory, pedagogy, anthropology and sociology/psychology. In order to set newcomer in the
field up for success, how can they be equipped with better business acumen of intercultural training,
coaching and consulting offers’ fit into a larger organizational context?
Lack of interculturalists’ presence in media
Most of the political and economic events as well as conflicts in the recent years should be analyzed
with intercultural understanding and competence.
Question: Why are interculturalists not present in mainstream media publications (such as TV
interviews, panel discussions on radio, online podcast shows, business blogs, or social media)? What
can the industry do to create an image of expertise to the media world, in order to be consulted and
raise awareness of intercultural concepts?
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3. Further Research
Apart from the above pointers for discussion, advanced research is needed in order to probe further
into some aspects of the intercultural profession.
The impact different demographics or regions may have on these benchmarks is definitely an
interesting aspect for further investigations. Even though one might intuitively argue that higher age
would result in higher income or proposed fee, an in-depth study considering all aspects that
influence the potential employment options for interculturalists would prove useful. Age may also
have an influence on current motivation as interculturalist or how one got motivated to work in the
intercultural field. After preliminary analysis, gender appears to have an effect on fees, further
training, travel, fields of work that needs to be investigated.
Additionally, this study found a lack of group entitativity (cohesiveness) that should be explored in
upcoming research on interculturalists as a professional group.
As the field is developing over the years, it would be interesting to conduct a longitudinal study with
the new or available data till date. Since actual studies are rare, more and detailed research would be
necessary.
Overall, further research topics suggested by interculturalists in this survey should be on top of the
list of new study projects. The continued importance of the lack of business relevance needs to be
addressed timely. Any research that will improve our understanding of the field, provide a basis for
discussion and moves the development of the field forward should be pursued and supported.
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Appendix I
No. 1 Which other programs and trainings (past or present) have you participated in, in order to
obtain further skills and competences in this field? Please state those that you consider most
important. (open answer, kept in original language)
„Ich bin ok. Du bist ok.“, Transaktionsanalyse
Across Management/Human Resources Seminar
AFS Interkulturelle Begegnungen e.V. Hamburg, Germany - Train the Trainer
AFS Interkulturelle Begegnungen e.V. Hamburg, Germany - Cross-Cultural Summer Academy in Malaysia
AFS Interkulturelle Begegnungen e.V. Hamburg, Germany - Summer Academy in Germany
AFS Interkulturelle Begegnungen e.V. Hamburg, Germany - Training for AFS volunteers
AFSAI Scuola e Volontariato all'estero Intercultura, Italia
AIDS Ride South Africa, Ltd., New York State, USA
Anne Copeland's "Crossing Cultures with Competence"
Anti-Bias Training at Anti-Bias Werkstatt e.V., Berlin, Germany
Aperian Global Online
Applied Organizational Development, Management Center, Vorarlberg, Austria
Appreciative Inquiry, Case Western University, Curitiba, Brazil
Arbeitsgruppe für Kultur und Entwicklung (DAAD, GIZ, Deutsche Welle, Goethe-Institut), Bonn, Germany
Art of Hosting Training
Associação Brasileira de Intercâmbio Cultural (ICYE), Brazil
B.A. Business, Fundação Getúlio Vargas, São Paulo, Brazil
B.A. in Professional and Technical Writing
B.A. in Spanish
B.A. Intercultural Studies
B.A. International Relations
B.A. Mechanical Engineering
B.Sc. Psychology and Business Management
Basic Management Skills Training
Basic Studies in Intercultural Competence
Behavioral Assessment Certification
Body Language and Acting Training at Thalia Theatre
Cambridge Advanced Diploma in Intercultural Management
Cambridge Certificate in Teaching English to Adults (post graduate course)
Cambridge Speaking Examina
Canterbury Pilgrims Language Course
Career Coach, Career Ccoaching
Cartus (Intercultural Training and Language Services) Intercultural Training
Certificate „Interkultureller Coach“, Friedrich Schiller University Jena, Germany
Certificate „Interkultureller Trainer”, Friedrich Schiller University Jena, Germany
Certificate „Systemische Organisationsberatung“, Munich, Germany
Certificate in English Language Teaching to Adults (CELTA), International House London, UK
Certificate in Intercultural Communication, University of British Columbia, BC, Canada
Certification as Intercultural Trainer
Certification for Intercultural Trainer at interculture.de, University of Jena, Germany
Certification of Intercultural Providers; Assorted Provider Training Programs
Certifications in WorldWork Tools, London, UK
Certified Business Coach
