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Purpose: This study investigates the interplay among curriculum internationalization, service learning, intercultural communication skills, institutional support, and teachers' cross-cultural competence. It specifically assesses how curriculum internationalization and service learning impact teachers' cross-cultural competence, with a focus on the mediating effect of intercultural communication skills and the moderating influence of institutional support. A qualitative methodology was utilized, involving 24 semi-structured interviews with secondary school teachers in China. Thematic analysis was performed in three phases to uncover patterns and themes pertinent to the research objectives. Data collection continued until saturation was achieved, ensuring comprehensive and insightful findings. Findings: The findings indicate substantial relationships among curriculum internationalization, service learning, intercultural communication skills, institutional support, and teachers' cross-cultural competence. Both curriculum internationalization and service learning were found to have a positive effect on teachers' cross-cultural competence, with intercultural communication skills serving as a mediating factor in these relationships. Furthermore, institutional support was recognized as a critical moderating variable that enhances the development and application of intercultural communication skills among teachers. Implications/Originality: This study enriches the literature by elucidating the intricate dynamics between educational practices and teachers' cross-cultural competence. The results offer valuable implications for educational practice and policy, guiding the creation of interventions and strategies designed to enhance intercultural competence among both teachers and students. Furthermore, the research underscores the critical role of institutional support in cultivating inclusive learning environments that embrace and respect cultural diversity. [ABSTRACT FROM AUTHOR]

Student affairs professionals must strive to address the needs of an increasingly diverse student population. As such, this review critically examines scholarly research over the last 25 years regarding the concept of cultural competence as it pertains to students, student affairs professionals, and faculty members. This review also develops a critique of the concept of cultural competence and proposes to suspend and replace terms such as cultural competence and multicultural competence with what we refer to as transformative cultural responsiveness(TCR). TCR, as an alternative, centers intersectionality in its conceptualization, and locates students' experiences within a systems analysis of oppression. The article concludes with a discussion of the critical gaps in existing research and the questions that warrant further study. [ABSTRACT FROM AUTHOR]

How do children from different cultural and linguistic backgrounds interact with one another within a bilingual Spanish-medium classroom? That is the question this analysis sought to answer. As part of an ethnographic discourse-analytic study of a new two-way immersion bilingual program within an urban school, I analyze one particular literacy event amongst three young readers from different linguistic and ethno-racial positionings and varying knowledge of Spanish. This literacy event illustrates how students expand their communicative repertoires to include a variety of Englishes and Spanishes as they experiment with different ways of communicating and expressing themselves. In this event, English, Spanish, Spanglish, and African American English were spoken and used by all three participants as they reacted to the text. This analysis illustrates how students show alignment towards each other through their hybrid languaging and literacy practices, and in this way, learn more than simply language from one another, children learn subtle ways of becoming inter-culturally competent through their languaging. [ABSTRACT FROM AUTHOR]

Equality in education is one of major concerns in culturally diverse societies like Indonesia and New Zealand. To achieve it, implementing multicultural education in senior high schools is an option. This research aims to reveal the students’ crosscultural competence and to investigate the schools’ strategies in implementing multicultural education in senior high schools in Yogyakarta, Indonesia and Auckland, New Zealand. The study used a concurrent embedded mixed-method design. The participants were 110 students and 24 teachers from 4 senior high schools in Yogyakarta, and 110 students and 10 teachers from 2 senior high schools in Auckland. Data were collected through questionnaires distributed to students, interviews with teachers, and class observations. The data collected were those related to the practices of multicultural education in these schools. The results show that the cross-cultural competence of Indonesian and New Zealand students is quite similar even though the practices of multicultural education are different in these countries. These differences occur due to the higher social and cultural diversity experienced by Indonesian students. [ABSTRACT FROM AUTHOR]

