From classroom to boardroom and ward : developing generic intercultural skills in diverse disciplines

A strategic approach to internationalise learning in higher education institutions is to use the curriculum and classroom cultural diversity to create opportunities to broaden students' intercultural perspectives, appreciate sociocultural variability in professional practice, and improve their...

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Bibliographic Details
Published in:Journal of studies in international education 2013-11, Vol.17 (5), p.573-589
Main Authors: Barker, Michelle C., Mak, Anita S.
Format: Article
Language:English
Subjects:
Australia
Business Education
Case Studies
Communications
Competence
Consciousness Raising
Critical incidents method
Cultural Awareness
Cultural diversity
Cultural literacy
Curriculum development
Education work relationship
Evidence
Excellence in Cultural Experiential Learning and Leadership Program (EXCELL)
Faculty Development
Foreign Countries
Foreign Students
Generic skills
Graduate attributes
Higher Education
Human Resources
Interaction
Intercultural Communication
Intercultural influences
Internationalisation
Internationalization
Interpersonal Competence
Management education
Multicultural Education
Nursing Education
Personnel management
Pharmaceutical education
Pharmacy
Saudi Arabia
Skills
Student Diversity
Students
Vignettes
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Summary:A strategic approach to internationalise learning in higher education institutions is to use the curriculum and classroom cultural diversity to create opportunities to broaden students' intercultural perspectives, appreciate sociocultural variability in professional practice, and improve their intercultural interaction skills. There is no clear consensus, however, on how to link the global classroom to the global workplace. This article examines an evidence-based approach to embed intercultural competency development in classroom teaching using an established intercultural resource Excellence in Cultural Experiential Learning and Leadership Program in an international human resource management course; a general communication course; a pharmacy course comprising only Saudi Arabian students; and a generic first year pharmacy course. Subsequently, stakeholder analyses with business, nursing, and pharmacy academics and professionals led to the development of intercultural critical incidents for the curriculum. Strengths and limitations of the intercultural resource and recommendations for incorporating intercultural competency development in curriculum design in business and health disciplines are discussed. [Author abstract, ed]
ISSN:1028-3153
1552-7808
DOI:10.1177/1028315313490200