Certified Intercultural Trainer & Coach
24 | T h e i n t e r c u l t u r a l p r o f e s s i o n 2 0 1 4
Classes on Asian Culture, Sophia University, Bulgaria
Coaching, Integrated Coaching Institute, São Paulo, Brazil
Collaboration with other Trainers - Mentoring
Communicating Across Borders
Communication en entreprise, „Besser kommunizieren im Unternehmen“
Communications Diploma Intercultural Relations
Community Volunteers Foundation (TOG), Youth for Exchange and Understanding (YEU) International
Computer Science Degree
Conflict Resolution Certificate
Constructivist Foundations of Intercultural Communication, Intercultural Development Research Association (IDRA)
Continuous professional development with SIETAR
Council on International Educational Exchange (CIEE)
Counselling skills
Course in 4Cs of leadership (Courage, Commitment, Confidence and Competence)
Courses at the Intercultural Development Research Institute (IDRAcademy) Milan, Italy (Milton Bennett)
Courses in Cross-cultural Psychology
Courses in Intercultural Communications as part of Master's Program
Courses in Marketing Communications
Courses in Non-Violent Communication
Courses in Organization Strategies
Courses in Pedagogics
Creative Thinking
Cross-Cultural Coaching, Austin, TX, USA
Cross-Cultural Communication
Cross-Cultural Competence Certification
Cross-Cultural Conflict Management
Cross-Cultural Management
Cross-Cultural Training in International Corporations, Portland, OR, USA
Cross-Cultural Trainings
Cultural Adaptation Class for Immigrants, Quebec, QC, Canada
Cultural Competence CT Institute for Cultural Literacy and Wellness
Cultural Detective; Cultural Detective Certification; Cultural Detective author; Cultural Detective Facilitator; Certification as a
Cultural Detective Facilitator
Cultural Health Assessments
Cultural Intelligence; Cultural Intelligence Facilitator Certification Course
Cultural Orientations Indicator (COI), Assessment/Accreditation
Cultural Psychology, University of Berkeley, CA, USA
Cultural Sciences
Cultural Training for the Overseas Workers
Culture in the Workplace Certification, ITAP International
Culture in the Workplace Questionnaire (CWQ) Certification, online
CultureActive accreditation through Richard Lewis Communications
Defense Equal Opportunity Management Institute (DEOMI), Cocoa Beach, FL, USA
Degree in Cross-cultural communication and mediation, Institut National des Langues et Civilisations Orientales Paris, France
Degree in Social Anthropology
Dialogue/Conflict Training
Didactic course
Diploma - Colombia & Venezuela Relations
Diploma in Intercultural Management, Cambridge University, UK
DirComm in Entrepreneurial and Institutional Communication
DiSK Train the Trainer Certification
Diversitas Summer School
Diversity Icebreaker
25 | T h e i n t e r c u l t u r a l p r o f e s s i o n 2 0 1 4
Diversity Leadership
Doctoral work in International Education
Doctorate in Intercultural Education
ECIS International Teacher Certificate Program (ITC)
Ed.D. student
Educational Policy Studies
English as a Second Language (ESL)
European Association for International Education (EAIE), Training sessions
Exchange through SIETAR
Executive Coaching Certifications, International Coach Federation (ICF) Accreditation
Executive Training, Babson College, Babson, MA, USA
Facilitation Training, Slovenia
Facilitator Training Programs
Facilitor Training, Kozai Group Inc.
Financial Management
FIRO-B (Fundamental Interpersonal Relations Orientation)
Foundations of Intercultural Communication, Intercultural Communication Institute
Fulbright Orientation, Japan
General Train-the-trainer education
Global coaching
Global Education: The Intercultural Dimension – Council of Europe and The Network University
Global Leadership Summits
Global Mindset Coaching Workshops
Global Professional Human Resource (GPHR), certificate through Society for Human Resource Management (SHRM)
Goethe Institut - Online Course to become Teacher for German as a foreign language (DaF) /Language Trainer
Group Supervision
Health Beliefs
Host Parents Education
Immigration Law Classes
Indian Institute of Management
Individual Coaching from Ida Castiglioni, Sam Van de Bergh, Christa Uehlinger
Insight Seminars I, II, III
Interchange Institute, Boston, MA, USA
Intercultural Assessment
Intercultural Business Trainer and Moderator (Certification)
Intercultural Classes at Intercultural Communication Institute, Portland, OR, USA
Intercultural Coaching
Intercultural Communication Management at itim International – Enabling Global Effectiveness
Intercultural Communication Workshop, Association of International Educators (NAFSA)
Intercultural Communication/Intercultural Competence, Pacific University, Portland, OR, USA
Intercultural Competence for Practitioners and Trainers (ICPT)
Intercultural Competencies, Doshisha University, Japan
Intercultural Conflict Style (ICS)
Intercultural Development Inventory (IDI): Certification, Train the Trainer, Licensed Administrator
Intercultural Development Research Institute (IDRI), Milan, Italy
Intercultural Economics
Intercultural Helping Skills (course during Masters)
Intercultural Learning, International and Intercultural Understanding
