Developing Intercultural Competence and Transformation Theory, Research, and Application in International Education

Enrollments in international education programs are projected to grow exponentially as students, parents, and university personnel seek to prepare future leaders who can live and work effectively in a global environment. What do we know about the outcomes of such programs, and how can educators become more intentional about designing, and assessing, the impact of such courses? How can we help students achieve the intercultural growth and transformation that they may envision as they set forth on their international sojourn?International education provides opportunities for students to grow personally, and to learn in a rich and intense educational environment. The outcomes of such opportunities emphasize not only traditional academic competence, but also changes in motivations, attitudes, self-identity, and values. It is these latter, co-academic, concepts that are the focus of this book. Its goal is to give solid substance to the growth and transformation approach to study abroad. It defines the central concept of intercultural competence, sets it within the framework of transformative learning theory, and offers ideas and strategies for facilitating its development. In doing so, it goes far beyond traditional emphases on the achievement of such formal skills as foreign language acquisition or specific knowledge of course content in national literatures, arts, or history.This book provides study abroad educators with a theoretical framework and examples of practice to craft more meaningful activities that will make a long-term difference in the quality of student experiences, and set the stage for transformative change. If we plan to send a million students a year to study abroad within the decade, we need approaches to maximize student growth outcomes in an efficient and effective way. It is also relevant for anyone engaged in courses in adult education, college student services, comparative and international education, international business, intercultural relations, and service learning that involve study abroad, and that raise corresponding issues of curriculum design.

Acknowledgements; Preface; 1. Designing Transformation in International Education—Robert Selby; SECTION 1. THEORIES FOR INTERCULTURAL GROWTH AND TRANSFORMATION. 2. On Becoming a Global Soul. A Path to Engagement During Study Abroad—Janet M. Bennett; 3. Intercultural Competence. A Definition, Model, and Implications for Education Abroad—Darla K. Deardorff; 4. Growth and Transformation Outcomes in International Education—Joseph G. Hoff; 5. Experiential and Affective Education for International Educators—Victor Savicki; 6. Transformative Learning in International Education—Amy Hunter; SECTION 2. RESEARCH ON THE PROCESSES OF INTERCULTURAL COMPETENCE AND TRANSFORMATION. 7. Contrasts and Changes in Potential and Actual Psychological Intercultural Adjustment—Victor Savicki, Frauke Binder, and Lynne Heller; 8. Tuscan Dreams. Study Abroad Student Expectation and Experience in Siena—Anne Chambers and Keith Chambers; 9. Intercultural Development. Topics and Sequences—Victor Savicki, Ingrid Adams, and Frauke Binder; 10. Acculturative Stress, Appraisal, Coping and Intercultural Adjustment—Victor Savicki, Eric Cooley, and Rosemary Donnelly; SECTION 3. APPLICATIONS TO ENHANCE INTERCULTURAL GROWTH AND TRANSFORMATION. 11. Action Methods for Integration of Experience and Understanding—Frauke Binder; 12. Italy. Everyday Another Soulful Experience to Bring Back Home—Silvia Minucci; 13. The Eye of the Beholder. Study Abroad in Spain Viewed Through Multi-Cultural Lenses—Carmen Arrúe; 14. Case Studies for Integration of Experience and Understanding While Studying in Vienna—Frauke Binder; 15. Dynamics of Cultural Contexts. Meta-Level Intervention in the Study Abroad Experience—Kris h. Lou and Gabriele W. Bosley; 16. Reflection, Reciprocity, Responsibility, and Committed Relativism. Intercultural Development through International Service-Learning—Margaret D. Pusch and Martha Merrill; 17. Narratives of Intercultural Transformation. Student Perspective Transition—Ingrid Adams; 18. Synthesis and Conclusions—Robert Selby and Victor Savicki; About the Contributors; Index.

Victor Savicki is Professor of Psychology, Emeritus, at Western Oregon University. His recent research has focused on stress, coping and adjustment in cross-cultural settings. He has participated in a variety of study abroad programs both as an instructor and a researcher.