Realizing Internationalization at Home in Korean Higher Education

Jon, Jae‐Eun

doi:10.1177/1028315312468329

Cited by 107 publications

(37 citation statements)

References 33 publications

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“…The few existing studies found that the length of time students had attended an international high school was related to their level of intercultural sensitivity (Straffon, 2003), and that students' individually reported intercultural contact at school was related to their CQ (Schwarzenthal et al, 2017). Research conducted on culturally diverse college campuses lends further support to the claim that intercultural contact is not only related to attitudes, but also to intercultural knowledge, understanding, and interculturally competent behavior (Bowman, 2010;Gurin et al, 2002;Jon, 2013). Based on these research findings, we formulate the following hypothesis:…”

Section: Contact and Cooperationmentioning

confidence: 85%

Reaping the benefits of cultural diversity: Classroom cultural diversity climate and students’ intercultural competence

Schwarzenthal

Schachner

Juang

et al. 2019

Euro J Social Psych

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Culturally diverse schools may constitute natural arenas for training crucial intercultural skills. We hypothesized that a classroom cultural diversity climate fostering contact and cooperation and multiculturalism, but not a climate fostering color‐evasion, would be positively related to adolescents’ intercultural competence. Adolescents in North Rhine‐Westphalia (N = 631, Mage = 13.69 years, 49% of immigrant background) and Berlin (N = 1,335, Mage = 14.69 years, 52% of immigrant background) in Germany reported their perceptions of the classroom cultural diversity climate and completed quantitative and qualitative measures assessing their intercultural competence. Multilevel structural equation models indicate that contact and cooperation, multiculturalism, and, surprisingly, also color‐evasion (as in emphasizing a common humanity), were positively related to the intercultural competence of immigrant and non‐immigrant background students. We conclude that all three aspects of the classroom climate are uniquely related to aspects of adolescents’ intercultural competence and that none of them may be sufficient on their own.

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Section: Contact and Cooperationmentioning

confidence: 85%

Reaping the benefits of cultural diversity: Classroom cultural diversity climate and students’ intercultural competence

Schwarzenthal

Schachner

Juang

et al. 2019

Euro J Social Psych

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“…So, bottom universities need some time to achieve those goals. Another weakness lack of internationalization, as the studies focused on the preferences of international students and faculties showed, is also related with qualified faculties (Eder, Smith & Pitts, 2010;Petruzzellis & Romanazzi, 2010), geographical location of university (Soo & Elliott, 2010;Bodycott, 2009), the city, job prospects for alumni (Hilden, 2011;Kamal Basha, Sweeney, & Soutar, 2016) and the number of facilities in campus (Jon, 2013;Glass, 2012;Yusoff, 2012). Meeting those criteria to be preferred by international students may seem very hard for bottom universities for now but in the future, it is not impossible to achieve those goals.…”

Section: Discussionmentioning

confidence: 99%

Looking Inside the Strategic Plans: Strengths and Weaknesses of Turkish Higher Education Institutions

Selvitopu

Kaya

2020

QRE

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As strengths and weaknesses are regarded as internal features of an organization, the present study focused on strengths and weaknesses of Turkish public universities by analyzing the SWOTs (Strengths, Weaknesses, Opportunities, Threats) of twenty higher education institutions. By applying qualitative content analytical tools, we tried to make some comparisons, twenty universities, ten ranked at the top and ten at the bottom of the URAP list, were chosen to analyze the strengths and weaknesses. Findings show that all universities top or bottom ones have internal strengths and weaknesses on their own. The strengths of universities differ according to their size, field of service, structure, history and geographical locations. Top universities which are in big size, have a deeply rooted history and situated in a better geographical location can enjoy the strengths as qualified faculty members, organizational culture, internationalization process, infrastructure and good alumni relations. On the other hand, bottom universities which have not got those advantages deal with other strengths such as young faculty members, organizational support and internal communication. As for the weaknesses, top universities need more budget and acceptable rate of faculty member and student. Bottom ones need more qualified faculty members, students and staff. As they are located in disadvantageous regions, they are in need of some promotions to attract faculties, staff, national and international students. In addition, they also should be aware of the contributions of good alumni relations. ResumenEl presente estudio se centró canalizar las fortalezas y debilidades de las universidades públicas turcas mediante el análisis de los DAFO (debilidades, amenazas, fortalezas, oportunidades) de veinte instituciones de educación superior. Al aplicar herramientas analíticas de contenido cualitativo, tratamos de hacer algunas comparaciones. Veinte universidades, diez clasificadas en la parte superior y diez en la parte inferior de la lista URAP, fueron elegidas para analizar las fortalezas y debilidades. Los resultados muestran que todas las universidades superiores o inferiores tienen sus propias fortalezas y debilidades internas. Las fortalezas de las universidades difieren según su tamaño, campo de servicio, estructura, historia y ubicaciones geográficas. Las mejores universidades disfrutan de las fortalezas como miembros calificados de la facultad, cultura organizacional, proceso de internacionalización, infraestructura y buenas relaciones con ex alumnos. Por otro lado, las universidades inferiores que no tienen esas ventajas se ocupan de otras fortalezas, como los jóvenes docentes, el apoyo organizacional y la comunicación interna. En cuanto a las debilidades, las mejores universidades necesitan más presupuesto y una tasa aceptable de profesores y estudiantes. Los de abajo necesitan miembros de la facultad, estudiantes y personal más cualificado. Como se encuentran en regiones desfavorecidas, necesitan algunas promociones para atraer a fac...

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“…Numerous studies have established the importance of intercultural sensitivity (IS) as an important requisite for communication across cultures e.g. [1][2][3][4][5][6][7][8][9][10][11]. Cultural diversity is apparent in almost every sector.…”

Section: Background Of Studymentioning

confidence: 99%

Validation of intercultural sensitivity three-factor model in Malaysian context

et al. 2017

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Abstract.A plethora of studies have indicated the importance of intercultural sensitivity (IS) in today's highly interconnected, global world. Despite that, in Malaysian context, very limited reliable instruments are available to measure intercultural sensitivity. A study using Malaysian dataset by Tamam (2010) found a three-factor model of the Chen and Starosta's five-factor model of Intercultural Sensitivity Scale (ISS); however, the model was exploratory and has yet to be validated. Therefore, the purpose of this study was to further validate the intercultural sensitivity three-factor model within Malaysian collectivistic and multicultural context. Using survey as a means of data collection, 1000 undergraduate students at three higher education institutions completed self-administered questionnaires. The three-factor model found earlier was subject to Confirmatory Factor Analysis using Analysis of Moments Structures (Amos) software. The results showed that the intercultural sensitivity three-factor model showed a good fit thus indicating that the three-factor model is a viable alternative to the original model. In conclusion, the threefactor model is a valid and reliable instrument to measure intercultural sensitivity within Malaysian collectivistic and multicultural context.

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Realizing Internationalization at Home in Korean Higher Education

Cited by 107 publications

References 33 publications

Reaping the benefits of cultural diversity: Classroom cultural diversity climate and students’ intercultural competence

Reaping the benefits of cultural diversity: Classroom cultural diversity climate and students’ intercultural competence

Looking Inside the Strategic Plans: Strengths and Weaknesses of Turkish Higher Education Institutions

Validation of intercultural sensitivity three-factor model in Malaysian context

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