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Little is known about challenges and transition that medical students from different cultural backgrounds face with regard to complementary medicine (CM). This paper explores such students’ experiences and perspectives of socio-cultural and academic difference with regard to CM and experiences of intercultural relations. Using a constructivist grounded theory approach, 30 in-depth qualitative interviews were conducted with medical students across 10 Australian medical schools. The data were rigorously analysed through a systematic process of coding, categorisation and theoretical development. The findings indicate that students adapted considerably to the host culture. Students with Western backgrounds integrated better socio-culturally and academically compared to students with non-Western backgrounds. Although nationality represented cultural identity, students’ construction of cultural difference was informed by their perception of diverging value systems within the specific educational environment. These values were, in turn, reflected in students’ reported behaviours, attitudes, and levels of engagement in socio-cultural and academic aspects of university life. Adaptation employed by students was evidenced largely due to their conflicting sense of responsibility towards familial culture regarding CM and focus on fitting in. While students’ tendency to gravitate towards cultural peers was evident, most students adapted to their host environment regarding CM to fit into normal intercultural encounters during medical school. In conclusion, students’ intercultural contact with regard to CM was both complex and problematic. At a time of significant diversification within the higher education student body, this paper highlights the role medical education institutions can play in fostering intercultural and academic guidance and support. 相似文献
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This study is part of a framework that views study abroad programs as an opportunity for experiential and transformative learning. Using a mixed-methods approach with a quantitative multi-wave study, this research examined the relationship between cultural intelligence and the internationalism career anchor – the individual predisposition and desire for international mobility for work. This study considers the role of resilience and intercultural interactions as predictors of cultural intelligence. In addition, we examined the transformative learning process by relating the development of cultural intelligence to specific critical incidents or critical experiences in intercultural interactions that can be considered triggers of the learning process. A sample of 170 outgoing Italian Erasmus students completed a self-report questionnaire prior to departure and another upon return home. The study also included a control group (n = 52) consisting of students from the same university who had not participated in the Erasmus program. The results revealed the positive value of the Erasmus experience, particularly in terms of strengthening the internationalism career anchor, cognitive cultural intelligence and resilience. The results also showed that students’ pre-departure resilience and intercultural interactions with other international students from different countries can explain higher levels of cultural intelligence and the desire to work abroad or take on global work assignments. No significant change across time was found for the same variables in the control group. In addition, the critical experiences reported by students highlighted a strong cognitive and motivational component associated with the Erasmus program. Some practical implications for higher education are discussed. 相似文献
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We studied the interplay of intercultural competence, intercultural experiences, and creativity among Russian students from Moscow (N = 272). We expected the students from culturally diverse groups, attending the courses on cultural issues, to be more creative. We based our expectation on the idea that cultural diversity and cultural learning are associated with a higher level of intercultural competence that might contribute to students’ creativity. We measured the intercultural experiences by cultural diversity of study groups (a number of foreign students in the groups and the intensity of friendly contacts with them) and by cultural learning (a number of culture-related courses that students attended). We measured creativity by the “Many Instances Game” from the Runco Creativity Assessment Battery (rCAB). We measured intercultural competence by the adapted scale of Fantini and Tirmizi. We discovered positive associations of intercultural experiences in the university with students’ creativity. Such components of intercultural competence as attitudes and skills (the adaptability of behavior), played an important role in the students’ creativity. The attitudes were positive and the skills were negative, related to the creativity. We also revealed that these two components of intercultural competence mediated the relationship between the intercultural experiences and creativity of students. Based on the results, we discussed the factors of the educational environment which may enhance or prohibit creativity. 相似文献
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Roxanna M. Senyshyn 《Journal of Intercultural Communication Research》2019,48(2):150-170