Intercultural Management Institute (IMI), American University, Washington D.C., USA
Intercultural Mediation
Intercultural Pragmatics and Communications
Intercultural Psychology
Intercultural Readiness Check-Certification, São Paulo, Brazil
26 | T h e i n t e r c u l t u r a l p r o f e s s i o n 2 0 1 4
Intercultural Summer School
Intercultural Train the Trainer Course
Intercultural Trainer Certificate
Intercultural Training (EXCELL), Victoria University, Wellington, New Zeeland
Intergroup Dialogue
International Association of Coaching Institutes (ICI) Certification: China, Middle East, India, Financial Geography, Cosmology,
Sustainability across borders, The America's
International Baccalaureat
International Business Communication, Marketing
International Coach Federation (ICF), Intercultural Competence
International Communication Association (ICA)
International Conferences and Symposia of the International Partnership for Service-Learning
International Congress of Applied Psychology
International House - Intercultural Business Skills
International Human Resources (HR)
International Leadership and Management Program
International Leadership School, Rhyl, UK
International Preferences Indicator (IPI)
International Profiler
International Team Trust Indicator (ITTI)
Internationales Seminar „Youth Volunteering in a Changing Europe“, Istanbul, Turkey
Internet and Computing Core Certification
Interpretation Skills, Teacher Degree
Japan Association of Language Teachers (JALT)
Jeremy Solomons
Knowledgeworkx, Dubai Intercultural Training Program (www.knowledgeworkx.com)
Konferenz „Kunst.Kultur.Konflikt“
Language studies (Master level)
Law Degree (covering many aspects of equality/discrimination)
Learning Processes and Pedagogical Methods for International Volunteers
Lehren-Lernen-Training
LingHe - Adaptation of the Executive Information System (EIS) Simulation with Chinese Context
LTS Training and Consulting, Bath, UK
M.A. Anthropology
M.A. Applied Linguistic & Cultural Studies, University Mainz/Germersheim, Germany
M.A. Business Administration, University of Texas, Austin, TX, USA
M.A. Communication (Intercultural Communication)
M.A. Counseling
M.A. Human Resources
M.A. Intercultural Communication and Competences
M.A. Intercultural Competences
M.A. Intercultural Relations
M.A. Intercultural Relations from University of the Pacific and Intercultural Communication Institute, Portland, OR, USA
M.A. International Business
M.A. Neuro-Linguistisches Programmieren
M.A. Psychology of Intercultural Relations
M.A. Social and Cultural Anthropology
M.Sc. Organization Development
M.Sc. Sociology
Management Training; Management and Business Development
Management Zentrum Witten (MZW), Berlin, Germany
Maple Bear Global School Training with Canadian experienced educators
Marketing Course
27 | T h e i n t e r c u l t u r a l p r o f e s s i o n 2 0 1 4
Master in Change Management and Business Administration
Master of Business Administration (MBA Finance)
Master Thesis about Multiculturalism
Mediation Course/Training
Melton Foundation
Mentoring and Coaching
Messetraining
Millennium 3 Education
Model of Freedom Accreditation
Multiple Train-the-Trainer Courses (Leadership Cross-Cultural, Diversity), São Paulo, Brazil
Myers-Briggs Type Indicator (MBTI) Certification
National Coalition Building Institute (NCBI)
National Conference on Race & Ethnicity in Higher Education
Negotiations Certification
Networking and Liaising Strategies
Neuro-linguistic Programming (NLP) Practitioner
Neuroawareness Course
Nonviolent Communication (Marshall Rosenberg)
Orientation Trainings from Student Exchange
Peace Corps Training
Personal Leadership Seminar (Certificate in Personal Leadership)
PhD Intercultural Communication
Philadelphia Trainers Collaborative
Post-graduate Studies, Illinois School of Professional Psychology, Chicago, IL, USA
Post-graduate Studies, Transpersonal Psychology, Naropa University, Boulder, CO, USA
Presentation at SIETAR North America Conference
Presentations Certification
Professional Development Training, Japan Network for International Education (JAFSA)
Professional Education Coaching
Program on Intercultural Communication (ICC)
Project Management, Austin, TX, USA
Psychological Consultant
Psychosynthesis
Rosinsky - Coaching Across Cultures
Sales and Marketing Training Program (Vertriebstraining)
Seminar by Dr. Richard Brislin, East West Center, Hawaii, HI, USA
Seminar Mentoring in European Voluntary Service, Youth in Action
Seminars for PC- and Online-Skills
SEU Congresses
Siemens Qualification
Social Psychology and Political Sciences
Staatsexamen Interkulturelle Pädagogik
Studies in French, German, Italian and Turkish
Summer Academy on Intercultural Experience in Karlsruhe, Germany
Summer Academy on Training Design
Summer Program (Belgian Association Exchange) with African journalists in Malawi
Supervisory Management Certificate
Systemic Solution-oriented Coaching
Teacher of English to Speakers of Other Languages (TESOL) Training
Teacher Practitioner Qualification (TPQ) Certification
Teacher Trainings on Drama and Multiculturalism, Emigrate and Migrate Children
