[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596571-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596571-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","developing-intercultural-competence","Developing Intercultural Competence","","This study examines how teaching development programs can help graduate students build intercultural competence and communicate effectively in the global workplace after graduation. The article first frames intercultural teaching competence and identifies skills graduate students must develop for culturally diverse teaching and communication. It then reports qualitative findings on training programs strengthened with intercultural communication components. 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pages 86-103  \nDeveloping the Intercultural Competence of Graduate Students  \nNanda Dimitrov, Debra L. Dawson, Karyn C. Olsen, Ken N. Meadows The University of Western Ontario  \nAbstract  \nThis study explores how teaching development programs may facilitate the development of intercultural competence in graduate students and prepare them for communicating effectively in the global workplace after graduation.  \nFirst, we describe the concept of intercultural teaching competence and examine the skills that graduate students may need to cultivate in order to communicate effectively in culturally diverse settings. Then, we discuss the findings ofour qualitative study on the impact of teaching development programs enhanced with intercultural communication components. As a result of training, participants became more aware of cultural and disciplinary differences in communication, were able to adapt their communication style to audiences with different levels of background knowledge, and felt more prepared for interpersonal interactions across cultures with undergraduates. Finally, participants were able to transfer the skills learned to other areas of graduate study and used effective intercultural communication strategies when interacting with globally diverse peers and faculty supervisors.  \nRésumé  \nCette étude explore la manière dont les programmes de perfectionnement pédagogique peuvent faciliter l’acquisition de compétences interculturelleschez les étudiants des cycles supérieurs et les préparer à communiquerefficacement une fois sur le marché mondial du travail, à la fin de leurs études. Nous décrivons d’abord le concept de « compétences interculturellesen milieu d’enseignement » et étudions les compétences que les étudiants aux cycles supérieurs peuvent devoir acquérir afin de communiquerefficacement s’ils enseignent dans des milieux culturellement diversifiés.  \nCJHE / RCES Volume 44, No. 3, 2014  \nDeveloping Intercultural Competence / N. Dimitrov, D. L. Dawson, K. C. Olsen, K. N. Meadows 87  \nEnsuite, nous présentons les résultats de notre étude qualitative portant sur les répercussions des programmes de perfectionnement pédagogiqueenrichis de composantes portant sur la communication interculturelle. Aprèsavoir suivi cette formation, les participants ont davantage pris conscience des différences culturelles et disciplinaires en matière de communication, étaient capables d’adapter leur style de communication à des auditoires aux niveaux de connaissance variés et se sont sentis mieux préparés aux interactions interpersonnelles avec des étudiants de premier cycle provenant de divers milieux culturels. Pour finir, les participants ont été en mesure de transférer les compétences apprises à d’autres domaines de leurs études supérieures etd’utiliser effectivement des stratégies de communication interculturelle dans leurs rapports avec leurs pairs et avec leurs supérieurs universitaires issus de milieux divers.  \nIntroduction  \nThe research landscape and world of employment that graduate students enter after completing their degrees at Canadian universities is increasingly international and culturally diverse, involving collaboration with colleagues from around the world (Adler, 2008; Knight & Madden, 2010). In these globally connected work settings, new researchers and professionals need to demonstrate intercultural competence in order to succeed (Deardorff, 2006) . In academic settings, intercultural competence may include the ability to present research or facilitate learning across cultures, speak with confidence to a variety of audiences, explain complex concepts clearly, and negotiate working relationships across cultural, social, professional, and disciplinary boundaries (Gilbert, Balatti, Turner, & Whitehouse, 2004; Spitzberg & Chagnon, 2009). For example, graduates maybe expected to participate in intern","cbCairgkGdLPJPXr","https://ap.wps.com/l/cbCairgkGdLPJPXr","pdf",457786,18,"English","# Introduction\n## Intercultural competence and global workplace demands\n## Training programs and intercultural communication components\n## Study purpose and reported outcomes","[{\"question\":\"What does the study investigate about graduate students and intercultural competence?\",\"answer\":\"It investigates how teaching development programs can facilitate intercultural competence development in graduate students and prepare them to communicate effectively in the global workplace after graduation.\"},{\"question\":\"What components are emphasized in the training programs?\",\"answer\":\"The article discusses teaching development programs enhanced with intercultural communication components that target culturally diverse communication and teaching needs.\"},{\"question\":\"What outcomes did participants report after training?\",\"answer\":\"Participants reported greater awareness of cultural and disciplinary differences in communication, the ability to adapt communication style to audiences with different background knowledge, improved readiness for cross-cultural interpersonal interactions, and effective transfer of intercultural communication strategies to other graduate study contexts.\"}]","Developing Intercultural Competence | PDF",1792083322,45]