Category: Peer Reviewed Articles

Interviewing Policy Leaders to Advance Intercultural Competence Across Boundaries

Posted Intersection of Intercultural Competence and Influencers/Policy Makers Working GroupLeave a commentPosted in Intercultural Connector Blog, Peer Reviewed Articles, Working Groups

Feature Slides of Policy Leaders and Project Collaborators A collaborative project by The Intersection of ICC and Influencers/Policy Makers Working Group Introduction Ongoing efforts to contain COVID-19 and mitigate climate change remind us of our global interdependence and the importance of collaborating with respect, open-mindedness, empathy, and curiosity – fundamental components of intercultural competence (Deardorff, 2006, 2009). If effective communication is critical to promote peace and justice in an interconnected world, how can leaders facilitate more balanced dialogue in the organizations for which they are responsible? Intercultural competence (also referred to as “ICC”) is recognized as a powerful framework for […]

Uncovering Epistemic Dominance and Colonial Roots in Internationalization of Higher Education

Posted Minghui (Hannah) HouLeave a commentPosted in Intercultural Connector Blog, Peer Reviewed Articles

Internationalization of higher education has become increasingly important to institutions in the Global North for decades, represented by the increase in international student recruitment and expanding study-abroad programs since the early 1980s (Knight, 2014; Stein, 2017). Yet, internationalization is at the risk of reproducing the white-supremacist of Western higher education through cultural, social, ethical, and political domination over international students (Hayes, 2019; Yang, 2019). According to Martinez (2017), white supremacy is “an historically based, institutionally perpetuated system of exploitation and oppression of continents, nations, and people of color by white peoples and nations of European continent, for the purpose of […]

Preliminary Evidence in Favor of Raising ICC at Hellenic MET Institutes

Posted Maria KoutivaLeave a commentPosted in Discussion of Research, Peer Reviewed Articles

Abstract English competence is a prerequisite for working at sea and, as such, language requirements for seafarers are rather evident (Sampson & Zhao, 2003; IMO SMCP, 2001). However, it appears that to date there has not been an official intercultural communication competence (ICC) study program addressing the Hellenic MET students’ needs to work and live among multinational vessel crews. This article, part of ongoing, longitudinal research commenced in autumn 2019, presents our research on designing and piloting a Maritime sector specific ICC measurement tool. ICC is defined as the capacity to bridge cultures effectively (Arasaratnam, 2016), and upon indisputable research […]

Making a Difference Through Intercultural Dialogue

Posted Hiba B. Ibrahim1 CommentPosted in Peer Reviewed Articles

“When you meet your friend on the roadside or in the market place, let the spirit in you move your lips and direct your tongue. Let the voice within your voice speak to the ear of his ear; for his soul will keep the truth of your heart as the taste of the wine is remembered. When the colour is forgotten and the vessel is no more”. – The Prophet, Gibran Kahlil Gibran As education practitioners, there are always critical moments in our profession that make us reflect on our work impact and why we do what we do in […]

How Can We Foster a Mobile Mindset While Sheltering in Place?

Posted Dr. Netta Avirneri, Dr. Gabriel Guillen and Dr. Thor SawinLeave a commentPosted in Peer Reviewed Articles

How can students respectfully engage with other cultures when they are learning from home? This article focuses on three ICC courses at the Middlebury Institute of International Studies (MIIS) that entailed travel and working with global and local partners, and were redesigned due to COVID19. We explore how faculty, students, and other stakeholders navigated global and local realities by cultivating mobile mindsets while sheltering in place. The sudden (im)mobility of learners and the design of technological platforms afforded new conversations about power and privilege, using ICC lenses. The breakdown of conceptual barriers between local and global helped learners contend with […]