Teaching and Training Skills
Teaching English as a Second Language Certification
28 | T h e i n t e r c u l t u r a l p r o f e s s i o n 2 0 1 4
Team Building
The International Profiler (TIP), WorldWork
Theme Centered Interaction (a Degree in Group-dynamics)
Therapeutic Crisis Intervention (TCI) and Trauma Informed Treatment and Organizational Intervention (Sanctuary Model)
Train of Trainers (TOT) on Intercultural Dialogue, Muscat, Oman (organized by UNESCO in Partnership with King Abdul Aziz
Center for National Dialogue, Oman National Commission for UNESCO; Sultan Qaboos Center for Cultural Dialogue)
Train the Trainer Certification, Cleveland, OH, USA
Train the Trainers Course, Richard Lewis Communications, UK
Trainee in Human Rights - Minority Rights Course, Sarajevo, Bosnia-Herzegovina
Trainer at Theodor-Heuss-Kolleg of Robert Bosch Stiftung, Germany
Trainer Certificate
Trainer education at artop (Arbeits- und Technikgestaltung, Organisations- und Personalentwicklung) in cooperation with
Department of Education of Humboldt University Berlin, Germany
Trainer Intercultural Competence
Training by THT Consulting (Trompenaars) and Richard Lewis Communications
Training for Global Competencies Inventory (GCI) and Intercultural Effectiveness Scale (IES), Kozai Group Inc.
Training for Italian teacher as foreign/second language
Training from TMA World - Talent Development and Global Collaboration
Training in Bridges Out of Poverty and Living
Training in International Student Advising, Association of International Educators (NAFSA)
Training Intercultural Global Solutions, LLC (DFA)
Training Mediation and Dispute Resolution
Training Meditation and Mindfulness Practices
Training of the Intercultural Trainer (TOIT) by Young SIETAR
Training of Trainers, Androgogy Organizational Leadership
Training on Diversity
Training on Intercultural Coaching
Training with Milton Bennett
Training with the Center for Cultural Interchange, Omaha, NE, USA
Trainings at Interkulturelle Sommerakademie Jena, Germany
Trainings Course by the Youth in Action Programme on Leaders in Intercultural Exchanges
Tunis Exchange Forum “Building Plural and Democratic Societies” with the framework of Anna Lindh Foundation Regional
Initiative “Believe in Dialogue, Act for Citizenship”
United Nations Institute for Training and Research (UNITAR) Webinar „The Global Commons“
US Department of Justice Cultural Competency Training “Arab – Muslims”
Vocational Training to be a Coach (Stried & Zaiss)
Winter Academy on Intercultural Competence, Jacobs University Bremen, InterCultur gGmbH, Germany
Working Effectively With Culture X, Effective Virtual Teaming, Working Globally, Thriving in Country X
Workshop “Citizens for Peace and Justice, Swedish Institute Alexandria, Tunis, Tunesia
Workshop “Youth in Politics”, Swedish Institute Alexandria, Alexandria, Egypt
Workshop of Sameless Facilitation for Intercultural Competency and Learning
Workshop THIAGI Group Improving Performance Playfully
X-Cultural Training/Coach
York Associates Train the Trainer Program
Youth for Understanding (YFU) training programs for international Student Exchange
Youth in Action - Intercultural Learning
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No. 2: Which certificate, and from what institutions, do you hold which are related to your
intercultural work? (open answer)
Accredited Practitioner in Intercultural Communication Management, itim International
Advanced International Executive Coaching Across Cultures Certificate (ICF)
Associate Trainer International Board of Certified Trainers
Ausbildung Prozessberatung from Synnecta
Author/cooperation with traintool consult - www.werkzeugkasten-interaktiv.de
B.A. English from SUNY at Buffalo, NY, USA
B.A. French from St. Olaf College, Northfield, MN, USA
B.A. Primary Pedagogy and Teaching of English as Second Language from University of Sofia, Bulgaria
B.A. Spanish & Comparative Literature from SUNY Geneseo, NY, USA
B.A. Spanish/Portuguese and Lat. Amer. Studies
B.A. Wirtschaftspsychologie Leuphana Universität Lüneburg, Germany
Bachelor in International Management University of Graz, Austria
Boertien: Coaching - Psychodrama- Negotiations
Cambridge Certificate in Teaching English to Adults (CELTA)
Cartus Certified Trainer
CernySmith Cross Cultural Coach
Certificate as Intercultural Trainer by the Jacobs University Bremen and InterCultur, Germany
Certificate as licensed trainer for “Argonaut online”
Certificate as licensed trainer for Richard Lewis, Culture Active Model
Certificate as Moderator of Business & Communication
Certificate Cross-cultural Leadership and Coaching
Certificate ELC- European Language Competence
Certificate for “trust in teams”- International Team Trust Indicator
Certificate for intercultural trainings at German universities - DAAD-Akademie (ida), Germany
Certificate for Polaris Global leadership Competency Model and 360° Survey
Certificate for Special Skills for Presentations
Certificate from Berlitz
Certificate in 'systemic consulting'
Certificate in Systemic Organizational Development
Certificate in Conflict Management
Certificate in English Language Teaching to Adults (CELTA) from Cambridge University
