Shared experiences and awareness from learning in a student multicultural environment

Abstract

Purpose This paper aims to analyze the skills and attitudes development of multicultural teams. In todays’ environment, business interconnectivity and multicultural societies are becoming the normal way of living. Although students are increasingly facing multicultural learning environments, their awareness and willingness or harmonious and productive learning in these environments need to be prepared for in a systematic manner. Therefore, it is necessary that the students are conscious of their commonalities and differences with other students to gain cultural competence. Students’ progress in developing their cultural intelligence is determined by co-operative social skills and the amount of interactions in a multicultural environment. Design/methodology/approach The research was conducted using a quantitative methodology. The questionnaire development roots in a students’ self-assessment scheme proposed by Armstrong (Wharton School, University of Pennsylvania) covering the progress made during the participation in an intercultural project. Findings The research findings relate to attitudes toward developing and sharing knowledge, stress, learning and task orientation, intercultural communication and cultural awareness skills related to the impacts of culture on the different ways of learning when working in multicultural teams. The study confirmed that knowledge gains and competence progress are higher in international teams compared to national teams. Research limitations/implications To provide for better differentiation as to the student profile, e.g., nationality, cultural categories, a larger sample size is suggested. Practical implications The study might be seen as a road map for universities and international companies alike for imparting cognitive, affective and behavioral competencies. Originality/value This study complements previous studies investigating the phenomenon of stress with multi-cultural complexity in more long-term durations. It implies stress factors to appear also in short-term multi-cultural exposures.

Communicative Competence Of A Bachelor In Humanities: Formation In Multicultural Conditions

“…Works of many scientists are devoted to problems of professional education, high school pedagogics and psychology (Boni, 2014;Conway, et al 2015;Ryshchak, 2015;Didenko & Klyucharev, 2013;Nerland, 2018). The study on professional and pedagogical culture, multicultural environment was critical for this work (Bengoa, et al 2018;Aguzarova, 2014;Bashmakova & Ryzhova, 2014;Volynkina, 2014;Matis, 2016). The competence-based approach and the concept "communicative competence" are considered in detail in works of scientists (Coccetta, 2018;Isakova, 2017;Perri, 2018;Zimnyaya, 2004;Minenkova, 2015;Perevoznikova, 2018;Podjyanova & Koneva, 2017).…”