Improving Intercultural Competence in the Classroom: A Reflective Development Model

Global, international, and intercultural learning in university classrooms across the disciplines

“…Learning activities that resulted in a true interdependency of disciplinary learning and GII learning were the hallmark of a number of pedagogies (Krebs, 2018). In these examples, instructors embedded GII learning much more pervasively in their courses, demonstrating that GII and discipline-specific learning could reinforce each other (Cruickshank et al, 2012; Feng, 2016; Grimes-MacLellan, 2015; McGrath-Champ et al, 2013; Toyoda, 2016). Making thoughtful discussion in diverse groups a core component of daily classwork strengthened both student satisfaction and academic performance (Cruickshank et al, 2012).…”

“…The term “awareness” so commonly used seems vague, but these educators discovered a richness in this concept. They encouraged students to develop an awareness of their insensitivity, awareness of what they might have done differently to include everyone’s perspective in their group, awareness of their habits of not really listening, and an awareness of reciprocity in contributing to each other’s learning (Feng, 2016; Grimes-MacLellan, 2015; Waldron, 2017). Etherington (2014: 152) observed, “Interestingly, the skills considered central to competence in intercultural communication – asking, rather than making assumptions, and being open to learning from the understanding of others [from Deardorff, 2006] – have strong parallels with those essential for the rigorous application of the scientific method.”…”

“…Then, they could discuss what went wrong when any unease or tensions occurred. In such cases, the instructor assumed the role of facilitator and coach (Feng, 2016; Lawrence, 2013; Shea et al, 2011).…”

“…Most of these scholars conceptualize student diversity for global or international purposes by categorizing students as “domestic” or “home” and “international.” However, in one example, a business professor, working at a US liberal arts college where there were few international students, conceptualized diversity without any categories (Feng, 2016). For her, the task was about noticing and paying attention to difference, understanding one’s own response to difference, and then making a plan for strengthening one’s effectiveness in challenging interactions.…”

Online Teaching in International Business

“…While specific online courses tools and methods can be used to increase students', cognitive capabilities associated with cross-cultural competence (i.e., Pathak 2018), the ability to applying cross-cultural knowledge and skills contextually tend to manifest through experiential learning where the experience is reinforced by feedback and reflection (Sternad 2015). For example, Feng and Betty (2016) proposes a four-stage reflective development model to enhance students' cross-cultural competence through awareness, experience, reflection, and assessment. It becomes more difficult to design online components to address each step of the learning loop effectively.…”