Certificate in Intercultural Communication from University of British Colombia (UBC), Canada
Certificate in Intercultural Training (UK)
Certificate in International Assignments, Employee Relocation Council, USA
Certificate in Religious Studies, Oxford University, UK
Certificate in TESOL from the University of Maryland, Baltimore County
Certificate of Intercultural Trainer from interculture.de at University of Jena, Germany
Certificate of membership by the Oxford Round Table public forum, Oxford England
Certificate Program "Teaching German as Foreign Language"
Certificate Thiagi’s interactive training strategies
Certificates from SIIC (Summer Institute for Intercultural Communication), Portland, OR, USA
Certificates from the Institute for Multicultural Development at the University of Calgary
Certificates in Systemic Personal Development
Certificates of Intercultural Communications Institute (ICI), Portland, OR, USA
Certification as Cultural Detective Facilitator from SIETAR France
Certification as Intercultural Trainer from The Interchange Institute
Certification in Intercultural Readiness Check (IRC)
Certification in Mediation
Certification in Mediation from Nebraska Office of Dispute Resolution, NE, USA
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Certification in person-centered therapy
Certification to administer Intercultural Development Inventory (IDI)
Certifications by TMC
Certified and certifying Cultural Detective Facilitator
Certified in Global Competencies Inventory (GCI)
Certified in Intercultural Effectiveness Scale (IES)
Certified in Polaris 360° Assessment Survey
Certified Intercultural Coach & Trainer from artop GmbH at Humboldt-Universität, Berlin, Germany
Certified Online Instructor (COI) certification
Certified Practitioner, Accelerated Learning (Language Learning)
Certified Professional Facilitator from International Association of Facilitators (IAF)
Certified Professional in Learning and Performance (CPLP) from American Society for Training & Development (ASTD)
CFIC – Intercultural Development Research Academy (IDRAcademy), Milan, Italy
Coaching at Milton Erickson Institute
Coaching at ISB Wiesloch, Germany
Conflict Competent Coach, ILD, Berlin, Germany/USA
Course Certificate “The Americas” from University of Leiden, The Netherlands
Course Certificates on China, Middle East, India, Financial Geography, Cosmology, Sustainability across borders from the University of Amsterdam, The Netherlands
Courses at IDRInstitute, Milan, Italy
Courses on Settlement and Immigration
Creative Problem Solving
Cross-cultural Studies at Institut National des Langues et Civilisations Orientales, Paris, France
Cultural Detective Facilitator Certification
Cultural Intelligence (CQ) Facilitator certification
Cultural Orientations Framework (COF) online assessment by Philippe Rosinski
CWQ Certification (Culture in the workplace Questionnaire) by IOR Global Services
Deutsche Gesellschaft für Interkulturelle Trainingsqualität e.V. (DGIKT): Intercultural Business Trainer & Moderator
Developing Intercultural Training Skills (DITS) by LTS Bath
Diplom-Kulturwirtschaft, Passau University, Germany
Diploma from IDRAcademy in Milan, Italy
Diploma in Developing intercultural training skills from LTS Bath, UK
Diploma in Teaching
Diplome International de Management ICN Nancy, France
Diplompsychologie Uni Heidelberg, Germany
DISC certification
DPI Accreditation Program from York Associates
Drama workshop
Ed.D. International Education from University of Minnesota, MN, USA
Ed.M. International Education from Harvard Graduate School of Education, Cambridge, MA, USA
Eine Welt der Vielfalt: Certificate as Diversity Trainer
European Masters in Intercultural Communication Advanced Diploma
EXCELL Intercultural Training through Victoria University of Wellington, NZ
Fontys HS - Intercultural Communications
Foundations of Intercultural Communication- Intercultural Communication Institute, Portland
Gestalt Training Institute, diplomate
Global Professional Human Resource (GPHR) certificate through SHRM
Goethe Institut Teacher for German as a Foreign language (DaF)
Participation in Intercultural Course from Lille Catholic University, Clarife (Center for Languages and Intercultural Relations), France
Intercultural Competence in English (ICE), European Language Competence (ELC), Frankfurt am Main, Germany
International Coaching Federation (ICF)
ICI certificate from KnowledgeWorkx
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Intercultural Development Inventory (IDI) certification and coaching qualifications
Irish Management Institute (IMI) Master Trainer Certificate
Influence and Negotiation certified trainer and certifying trainer
Innovation and creativity certificate from The European Commission
Intercultural Coach from interculture.de at Friedrich-Schiller-University in Jena, Germany
Intercultural Communication Studies certificate UBC
Intercultural Communication Workshop Certificate from NAFSA Academy
Intercultural Competencies by Trigon in Vienna, Austria
Intercultural Competencies Japan, Doshisha University, Japan
