CULTURAL INTELLIGENCE AND GLOBAL CITIZENSHIP

CULTURAL
INTELLIGENCE AND
GLOBAL CITIZENSHIP
IMPLICATIONS FOR STUDY
ABROAD AND
INTERNATIONALIZING THE
CAMPUS

CHI ANYANSI-
ARCHIBONG
NORTH CAROLINA A&T
STATE UNIVERSITY
2009 CIEE ANNUAL CONFERENCE IN
ISTANBUL, TURKEY
Cultivating Culture: Local Foundations,
Global perspectives. November 11-14

OVERVIEW OF CULTURE
• CULTURAL DIMENSIONS
• CULURAL INTELLIGENCE
• GLOBAL CITIZENSHIP/COMPETENCE
• How do we define these and how do
we acquire cultural knowledge and
become culturally competent ??

CULTURAL LEARNING
• INDIVIDUAL AND GROUP :WHAT IS THE ROLE OF
PREDISPOSITIONS?
- ETHNOCENTRIC
- GEOCENTRIC
• LEARNING PROCESS AND PROGRAMS:
-STUDY ABROAD PROGRAMS – TRADITIONAL
AND NON-TRADITIONAL
-LOCATIONS – TRADITIONAL AND NON-
TRADITIONAL
DO PROCESSES, PROGRAMS, AND LOCATION MAKE
ANY DIFFERENCE?

COMPARISON OF TRADITIONAL
AND NON-TRADITIONAL STUDY
PROGRAM TRADTIONAL NON-TRADTIONAL
1. DURATION 8-16 weeks 2-4 weeks
2. LOCATION Western/Developed Developing world
3. MEASURE OF
LEARNING
4. CONTACT WITH
LOCALS
5. CRITERIA FOR
LOCATION
SELECTION
Classroom
performance
Limited
Meets academic
requirement
Informal
interaction/ project
completed
High involvement
Potential for
interactive learning
6. ACCOMODATION University campus Mission/community
7. CULTURAL
LEARNING
Language
Variety of cultural
experience

PILOT SURVEY OF STUDENTS: CULTURAL
ACQUISITION DURING STUDY ABROAD
• # OF PARTICITPANTS- 16 STUDENTS
• LOCATIONS: TRADITIONAL- 11; NON
TRADITIONAL- 5
• DURATION: 8-16 WEEKS- 13; 2-4 WEEKS -3
• ACCOMODATION: UNIVERSITY – 9; APARTMENT-
3; HOMESTAY- 4
• ROOM MATES- OTHER FOREIGN STUDENTS-12;
FAMILY AND LOCAL-4
• CHARACTERISTICS OF SURVEY PARTICIPANTS:
ALL TRADITIONAL STUDENTS; 12 WOMEN AND 4
MEN

SURVEY QUESTIONS
• COUNTRY……………………………………………..
• DURATION………………………………………..
• INTERACTION WITH LOCALS ; OFTEN, LIMITED, NONE
• MOST LEARNING ACTIVITIES: CLASSROOM, COMMUNITY, FRIENDS, HOST
FAMILY
• ACCOMODATION; UNVERSITY, APARTMENT, HOST FAMILY
• COMMUNITY SERVICE INVOLVEMENT: YES, NO
• LEVEL OF CULTURAL LEARNING: HIGH, MODERATE, LOW
• IDENTIFY THREE MAJOR CULTURAL TABOOS LEARNED……………..
• WHAT ARE YOUR THREE MAJO CULTURAL SHOCKS……………………
• DESCRIBE YOUR REACTION TO THE FIRST TRADITIONAL MEAL YOU
ENCOUNTERED……………………………………………
• HOW MUCH OF THE CULTURE LEARNED DO YOU REMEMBER TODAY ( 6-12
MONTHS LATER)………………………………………………
• WHAT DO YOU BELIEVE IS THE BEST APPROACH TO CULTURAL
ACQUISITION……………………………………………………………………………..
• WHAT WOULD YOU DO DIFFERENTLY IF TRAVEL ABROAD
AGAIN……………………………………………………………

INTERCULTURAL COMPETENCY; SELF-
EVALUATION (DEARDOFF, 2006) SURVEY
• VALUING OTHER CULTURES (RESPECT)
• OPENNESS TO INTERCULTURAL LEARNING
• TOLERANCE FOR AMBIGUITY
• FLEXIBILITY IN INTERCULTURAL SETTING
• CURIOSITY AND DISCOVERY
• WITHHOLDING JUDGEMENT
• CULTURAL SEL-AWARENESS/UNDERSTANDING
• UNDERSTANDING OTHERS’ WORLDVIEWS
• CULTURE SPECIFIC KNOWLEGDE
• SOCIOLINGUISTIC AWARENESS
• SKILLS TO LISTEN, OBSERVE, AND INTERPRETE
• SKILLS TO ANALYZE, EVALUATE, AND RELATE
• EMPATHY
• ADAPTABILITY
• ( FIVE POINT SCALE: 5=VERY HIGH TO 1 =POOR)

