Search

The Department of Defense has failed to distinguish and sustain cultural education relative to foreign language and regional expertise, putting servicemembers at a competitive disadvantage in developing skills to engage other cultures. This article draws on recent retrospective publications and multidisciplinary social science perspectives but goes beyond them to argue for social science approaches to culture, department-wide efforts to revive culture education, and an improved transition of sociocultural research to practice. Policy and military practitioners will benefit from understanding how culture-general skills complement other important skills in the human domain and from implementing its recommendations. [ABSTRACT FROM AUTHOR]

The relevance of the research is in the necessity to solve the problems of providing citizens of friendly countries with the means of teaching Russian language, corresponding to modern educational standards, and ensuring knowledge acquisition for successful intercultural communication. Such a tool is the nationally oriented linguistic and country studies learner’s dictionary (NOLCSLD) for Vietnamese citizens learning Russian. The aim of the study is to develop the concept of NOLCSLD, considering the specifics of the addressee's native culture. The bifunctional Dictionary, on the one hand, explains the cultural semantics of nominative units of the Russian language in relation to their equivalents in Vietnamese linguistic culture, and on the other hand, includes a certain set of precedent units reflecting the peculiarities of the Russian linguistic culture, contributes to the formation of cross-cultural communication. The material was obtained in the experiment and includes proverbs, sayings, winged expressions, quotations from prose and poetry, movies, and cartoons. There were 655 units in total. The respondents were 60 students of 2-4 courses and 15 teachers of the Philological Faculty of Pushkin State Russian Language Institute. The research methods were empirical survey in its pilot version, generalization, systematization, structuring; descriptive and comparative methods. The research confirmed that the consciousness of a Russian linguistic culture representatives contains a certain number of precedent units - a part of their “cognitive base”. The units are characterized by nationalcultural meaning, identifying “password function” in the line “own - foreign” and participation in speech generation. There were 82 relevant units. Thus, the conducted research confirmed the necessity of including the article material into the structure of the future NOLCSLD for Vietnamese students studying Russian in Vietnam.

Abstract Background Changes in Polish demographic data with a growing number of culturally and linguistically diverse patients stipulate new directions in medical education to prepare future physicians to work effectively across cultures. However, little is known about Polish medical students’ willingness to gain cross-cultural knowledge and skills, desire to get engaged in interactions with patients from diverse cultural backgrounds, expectations and needs concerning cross-cultural training as well as challenges they face in the path to cultural competence. Methods Therefore, in this study, we conducted and thematically analysed fifteen semi-structured interviews with medical students to broaden our understanding of medical students’ perception of cross-cultural competence enhancement. Results The conducted thematic analysis allowed for the development of four themes, which showed that Polish medical students perceived skills and knowledge necessary to facilitate culturally congruent care as indispensable to form quality patient-doctor relations, believed that lack of cultural sensitivity may lead to dangerous stereotype formation and insufficient competence may be the source of stress and anxiety resulting in confusion and lack of confidence. Finally, numerous suggestions have been made by participants on how to improve their cross-cultural competence. Students emphasized, however, the role of medical education with active and experiential learning methods, including simulation-based training, in the process of equipping them with the knowledge and skills necessary to provide best quality care to culturally diverse patients. Conclusions Our analysis indicated that Polish medical students seem to hold positive attitudes towards cultural competence development and view it as an important component of physician professionalism.

Background: Changes in Polish demographic data with a growing number of culturally and linguistically diverse patients stipulate new directions in medical education to prepare future physicians to work effectively across cultures. However, little is known about Polish medical students' willingness to gain cross-cultural knowledge and skills, desire to get engaged in interactions with patients from diverse cultural backgrounds, expectations and needs concerning cross-cultural training as well as challenges they face in the path to cultural competence. Methods: Therefore, in this study, we conducted and thematically analysed fifteen semi-structured interviews with medical students to broaden our understanding of medical students' perception of cross-cultural competence enhancement. Results: The conducted thematic analysis allowed for the development of four themes, which showed that Polish medical students perceived skills and knowledge necessary to facilitate culturally congruent care as indispensable to form quality patient-doctor relations, believed that lack of cultural sensitivity may lead to dangerous stereotype formation and insufficient competence may be the source of stress and anxiety resulting in confusion and lack of confidence. Finally, numerous suggestions have been made by participants on how to improve their cross-cultural competence. Students emphasized, however, the role of medical education with active and experiential learning methods, including simulation-based training, in the process of equipping them with the knowledge and skills necessary to provide best quality care to culturally diverse patients. Conclusions: Our analysis indicated that Polish medical students seem to hold positive attitudes towards cultural competence development and view it as an important component of physician professionalism. [ABSTRACT FROM AUTHOR]

Internationalization and the concomitant flow of cultural diversity often associated with it are highly prized by universities; many tertiary institutions claim internationalization of the campus, the curriculum, research, and the student body as a major goal, a key performance indicator. However, in the current climate of global international education, overseas student integration and their adjustment difficulties into the life of the host country are often posited as personal failures, and international education scholarship focuses heavily on the failure of international students to integrate into host societies. We question the assumptions underpinning the tendency of universities to link internationalization to the development of interculturality across the campus through bringing together students from different national backgrounds. The belief is that students seek such interactions; internationalization could be achieved through such simplistic practices; this assumption needs empirical scrutiny. In this focused study, we report the motivations and experiences of 24 Chinese international students in an Australian university. A significant majority of the participants reported little interest in intercultural interactions with both host national students and other international students outside their own cultural groups. For those who have hopes of becoming some form of "global citizen," the experiences of these Chinese students suggest that cross-cultural communication is not as successful as hoped in the spaces of encounters, including classrooms, university student accommodation, and social activities out of the classrooms. The voices of these students suggest the need for intervention in the realization of the internationalization vision held by most universities and a reframing of goals and practices to narrow the breach between lofty rhetoric and the practice of international education. [ABSTRACT FROM AUTHOR]

This scientific article focuses on cross-cultural competence in education, highlighting the interdependent relationship between language proficiency and intercultural understanding. The authors synthesize theoretical foundations and pedagogical techniques to reveal the multifaceted aspects of integrating cross-cultural nuances into language education. The study presents cross-cultural competence as an essential element of effective communication in a globalised world, rather than a secondary skill. The authors use a holistic approach to examine the complexities of pedagogical strategies that aim to develop cross-cultural communicative competence. These concepts involve the use of innovative technologies and multimedia resources to overcome traditional educational frameworks and model authentic cross-cultural encounters. The article examines the challenges associated with developing flexible competences. The intangible nature of cultural norms and the diversity of students' biographies complicate the process of building soft skills. The article concludes by offering recommendations for improving cross-cultural education and outlining promising trajectories for future research. This study contributes to the debate on the proposed interdisciplinary approach to building cross-cultural competence, combined with the integration of new technologies, which heralds a new era in pedagogy.