Intercultural Development Inventory profile certification, Intercultural institute
Intercultural Readiness Check (IRC) Certification
Intercultural Trainer at Youth For Understanding (YFU)
Intercultural Trainer Certificate (Winter Academy on Intercultural Competence)
Intercultural Trainer Certificate, Intercultural Communication Institute (SIIC), Portland, OR, USA
Intercultural Trainer Certificate, intercultures.de, Berlin, Germany
International Cultural Youth Exchange (ICYE)
International House – Intercultural Business Skills Train the Trainer course
Intervention Techniques
Knowledgeworkx training in Intercultural Intelligence
Kozai Global Competencies Inventory Administrator
Leading and Coaching Across Cultures Seminar (LCAC)
Lead Program Stanford University
LTS Intercultural Trainer
M.A. International Education, University of Bath, UK
M.A. French & Comparative Literature from SUNY Buffalo, NY, USA
M.A. French Language & Culture - specialization Intercultural Communication
M.A. in Coaching, Training and Development
M.A. in Intercultural Communication from the University of Maryland, Baltimore County, USA
M.A. Intercultural Communication from University for Bedfordshire, UK
M.A. Intercultural Communication, University of West of England, UK
M.A. Intercultural Competences from Danube University Krems, Austria
M.A. Intercultural Management from Paris University Dauphine, France
M.A. Intercultural Relations from Lesley University, Boston, MA, USA
M.A. Intercultural Relations from the Intercultural Communication Institute and the University of the Pacific
M.A. International Relations from University of Sussex, UK
M.A. Mediation Graduate Institute
M.A. Social and Cultural Studies, which states my Master's project as having worked on 3 papers on the challenges of intercultural virtual teams
M.A. Spanish & LATAM Studies from University of Iowa, USA
M.A. Teaching (English to Speakers of Other Languages)
M.A. with international education focus from the University of Minnesota, MN, USA
M.A.Ed. Teaching ESL from University of Alabama at Birmingham
M.S.Ed. Intercultural Communication from the University of Pennsylvania , PA, USA
M.Sc. from Donau-Universität Wien
MA in Human Development from Saint Mary's University, Halifax, NC, Canada
Master Certification in developmental assessment
Master degree from the Social Anthropology Post Graduation Program at the Federal University of Rio de Janeiro, Brazil
Master from the School for International Training
Master in "Interkulturelle Bildung, Migration und Mehrsprachigkeit" from Pädagogische Hochschule Karlsruhe, Germany
Master in Cross-cultural Management from University of Limoges, France
Master in Cross-Cultural Training from Lindenwood University St. Charles, MS, USA
Master in Intercultural Education from the Freie University Berlin, Germany
Master in International Management from CEMS
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Master in Psychology of Intercultural Relations
Masters in Intercultural Studies
Masters in Language policies and language training
Masters in Sociology
MBA from Aalto University
MBS in Communication
Metalog training tools
MIIS – Teaching Language
Mobilitätslotse-Eurodesk
Myers-Briggs Type Indicator (MBTI) Certification
New Ventures West certified Integral Coach (ICF approved)
NLP Master Practitioner
PhD and Diplomas from Ludwig-Maximilians-University, Munich, Germany
PhD at University Nijmegen, The Netherlands
PhD at University of Adelaide, Australia
PhD in Intercultural Communication from the University of New Mexico, NM, USA
Qualified Trainer for AFS International
Russian Area Studies at UCLA, CA, USA
Spanish Teaching License by the State of Minnesota, MN, USA
Staatsexamen Uni Essen, Germany
Staatsexamen Uni Heidelberg , Germany
Studies in Anthropology, Sociology and Linguistics
Studies in Cross-cultural psychology from NIP (Dutch Institute of Psychology), The Netherlands
Studies in Cultural Psychology, University of British Columbia (UBC), Canada
Studies in Intercultural Competence at University of Eastern Finland, Finland
Studies in Interkulturelle Wirtschaftskommunikation (Zertifikat Uni Jena)
Summer Academy on Intercultural Experience at KIU, Karlsruhe, Germany
Teaching Courses al University
Teaching English to Speakers of Other Languages (TESOL) from the School for International Training
Test of English as a Foreign Language (TEFL)/ Test of English as a Second Language (TESL), UC Berkeley, CA, USA
Texas Educator Certification
TIP certificate (World Work)
TOIT (Young SIETAR); TOIT2 Jena by Young SIETAR
Trainer certificate to work with Richard Lewis Model
Trainer certificates based on the course at LTS Training and consultancy
Trainer courses by THT Consulting
UNESCO
Weltwärts participation (German government-funded programme)
Workshops by the European Commission
York Consultants certification
Youth for Understanding (YFU)
Youth Pass Intercultural Learning - Youth in Action Programme by the EU
Zertifikat Interkultureller Trainer from interculture.de at University of Jena, Germany
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No. 3 Please list specific exercises you consider to be highly effective in each of the categories.