Colleges and universities in the United States and in other countries are admitting and educating an increasing number of international students. This trend creates both challenges and opportunities for modern higher education. While much of the early scholarship focused on understanding the various academic and social challenges faced by international students, both researchers and practitioners have recently shifted their focus to program development and assessment. This paper, then, examines a specialized first-year seminar course, which includes an out-of-class engagement component that allows international students to interact directly with host country peers. The course and the engagement component were designed to address the transitional academic and social needs of international students. More specifically, this is a report on a three-year study of cohorts of first-semester international students (N = 58) which examined the effectiveness of the specialized first-year seminar within a framework of intercultural communication. The results show that the program was not only a way to support students’ transition to the university, but also facilitated their development of intercultural communication competence. 相似文献
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Positive diversity beliefs are known to increase the effectiveness of diverse groups in organizations and society. Early cross-cultural experiences might facilitate developing these diversity beliefs. This study examined the relationship between being a third-culture kid (TCK) and one’s diversity beliefs, and the possible mediation of this relationship by intercultural competences.Data came from 1454 respondents, 17–19 years of age, who filled out the Intercultural Readiness Check (IRC) between 2011 and 2016 (49.1 % female, 50.9 % male). 65.0 % of the respondents had specified their nationality as Dutch, and 35.0 % had indicated a different nationality. 550 respondents (37.8 %) had spent one or more years abroad and were thus classified as TCKs. Their diversity beliefs were compared to 904 respondents (62.2 %) who had never lived abroad, and who therefore were classified as non-TCKs.A mediated regression analysis showed that TCKs had higher positive diversity beliefs than non-TCKs, and that this relationship was mediated by the degree to which they had developed specific intercultural competences, being intercultural sensitivity and building commitment. These findings show that early cross-cultural life experiences help individuals to develop intercultural competences and positive diversity beliefs. Equipped with these competences and beliefs, TCKs can add value to organizations and society. 相似文献
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Internationalisation has accentuated the importance of intercultural communicative competence (ICC) among language learners in higher education in the 21st century. As in the case of Taiwan, universities worldwide have begun to emphasise intercultural ‘literacy’ in language classrooms. Following Byram’ (1997) ICC model, this study adopts an intercultural approach to language classroom in order to investigate the effectiveness of explicit instruction in developing ICC among EFL (English as a Foreign Language) learners in Taiwan, and to discover how this development is related to the background factors of overseas experience and English proficiency. The accompanying research therefore has two purposes: (1) to evaluate the effectiveness of explicit instruction on EFL learners’ development of ICC by employing both self-assessment and other assessment tools and (2) to investigate the relationship between the development of ICC and two background factors. The results show that (1) explicit instruction is effective in raising students’ development of ICC, especially the knowledge and skills dimensions, and (2) English proficiency and overseas experience are significantly related to better acquisition of ICC. 相似文献
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This study explored the effects of the Equity Buddies Program, an intercultural cross-level mentoring course designed to link more advanced university students, as mentors, with first year refugee-background or immigrant students. It was designed to address the needs of refugee-background and immigrant students as they transitioned into university culture. The data included mentors’ written reflections, log books, and a brief demographic survey. Through the processes adopted in the course, it was found that cross-cultural pairing influenced mentors’ intercultural understandings, enabled cross-cultural relationships to develop and provided opportunities for students to interact with people of other cultures and religions. Mentors changed their views of others – of immigrants, of refugees, and also of Anglo-Australians. They experienced increased personalised understanding or gained a widened perspective of their mentees who were of cultures different from their own. Mentors stated that over time their interactions evolved into either a mutually rewarding friendship or a comfortable relationship within a learning community that valued collective learning. It is proposed that increased intercultural understanding emerges from an increased emphasis on the creation of meaningful, transactional relationships among culturally diverse students within a supportive academic environment. 相似文献