Abstract Background To provide better quality healthcare services to patients with different linguistic and cultural backgrounds, the cross-cultural competence of medical professionals is important. However, assessing and improving the cross-cultural competence of healthcare professionals is difficult in Japan, as there is no standardized scale to measure the competence. This study’s purpose was to translate the Cross-Cultural Competence instrument for Healthcare Professionals (CCCHP), which was developed and used in Europe, and to examine its reliability and validity among Japanese nurses. Methods During June and July 2021, nursing staff were invited to take web- and paper-based surveys in Okinawa Japan. The CCCHP (five-factor model with 27 items across motivation, attitude, skills, emotion, and knowledge) was translated using a combination translation method, and a five-point Likert scale was used for responses. Exploratory and confirmatory factor analyses and known-group method were used to examine structural validity, while Cronbach’s alpha coefficient was used to test reliability. Results A total of 294 responses were analyzed; 77.2% had more than five years of experience. Since the fit index indicated that the five-factor model was not a good fit, it was modified to a four-factor model (J-CCCHP24) by moving three variables, removing the knowledge factor, and using the error covariance of the variables. The fit index after the modification was improved to comparative fit index (CFI) = 0.92, Tucker-Lewis index (TLI) = 0.91, root mean square error of approximation (RMSEA) = 0.05, and standardized root mean square residual (SRMR) = 0.06, and Cronbach’s alpha was 0.85. The mean scores of J-CCCHP24 were significantly higher in the group with a history of overseas travel, higher foreign language skill, training in intercultural care, experience of foreign patient care, and intercultural interactions outside the workplace than in the group without these characteristics. Conclusion This study confirmed the validity and reliability of the modified Japanese version of the CCCHP (four-factor model with 24 items). The results suggest that the exposure to different cultures on a personal level may help improve nurses' cross-cultural competence. Further refinement of this scale for practical use would encourage the implementation of necessary countermeasures to improve the cross-cultural competence of Japanese healthcare professionals.

Background: In today's interconnected and globalised business environment, effective risk management is essential for organisations to achieve sustainable success. However, communication and understanding risks across cultural and linguistic boundaries pose significant challenges. This paper explores the concept of risk language barriers and their impact on corporate management and performance. Purpose: This research examines the causes, consequences, and potential solutions to overcome risk language barriers in a globalised world. By shedding light on the importance of effective risk communication in a diverse and interconnected business environment, the study seeks to provide insights into the significance of addressing these barriers for successful management outcomes. Study design/methodology/approach: The study conducted in Novo Mesto, Slovenia, in February 2023 uses data from in-depth interviews and a focus group to investigate risk language barriers. The participants are women entrepreneurs with prior experience in cross-cultural communication and managing people in different countries, e.g. a Slovenian sales guru with a penchant for transcending borders and a Maltese digital strategist who, through global collaboration and expertise, ensures that every corner of the Slovenian organisation aligns with its overarching goals. Their experiences explore the challenges of risk language and the need for intercultural communication skills. Findings/conclusions: The research findings indicate that addressing risk language barriers is a strategic imperative for achieving successful management outcomes in a globalised business landscape. Overcoming these barriers requires a collaborative and proactive approach to risk communication. Developing intercultural communication skills allows individuals to navigate diverse environments effectively, provides them with more excellent networking opportunities, broadens their horizons, and fosters personal development. Furthermore, managers can strengthen relationships with clients and partners worldwide by addressing risk language barriers effectively. Limitations/future research: The study has limitations regarding its focus on women entrepreneurs. Future research should include diverse demographics and industries, conduct quantitative analyses, and explore technology's role in bridging the risk language gap and associated challenges. [ABSTRACT FROM AUTHOR]

Background: To provide better quality healthcare services to patients with different linguistic and cultural backgrounds, the cross-cultural competence of medical professionals is important. However, assessing and improving the cross-cultural competence of healthcare professionals is difficult in Japan, as there is no standardized scale to measure the competence. This study's purpose was to translate the Cross-Cultural Competence instrument for Healthcare Professionals (CCCHP), which was developed and used in Europe, and to examine its reliability and validity among Japanese nurses. Methods: During June and July 2021, nursing staff were invited to take web- and paper-based surveys in Okinawa Japan. The CCCHP (five-factor model with 27 items across motivation, attitude, skills, emotion, and knowledge) was translated using a combination translation method, and a five-point Likert scale was used for responses. Exploratory and confirmatory factor analyses and known-group method were used to examine structural validity, while Cronbach's alpha coefficient was used to test reliability. Results: A total of 294 responses were analyzed; 77.2% had more than five years of experience. Since the fit index indicated that the five-factor model was not a good fit, it was modified to a four-factor model (J-CCCHP24) by moving three variables, removing the knowledge factor, and using the error covariance of the variables. The fit index after the modification was improved to comparative fit index (CFI) = 0.92, Tucker-Lewis index (TLI) = 0.91, root mean square error of approximation (RMSEA) = 0.05, and standardized root mean square residual (SRMR) = 0.06, and Cronbach's alpha was 0.85. The mean scores of J-CCCHP24 were significantly higher in the group with a history of overseas travel, higher foreign language skill, training in intercultural care, experience of foreign patient care, and intercultural interactions outside the workplace than in the group without these characteristics. Conclusion: This study confirmed the validity and reliability of the modified Japanese version of the CCCHP (four-factor model with 24 items). The results suggest that the exposure to different cultures on a personal level may help improve nurses' cross-cultural competence. Further refinement of this scale for practical use would encourage the implementation of necessary countermeasures to improve the cross-cultural competence of Japanese healthcare professionals. [ABSTRACT FROM AUTHOR]

