Intercultural Competencies in Higher Education:a systematic review from 2016 to 2021

Guillén-Yparrea, Nicia; Ramí­rez-Montoya, María Soledad

doi:10.1080/2331186x.2023.2167360

Cited by 5 publications

(1 citation statement)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There are many comprehensive reviews of intercultural competence (see for example, Arasaratnam -Smith, 2017;Fantini, 2020;Fantini & Tirmizi, 2006;Griffith et al, 2016;Guillén-Yparrea, & Ramírez-Montoya, 2023;Müller et al, 2020;Spitzberg & Changnon, 2009). These various reviews indicate that generally accepted dimensions of intercultural competence include knowledge, skills and attitudes (Arasaratnam- Smith, 2017;Bennett, 2017Bennett, , 2013Deardroff 2011;Griffith et al, 2016) and awareness (Chen & Starosta, 2000;Fantini, 2020;Almeida et al, 2016).…”

Section: Intercultural Competencementioning

confidence: 99%

Navigating intercultural competence at home

Schembri

2024

JUTLP

View full text Add to dashboard Cite

A globalised world brings diversity into the classroom and internationalisation to higher education, where intercultural competence comes to the fore. Accommodating interculturality, however, extends beyond the international student cohort and includes heterogeneous domestic cultures, including Indigenous cultures. In the Australian context, historically Aboriginal and Torres Strait Islander peoples have experienced limited access to culturally appropriate health, social and educational services. Accordingly, higher education institutions can be vehicles of change in this regard. More specifically, just as many higher education providers have moved towards internationalised curriculum, there is increasing evidence and intention to introduce Indigenised curriculum where respective educators delivering indigenised curricula need to be culturally competent. Institutions therefore, are offering cultural training programs for educators delivering Indigenised curricula, where recognition of Indigenous cultural competence amongst educators would be useful. Yet, the review presented in this paper demonstrates a gap in literature regarding measurement of cultural and intercultural competence in the context of Australian higher education. To that end, an instrument specifically designed to measure educator intercultural competence in Australia as related to Aboriginal and Torres Strait Islander peoples is proposed. This instrument will enable higher education institutions to document educator Indigenous cultural competence, demonstrate the intercultural skills of their educational staff and continuously improve intercultural competency within the institution.

show abstract