The assessment of cross-cultural competence (3C) and related constructs is of vital importance for both theoretical and practical reasons. The present review was undertaken to evaluate the quality of instrumentation designed to measure individuals' capabilities for living and working successfully in cross-cultural contexts. The psychometric properties of five instruments deemed most important, useful, and visible in the field were evaluated with a focus on 3C measurement literature that became available since the publication of reviews by Gabrenya and colleagues (2013) and Matsumoto and Hwang (2013). Findings regarding the quality of 3C measures were mixed. First, we found that convergent validity was generally good across instruments and most showed reasonable criterion validity. However, discriminant validity was lacking in several instruments. The internal structures of instruments claiming to assess multiple constructs through subdimensions was in most cases poor. Content and face validity varied widely. Cross-cultural measurement equivalence was found to be poor in the limited research conducted on this important issue, as adaptation of instruments for use outside the culture in which they were developed rarely extends beyond the use of back-translation procedures. We suggest alternate approaches to assessing 3C and evaluating the validity of 3C instruments based on modeling sojourner outcomes such as expatriate adjustment and performance. [ABSTRACT FROM AUTHOR]

Reflection and assessment are two key issues facing intercultural competence educators and administrators alike. A digital story provides a qualitative data point to triangulate against the quantitative measures like the Intercultural Development Inventory. This triangulation is done in an effort to provide a more robust assessment of cross-cultural competence. In this research, a person's IDI score and their position on the Developmental Model of Intercultural Sensitivity are used to help understand how a person reflects on a cross cultural encounter as seen through a digital story. The points of emphasis, the quality of the reflection and the explanation of the event are strongly filtered through an individual's position on the DMIS. By linking the IDI and the digital story together, both a powerful reflection of the experience happens as well as a robust piece of programmatic assessment for a deliberate, educationally focused cross-cultural encounter. [ABSTRACT FROM AUTHOR]

The influence of globalization on education, in particular higher education, has brought to the fore constructs which were kept in the background for a long time. One of such constructs is intercultural competence (IC), which has a wide range of applications for both incoming international students and the admin and teaching staff of tertiary education in the host country. There have been considerable attempts to address the growing demand for IC development in the field, but a wide gap is still felt in the literature due to the complexity of the construct. To move towards a substantial contribution to filling the gap, the present paper examined the status of IC literature and suggested an efficient approach aligned with its existing status. Besides the applicable approach to different contexts, this paper reviewed IC development programs in tertiary education and provided insight into promoting the efficiency and sustainability of their outcomes. It also highlighted the effects of IC on the three elements of teaching and learning: academic, affective, and social outcomes in tertiary education. • IC literature has recently witnessed a broad definition of IC that can be applied in different contexts. • Despite the lack of a solid theory of IC, IC literature is witnessing an overarching theory, which can contribute to our understanding of it so that we can apply it in different disciplines. We need to contextualize our existing understanding of IC and exploit it in terms of disciplinary needs by adopting multiple perspectives or broad approaches. • Tertiary education institutions need long-term, process-oriented, and more systematic approaches to prepare global graduates. • No quantitative studies have been located to examine the relationship between IC and academic, affective and social outcomes at the same time. [ABSTRACT FROM AUTHOR]

Cross-cultural competence of healthcare providers is crucial to create a culturally safe environment. Cancer poses special challenges to cross-culturally competent communication and decision-making. Yet, no research synthesis on cross-cultural competence interventions has focused specifically on oncology. We conducted a meta-analysis and qualitative review of literature on the effectiveness of cross-cultural competence interventions in oncology. No limitations were placed on publication date, language, oncology setting, or geographic region. Of 1.565 citations identified, 15 articles met the inclusion criteria. Information on study design, samples, measured outcomes, and effectiveness statistics were coded. Average weighted effects were calculated applying meta-analysis methodology. Studies were published between 2000 and 2020; more than half in the last seven years; two thirds in the USA. Overall study quality was at a low to moderate level, notably only one study provided a control-group-design. In sum, nurses constituted the largest occupational group among participants. Results of the meta-analysis indicate that cross-cultural competence interventions have differential effects. While the overall effect of cross-cultural competence interventions was not statistically significant, results showed that the cross-cultural competence dimensions of knowledge and behavior did improve. Effects beyond that remain unclear. We provide valuable information on research gaps. The lack of studies and insufficient methodological rigor of available studies show that more research is needed to support the claim that interventions actually improve the various dimensions of cross-cultural competence in oncology. To build a stronger evidence base, it is necessary to include patient-reported outcomes and to center their experiences in future research. • We analyzed the effectiveness of cross-cultural competence interventions in oncology. • In sum, nurses constituted the largest occupational group among participants. • The overall effect of interventions was not statistically significant. • The dimensions of knowledge and behavior did improve significantly. • Effects beyond that remain unclear. [ABSTRACT FROM AUTHOR]