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This study utilizes a structural equation modeling approach to construct a scale to measure Chinese college students’ intercultural contact and to explore the pathways from intercultural contact to intercultural competence and their significance. Through exploratory factor analysis and confirmatory factor analysis, the study conducted a series of reliability and validity analyses. The results indicate that the intercultural contact scale for Chinese college students has good reliability and validity. Moreover, a path analysis with the structural equation model was performed and reveals that the pathways of intercultural contact are beneficial for improving Chinese college students’ intercultural competence. In terms of direct contact, domestic social media is the most important, whereas for indirect contact, cultural products are relatively more important than multimedia and courses. The implications for the theoretical development of intercultural contact could be significant for scholars engaged in intercultural communication as well as for planning international education training programs. 相似文献
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Christina T. Williams 《Int J Intercult Relat》2011,35(1):41-48
International students in the U.S. undertake a life changing endeavor that offers benefits and presents challenges, including a loss of social support. While studies suggest friendships with host country nationals are important for a successful experience, forming friendships with U.S. American students is challenging and rare. Difficulties establishing friendships are exacerbated when the context of adjustment is marked by prejudicial attitudes or a history of problematic intercultural relations. In this study, we sought to understand the lack of cross-cultural social reciprocity from U.S. students at a mid-size Southern university known for its racial divisiveness. We explored how students with and without international friendships differed on multicultural personality characteristics, intercultural attitudes, and multicultural experiences, such as participation in study abroad. Differences related to gender and membership in a sorority or fraternity were explored, as were amount of contact and closeness of the friendships. Students with international friendships had higher scores on open-mindedness and lower scores on intercultural communication apprehension. We discuss the findings and their implications for promoting international and U.S. student friendships. 相似文献
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Lingfen Zhang 《Journal of Intercultural Communication Research》2020,49(4):330-345
ABSTRACT This article advocates developing students’ intercultural competence through authentic video in language education. It first explores the definition of intercultural competence in language education from relevant literature, and reviews the use of audio-visual media in developing intercultural competence; it then uses one Chinese TV drama as an example, discussing the development of second language (L2) Chinese learners’ intercultural competence through authentic video in Chinese language education; finally, it discusses some implications for developing students’ intercultural competence in language education. 相似文献
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This study examines Vietnamese students’ experiences of language choice practices in intercultural interactions with their local Taiwanese peers. Data were gathered from semi-structured interviews with students from five different Taiwanese universities where both English and Mandarin Chinese are used as mediums of instruction and communication. Findings suggest that the students frequently used English as a language of neutrality to communicate with local students, which either connected them with or disconnected them from their peers. They, whereas, considered Mandarin as a language of convergence, which helped them to get closer to their Taiwanese friends. They also occasionally made use of Vietnamese—a language of divergence—to a small extent to connect with their local peers. As international students seem to be the ones who often put more effort into addressing the linguistic and cultural gaps and improving the communication effectiveness compared with their local counterparts, it is recommended that local students should play a more proactive role in using proper accommodation strategies to connect with international students. Internationalised universities should also contribute to building a healthy and inclusive intercultural environment for international and local students and facilitating respectful and effective intercultural interactions among them. 相似文献
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This paper uses an ethnographic approach and draws critical pedagogical and sociolinguistic insights from Pierre Bourdieu to explore Chinese college students’ participation in an English Corner program at an elite language university in Shanghai. Accordingly, this paper promotes scholarly conversations about intercultural communication between Chinese college students and foreign teachers from English-speaking countries. By underpinning the concepts of intercultural capital, this paper analyzes these themes: (a) linguistic habitus and capital in the stratified field of elite language education; (b) articulating English proficiency; (c) bridging cultural distance and improving intercultural competence; and (d) personal growth and professional development. This paper critically interprets Chinese college students’ benefits and mutual relationships with foreign faculty from English-Speaking Countries; how they cultivated intercultural capital in the field of elite education beyond linguistic capital, how they strove to maintain their accumulated capital to secure better career prospects, and what the roles of international faculty should be. 相似文献
