TY - JOUR
T1 - Shared experiences and awareness from learning in a student multicultural environment
T2 - Measuring skills’ development in intercultural intensive programs
AU - Sanchez Bengoa, Dolores
AU - Ganassali, Stephane
AU - Kaufmann, Hans Ruediger
AU - Rajala, Arto
AU - Trevisan, Italo
AU - Berkel, Johan van
AU - Zulauf, Katrin
AU - Wagner, Ralf
N1 - Publisher Copyright:
© 2018, Emerald Publishing Limited.
Copyright:
Copyright 2018 Elsevier B.V., All rights reserved.
PY - 2018
Y1 - 2018
N2 - Purpose: This paper aims to analyze the skills and attitudes development of multicultural teams. In todays’ environment, business interconnectivity and multicultural societies are becoming the normal way of living. Although students are increasingly facing multicultural learning environments, their awareness and willingness or harmonious and productive learning in these environments need to be prepared for in a systematic manner. Therefore, it is necessary that the students are conscious of their commonalities and differences with other students to gain cultural competence. Students’ progress in developing their cultural intelligence is determined by co-operative social skills and the amount of interactions in a multicultural environment. Design/methodology/approach: The research was conducted using a quantitative methodology. The questionnaire development roots in a students’ self-assessment scheme proposed by Armstrong (Wharton School, University of Pennsylvania) covering the progress made during the participation in an intercultural project. Findings: The research findings relate to attitudes toward developing and sharing knowledge, stress, learning and task orientation, intercultural communication and cultural awareness skills related to the impacts of culture on the different ways of learning when working in multicultural teams. The study confirmed that knowledge gains and competence progress are higher in international teams compared to national teams. Research limitations/implications: To provide for better differentiation as to the student profile, e.g., nationality, cultural categories, a larger sample size is suggested. Practical implications: The study might be seen as a road map for universities and international companies alike for imparting cognitive, affective and behavioral competencies. Originality/value: This study complements previous studies investigating the phenomenon of stress with multi-cultural complexity in more long-term durations. It implies stress factors to appear also in short-term multi-cultural exposures.
AB - Purpose: This paper aims to analyze the skills and attitudes development of multicultural teams. In todays’ environment, business interconnectivity and multicultural societies are becoming the normal way of living. Although students are increasingly facing multicultural learning environments, their awareness and willingness or harmonious and productive learning in these environments need to be prepared for in a systematic manner. Therefore, it is necessary that the students are conscious of their commonalities and differences with other students to gain cultural competence. Students’ progress in developing their cultural intelligence is determined by co-operative social skills and the amount of interactions in a multicultural environment. Design/methodology/approach: The research was conducted using a quantitative methodology. The questionnaire development roots in a students’ self-assessment scheme proposed by Armstrong (Wharton School, University of Pennsylvania) covering the progress made during the participation in an intercultural project. Findings: The research findings relate to attitudes toward developing and sharing knowledge, stress, learning and task orientation, intercultural communication and cultural awareness skills related to the impacts of culture on the different ways of learning when working in multicultural teams. The study confirmed that knowledge gains and competence progress are higher in international teams compared to national teams. Research limitations/implications: To provide for better differentiation as to the student profile, e.g., nationality, cultural categories, a larger sample size is suggested. Practical implications: The study might be seen as a road map for universities and international companies alike for imparting cognitive, affective and behavioral competencies. Originality/value: This study complements previous studies investigating the phenomenon of stress with multi-cultural complexity in more long-term durations. It implies stress factors to appear also in short-term multi-cultural exposures.
KW - Culture shock
KW - Intercultural competences
KW - Multicultural learning
KW - Teaching
UR - http://www.scopus.com/inward/record.url?scp=85047057354&partnerID=8YFLogxK
U2 - 10.1108/JIEB-01-2017-0006
DO - 10.1108/JIEB-01-2017-0006
M3 - Article
AN - SCOPUS:85047057354
SN - 2046-469X
VL - 11
SP - 27
EP - 42
JO - Journal of International Education in Business
JF - Journal of International Education in Business
IS - 1
ER -