Sociocultural diversity in the German health care system is increasingly reflected in multicultural teams and the diversity of patients. To ensure successful collaboration in a multicultural environment and effective care to diverse patients the importance of cross-cultural competence training is growing. There is a lack of evidence-based training approaches for the German health care system, and it is unclear how the theoretical-conceptual promotion of cross-cultural competence can be achieved sustainably. The aim of the study is to evaluate the effectiveness of cross-cultural competence training for German health care professionals. A quasi-experimental evaluation study in two German hospitals was conducted. Cross-cultural competence was examined in an intervention and a control group (n = 196) using the self-reported instrument Cross-Cultural Competence of Healthcare Professionals (CCCHP) and analyzed with SPSS Statistics 25. Cross-cultural training had a cognitive level impact on knowledge, awareness, and attitudes and showed a highly significant reduction in social desirability. On an affective level, cross-cultural motivation and curiosity initially increased at t1 and decreased at t2. Cross-cultural emotion and empathy increased slightly. On a behavioral level, cross-cultural skills decreased after the training. For sustainable effects, cross-cultural training should focus more on practical skills in addition to theoretical content. Training interventions should be long-term. The results show that more needs to be done in the German health care sector to meet the increasing diversity and demands.

The subject of the study is the identification of cross-cultural features of European business under the influence of the implementation of the Green Deal as the main EU development strategy until 2025. Methodology. The research used general logical and theoretical methods of cognition. The method of analysis and synthesis was used to evaluate the components of intercultural competence for the successful development of eco-business in the EU. The method of analogy was used to find out what is similar and what is different in traditional and environmentally oriented business, which affects the specifics of cross-cultural communication. The theoretical method of generalisation is used to substantiate the content and essence of intercultural competence of environmental business. The method of system analysis was used to construct the author's conceptual model of the formation of intercultural competence of European environmental business. Purpose. The purpose of the article is to substantiate the peculiarities of environmental cross-cultural management in the activities of European business and the role of cross-cultural competencies in the success of European environmental companies, including Ukrainian business. Results. The article has proved the role of green growth as a dominant concept and concrete policy of the European Union, embodied in the strategy of the EU Green Deal Strategy (GDS). The main sectoral determinants of green growth, reflected in the Green Deal, are defined as forming the field of development of environmental business in the EU. It has been shown that this tendency affects the specifics of cross-cultural communication. The need to build effective cross-cultural communications in the European environmental business under the influence of the Green Deal determinants was analysed and addressed through the strategy of green cross-cultural management. Conclusion. European companies implementing eco-innovative developments are faced with expanding the range of cooperation with various partners, including in the multinational environment of creation, approval, implementation and monitoring of implementation effectiveness. The need to build effective intercultural communication in European eco-business under the influence of the determinants of the Green Deal, taking into account cultural differences in business relations and using the tools of effective intercultural management has been emphasised. The list of criteria for effective communication and structuring of relations in cross-cultural management was determined. The positive relationship between the integration of different cultures in EU enterprises and the growth of their competitiveness is emphasised. The prerequisites for the formation of sustainable cross-cultural competence of a business process participant are proved. Prospects for the development of "green" cross-cultural competences in the European business space are outlined. The cross-cultural competences of the European environmental business are considered from the point of view of ethnorelativism formation. The authors emphasize that intercultural communication in environmental business should take into account the peculiarities of national cultures, which make it understandable for everyone, as well as the values of the Green Planet, which is an objective unifying factor. The basic elements of the green intercultural management strategy for European business are proposed and the main obstacles to the implementation of such management mechanisms in the Ukrainian business environment are identified.

Abstract Background Cross-cultural competence is widely regarded to play an important role in being able to deliver appropriate and effective health care to patients with different backgrounds, race, gender orientation and cultural beliefs. This study aims to assess how medical students feel about their comfort, knowledge, and skill level in handling a diverse patient population using a validated questionnaire. Methods This study was carried out over a period of three weeks from July 5th to July 26th of 2021, in the Aga Khan University Hospital, Karachi, Pakistan. All medical students who fulfilled the eligibility criteria and gave informed consent were included in the study. A modified version of the Harvard cross-cultural care survey was used to assess the medical students’ comfort, knowledge and skill level in a variety of circumstances related to patients with different backgrounds and cultures. Descriptive statistical analysis of the questionnaire items was carried out. We reported frequencies and percentages for gender and year of study. For the questionnaire items, we reported mean, assuming that our Likert scale had equivariant intervals. Furthermore, multivariate analysis between demographics and themes was carried out. A p-value of

The article substantiates the importance of forming prospective English teachers' cross-cultural competence. Nowadays, education focuses on cooperation and establishing cross-cultural relations between the representatives of diverse cultural societies. Therefore, it concentrates on forming a personality capable of absorbing and reproducing verbal and non-verbal information during dialogical communication with foreign negotiators. This paper aims to validate the category "cross-cultural competence of a prospective English teacher," develop its structure and experimentally verify its effectiveness. The study establishes that cross-cultural competence covers linguistic, sociocultural, activity, and axiologically-emotive components. The authors used the following theoretical research methods: analysis of philosophical, lingua didactic literature and scientific studies, synthesis, comparison, concretization; empiric methods: questionnaire-diagnostic (survey, testing, summative assessment, interview); analysis of speech activity products (spoken replies); lecture attendance and analysis; pedagogical experiment; methods of statistical treatment and experimental results analysis. The research on the training peculiarities of future English teachers based on cross-cultural grounds allowed us to conclude that the experimentally-verified methodology is effective. The practical data analysis points out the rise of forming cross-cultural competence levels in the experimental group. The reason is the cultural enrichment of linguistic material and the revelation of contrastive aspects. [ABSTRACT FROM AUTHOR]