Answers are only edited for readability and sorted alphabetically. A reply, even if given multiple
times per section, is only listed once.
Models & Theories
Adler
Adrian Holiday
Appreciative Inquiry
Aqual
ASK (Attitude, Skill and Knowledge)
Attribution Theories
The Bennetts' work on intercultural sensitivity
Berardo/Deardorff
Brake & Walker
Change and transition
Communication accommodation theory
Competency approach of Heyse and Erpenbeck
Contact Theory
Cosmopolitanism
Cross-Cultural Training Methods Map
Cultural Adaptation
Cultural Detective
Cultural Dimensions
Cultural Iceberg
Cultural Standards (A. Thomas)
Cultural Tree
Culture Shock and Transition, Culture Shock W curve
Cultures of Dealing
D'Iribarne
Deep culture (Shaules)
Development Model of Intercultural Sensitivity (DMIS)
Describe – Interpret – Evaluate (DIE)
Discourse analysis
Ethnicity
Explanatory Models of Health & Health Belief Systems
Face Negotiation
Flow
global awareness and consciousness
global dexterity
Global Mindset
global surveys
Globe
Gudykunst
Hall
Hofstede; Hofstede Triangle; Hofstede Onion; Hofstedes 6 Dimensions
Huang
I'm OK, You're OK
Identity Development Theories
Identity Model of International Students
IDI (Intercultural Development Inventory)
Intensity Factors by Paige
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Interaction Triangle
intercultural competence
Intercultural dialogue model
Johari window
Kate Berardo (alternative for u-curve)
Key Cultural Dimensions
Kohls
Kolb's Theory of Experiential Learning
Kuckhohn
language acquisition (ESL/Bilingual)
language surveys (e.g. ELAN)
linear multiactive reactive model
Managing Diversity
Maruyama
metaphors of culture
Minkov
Miscommunication pattern
Model of Freedom
multiculturalism and post-multiculturalism
Musicking
Odgers & Giroux
One World
Perception
Politeness
Post Modern Theory
Proulx Model
Psychological Displacement theory
Racial Identity Theory
Robert Kegan's Orders of Consciousness
Robert Lewis; Lewis triangle
Sandberg of Culture
Schulz von Thun
Schwartz
Selective Attention Theory
self picture-external picture
Social Change Model
Social constructionist approach
Social Identity
Social Learning Theories
Spitzberg
Square of values
Storti
TCK (Third Culture Kids) Profiles
Theory of Context
Ting-Toomey
Transactional Analysis
Transculturalism
Transitions
Triandis
v. d. Broek
v. d. Zee
values orientations
Wiseman
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Assessment
360° evaluation
analysis of personal (video)blog
assessment of one's personal values
case studies
CernySmith
charting their emotions when talking about culture shock
Cultural Orientations Framework (COF) assessment questionnaire
Cultural Orientations Indicator (COI)
Comparisons
Conflict Style Self-Assessment (Tuckman)
Country Navigator
critical thinking exercises
Cross-Cultural Adaptability Inventory (CCAI)
cross-cultural assessment for coaching
Cross-Professional Checklist
Cultural Compass by Dean Foster
Cultural Detective
Cultural Health Assessments
Culture in the Workplace Questionnaire
Development Dimensions International (DDI)
DISC assessment by Marston
Diversity Icebreaker
Development Model of Intercultural Sensitivity (DMIS)
GAP/GlobeSmart
Global Competencies Inventory (GCI) by Kozai
Global Mindset
Global Perspective Inventory (GPI)
Global Pathfinding System (GPS)
Project Implicit Social Attitudes
Ice Breakers
Intercultural Competence in English (ICE)
Intercultural Conflict Style Inventory (ICS)
Intercultural Development Inventory (IDI)
Intercultural Readiness Check (IRC)
International Profiler
Kolb’s learning style inventory
KomuniQ based on the competency approach of Heyse and Erpenbeck
Myer-Briggs Type Indicator (MBTI)
Multicultural Personality Questionnaire
peer assessment
Portfolios
Self-assessment (also incl. video or audio recordings)
Thomas-Kilmann Conflict Mode Instrument (TKI)
The International Profiler (TIP)/World Work
TMA Culture Navigator Profile
Training Company assessment tools
Tucker Assessment Profile
Virtual Performance Assessment (VPA)
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Simulation
Acirema
African Culture Sensitivity of Same gender friends holding hands
Albatross
Ambassadors
Awareness games
BAFA BAFA
Barnga
conduct class as if in my home country/immersion/handle with selected applicable foreign rules
Craig Storti's Intercultural Dialogues
Cultural Anthropologists
Derdians
Distribution of Rewards
