Does context count? Developing and assessing intercultural competence through an interview- and model-based domestic course design in China

Building an Inclusive Climate for Intercultural Dialogue: A Participant‐Generated Framework

“…Listening has been identified as one of the most important behavioral elements of effective intercultural communication and is generally conceptualized in ways similar to the factors that are included in this first theme. For example, “skills to listen and observe” was identified in Deardorff's (, p. 249) study of intercultural competence and in Wang and Kulich's () qualitative study of intercultural competence among Chinese students. In Arasaratnam et al.…”

“…That is, history, politics, economic systems, and ideologies “all affect how cultural group members are positioned and the extent to which individuals will be viewed as competent” (Collier, , p. 10). Wang and Kulich () address the notion of power in their empirical study and identify cultural humility as an important dimension of intercultural communication competence, helping us overcoming cultural superiority, power, privilege, and pride.…”

“…Second, our research goes beyond existing intercultural competence research, which tends to focus on individual characteristics or specific knowledge, skills, or attitudes that lead to more successful interactions. While such individual characteristics provide useful insights that inform intercultural dialogue, a number of scholars (Arasaratnam, ; Holmes & O'Neill, ; Kim, ; Liu, ; Martin, ; Ting‐Toomey, ; Wang & Kulich, ; Yep, ) have identified limitations to a focus on individual competence and have called for moving beyond the list approach to intercultural competency. Chen and Starosta (), in describing the future challenges for intercultural communication competence research, suggested that we need to develop alternative approaches that focus less on individual competences and that rather highlight the “we” of intercultural competence and relational harmony.…”

“…Listening has been identified as one of the most important behavioral elements of effective intercultural communication and is generally conceptualized in ways similar to the factors that are included in this first theme. For example, "skills to listen and observe" was identified in Deardorff's (2006, p. 249) study of intercultural competence and in Wang and Kulich's (2015) qualitative study of intercultural competence among Chinese students. In Arasaratnam et al (2010), Integrated Model of Intercultural Competence, interaction involvement, a central component, is partly defined as "engaging in active listening by paying close attention to the other person's communication" (p. 109).…”

“…This theme includes factors 3 ("Emotional awareness") and 11 ("Offering emotional and psychological support to others when needed"). Empathy is identified as an important affective dimension in every model of intercultural communication competence we reviewed (Deardorff, 2006;Wang & Kulich, 2015) and is central component in Arasaratnam et al's (2010; Integrated Model of Intercultural Communication Competence. Euwema and Van Emmerik (2007) investigated interpersonal conflicts in intercultural contexts and found a significant positive relation between cultural empathy and the cooperative conflict resolution style.…”