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FreeTraining InterculturallyCompetentU Workbook

This document provides an overview and discussion questions for a 3-part training on building intercultural competence in higher education. It discusses the importance of intercultural competence, defines key concepts like culture and intercultural learning, and presents a 4-phase model for intercultural development. The training aims to help educators reflect on facilitating intercultural learning for students and developing their own intercultural skills.
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© © All Rights Reserved
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0% found this document useful (0 votes)
58 views8 pages

FreeTraining InterculturallyCompetentU Workbook

This document provides an overview and discussion questions for a 3-part training on building intercultural competence in higher education. It discusses the importance of intercultural competence, defines key concepts like culture and intercultural learning, and presents a 4-phase model for intercultural development. The training aims to help educators reflect on facilitating intercultural learning for students and developing their own intercultural skills.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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FIELD NOTES

Interculturally
Competent
The What, Why & How of Building
Intercultural Competence in Higher
Education

WWW.TRUENORTHINTERCULTURAL.COM
WHY

Reflection/Discussion Questions

The following questions are intended to help you deepen your learning after
watching Part 1: Why. You can reflect on these questions independently and/or use
them to facilitate a debrief with colleagues.

In your own words now, how would you articulate the importance of
1
intercultural competence/learning?

Education must intentionally expose students to multiple worldviews and


teach the skills and tools to engage with difference.
- AIEA Report, Spring 2021

What are you and/or your institution currently doing to expose students
2
to multiple worldviews? What are you currently doing to intentionally
teach the skills and tools to engage with difference? Which would you
say you focus on more?

© True North Intercultural 2


Summary of Key Ideas

Relevant Resources
Green text indicates a link. To open in a new window, click the link + Ctrl (on a PC)

or Cmd (on a Mac).

ACT Foundation & Joyce Foundation. (2016). Future skills: Update and literature
review.

DiStefano, J.J. & Maznevski, M.L. (2000). Creating value with diverse teams in
global management. Organizational Dynamics, 29(1), 45-63.

Rosenbaum, K. (2021). Global learning and intercultural competence as


imperatives for the future of higher education: Reducing inequities and creating
effective global problem-solvers. Association of International Education
Administrators (AIEA) for the UNESCO Futures of Education Initiative.

Tanneau, C. & McLoughlin, L. (2021). Effective global leaders need to be culturally


competent. Harvard Business Review.

© True North Intercultural 3


WHAT

Reflection/Discussion Questions

The following questions are intended to help you deepen your learning after
watching Part 2: What. You can reflect on these questions independently and/or use
them to facilitate a debrief with colleagues.

How has this lesson impacted how you think about culture and/or
1
intercultural learning?

Take a look at your institution’s mission, vision statement, strategic plan


2
or similar. What connections do you see between your mission/vision
and intercultural learning? (Consider direct connections and less obvious
connections, such as mentions of creativity/innovation, need for
complex problem-solving skills, etc.)

© True North Intercultural 4


Summary of Key Ideas

Culture: "Culture is a learned set of shared interpretations about beliefs,


values, norms, and social practices, which affect the behaviors of a relatively
large group of people." (Lustig & Koester)

Intercultural Competence: The ability to communicate and act appropriately,


effectively, and authentically across cultural differences.

Intercultural Learning/Development: The process/practice of developing


one’s intercultural competence. It involves increasing the complexity of our
mindset and, therefore, our experience of cultural differences and similarity.

True development is about transforming the operating system itself, not


just increasing your fund of knowledge or your behavioral responses.
- Kegan & Laskow Lahey

Relevant Resources
Green text indicates a link. To open in a new window, click the link + Ctrl (on a PC)

or Cmd (on a Mac).

IDI LLC’s Overview of the Intercultural Development Continuum (IDC)

Blog post: FAQs about the Intercultural Development Inventory (IDI)

Blog post: What does it mean to take a “developmental” approach to


intercultural learning?

© True North Intercultural 5


HOW

Reflection/Discussion Questions

The following questions are intended to help you deepen your learning after
watching Part 3: How. You can reflect on these questions independently and/or use
them to facilitate a debrief with colleagues.

How might developing your own intercultural competence and your


1
capacity to facilitate others’ intercultural learning impact your work as an
educator?

How does the Four-Phase Developmental Framework for Intercultural


2
Learning compare to your previously-held conception of intercultural
learning?

© True North Intercultural 6


Summary of Key Ideas
Institutions/organizations need to focus on educators' development in two
areas:

1. Educators’ own intercultural development

2. Educators’ capacity to facilitate others’ intercultural learning

Four-Phase Developmental Framework for Intercultural Learning*

I. Increasing understanding and awareness of our own characteristic ways


of making meaning and acting in familiar and unfamiliar contexts;

II. Increasing understanding and awareness of others’ ways of making


meaning and acting in familiar and unfamiliar contexts;

III. Responding mindfully in contexts that disorient or challenge us;

IV. Bridging cultural gaps in those contexts: Shifting perspective, attuning


emotions and adapting our behavior in effective and appropriate ways.

Relevant Resources
Green text indicates a link. To open in a new window, click the link + Ctrl (on a PC)

or Cmd (on a Mac).

Vande Berg, M. (2017, September 21). Purdue University workshop.


“Intercultural learning and teaching: Managing emotions and thoughts.”

The Transformative Intercultural Educator Framework: How to Help Your


Students Be & Do Better When Crossing Cultures
This free training walks you through a self-assessment exercise to explore
your strengths and opportunities are as an educator in helping others
develop interculturally.

* © Michael Vande Berg, used with permission

© True North Intercultural 7


WRAP-UP

Reflection/Discussion Questions

The following questions are intended to help you deepen your learning after
completing the full three-part training series. You can reflect on these questions
independently and/or use them to facilitate a debrief with colleagues.

How has this training series impacted the way you think about
1
intercultural learning? What are some of your key take-aways or
insights?

What are some next steps you would like to see taken at your
2
institution around intercultural learning? How, specifically, might you
and/or your office/department/team start making progress toward
those goals?

Next Steps

To explore programs and services that can help you develop intercultural
competence at the personal or institutional level, visit:

WWW.TRUENORTHINTERCULTURAL.COM

© True North Intercultural 8

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