International Education and International Competence in the United States

The Intercultural Sensitivity of Korean University Students for the Development of Programs Promoting Intercultural Sensitivity

“…Greenholtz (2000) expresses these interpersonal qualities via the term "intercultural sensitivity." According to Lambert (1993), an individual with knowledge of the ways in which their culture and other cultures differ, who respects and values those differences, is motivated and wants to communicate appropriately, and who has mastered the skills to do so, is considered interculturally competent. It is important to look upon this study as it shows the complexity and variance in the understanding and interpretation of intercultural competence even among researchers within the field.…”

Pola Isu, Persepsi, Serta Pengalaman Perkhidmatan Bimbingan dan Kaunseling dalam Kalangan Pelajar Pintar dan Berbakat

“…Secara umum, kepelbagaian pelajar digambarkan oleh perbezaan mereka dalam pelbagai aspek termasuk personaliti, gaya dan keperluan pembelajaran, serta pengetahuan dan keupayaan kognitif, yang disebabkan oleh perbezaan kepelbagaian faktor sosial dan latar belakang keluarga seperti jantina, etnik dan budaya, status sosioekonomi, serta tahap keupayaan untuk belajar (Lopez 2007;Jonassen & Grabowski 1993;Lambert 1993). Kepelbagaian pelajar juga dianggap sebagai satu himpunan populasi pelajar yang terdiri daripada kelompok-kelompok yang dibezakan oleh tahap kebolehan pembelajaran, merangkumi golongan yang mempunyai satu atau beberapa masalah pembelajaran, golongan biasa, termasuklah kelompok pelajar yang dianggap pintar dan berbakat (Asselin & Mooney 1996).…”

Moving Toward a Global Community: An Analysis of the Internationalization of Student Affairs Graduate Preparation Programs

“…Study abroad programs, general education courses, and foreign language instruction have been the conventional ways of exposing undergraduate students to international topics. Although well-intentioned, these efforts risk reinforcing parochialism rather than expanding and refining international literacy (Lambert, 1993). Thus, many past approaches to internationalize curricula have arguably yielded poor results.…”

“…The reality, however, is that more than twice as many students come to the U.S. as American students study abroad, and most Americans only go overseas for a semester or less (Open Doors, 2005). Those few U.S. students who do decide to study abroad usually end up in Great Britain or somewhere in Western Europe (Lambert, 1993;Schoorman, 2000). This pattern potentially contributes to ethnocentric perspectives or, at best, fails to truly broaden intercultural competence and progress toward ethnorelativism.…”