In this contribution we argue that cross-cultural competence (CCC or 3C) is being an indispensable proficiency in professional work of diplomats worldwide despite any changes that happened in professional interaction due to the recent COVID-19 pandemic. It is also suggested that deglobalizing processes significantly strengthened by COVID-19 have made the necessity for specialists professionally involved in international relations to acquire cross-cultural competence even greater than before. The current global situation shows that deglobalization — slowing down of globalization in all spheres of life — is a new reality and it is important to adjust to it as soon as possible. Cross-cultural competence is defined here as a complex of theoretical knowledge and key practical skills enabling to efficiently and successfully communicate with the representatives of different cultures and religious traditions as well as to feel psychologically comfortable in a foreign environment. A reduced number of personal business interactions lead to the urge for their higher efficiency that is supposed to be reflected in a better understanding of the interlocutor’s motivations, stands and reactions. At the same time cultural specifics remains the main factor shaping human communication whether it is conducted offline or online. Today as the tendency to conduct online conferences and meetings increases, we witness an increased need to learn to understand the attitudes of our virtual interlocutors, who are coming from various national cultures and traditions. In the course of online meetings, the necessity to correctly decipher their body language, for example, has decreased — one can hardly see a full figure on the PC screen. And consequently, verbal communication started to prevail over non-verbal one increasing the demand for proper interpretation of words, phrases, tone, mimics and gestures that are still very widely used during virtual communication. The next step would be using the most relevant arguments and approaches to deliver one’s own position and/or opinion. To successfully apply both mechanisms — of receiving messages and replying to them — during communication of people from different national cultures it would require the knowledge of cultural specifics that is provided by cross-cultural competence courses, training, seminars, or any other educational programmes. Programmes in cross-cultural competence are supposed to include at least three following components: 1) regional studies, 2) axiological orientations, 3) models and norms of behavior, while axiological orientations are seen as the most important one. Finally, the conclusion is made about a serious need to include cross-cultural competence programmes into the training of diplomats-to-be at the early stages of their professional education. At the same time, it is highly recommended for professional upgrade of the already serving diplomats worldwide. The methodological approach used in the present research combines content analysis of the post-COVID publications by the leading international experts in the diplomatic field as well as acting diplomats with the Developmental Model of Intercultural Sensitivity (DMIS) elaborated by the prominent American sociologist Milton Bennet. The latter is a six-level sсheme, according to which it is possible to figure the level of person’s skillfulness in cross-cultural communication.

استهدفت هذه الدراسة تقديم أساس نظري لموضوع الذکاء الثقافي، وتقييم صلاحية مقياس الذکاء الثقافي (CQS) في سياق بيئة منظمات الأعمال المصرية، وقد تم تطبيق مقياس الذکاء الثقافي (CQS) على عينة مُکَوَّنَة من 66 مديرًا مصريًا يعملون في شرکات دولية في مصر. دعمت نتائج تحليل المُرَکَّبْ التوکيدي (CCA) هيکل الذکاء الثقافي المُکَوَّنْ من أربعة أبعاد: الذکاء الثقافي ما وراء المعرفة، والذکاء الثقافي المعرفي، والذکاء الثقافي الدافعي، والذکاء الثقافي السلوکي، کذلک أشارت النتائج إلى أن مقياس الذکاء الثقافي الذي تم ترجمته إلى اللغة العربية يعتبر أداة موثوقة وصالحة لقياس ذکاء الفرد بين الثقافات. The purpose of this study was to provide a theoretical basis for the subject of cultural intelligence and to assess the cultural intelligence scale (CQS) validity in the Egyptian organizations. The CQS was administered to a sample of 66 Egyptian managers working in international firms in Egypt. Results of a confirmatory composite analysis (CCA) supported the four-factor structure of the CQS: metacognitive, cognitive, motivational, and behavioral. In addition, the results indicated that the Arabic version of the CQS is a reliable and valid instrument for measuring an individual’s intercultural intelligence.

Background: Cross-cultural competence is widely regarded to play an important role in being able to deliver appropriate and effective health care to patients with different backgrounds, race, gender orientation and cultural beliefs. This study aims to assess how medical students feel about their comfort, knowledge, and skill level in handling a diverse patient population using a validated questionnaire. Methods: This study was carried out over a period of three weeks from July 5th to July 26th of 2021, in the Aga Khan University Hospital, Karachi, Pakistan. All medical students who fulfilled the eligibility criteria and gave informed consent were included in the study. A modified version of the Harvard cross-cultural care survey was used to assess the medical students' comfort, knowledge and skill level in a variety of circumstances related to patients with different backgrounds and cultures. Descriptive statistical analysis of the questionnaire items was carried out. We reported frequencies and percentages for gender and year of study. For the questionnaire items, we reported mean, assuming that our Likert scale had equivariant intervals. Furthermore, multivariate analysis between demographics and themes was carried out. A p-value of < 0.05 was taken as statistically significant. Results: It was found that students of year 5 considered themselves more knowledgeable, comfortable and skilled in dealing with patients of different backgrounds, religions and beliefs compared to students of year 1 and had a higher average score in all of these categories which was statistically significant. Additionally, students who believed it is extremely important to practice medicine with a diverse patient population also had the highest averages in perceived knowledge, comfort and skills in dealing with patients of different sociocultural backgrounds compared to students who believed it wasn't important at all. Conclusion: This is a first of its kind study in a private medical university in Pakistan and highlights the students' self-assessment of their competence when caring for patients from different backgrounds. This study can be used as a reference study in the region to carry out further studies and to assess and improve the gaps in medical training being provided. [ABSTRACT FROM AUTHOR]

