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Intercultural competence: An appreci...

Meade, Andrew.

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Intercultural competence: An appreciative inquiry.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Intercultural competence: An appreciative inquiry./
Author:	Meade, Andrew.
Description:	268 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1438.
Contained By:	Dissertation Abstracts International71-04A.
Subject:	Political Science, International Relations. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3398291
ISBN:	9781109712964

Intercultural competence: An appreciative inquiry.
Meade, Andrew.

Intercultural competence: An appreciative inquiry. - 268 p.

Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1438.

Thesis (Ph.D.)--Fielding Graduate University, 2010.

US higher education must better prepare students to cope with a rapidly globalizing world. The global marketplace demands an interculturally competent workforce. Study abroad can help develop intercultural skills, yet only 1% of students study abroad during their 4 years in college. This study focuses on developing intercultural competence (ICC) on US college campuses. An intervention employing an emerging methodology called appreciative inquiry (AI) was developed and tested. The impact of intentionally including international students in the intervention was also tested. Framing this study were 2 conceptual models, Bennett's developmental model of intercultural sensitivity (DMIS) and Kim's intercultural personhood. The study employed a mixed-methods design. Forty-five participants took an IDI pretest and posttest, 39 of which participated in an AI intervention. Grounded theory analysis was applied to transcripts of the tests, the intervention, and 2 feedback surveys. NVIVO software was used to assist in coding, and SPSS software was employed to run statistical tests. Results on the ability of AI to develop ICC were mixed. The inclusion of international students was shown to have a significant impact. Group test scores did not significantly change, although there was significant variance in individual posttests scores relative to the control group. Students who reported a positive experience in the intervention were the ones shown to increase their intercultural sensitivity. These participants experienced a greater awareness, appreciation, and ability to distinguish difference. Qualitative data indicated that participants self-report according to their (higher) perceived intercultural sensitivity, rather than their actual measured (lower) scores. These data also suggested that small-group work could be key to a successful program.

ISBN: 9781109712964Subjects--Topical Terms:

1669648
Political Science, International Relations.

Intercultural competence: An appreciative inquiry.
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020 $a 9781109712964
035 $a (UMI)AAI3398291
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040 $a UMI $c UMI
100 1 $a Meade, Andrew. $3 1679492
245 1 0 $a Intercultural competence: An appreciative inquiry.
300 $a 268 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1438.
500 $a Adviser: Richard P. Appelbaum.
502 $a Thesis (Ph.D.)--Fielding Graduate University, 2010.
520 $a US higher education must better prepare students to cope with a rapidly globalizing world. The global marketplace demands an interculturally competent workforce. Study abroad can help develop intercultural skills, yet only 1% of students study abroad during their 4 years in college. This study focuses on developing intercultural competence (ICC) on US college campuses. An intervention employing an emerging methodology called appreciative inquiry (AI) was developed and tested. The impact of intentionally including international students in the intervention was also tested. Framing this study were 2 conceptual models, Bennett's developmental model of intercultural sensitivity (DMIS) and Kim's intercultural personhood. The study employed a mixed-methods design. Forty-five participants took an IDI pretest and posttest, 39 of which participated in an AI intervention. Grounded theory analysis was applied to transcripts of the tests, the intervention, and 2 feedback surveys. NVIVO software was used to assist in coding, and SPSS software was employed to run statistical tests. Results on the ability of AI to develop ICC were mixed. The inclusion of international students was shown to have a significant impact. Group test scores did not significantly change, although there was significant variance in individual posttests scores relative to the control group. Students who reported a positive experience in the intervention were the ones shown to increase their intercultural sensitivity. These participants experienced a greater awareness, appreciation, and ability to distinguish difference. Qualitative data indicated that participants self-report according to their (higher) perceived intercultural sensitivity, rather than their actual measured (lower) scores. These data also suggested that small-group work could be key to a successful program.
520 $a Grounded theory analysis suggested that a successful global citizenship program will engage students in an inherently affirming, intercultural process that accompanies or is linked with a practical social justice application, such as domestic or international service learning. Conclusions and implications for further research address the need for more testing of AI and other methodologies, as well as urge the benefit of turning to the pool of international students on US campus as a vital resource in this work.
590 $a School code: 1503.
650 4 $a Political Science, International Relations. $3 1669648
690 $a 0601
710 2 $a Fielding Graduate University. $b The School of Human and Organization Development. $3 1670280
773 0 $t Dissertation Abstracts International $g 71-04A.
790 1 0 $a Appelbaum, Richard P., $e advisor
790 1 0 $a Ho, Christine G. T. $e committee member
790 1 0 $a Murphy-Shigematsu, Stephen $e committee member
790 1 0 $a Merson, Karen M. $e committee member
790 1 0 $a Deardorff, Darla K. $e committee member
790 $a 1503
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3398291