SOME CONCLUSIONS FROM PILOT
STUDY
• STUDENTS IN HOST FAMILY SETTING SEEM TO ACQUIRE MORE CULTURE,
CUSTOM AND LANGUAGE
• STUDENTS THAT STUDIED IN NON TRADITIONAL LOCATION AQUIRED
MORE CULTURAL KNOWLEDGE AND APPEAR TO BE MORE CULTURALLY
INTELLIGENT THAN OTHERS
• STUDENTS WHO WENT FOR NON TRADITIONAL PROGRAMS ( SERVICE
LEARNING, INTERNSHIP, MIXED ACADEMIC AND COMMUNITY PROJECT,
ETC.) ACQUIRED MOR CULTURAL KNOWLEDGE
• EMPHASIS ON ACADEMIC REQUIREMENT LIMITED CULTURAL LEARNING
• INTERACTION IN THE COMMUNITY, EVEN FOR A SHORT PERIOD OFFERED
MORE CULTURAL LEARNING
• A COMPARISON OF STUDENTS WHO STUDIED ABROAD AND THOSE WHO
DID NOT ON INTERCULTURAL COMPETENCE SHOWED THAT THOSE WHO
STUDIED ABROAD RATED THEMSLVES MORE OPEN TO CULTURAL
LEARNING THAN….
• ALL MEN IN THE STUDY LIVED OUTSIDE THE CAMPUS ( ONE STAYED IN
HOST FAMILY FOR 2 WEEKS BEFORE MOVING OUT

CULTURE AND CULTURAL LEARNING
• WHAT ROLE DOES LANGUAGE PLAY
IN CULTURAL LEARNING?

STUDENTS PERCEPTION OF CULTURE
AND THE WAY IT IS LEARNED
• EXCEPTS FROM SURVEY:
• STUDY LANGUAGE
• TALK ABOUT CULTURAL DIFFERENCES IN CLASS
• BY HOLDING CONVERSATION WITH PEOPLE FROM OTHER
CULTURE
• TRAVEL TO OTHER COUNTRIES
• RESEARCH ON THE INTERNET
• READ INFORMATION FROM OTHER COUNTRIES
• SPEAK TO LOCALS AND SPECIFICALLY INQUIRE ABOUT
THEIR CULTURE
• FIND FRIENDS AND TRAVEL WITH THEM

REVISITING THE STUDY ABROAD
PROGRAMS
• ARE CURRENT PROGRAMS DESIGNED FOR
CULTURAL LEARNING?
• NEED TO REDESIGN:
• INTEGRATE EXPERIENTIAL LEARNING
• EXPLORE MORE HOME STAY
• ENHANCE SERVICE LEARNING PROGRAMS
• INTERNSHIPSFLEXIBLE PROGRAMS THAT INTEGRATE ACADEMICS
WITH COMMUNITY SERVICE
• REQUIRMENT FOR MORE CROSS-CULTURAL COURSES RATHER
THAN SIMPLE LANGUAGE LEVELS
• ENCOURAGE STUDY ABROAD PROVIDERS TO INTEGRATE
CULTURAL PROGRAMS INTO ACADEMIC CENTERS

CULTURAL LEARNING IN THE
CLASSROOM
• HOW DO STUDENTS WHO CAN NOT
AFFORD TO TRAVEL OUT ACQUIRE
CULTURAL KNOWLEDGE AND
BECOME GLOBAL CITIZENS?
• LOOK INTO OUR COMMUNITIES--- THINK LOCAL, ACT
GLOBAL INSTEAD OF THE REVERSE!
• HOW – COMMUNITY PROJECT WITH IMMIGRANTS,
• IMMIGRANT SPEAKERS
• CROSS-CULTURAL SIMULATIONS
• ETC

REFERENCES
• DEARDOFF (2004) INTERCULTURAL COMPETENCE MODEL, JOURNAL OF
STUDIES IN INTERNATIONAL EDUCATION, VOL 10; FALL 2006,PP241-266
• BLASCO (2009) CULTURAL PRAGMATISTS? STUDENTS PERSPECTIVES ON
LEARNING CULTURE AT A BUSINESS SCHOOL; Academy of management
learning and education, 2009, vol8, no2, 174-187
• Brown, Dashiell, Grayson, and Perry (2007), HOW DOES MULTICULTURAL
COMPETENCY AFFECT COUNSELLOR AND CLIENT RELATIONSHIP?
UNPUBLISHED MANUSCRIPT, NORTH CAROLINA A&T STATE UNIVERSITY
• MADDUX AND GALINSKY (2009), CULTURAL BORDERS AND MENTAL
BARRIERS: THE RELATIONSHIP BETWEEN LIVING ABROAD AND
CREATIVITY; JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY,
VOL.96, NO5, 1047-1061
• CORT, DIAS, AND SYNN (2005), INTERNATIONALIZING A BUSINESS
SCHOOL PROGRAM:A DESCRIPTIVE STUDY OF A STRATEGIC
IMPLEMENTATION PROCESS OF INTERNATIONALIZATION, JOURNAL OF
BUSINESS AND ECONOMIC RESEARCH, VOLUME1, NO.5