Expatriation is still a challenging task, although the determinants of expatriate adjustment and performance have been evaluated extensively. This study aimed to empirically investigate the influence of the expatriates' personality and cross-cultural competence on social capital, cross-cultural adjustment, and performance with expatriates from foreign-owned multination firms in Taiwan. This study integrated three perspectives to explain expatriate success and failure. The first perspective involves expatriate-related factors, including the Big Five personality traits, and the emotional intelligence (otherwise known as emotional quotient or EQ) of expatriates. The second perspective is cross-cultural competence factors, including cultural intelligence, cultural adaptability, and cultural empathy. The third perspective is the social capital of expatriates, which includes leader-member exchange (LMX), perceived organizational support (POS). Furthermore, this study incorporated these perspectives into antecedents and identified their individual and combined effects on expatriates' cross-cultural adjustment and performance. The findings of this study may be helpful for human resource managers in managing their expatriates. The findings may also help academicians in exploring expatriate management. [ABSTRACT FROM AUTHOR]

Hingga awal 2021, terdapat 12 misi perdamaian PBB yang dilaksanakan di bawah Department of Peace Operations. Namun demikian, tidak semua misi perdamaian yang pernah dilakukan oleh PBB berhasil. Salah satu contoh misi perdamaian PBB yang dinilai gagal adalah misi United Nations Operation in Somalia (UNOSOM) I (1992-1993) dan II (1993-1995). Salah satu penyebab kegagalan misi UNOSOM adalah karena misi tersebut tidak dapat menjawab tantangan berupa perbedaan kebudayaan yang ada, baik antar peacekeeper maupun dengan warga lokal. Penelitian ini dilakukan untuk mengelaborasi upaya untuk meningkatkan kecerdasan lintas budaya dan ketahanan bagi peacekeeper dan keluarganya agar misi-misi yang akan dilaksanakan oleh mereka di masa depan dapat menghasilkan outcome yang lebih baik daripada sebelumnya. Metode penelitian yang digunakan adalah metode penelitian kualitatif. Penelitian ini menemukan bahwa kecerdasan budaya dan kompetensi budaya merupakan dua kemampuan penting yang harus dimiliki oleh peacekeeper yang bertugas di lingkungan budaya yang berbeda. Di sisi lain, potensi peacekeeper terpapar stress selama penugasan di wilayah konflik dan dampak negatif yang mungkin dialami keluarga peacekeeper selama ia ditugaskan juga perlu menjadi perhatian, baik bagi PBB maupun negara-negara pengirim peacekeeper. Baik upaya peningkatan kecerdasan budaya, kompetensi lintas budaya hingga ketahanan peacekeeper dan keluarganya dapat dilakukan dengan pelatihan-pelatihan. Namun demikian, diperlukan komitmen dan kemauan politik yang kuat dari para stakeholder terkait agar pelatihan-pelatihan ini dapat dilaksanakan dengan sistematis, komprehensif dan berkesinambungan untuk mendukung berbagai misi perdamaian yang masih dan akan dilaksanakan oleh PBB.

Modern educational landscape has been undergoing drastic changes due to the processes of internationalization and transnationalization. Internationalization in higher education is manifold, student academic mobility being one of its manifestations. It is often associated with ERASMUS, the programme that has been implemented in European higher education for almost 30 years. It provides short-term student exchange programmes and involves EU member states as well as other European countries, including Russia. The effect of ERASMUS on higher education of EU countries has been thoroughly studied, while its Russian segment remains a white spot. This article reports on the study done among Russian students who participated in ERASMUS students exchange programmes in 2018–2020 as well as the Russian students educated along with their international colleagues in a home university. The employment of qualitative methods revealed that Russian participants of ERASMUS exchange programmes find them very effective. The most significant benefits include the development of cross-cultural competence as well as professional skills and personal growth. Students working with international participants of ERASMUS programme in a home university were very positive about the experience. Such communication makes the classes interesting, helps Russian students develop understanding of cultural issues, increases their motivation and gives impetus to self-development.

Despite large literature on Cross-Cultural Competence (3C) there is a gap in understanding learning processes and mechanisms by which people arrive at successful 3C. We present a novel perspective for 3C learning and decision-making in innovative assessment contexts. We use Mindset theory (i.e., believing ability is fixed or changeable) because it is shown to be a powerful motivator for general learning and performance and in cross-cultural contexts. We propose the notion of cultural mindsets – beliefs, affect, and cognition that govern how people adapt, learn, and update cultural information. To understand how cultural mindset affects learning and performance, we apply computational cognitive modeling using Markov decision process (MDP). Using logfile data from an interactive 3C task, we operationalize behavioral differences in actions and decision making based on Mindset theory, developing cognitive models of fixed and malleable cultural mindsets based on mechanisms of initial beliefs, goals, and belief updating. To explore the validity of our theory, we develop computational MDP models, generate simulated data, and examine whether performance patterns fit our expectations. We expected the malleable cultural mindset would be better at learning the cultural norms in the assessment, more persistent in cultural interactions, quit less before accomplishing the task goal, and would be more likely to modify behavior after negative feedback. We find evidence of distinct patterns of cultural learning, decision-making, and performance with more malleable cultural mindsets showing significantly greater cultural learning, persistence, and responsiveness to feedback, and more openness to exploring current cultural norms and behavior. Moreover, our model was supported in that we were able to accurately classify 83% of the simulated records from the generating model. We argue that cultural mindsets are important mechanisms involved in effectively navigating cross-cultural situations and should be considered in a variety of areas of future research including education, business, health, and military institutions. [ABSTRACT FROM AUTHOR]

Despite large literature on Cross-Cultural Competence (3C) there is a gap in understanding learning processes and mechanisms by which people arrive at successful 3C. We present a novel perspective for 3C learning and decision-making in innovative assessment contexts. We use Mindset theory (i.e., believing ability is fixed or changeable) because it is shown to be a powerful motivator for general learning and performance and in cross-cultural contexts. We propose the notion of cultural mindsets – beliefs, affect, and cognition that govern how people adapt, learn, and update cultural information. To understand how cultural mindset affects learning and performance, we apply computational cognitive modeling using Markov decision process (MDP). Using logfile data from an interactive 3C task, we operationalize behavioral differences in actions and decision making based on Mindset theory, developing cognitive models of fixed and malleable cultural mindsets based on mechanisms of initial beliefs, goals, and belief updating. To explore the validity of our theory, we develop computational MDP models, generate simulated data, and examine whether performance patterns fit our expectations. We expected the malleable cultural mindset would be better at learning the cultural norms in the assessment, more persistent in cultural interactions, quit less before accomplishing the task goal, and would be more likely to modify behavior after negative feedback. We find evidence of distinct patterns of cultural learning, decision-making, and performance with more malleable cultural mindsets showing significantly greater cultural learning, persistence, and responsiveness to feedback, and more openness to exploring current cultural norms and behavior. Moreover, our model was supported in that we were able to accurately classify 83% of the simulated records from the generating model. We argue that cultural mindsets are important mechanisms involved in effectively navigating cross-cultural situations and should be considered in a variety of areas of future research including education, business, health, and military institutions.

