Can We Really Teach This Stuff?

Posted Leave a commentPosted in Competence Comments with Craig Storti

Dr. Deardorff made a very simple request in her email to me about this column—or so I thought: “Send in something related to intercultural competence.” Fair enough. No problem. But there was a problem, a big one: What the heck is intercultural competence? If you’re going to write about this thing, then you’d better have a pretty good idea what it is. And I really didn’t. So I began thinking. And that’s where all the trouble started. What metric should I use to come up with a definition? In the end I decided that the best, or at least one […]

Applicability of the Global Competency and Intercultural Sensitivity Indices in the Japanese Educational Environment: Comparative Assessment of Validity and Reliability Testing

Posted Leave a commentPosted in Discussion of Research, Peer Reviewed Articles

Abstract Translating survey instruments from one language to another poses unique challenges and requires careful consideration of multiple issues. This paper examines the translation and application of instruments known as the Global Competence Index and Intercultural Sensitivity Index from their original English to Japanese. A thorough discussion of translation issues is included, and the paper presents detailed results from a pilot study of the version that has been translated to Japanese. The reliability and validity of Japanese translated instruments are tested and compared with outcomes from the original English-language instruments. The results indicated that the translated instruments are equally valid […]

International Story Circles Supported by Visuals: tackling language barriers and encouraging reflective thinking

Posted Leave a commentPosted in Peer Reviewed Articles, Story Circles

In the Postgraduate Programme International Educating Class (PIEC), a UNESCO associated programme at the University Colleges Leuven-Limburg (UCLL, Belgium), students follow a course titled ‘Making Cultural Diversity work’, that aims at honing intercultural competence by adopting requisite attitudes, increasing knowledge, and expanding their skills repertoire for communicating across cultures. Students deliver an individual portfolio, in which they narrate personal intercultural experiences (like experiencing Story Circles) and make sense of them with reference to theoretical concepts from course readings and lectures such as multiple identities, otherising, or small cultures. The experience-based and interaction-oriented approach in the course creates a conducive environment […]

“Just Looking Around”: Reflecting on Culture in an Online and Project Based Course

Posted Leave a commentPosted in Intercultural Educational Leaders & Learners Feature

Last semester, I taught a virtual class on culture with a student-centered, project-based learning approach. The task for the groups of students was to identify and get to know a community and then identify a problem and propose a solution based on a social innovation concept. They needed to go outside of the classroom, talk to real communities and then identify both problems and solutions with real people. This took place in Bogotá, Colombia, and the task was assigned to students with different backgrounds who were studying psychology or management in a private university.  While some of the students went […]