1st Edition

Intercultural Competence in Higher Education International Approaches, Assessment and Application

Edited By Darla Deardorff, Lily Arasaratnam-Smith Copyright 2017
    336 Pages 17 B/W Illustrations
    by Routledge

    336 Pages 17 B/W Illustrations
    by Routledge

    Intercultural Competence in Higher Education features the work of scholars and international education practitioners in understanding the learning outcomes of internationalization, moving beyond rhetoric to concrete practice around the world.

    Devoted exclusively to exploring the central learning outcomes of internationalization efforts, this edited volume contains a refreshing combination of chapters and case studies from interdisciplinary and cross-cultural contributors, including:

    • cutting-edge issues within intercultural competence development, such as intersectionality, mapping intercultural competence, and assessment;
    • the role of higher education in developing intercultural competence for peacebuilding in the aftermath of violent conflict;
    • facilitating intercultural competence through international student internships;
    • interdisciplinary and cross-cultural contributions from over 19 countries including Japan, Russia, Serbia, South Africa, and Vietnam;
    • the latest research and thinking on global, intercultural, and international learning outcomes, with a unique emphasis on newer voices. 

    Intercultural competence has become an essential element in international as well as domestic education. This text provides the latest thinking and research within the context of internationalization, presents practical case studies on how to integrate this into the preparation of global-ready students and will be of interest to postgraduate students, international education administrators, and practitioners, as well as scholars and researchers in a variety of disciplines who have an interest in intercultural and global competence.

    Foreword   Introduction   Part One: Introduction to Intercultural Competence  1. Intercultural competence: An overview   2. Rethinking intercultural competence: Cultural humility in internationalizing higher education   3. The role of empathy in fostering intercultural competence   4. Towards transformative reciprocity: Mapping the intersectionality of interdisciplinary intercultural competence   5. The role of higher education in developing intercultural competence for peacebuilding in the after math of violent conflict   Part Two: Development and Assessment of Intercultural Competence   6. Intercultural competence development in higher education   7. Critical intercultural competences in higher education in South Africa: Power, privilege and the decolonization of education   8. Intercultural competence in international higher education: A Chinese perspective   9. Mapping intercultural competence: Aligning goals, outcomes, evidence, rubrics, and assessment 10. The big picture of intercultural competence assessment   Part Three: Application of Intercultural Competence  Introduction to Case Studies: 29 Case Studies from around the world  CS1. Intercultural seminars: An educational intervention with sojourners at a Portuguese university  CS2. "Intercultural competence in practice:" A peer-learning reflection-based university course to develop intercultural competence  CS3. Intercultural competence through global citizenship  CS4. The VCU global bridge: Closing academic and cultural spans in first-year courses   CS5. English for specific purposes course for Russian medical students: Focus on intercultural competence  CS6. An online-learning journey of diversity and bias  CS7. Intercultural competence for classes of mixed discipline students in New Zealand   CS8. Weill Cornell Medicine-Qatar strides to instill cultural competence training in medical curriculum  CS9. Intercultural communication for international mobility  CS10. Intercultural competency at TCU   CS11. Intercultural communication and engagement abroad  CS12. GQ+CQ+SQ+EQ = Global synergy  CS13. Intercultural development program (IDP)  CS14. Development of intercultural communicative competence: A course for pre-service EFL teachers  CS15. Making cultural diversity work  CS16. Facilitating intercultural competences through international student internships: Making links to future professional selves  CS17. Teaching intercultural competence to undergraduate international students in Vietnam  CS18. Comprehensive and integrated intercultural development: A model for institutional change  CS19. Global learning at Agnes Scott College  CS20. From intercultural adaptation experience to intercultural competence in a multicultural classroom  CS21. Issues in global displacement: Exploring community-based language learning  CS22. "Intercultureality" at work  CS23. Introducing intercultural awareness in a lifelong learning process: Reflections on a formal setting course  CS24. Integrating diversity in academic teaching  CS25. Developing intercultural competence through international travel experience at Spelman  CS26. A collaborative volunteer project in Vietnam  CS27. Inclusion through changing the conversation: A case study on NorQuest community dialogue on inclusion  CS28. The Businet international weeks  CS29. (Dis)connecting Mayan and Mexican Interculturidad with social justice in a U.S. graduate preparation program 11. Intercultural competence in international higher education: Emerging themes, issues, implications and future directions


    Darla K. Deardorff is Executive Director of the Association of International Education Administrators, an international leadership organisation based at Duke University, North Carolina, USA.

    Lily A. Arasaratnam-Smith is Director of Research at Alphacrucis College, Australia. She is an Associate Professor of Communication with primary expertise in intercultural communication competence.

    Jos Beelen - Amsterdam University

    It will definitely be an asset to have a book in which the latest developments are discussed. I would agree with the proposer that there is a fairly wide range of market audiences within HEis, such as educational developers, quality assurance officers, policy advisors and, foremost, specialists in ICC that assist colleagues to implement this concept into programmes of studies. In my experience, these specialists have a crucial role in curriculum (re)design. The book can be expected to remain valuable for a number of years as the issues it describes have been around for a while. The editor is undoubtedly a leading authority in the field.

    Ken Cushner - Kent State University College

    I am certain that there is interest in the book proposed by Deardorff and Arasaratnam-Smith, and I believe the interest will continue to grow in the years ahead. I see two principal markets in the USA, Britain, Australia, Canada: 1) as a textbook for graduate level classes in programs such as higher education administration as well as departments of teacher education and/or curriculum and instruction to enhance already existing courses in multicultural and international education; and, 2) as a resource for higher education administrators working in offices of international affairs (e.g., education/study abroad, international student services). Given this, I do agree with the author’s evaluation of potential markets. Thus, if used in graduate level classes, I see it being used as a main text for courses in international higher education administration, as a supplementary text in courses in curriculum and instruction (multicultural or international/global education), and as a reference text for offices of international education as well libraries.