Developing intercultural communication skills through intergroup interaction

Eisenchlas, Susana Alicia; Trevaskes, Susan

doi:10.1080/14675980701685271

Cited by 36 publications

(26 citation statements)

References 8 publications

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“…A number of reasons are proposed for the lack of interaction. Some research suggests that international students prefer to stay in familiar cultural and language groups (Eisenchlas and Trevaskes 2007;Dunne 2009). O'Loughlin and Arkoudis (2009) note that international students will socialise with each other, irrespective of cultural background.…”

Section: Obstacles To Peer Interactionmentioning

confidence: 98%

Finding common ground: enhancing interaction between domestic and international students in higher education

Arkoudis

Watty

Baik

et al. 2013

Teaching in Higher Education

145

119

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A feature of Australian Higher Education over the last 10 years has been the increased numbers of international students. This feature has been perceived to have great potential for enhanced learning for all students Á both international and domestic. Yet, student surveys and research clearly indicate that there is very little interaction occurring between domestic and international students. This article reports on a study that investigated the extent to which university teaching can promote interaction between students from diverse cultural and linguistic background. Using an innovative video-analysis methodology, the research found that academics engage in a variety of activities to encourage interaction between student groups. In order to assist academics in planning interaction, one of the main findings of the study was the development of 'The Interaction for Learning Framework (ILF)', that identifies key dimensions for curriculum design that can be used by academics to inform ways that they can enhance interaction between diverse student groups within teaching and learning contexts.

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Section: Obstacles To Peer Interactionmentioning

confidence: 98%

Finding common ground: enhancing interaction between domestic and international students in higher education

Arkoudis

Watty

Baik

et al. 2013

Teaching in Higher Education

145

119

View full text Add to dashboard Cite

show abstract

“…Their analysis of pre-and post-tests showed that interventions such as orientation programs, hall tutorials, and floor-group activities were significant for domestic students' intercultural acceptance, cultural knowledge, and openness. Other relevant studies also showed that domestic students grew in intercultural learning and development from participating in class projects or campus programs with international students (Eisenchlas & Trevaskes, 2007;Geelhoed et al, 2003;Gordon & Newburry, 2007;Klak & Martin, 2003;Leask, 2009a).…”

mentioning

confidence: 99%

Realizing Internationalization at Home in Korean Higher Education

Jon

2013

Journal of Studies in International Education

107

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Increased international student mobility worldwide necessitates studying its impact on students, particularly for domestic students who have been neglected in research but who are greater in number than mobile students. It is also important that higher education institutions facilitate domestic students' relationships with international students and promote their international education. Using mixed methods, this study examined the effect of institutional intervention to promote domestic students' interaction with international students and its impact on intercultural competence in Korean higher education. The results of a path analysis showed that campus programs involving Korean and international students had a positive and direct effect on Korean students' interaction with international students, and a positive and indirect effect on their intercultural competence. Interview findings also revealed that Korean students' interactions with international students enabled their meaningful intercultural experience and influenced their future educational and career decisions. Implications of this study for higher education internationalization efforts, the contact hypothesis, and the larger host society are discussed.

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“…However, little is understood about students' perspectives or experiences in support of the development of such competencies. There is a need for qualitative studies that look at the classroom climate, focusing on students' interactions relating to diversity so as to understand how and why particular outcomes are achieved (Eisenchlas and Trevaskes 2007;Gesche and Makeham 2008;Marin 2000). Directly consulting students regarding the nature and quality of their experiences in classrooms can enhance our understanding of diversity-related learning and development (American College Personnel Association & National Association of Student Personnel Administrators 2004; Harper & Quaye 2009).…”

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confidence: 98%

Engaging Diversity in First-Year College Classrooms

2011

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The increasing calls for diversity research signal a need to explore strategies through which we attempt to interact with and respond to diversity intentionally in courses and curricula. This case study of a first-year inquiry course in a college of education fills a gap in the literature by documenting and analyzing instances of educators actively working with multiple dimensions of diversity in the classroom so as to support students' development of diversity-related competencies. The guiding research question for this study was to explore what curricular and/or pedagogical activities students in a first-year experience course identified as facilitating their engagement with diversity in an intentional, purposeful manner.

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Developing intercultural communication skills through intergroup interaction

Cited by 36 publications

References 8 publications

Finding common ground: enhancing interaction between domestic and international students in higher education

Finding common ground: enhancing interaction between domestic and international students in higher education

Realizing Internationalization at Home in Korean Higher Education

Engaging Diversity in First-Year College Classrooms

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