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]

Abstract Background To test the validity of the Finnish version of the Bernhard et al.’s Cross-Cultural Competence instrument of Healthcare Professionals (CCCHP). Methods The study sample comprised registered nurses (N = 810) from the Finnish “Competent workforce for the future” -project (COPE). Exploratory factor analyses and structural equation modelling were applied to test structural validity of the CCCHP. Internal consistency of the sub-scales was evaluated using the Cronbach’s alphas. Criterion validity was explored in terms of received education for multicultural work, perceived difficulty of patients, and job satisfaction variables. Results The revised version of the instrument including four (motivation/curiosity, attitudes, skills and emotions/empathy) of the five original dimensions provided satisfactory psychometric properties (internal consistency, a good model fit of the data). Of the four remaining competence sub-scales, motivation/curiosity, attitudes and emotions/empathy were associated with the amount of received education for multicultural work, and all with perceived difficulty of patients, and all but attitudes with job satisfaction. Conclusion This revised Finnish version of the CCCHP provides a useful tool for studies focusing on the healthcare personnel’s cross-cultural competence in delivering effective and culturally sensitive healthcare services for patients from different cultures.

This paper presents an experiment which focused on determining if a telecollaborative project work would help enhance students’ foreign language skills and cross-cultural competence. Students from Igor Sikorsky Kyiv Polytechnic Institute and the Polytechnic University of Valencia worked together during the fall term in 2020, in which 56 Ukrainian and Spanish students were engaged in a telecollaborative programme – 32 were master degree students at Igor Sikorsky Kyiv Polytechnic Institute, whereas the remaining 24 were bachelor engineering students at Polytechnic University of Valencia. Our students were engaged in a project work which consisted in the creation of a blog on the topic ‘Sustainable Development Today’. The tools used in this project were mostly Google applications such as Classroom, Hangouts, Blogger, Drive, and Docs. In order to measure their progress, students took pre-tests before the project started and a post-test after its completion. These tests focused on assessing learners’ language competence in English and also their cross-cultural competence. The language test used was designed by Cambridge University Press, whereas the cross-cultural test had been created by the Organizational Behavior Group (Piasentin, 2012). The latter focused on learners’ willingness to engage, cognitive flexibility and openness, emotional regulation, tolerance of uncertainty, self-efficacy, and ethnocultural empathy. As expected, the students who participated in this virtual exchange programme enhanced their competence on both foreign language cross-cultural competences by taking an active part in the telecollaborative project work.

Sociocultural diversity in the German health care system is increasingly reflected in multicultural teams and the diversity of patients. To ensure successful collaboration in a multicultural environment and effective care to diverse patients the importance of cross-cultural competence training is growing. There is a lack of evidence-based training approaches for the German health care system, and it is unclear how the theoretical-conceptual promotion of cross-cultural competence can be achieved sustainably. The aim of the study is to evaluate the effectiveness of cross-cultural competence training for German health care professionals. A quasi-experimental evaluation study in two German hospitals was conducted. Cross-cultural competence was examined in an intervention and a control group (n = 196) using the self-reported instrument Cross-Cultural Competence of Healthcare Professionals (CCCHP) and analyzed with SPSS Statistics 25. Cross-cultural training had a cognitive level impact on knowledge, awareness, and attitudes and showed a highly significant reduction in social desirability. On an affective level, cross-cultural motivation and curiosity initially increased at t1 and decreased at t2. Cross-cultural emotion and empathy increased slightly. On a behavioral level, cross-cultural skills decreased after the training. For sustainable effects, cross-cultural training should focus more on practical skills in addition to theoretical content. Training interventions should be long-term. The results show that more needs to be done in the German health care sector to meet the increasing diversity and demands., Competing Interests: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (© 2024 The Authors.)

Interaction between members of culturally distinct (ethnic) groups is an important driver of the evolutionary dynamics of human culture, yet relevant mechanisms remain underexplored. For example, cultural loss resulting from integration with culturally distinct immigrants or colonial majority populations remains a topic whose political salience exceeds our understanding of mechanisms that may drive or impede it. For such dynamics, one mediating factor is the ability to interact successfully across cultural boundaries (cross-cultural competence). However, measurement difficulties often hinder its investigation. Here, simple field methods in a uniquely suited Amazonian population and Bayesian item–response theory models are used to derive the first experience-level measure of cross-cultural competence, as well as evidence for two developmental paths: cross-cultural competence may emerge as a side effect of adopting out-group cultural norms, or it may be acquired while maintaining in-group norms. Ethnographic evidence suggests that the path taken is a likely consequence of power differences in inter- vs intra-group interaction. The former path, paralleling language extinction, may lead to cultural loss; the latter to cultural sustainability. Recognition of such path-dependent effects is vital to theory of cultural dynamics in humans and perhaps other species, and to effective policy promoting cultural diversity and constructive inter-ethnic interaction.

