Developing Intercultural Competence Through Short-Term Study Abroad Programs: A Qualitative Case Study
DOI:
https://doi.org/10.36366/frontiers.v36i1.821Keywords:
Higher education, ICM, intercultural competence, international experiential leanring pedagogy, short-term study abroad, undergraduate studentsAbstract
The globalization of business, education, and other sectors has illuminated the need for institutions of higher education to prepare students to adapt, interact, and perform in culturally diverse environments (Arnett, 2002; Brislin & Yoshida, 1994; Elmuti et al., 2005; Williams et al., 2017). Utilizing the conceptual framework of Deardorff’s (2006) Intercultural Competence Model (ICM), this qualitative case study explored undergraduate students’ development of intercultural competence (IC) resulting from their participation in two different short-term study abroad programs (STSA) while enrolled at a specific U.S.-based university. Nine themes emerged that supported and enriched Deardorff’s ICM. Findings provided a more holistic comprehension of IC by capturing students’ own words, oral stories, descriptions, and feelings about their shared STSA experiences. Findings further identified students’ perceptions of the role that varied pedagogy played in their development of IC through STSA.
Abstract in SpanishLa globalización de los negocios, la educación y otros sectores ha puesto de relieve la necesidad de que las instituciones de educación superior preparen a los estudiantes para adaptarse, interactuar y desempeñarse en entornos culturalmente diversos (Arnett, 2002; Brislin & Yoshida, 1994; Elmuti et al., 2005); Williams et al., 2017). Utilizando el marco conceptual del Modelo de Competencia Intercultural (ICM) de Deardorff (2006), este estudio de caso cualitativo exploró el desarrollo de la competencia intercultural (CI) de estudiantes universitarios como resultado de su participación en dos programas diferentes de estudios a corto plazo en el extranjero (“short-term study abroad”; STSA) mientras estaban matriculados en una universidad específica en EE. UU. Surgieron nueve temas que apoyaron y enriquecieron el ICM de Deardorff. Los hallazgos proporcionaron una comprensión más holística de la CI al capturar las propias palabras, historias orales, descripciones y sentimientos de los estudiantes sobre sus experiencias STSA compartidas. Los hallazgos identificaron además las percepciones de los estudiantes sobre el papel que desempeñaba la pedagogía variada en su desarrollo de CI a través de STSA.
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