In this case study a variant of issues that new administrators may face when accepting a new position of assistant principal at an Academically Unacceptable campus are addressed. Within the case study are (a) introduction to the problem; (b) background information; (c) description of staff members and the role they play; (d) challenges the school is facing; and (e) questions designed for reflection. Our intent for this narrative is to challenge educators to think dynamically about possible real life situations that they could potentially encounter; and allow inductive and deductive reasoning to help generate possible solutions of the challenges described within this case study. [ABSTRACT FROM AUTHOR]

We describe a cognitive field research study of professionals with repeated and varied intercultural experiences, and a resulting model of culture-general competence. Twenty professionals with varied sojourns and considerable experience working with members of other cultures participated in 2-h long, semi-structured interviews. We elicited critical intercultural interaction incidents during the interviews, and followed with detailed questions designed to probe existing competencies hypothesized to be important in the literature. Interview transcripts were subjected to a qualitative thematic analysis, as well as coding to support quantitative, frequency analyses. Results confirmed the importance of several hypothesized competencies, and suggested a reconceptualization of specific knowledge and skill elements. Several additional competencies emerged from the qualitative analysis, as well. Practical and theoretical implications are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Qualitative Forschung (ZQF) is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As many recent reports and accreditation guidelines acknowledge, engineers are increasingly expected to work effectively across countries and cultures. This trend has helped establish and legitimate a mandate for providing more engineering students with educational experiences that enhance their global competency. However, there remain questions about what global competency means, and how it might develop and be assessed. This study addresses these themes by first arguing that cross-cultural competence is a key facet of global competency for engineers. It then presents an empirical study of US engineering students (n=147), using the Miville-Guzman Universality-Diversity Scale--Short form (MGUDS-S) to determine their openness to and appreciation of cultural diversity. An analysis of the dataset reveals significantly higher levels of cross-cultural competence among three groups of students opting into global engineering programs as compared to a baseline group of first-year students. Additionally, a pre/post-experience study focused on one of the global groups (n=55) indicates that an immersive research experience abroad significantly enhanced the cross-cultural competence of participating students. Also reported are variations in results based on factors such as gender and prior experience living abroad. The paper concludes by discussing some practical implications of our findings and opportunities for further research. [ABSTRACT FROM AUTHOR]

Copyright of Diabetes & Metabolism is the property of Masson Editeur and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The demands of market globalization find many business managers operating in countries other than their own. These expatriate managers face many challenges which they can only meet successfully if they are properly prepared through sound cross-cultural training (CCT). The literature dealing with CCT expounds on the various methods being used, including the cognitive, the affective, the experiential approach, and the language training. This study follows the qualitative in-depth interview approach with a specific protocol that looks into the effectiveness of CCT in terms of language training and post-arrival cross-cultural training. It also puts forth specific recommendations regarding CCT programs, their impact upon cross-cultural competence, upon the skills needed for effective cross-cultural communication, and for the best possible performance on the job. [ABSTRACT FROM AUTHOR]

Developing intercultural communication skills in order to support and enhance communication performance in business represents the main target of potential candidates determined to work in a business environment. The paper will approach basic strategies for managing intercultural communication issues and will assess the importance of interpersonal skills applied to cross-cultural competence. [ABSTRACT FROM AUTHOR]

The article focuses on a tripartite programme of curriculum that is being developed by three international design schools, which include the University of Melbourne in Australia, l'Ecole d'Architecture et Paysage in France and the Kasetsart University in Thailand. The program, dubbed as the Bordeaux-Melbourne-Bangkok programme (BMB), aims to equip design students with the capabilities to practice internationally by integrating field and studio activities in landscape architecture, urban design and architecture. A discussion on the curriculum design of the research program as well as the result of the first evaluation on student experience regarding the first workshop included in the program is also presented.