Intercultural Sensitivity as a Result of Educational Design: A Continued Panel Study

Bönte, J.K.L. (2014) Intercultural Sensitivity as a Result of Educational Design: A Continued Panel Study.

[img]
Preview
PDF
1MB
Abstract:Until now, the concept of intercultural sensitivity (ICS) has been ill-defined and its antecedents and origins have been neglected. Researchers have developed several measures for ICS in general, but little data has been collected in the higher education setting. Based on the results of Chen and Starosta (2000), this project distinguishes 5 dimensions of ICS and the study of this year introduces actual behavior as an additional aspect. The antecedents of ICS are classified as teaching style, group work and the environment. The analyzed data is taken from samples of higher education students in 2013 (N=423) and 2014 (N=196). Evidence for positive relationships between the environment and all five dimensions of ICS as well as between the teaching style and four dimensions of ICS is presented. Group work is only found to have a positive influence on interaction attentiveness and negative influences on respect for cultural differences and interaction confidence. The reliability of the scale interaction attentiveness is improved through the rephrasing of items and actual behavior is found to be strongly related to the five dimensions of ICS. Limitations of this study include a comparatively smaller sample size and the focus on the specific educational context.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching, 85 business administration, organizational science
Programme:International Business Administration BSc (50952)
Link to this item:http://purl.utwente.nl/essays/65362
Export this item as:BibTeX
EndNote
HTML Citation
Reference Manager

 

Repository Staff Only: item control page