Theoretical and Practical Challenges in Assessing Intercultural Competence

Xinxin Lyu

doi:10.62051/ijsspa.v5n1.14

Authors

Xinxin Lyu

DOI:

https://doi.org/10.62051/ijsspa.v5n1.14

Keywords:

Intercultural Competence, Assessment, Business Relationship, Cultural Sensitivity, Identity

Abstract

Assessing intercultural competence is crucial in today's globalized business landscape. This study delves into the challenges of evaluating intercultural competence, focusing on dimensions like cultural understanding, adaptability, sensitivity, and intercultural interaction. By exploring theoretical frameworks and practical hurdles in assessing intercultural competence, the research aims to illuminate its evaluation across disciplinary contexts. Additionally, the study aims to elevate understanding of cultural differences, trust-building, effective communication, efficiency enhancement, and innovation fostering. It also seeks to offer comparative methods for evaluating dynamic intercultural competences at different learning stages and provide insights to enhance professional communication in diverse business settings. The study underscores the significance of creating inclusive assessment tools adaptable to diverse disciplinary contexts, with findings expected to provide valuable guidance for individuals navigating cultural differences in diverse and multicultural business settings.

Downloads

Download data is not yet available.

References

[1] Brinkmann, U. (2011). Connecting intercultural learning with personal development: Insights from the Intercultural Readiness Check. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.505.9404&rep=rep1& type=pdf.

[2] Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.

[3] Collier, M. J. (1989). Cultural and intercultural communication competence: Current approaches and directions for future research. International Journal of Intercultural Relations, 13(3), 287-302.

[4] Council of Europe. (2001). Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge University Press.

[5] Deardorff, D. K. (2004). The identification and assessment of intercultural competence as a student outcome of internationalization at institutions of higher education in the United States (Unpublished doctoral dissertation). North Carolina State University, Raleigh.

[6] Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in Intercultural Education, 10, 241–266.

[7] Deardorff, D. K., & Hunter, W. (2006). Educating global-ready graduates. International Educator, 15(3), 72–83.

[8] Fantini, A. E. (2001). Designing quality intercultural programs: A model and a process. Interspectives: A Journal on Transcultural Education, 18, 100–105.

[9] Fantini, A. E. (2007). Exploring and assessing intercultural competence (Research report 07-01). Brattleboro, Vermont: Center for Social Development.

[10] Fantini, A. E. (2009). Assessing intercultural competence. The SAGE handbook of intercultural competence, 456-476.

[11] Griffith, D. A., & Harvey, M. G. (2001). Executive insights: an intercultural communication model for use in global interorganizational networks. Journal of International Marketing, 9(3), 87-103.

[12] Little, D., Goullier, F., & Hughes, G. (2012). European language portfolio. Perspectives from the European Language Portfolio: Learner Autonomy and Self-assessment, 7, 15-16.

[13] Hammer, M., & Bennett, M. J. (2003). Measuring intercultural sensitivity: The Intercultural Development Inventory. International Journal of Intercultural Relations, 27, 403–419.

[14] Heckmann, F. (2003). From ethnic nation to universalistic immigrant integration. In F. Heckmann & D. Schnapper (Eds.), The integration of immigrants in European societies: National differences and trends of convergence. Stuttgart: Lucius & Lucius.

[15] Howard Hamilton, M. F., Richardson, B. J., & Shuford, B. (1998). Promoting multicultural education: A holistic approach. College Student Affairs Journal, 18, 5–17.

[16] Knowles, M. S., Holton, E. F., & Swanson, R. A. (2012). The adult learner. London: Routledge.

[17] Matveev, A. V., & Nelson, P. E. (2004). Cross-cultural communication competence and multicultural team performance: Perceptions of American and Russian managers. International Journal of Cross-Cultural Management, 4, 253-270.

[18] Matveev, A. V., & Yamazaki Merz, M. (2014). Intercultural competence assessment: What are its key dimensions across assessment tools. Papers from the International Association for Cross-Cultural Psychology Conferences, New York, USA. Retrieved from https://scholarworks.gvsu.edu/iaccp_papers/128/.

[19] Oliver, J. L. H., & Porta, J. I. D. (2006). How to measure IC in clusters: empirical evidence. Journal of Intellectual Capital, 7(3), 354-380.

[20] Rathje, S. (2007). Intercultural competence: The status and future of a controversial concept. Language and intercultural communication, 7(4), 254-266.

[21] Spencer-Oatey, H., & Franklin, P. (2009). Intercultural interaction: A multidisciplinary approach to intercultural communication. London: Springer.

[22] Spitzberg, B. H., & Changnon, G. (2009). Conceptualizing intercultural competence. The handbook of intercultural competence (pp. 2-52). London: SAGE.

[23] Van der Zee, K. I., & Van Oudenhoven, J. P. (2001). The multicultural personality questionnaire: Reliability and validity of self and other ratings of multicultural effectiveness. Journal of Research in Personality, 35, 278–288.