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The study is anchored in Pratt’s theory on ‘contact zones’ (CZ) and explores CZs in Gauteng-Province in Post-Apartheid South Africa, where experiences are influenced by highly diverse and hybrid cultural and language backgrounds. This article presents autoethnographic narrations of experiences of South Africans, addressing the void of emic perspectives in CZs in South Africa.Methodologically, the study follows a qualitative research design and is anchored in the social constructivist research paradigm, using 19 narrations of individuals. Four narrations, which mirror the experience of individuals from South African minority groups (Coloured and Indian) are presented in more depth in this article. Findings are analysed through content analysis. Limitations and ethical considerations are highlighted.Findings show the described experiences in CZs with regard to four categories: intercultural conflict, intercultural identity development, intercultural communication and its barriers, and intercultural non-verbal communication. They mirror predominant themes in South African contemporary society with specific focus on CZ experiences of minority group members, present boundaries created through the experience and narration of difference and possible ways to deal constructively with diversity within selected CZs. Conclusions are drawn and recommendations for future theory and practice are given, not only for the South African context, but also for constructive intercultural relations elsewhere. 相似文献
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With the trend of globalization, promising development in China has attracted a growing number of descendants of Chinese immigrants who choose to return to China to pursue higher education. Furthermore, the cultural pluralism that accompanies economic globalization is increasingly changing the pattern of world civilization. However, this leads to new issues of conflict, integration, and symbiosis between different cultures among international students. To address a gap in the literature, this study explored the trajectory of how international students of Chinese origin transcend their identities and build intercultural identities during their higher education study in China. The study investigates 13 participants from different countries, focusing on the process of (re)shaping identity under multiple cultural backgrounds and how they understand this process. These findings show that for students to adapt to Chinese culture it is crucial to encourage them to mitigate language barriers, awake cultural memories, consolidate values, expand educational exchanges, and continue to improve international understanding and broad recognition from an intercultural perspective. 相似文献
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Judith N. Martin 《Int J Intercult Relat》1987,11(4)
This study investigated the relationship between perceived intercultural competence and sojourn experience. Three groups of student sojourners with varying amounts of intercultural experience (none, less than three months, 3–12 months) completed an 18-item questionnaire measuring four general areas of intercultural competence, drawn from previous literature. First, sojourner ratings were submitted to factor analysis which confirmed the four conceptual dimensions found in previous literature, with slight modifications: Awareness of Self and Culture, Awareness of Implications of Cultural Differences, Interpersonal Flexibility and Ability to Facilitate Communication. Scales were constructed from the individual items and ratings of the three sojourner groups were compared on ratings of their perceived competence on the four dimensions. Results of the statistical analysis revealed significant differences among the three groups on two of the four dimensions of intercultural competence: Sojourners with the most intercultural experience (3–12 months) rated their ability significantly higher than those with no experience on: Awareness of Self and Culture, and Ability to Facilitate Communication. Results are examined for implications for future research and application. 相似文献
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Numerous studies have highlighted Intercultural Sensitivity (IS) as a key competence in an increasingly multicultural society. This study examined the extent to which a cohort of first year undergraduate students enrolled on the same Didactics course, and in two different training modalities – Service Learning (SL) and non-Service Learning (non-SL) – developed IS. It was based on a quasi-experimental design of repeated pre-test and post-test measures, comparing the two groups. The sample consisted of 233 Spanish students at higher education institutions, and data was collected using the Intercultural Development Inventory (IDI). The SL group displayed significantly higher levels of IS in all factors except in the denial/defence and minimization stages. Results indicated the effectiveness of SL regarding specific subscales within the IDI instrument. The findings add new depth to our understanding regarding which teaching methodologies contribute to the development of IS and to the training of active citizens in Spanish university students. The discussion focuses on the need for intercultural service experiences to promote IS. The results have broad implications for policymakers and educators who are interested in enhancing transformative educational experiences and effective teaching methodologies for developing students’ IS in higher education. 相似文献