Ecotonos
from the group
Hollow squares
I-Rocket, sparklers and Rockets
Majoria and Minoria
Marshmallow Challenge
Mid Western Intercom
Morenia
Mozo
My Rule/Your Rule
Non-verbal games
Redundancia
Rosemary's parable
Sociocultural Competency Training
Starpower
Taxi Driver for virtual teams
The Game of the Blind Man
thought bubble roleplays
Trade Union of Gert Jan Hofstede
Visitor Game
What would you do scenarios
Online Tools
my ten instruments were online in 5 languages and produced useful data for assessment and theory development
360 assessment tools
A World of Difference as online coaching (World Work)
all social media platforms
Aperian's Globesmart
Argonaut; Argonaut online
blended, virtual scenarios
Can you tell somebody’s race by looking at them? (http://www.pbs.org/race/002_SortingPeople/002_00-home.htm)
Chat
company-internal ones
Cultural Detective
Cultural Orientations Indicator (COI)
cultural perceptions & strategies
Cultural Wizard
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Culture in the Workplace Questionnaire (CWQ)
DISC
Diversity icebreaker
Diversophy
forums for discussion
Frameworks of Intercultural Learning (www.gpml.org.uk)
Global communication platforms such as Soliya
Global Competencies Indicator (GCI)
Hall’s site
Hofstede’s site
http://www.worldenough.net/picture/sample1/How_to_Interview/How_to_Interview.htm
Immersive simulated learning
Intercultural Effectiveness Scale (IES)
intercultural forums
Intercultural Readiness Check (IRC)
International Profiler
KomuniPass
Kozai Group Assessment
Kwintessential
language courses
Moodle-based courses
on-line journal
Psychometrics
Symbaloo portal
TMA's Country Navigator
TMC's Cultural Navigator
Virtual Performance Assesment (VPA)
What's Up with Culture
Youtube
Videos
5 Generations in the Workplace
A World of Difference: The Intercultural Conference Room; A World of Difference: Working Successfully Across Cultures
Almanya
awareness movie
Benjamin Zander
Brown Eye
commercials like HSBC
critical analysis
Culturally Diverse Learners @ BCCampus plus youtube
Different Place
documentaries
DPI video
Drop By Drop
Examples from intercultural websites
eye-twinkling videos about own or foreign cultures
Kai Bendix
Life is Short
Lunch Date
Mauritius
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Reggie Life
Royce Lytton
Soul Kitchen
TED talks, e.g. Chimamanada Adichie - The Danger of a Single Story, Jay Smooth - How I Learned to Stop Worrying and Love Discussing Race
The European Business Team Scenario created by Louise Evan’s organization
Tim Wise
video for the YFU "World Sweet Home" Video Contest (http://www.youtube.com/watch?v=86HxSs4kBxY)
video projects by students or own videos
videos by Sietar Italia
Winning Balance
World of difference
Music/Dance
art and expression as activism in historical and modern contexts
Chinese poetry books
classical artists
Conflict Resolution for youth through theatrical production
Fire Dancing
Haiku
Improvisational Theatre
interpretive dance
Literature
Mozart
Music, e.g. music whose lyrics are composed in more than one language
Nasreddin Hodja (it’s intercultural on Turkey)
photography
poetry and art; poetry-writing and sharing
Plays
Rita Dove
World Music
Other Exercises & Activities (edited to exclude those mentioned beforehand)
Active Listening
adapted sport psychology exercises (visualizing, mental road maps)
Berardo & Deardorff Innovative Activities and Models
Blogs
Blunders in International Business
business mazes
Case studies using live examples provided my participants, case studies with debate discussion format
Circles of Identity; Circles of MultiCultural Selves
critical incident problem solving (and reenactment)
cross cultural dialogue groups
Cultural Assimilators
cultural awareness activities
Diversity Bingo
Energizers
examples of humour
Exercise Locating and Placing Self in Models such as chart of adaptation and integration
for kids: painting the flag or artifacts
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giving instructions and feed-back
Handouts
Handwriting Exercise with non-dominant hand
Icebreakers
In the Box, Out of the Box
individual action plans
intercultural city tours, self-designed scavenger hunts
Intercultural Press activity books
listing taboos in the specific culture
morning writing
Seelye Experiential Activities
The Values Americans Live By
Thiagi, e.g. one-on-one
Trust in Teams
Welsh Boothouse