Современное общество большинства государств давно не является гомогенным, а состоящим из различных социальных и этнических объединений. Образование в такой поликультурной стране, как Россия, должно строиться с учетом всех этнических компонентов социума. Перспективной стратегией для обучения успешной межкультурной коммуникации является этнопедагогика. Комплекс этнопедагогических средств формирования межкультурной компетенции обучающихся направлен на минимизацию психолого-педагогических барьеров общения. Он развивает у студентов различных этнических групп умения взаимодействовать с субъектами образовательного процесса. Этнокультурная технология в практике обучения русскому языку как иностранному решает три приоритетных задачи: трансляция собственной культуры; синтез собственной культуры с культурой других народов; интеграция в мировую культуру. Элементы этнопедагогического образования закладывались в различные исторические эпохи там, где соприкасались разные культуры и языки. Представлен пример из периода российской колонии на Аляске (1732–1967). В философии алеутов учитель является фасилитатором процесса обучения. Обучающийся вовлекался в активную деятельность чаще не в классной комнате, а в различных местах деятельности. Это всегда зависело от сезона, например, во время охоты на морских львов действие происходило на побережье. Вместо чтения лекций мальчиков приводили в места охоты, чтобы они могли увидеть действия опытного охотника. Образование в российский период на Аляске было бикультурным и биязыковым: русский и алеутский языки преподавались через предметы на альтернативной основе с применением этнопедагогики. Примеры этнопедагогических приемов демонстрирует фольклор народов Сибири: селькупов, хантов, кетов. Семантика фольклорного дискурса раскрывает правила правильного поведения и принципы этнического мировоззрения.

Обосновывается необходимость исследования теоретических аспектов проблемы формирования межкультурной компетенции студентов вуза, исходя из актуальных ценностно-целевых ориентиров профессиональной подготовки в системе высшего образования. Раскрываются теоретико-методологические подходы к формированию межкультурной компетенции у обучающихся вуза: системный, компетентностно-деятельностный, кросскультурный. На основе представленных подходов уточняется сущность, содержание межкультурной компетенции обучающихся, выделены ее структурные компоненты: мотивационно-потребностный, когнитивный, личностно-деятельностный, аксиологический, рефлексивный. С учетом содержания и структуры межкультурной компетенции определены и описаны принципы организации и реализации процесса формирования межкультурной компетенции в условиях профессионально ориентированного обучения иностранному языку. Особое внимание уделено роли дидактического потенциала информационно-образовательной среды в образовательном процессе, показано, что информационно-образовательная среда оказывает положительное влияние на формирование всех структурных компонентов межкультурной компетенции.

The results of the study of migration risks of labor migrants from Ukraine are presented in this article. The purpose of the study is to find out the differences in the perception of obstacles and risks that arise in the process of work abroad among experienced and potential labour migrants from Ukraine within the cognitive, behavioural, and emotional components of their intercultural competence. The study has been implemented from the standpoint of a set of analytical tools, including: the concept of the advantages of replacing the "risk/reliability" scheme with the "risk/hazard" scheme; views of risk and chance as interrelated variables that motivate people to try to explore the world and overcome obstacles; the concept of "triple individualization" in a risk society. It has been found that social risks are hidden in the imbalance of intercultural competence of experienced labor migrants and are not realized by potential labor migrants. It has been proven that the greatest social danger for labor migrants from Ukraine is the loss of components of competence and initiative. It has been established that the key points of the comparative analysis of social risks faced by labor migrants from Ukraine open up prospects for improving the methodology for studying social (and socio-cultural, in particular) risks. [ABSTRACT FROM AUTHOR]

Considering the present-day international context, with the increasing workforce mobility and the global exchange of knowledge and best practices, most companies expect their workers to be able to communicate effectively across cultures. Thus, since cross-cultural competence is nowadays an absolute prerequisite, we argue that students - as candidates in the global job market - need to acquire not only linguistic skills, but also cross-cultural competence. Consequently, drawing on a number of theories put forward by Melanie Moll (2012), Geert Hofstede (1980, 1991), E.T. Hall (1976), or Paul Verluyten (1999), this paper will look into the cultural frameworks that account for people's behaviour, with a view to identify the students' perception of the cultural issues likely to occur in cross-cultural encounters. [ABSTRACT FROM AUTHOR]

Copyright of Synergies Algérie is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) 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 purpose of this writing is to analyze the current trends in doing business nationally and globally, understand approaches to managing cross-cultural teams and identify professional requirements for graduates seeking benefitial and successful careers in international business, economic relationships and management. Analyzing relevant articles the author points out that today’s business environment is notably sustainability-driven and aimed at maintaining the conditions that allow it to flourish over time. Thus organizations’ leaders and managers are and will be aimed at building enduring business institutions. This leads us to the following assumptions: striving to improve businesses multinational companies are increasingly aimed at maintaining a competitive edge through close relatiponships and overwhelming collaboration with their extended networks of suppliers, customers and business partners. Under special consideration are issues of the content and structure of cross-cultural competence, because its acquiring enables economists and managers to achieve success in managing cross- cultural teams, establishing and cementing long-lasting business and economic relationships overseas. Current topics in pursuit are diverse and multifaceted. It is assumed that supporting discussion is involved from the works of P. Levice, G. Hofstede, F. Trompenarce, E. Holl, F. Klakhone, F. Strodeback, Michael H. Mescon, Michael Albert, Franklin Khedouri, Peter Druker, Chandra Vennaspoosa who dedicated their academic studies to understanding and evaluating practical essence and significance of cross-cultural competence for developing business globally. Not only does the study aim at identifying the content of cross-cultural competence, but also it is supposed to discovere its key components with a view to current business and management trends worldwide. The objective here is to thoroughly look through recent publications dedicated to the development of companies and business in general and understand what a truely cross-culturally competent economist or manager is supposed to acquire in terms of knowledge and skills. This leads us to the conclusion that a culturally sensitive professional is supposed to be able to interact ef ectively and beneficially with those of dif erent ethnical backgrounds and cultural orientations, or in a situation where cultural diversity exists.It incorporates the capacity to understand and recognize other cultures’ languages, behaviors, values, and policies, and adapt to these variations.

