A socio-cultural approach to multicultural experience: Why interactions matter for creative thinking but exposures don’t

Aytug, Zeynep G.; Rua, Tuvana; Brazeal, Deborah V.; Almaraz, Jeanne; González, Carlos Besteiro

doi:10.1016/j.ijintrel.2018.03.004

Cited by 55 publications

(18 citation statements)

References 86 publications

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“…Various studies have stated that this bicultural integration fosters creativity and creative entrepreneurship (Maddux, Leung, Chiu, & Galinsky, 2009). Likewise, some studies emphasise that multicultural exposures are not enough to enhance creative thinking: interactions must take place (Aytug, Rua, Brazeal, Almaraz, & González, 2018).…”

Section: Theoretical Background and Hypothesesmentioning

confidence: 99%

Creativity and Intercultural Experiences: The Impact of University International Exchanges

Creo

Mareque

Juste

2020

Creativity. Theories – Research - Applications

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Based on recent findings that highlight the strong links between creativity and interculturality, we will attempt to establish a relationship between intercultural experiences and creativity within the context of international university exchanges in order to propose specific courses of action for improving these skills. The methodology used is based on a quasi-experimental design for a sample of 303 university students from a Spanish university. Data were obtained from a survey that measured creativity with two different instruments (RIBS-s and Divergent Thinking), English proficiency, and intercultural experiences abroad. Results show a strong relationship between creativity and intercultural experiences, suggesting that those students who lived abroad and in a higher number of foreign countries are more creative. Additionally, the most significant differences appear when we establish a comparison between those students who have not lived abroad and those who have done so in more countries, which contributes to highlighting the close relationship between interculturality and creativity. Of special significance is the strong link found between English proficiency and having experiences abroad, suggesting that when the level of a shared international language, English in this case, is higher, there will be more options to increase students’ creativity. Likewise, students who have a higher level of English are more creative. Designing programs for higher education students that combine and integrate foreign language skills, creativity, and interculturality appear to be essential. Thanks to foreign language skills, students will be in a better position to acquire intercultural sensitivity and improve their creativity, making their international experience a valued source of fulfilment both for their personal life and their career.

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Section: Theoretical Background and Hypothesesmentioning

confidence: 99%

Creativity and Intercultural Experiences: The Impact of University International Exchanges

Creo

Mareque

Juste

2020

Creativity. Theories – Research - Applications

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“…Not being open to understanding and accepting others' norms, values and ways of life makes it difficult for people to interact and communicate with their peers from other cultures. At the organizational level, managing diversity can provide competitive advantages, increasing and improving, for example, workplace integration, creativity, problem solving, flexibility and company reputation (Cox and Blake, 1991;Lauring and Selmer, 2013;Aytug et al, 2018).…”

Section: Intellectualism Lifelong Learning and Multiculturalismmentioning

confidence: 99%

Students’ attitudes towards knowledge and the future of work

Frunzaru

Corbu

2020

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Purpose The purpose of this paper is to investigate to what extent secondary school students’ interest in intellectual development influences key abilities necessary to cope with the future of work. In the ever-changing world of work, deeply influenced by new technologies and cultural diversity in the workforce, young people must develop three essential traits to increase their capacity to quickly adapt to the situation in the labour market: openness to lifelong learning, critical thinking skills related to online information (of which online fact-checking is a key component) and openness to a multicultural society. In this paper, it is argued that these traits are directly related to young people’s interest in intellectual development but that additional interdependencies between these three traits complicate this equation. Design/methodology/approach The authors conducted a survey of secondary school students in the 12th grade (N = 1221). A hypothesized conceptual model was tested with AMOS software for structural equation modelling. Findings The findings show that students who are more interested in intellectual development are more open to lifelong learning. The relationship between intellectualism and lifelong learning is also mediated by online fact-checking. Moreover, the higher the interest in lifelong learning, the higher the openness to multiculturality. There is, however, no direct relationship between interest in intellectual development and multiculturality. Practical implications The results of this study will help making recommendations to three key stakeholders: young people, teachers and policymakers. They could have a practical impact on the labour market in the future. Originality/value This paper examines a topic that has not been systematically studied, namely, the possible influence of intellectualism on the future of work. The findings highlight the possible negative effects of a lack of interest in intellectual development on lifelong learning, living and working in a multicultural environment and processing online information.

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“…Research has shown a positive relationship between MCE and creativity (e.g., Leung et al, 2008). One study (Aytug et al, 2018) distinguished between two kinds of MCE—multicultural interaction and multicultural exposure. Multicultural interactions rather than multicultural exposures were significantly correlated with creativity (Aytug et al, 2018).…”

Section: Culture and Creativitymentioning

confidence: 99%

“…One study (Aytug et al, 2018) distinguished between two kinds of MCE—multicultural interaction and multicultural exposure. Multicultural interactions rather than multicultural exposures were significantly correlated with creativity (Aytug et al, 2018). These results indicate that experiencing cultural differences and processing differing perspectives through social interactions rather than superficial encounters with other cultures widen an individual's knowledge and enhance creativity (Gocłowska and Crisp, 2014).…”

Section: Culture and Creativitymentioning

confidence: 99%

The Inseparable Three: How Organization and Culture Can Foster Individual Creativity

2019

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A socio-cultural approach to multicultural experience: Why interactions matter for creative thinking but exposures don’t

Cited by 55 publications

References 86 publications

Creativity and Intercultural Experiences: The Impact of University International Exchanges

Creativity and Intercultural Experiences: The Impact of University International Exchanges

Students’ attitudes towards knowledge and the future of work

The Inseparable Three: How Organization and Culture Can Foster Individual Creativity

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