Publication in refereed journal
香港中文大学研究人员 ( 现职)
| Professor Beverly Jane JACKSON (英文系) |
全文
| 数位物件识别号 (DOI) http://dx.doi.org/10.1016/j.ijintrel.2015.03.012 |
引用次数
Web of Sciencehttp://aims.cuhk.edu.hk/converis/portal/Publication/3WOS source URL
其它资讯
摘要Education abroad students are generally expected to return home with enhanced intercultural competence; however, recent research reveals that many do not fully benefit from their stay in the host environment and experience little or no gains in intercultural sensitivity. What steps can be taken to help achieve the intercultural aims of international educational experience? This article centres on an elective, credit-bearing course that was inspired by my education abroad research. Intercultural Transitions: Making Sense of International Experience has been designed to enrich and extend the intercultural learning of undergraduates with recent or current international experience. This credit-bearing course draws on multiple theories; the Intercultural Development Continuum/the Developmental Model of Intercultural Sensitivity, Kolb's experiential learning model, poststructuralist notions of identity change, transformative adult education theory, and the intergroup contact hypothesis. This article describes the course and the lessons learned from multiple offerings. Content analyses of the qualitative data (e.g., reflective essays, Forum chats, open-ended surveys, interview transcripts) generally mirrored the results of the pre- and post-administrations of the Intercultural Development Inventor (IDI), a psychometric instrument that measures intercultural competence, suggesting that this form of intervention helps propel students to higher levels of intercultural competence. The results underscore the benefits of designing a research-driven, learner-centred curriculum to enhance interaction between local and international students, and scaffold deeper intellectual consolidation and integration of intercultural learning. While developed and offered in an Asian setting, similar courses could be implemented in other settings to enhance the intercultural competence of both local and international students. (C) 2015 Elsevier Ltd. All rights reserved.
着者Jackson J
期刊名称International Journal of Intercultural Relations
出版年份2015
月份9
日期1
卷号48
出版社Elsevier
页次91 - 107
国际标準期刊号0147-1767
电子国际标準期刊号187http://aims.cuhk.edu.hk/converis/portal/Publication/3-7552
语言英式英语
关键词Critical reflection; Experiential learning; Intercultural competence; Intercultural Development Continuum (IDC); Intercultural education; Intercultural transitions
Web of Science 学科类别Psychology; Psychology, Social; Social Sciences - Other Topics; Social Sciences, Interdisciplinary; Sociology