The article highlights the importance of studying the Ukrainian language as foreign language for foreign students. Teaching experience shows that there are stu-dents who are consciously interested in learning Ukrainian language, not Russian. Consequently, a large number of students from different countries in Ukrainian higher educational institutions who have a great desire for learning the language of the country in which they are living, studying and planning to work caused the actuality of this article. The article also emphasizes the importance of the broader inclusion of the Ukrainian language subject for foreigners in the curricula of higher educational institutions of Ukraine, which will contribute to the modernization and renovation of the national educational sphere and better and faster formation of cross-cultural competence and socio-cultural adaptation of foreign students who, besides the language barrier, face many psychological problems in everyday life. The teacher's position is central in the educational process. The successful dialogue with the student depends on his professionalism, competence, humanity, tolerance and respect. Therefore, the article also examines the main didactic principles and analy-ses the main components that contribute to the learning of the Ukrainian language as a foreign language and which are necessary for each language teacher. The article distinguishes the methods, techniques, principles, the skilful use of which makes the process of learning the language more informative, interesting, meaningful, comprehensible, productive and stress-free. And as a consequence – the fluency in the Ukrainian language mastering is better for adaptation to new living conditions, sociocultural models of behavior, understanding the Ukrainian mentality.

The article focuses on problems of the students’ intellectual and personal qualities in the linguistic education process. The researcher emphasizes the importance of metacognitive knowledge role in the content of cross-cultural competence. Based on the main characteristics of metacognitive knowledge (awareness, intentionality, controllability) the author shows the didactic aspect of personal qualities and abilities regulation in cross-cultural communication. The article presents the methods of metacognitive regulation of empathy, tolerance, readiness for changing prospect, flexibility and self-reflection. The author makes a conclusion that metacognitive knowledge in the content of cross-cultural competence forms regulatory base for students’ self-development.

The aim of the paper is to discuss the requirements of cross-cultural competence for managers in international business in the 21st century. Cross-cultural competencies are indispensable for managers involved in cross-border interactions as cultural awareness affects the success of managing human resources in business operations, the integration processes, competitiveness and social responsibility. The components and methods of cross-cultural training programs are also discussed. This paper examines the attributes of cross-cultural competence and cross-cultural training on the basis of theoretical research.

This article answers the questions of the organization of training of foreign students not philologists of professional activity of the teacher of Russian as foreign at the initial stage are considered. The purposes, the contents and educational and methodical maintenance of professional and communicative training of future teachers of Russian as foreign locate.

In the article actual problems of training foreign students in cross-cultural communication are considered. Some examples of discrepancies of norms and behavior rules are given. The importance of nonverbal communicative behavior in different ethnocultures when forming cross-cultural competence is also under analysis.

The article highlights a new educational program for training teachers: A Foreign Language and the Russian Language (major - Pedagogical Education, with two educational programs) and substantiates the priority status of a native language in teachers training. In the concept, special attention is paid to the inter-disciplinary and practice-oriented approach. The article also defines methodological guides that explain the object of the professional activities of a specialist - language and its functions. Educational technologies used in the teaching and learning activities are described. The domestic and international labor-market demand for specialists with developed competencies in a mother-tongue and a foreign language and with skills of performing professional activities in the multicultural environment is forecast. [ABSTRACT FROM AUTHOR]

Purpose: This article seeks to highlight the significance of the understanding of the cultural dimensions, global leadership attributes, and leadership profiles of the home culture of Malaysia in comparison to the adopted host culture of Canada to incorporate the best cross-cultural leadership practices. It presents the preferred leadership portrait of successful cross-cultural leadership. Findings: Cross-cultural competence has become a considerable important research in the last two decades. Cross-cultural studies on cross-cultural differences in leadership interaction of the home and host cultures of leaders are needed. It is appropriate to consider the preferred leadership portrait that adapts to the cultural dimensions, global leadership attributes, and leadership profiles of the leader's home and host cultures for effective cross-cultural leadership practice. Research limitations/implications: The findings of this conceptual review paper need further study to validate the application of the adaptation of the cultural dimensions, global leadership attributes, and leadership profiles of the related home and host countries based on the GLOBE study. Practical implications: There are values in the understanding of the application of cross-cultural principles based on cross-cultural research information for cross-cultural leadership adaptation and practices. The knowledge of the related leadership, cultural factors will facilitate cross-cultural understanding and interrelation. Leaders today are to develop the competencies to be effective in the globally connected societies as well. Originality/value: This paper on crosscultural leadership used findings based on the GLOBE studies as the main text to understand the various cultural factors that have an impact on leadership. The information on the cultural dimensions, global leadership attributes, and leadership profiles of the home and adopted host countries were compared and contrasted to construct the best approach for cross-cultural leadership practices. The concept of the preferred leadership portrait is in congruent to the leadership, sustainability concept that promotes the long term view and progress of leaders, systems, and organizations. [ABSTRACT FROM AUTHOR]

Introduction: Cross-cultural competence as a core component in professionalism has a unique role in medical sciences due to cultural diversity clients (especially university students and patients). Despite its importance, yet many aspects of this competence are unknown in our country. Therefore this paper presents a review of cultural competence, its significance in the medical community, and its position in Iran as well as how it is assessed and educated. Methods: In this review article, we searched in library and electronic resources such as Sceince Direct, Magiran, SID, PubMed, and Proquest. Keywords used were cross-cultural competence, assessment, education, and faculty members, both alone and in combination. All documents were reviewed. Then relevant documents were selected and the related content and information were extracted. Results: Out of 131 investigated articles in total, documents of 67 relevent and credible articles were obtained. With regard to the diversity of the aspect of this subject, articles were classified in three categories of “importance of cultural competence”, “cultural competency education,” and “cultural competency assessment”. Cultural competence is a set of congruent behaviors, attitudes, and policies that come together and enable the person to work effectively in cross-cultural situations. In the care area, there is an obvious link between the cultural competence, quality improvement, health outcomes enhancement, and elimination of ethnic inequalities. In the education area, a culturally competent school is a place wherein new opportunities are provided for students in support of individual development as well as different cultural groups. Therefore medical educators must have multicultural attitude, behavior, and knowledge to help different types of clients (especially students and patients) appropriately. Conclusion: Since cultural variables are affected by various factors in our country, it is necessary to investigate this phenomenon in our own cultural setting. Moreover, a comprehensive plan must be developed for its educational strategies and assessment among faculty members and students.