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Cultural Competence in Higher Educat...

Braten-Hall, Mariann.

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Cultural Competence in Higher Education Faculty.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Cultural Competence in Higher Education Faculty./
Author:	Braten-Hall, Mariann.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	159 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27998907
ISBN:	9798691283017

Cultural Competence in Higher Education Faculty.
Braten-Hall, Mariann.

Cultural Competence in Higher Education Faculty. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 159 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (Ed.D.)--Oral Roberts University, 2020.

This item must not be sold to any third party vendors.

Purpose and Method of Study This explanatory sequential mixed-methods study investigated cultural competence in higher education faculty of a rural, public university in the West-South-Central region of the U.S. For the quantitative data, the study utilized an augmented Intercultural Sensitivity Scale (ISS) to ascertain the level of cultural competence in higher education faculty and interest in further professional development in the area of cultural competence in higher education faculty. Thirty-one faculty members (32.9%) completed the close-ended questions on the ISS to collect quantitative data. For qualitative data collection, the researcher utilized an open-ended survey question on the ISS and follow-up faculty interviews to understand experiences they perceived as having helped them develop their current level of cultural competence. Nine faculty members who indicated rich experiences contributing to their current level of cultural competence participated in the follow-up interviews.Findings and ConclusionsThe analysis of the quantitative data revealed high levels of intercultural sensitivity and high interest in professional development in this limited sample. Pearson correlation showed a significant positive correlation between Intercultural Sensitivity Scale scores and interest in further professional development in the area of cultural competence. The qualitative data from the interviews indicated that participants viewed being open-minded and actively promoting cultural competence in one's environment as pertinent when developing cultural competence. The personal and professional experiences described by faculty as helpful in developing cultural competence included relationships with people from diverse backgrounds, were outside of their regular setting, and included training and support relevant to the experience at hand. The findings of this study indicated a positive correlation between high ISS scores and high interest in further professional development towards cultural competence in higher education faculty. Findings further indicated that personal and professional cultural experiences and encounters contributed to the development of cultural competence in higher education faculty.

ISBN: 9798691283017Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Cultural competence

Cultural Competence in Higher Education Faculty.
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500 $a Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
500 $a Advisor: Otto, Patrick J.
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520 $a Purpose and Method of Study This explanatory sequential mixed-methods study investigated cultural competence in higher education faculty of a rural, public university in the West-South-Central region of the U.S. For the quantitative data, the study utilized an augmented Intercultural Sensitivity Scale (ISS) to ascertain the level of cultural competence in higher education faculty and interest in further professional development in the area of cultural competence in higher education faculty. Thirty-one faculty members (32.9%) completed the close-ended questions on the ISS to collect quantitative data. For qualitative data collection, the researcher utilized an open-ended survey question on the ISS and follow-up faculty interviews to understand experiences they perceived as having helped them develop their current level of cultural competence. Nine faculty members who indicated rich experiences contributing to their current level of cultural competence participated in the follow-up interviews.Findings and ConclusionsThe analysis of the quantitative data revealed high levels of intercultural sensitivity and high interest in professional development in this limited sample. Pearson correlation showed a significant positive correlation between Intercultural Sensitivity Scale scores and interest in further professional development in the area of cultural competence. The qualitative data from the interviews indicated that participants viewed being open-minded and actively promoting cultural competence in one's environment as pertinent when developing cultural competence. The personal and professional experiences described by faculty as helpful in developing cultural competence included relationships with people from diverse backgrounds, were outside of their regular setting, and included training and support relevant to the experience at hand. The findings of this study indicated a positive correlation between high ISS scores and high interest in further professional development towards cultural competence in higher education faculty. Findings further indicated that personal and professional cultural experiences and encounters contributed to the development of cultural competence in higher education faculty.
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