Facilitating cultural learning in education abroad | Spring EAIE Academy 2013

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Study abroad is the ideal way to develop intercultural skills, however the mere contact with a foreign culture does not guarantee competence development. Intercultural learning must be facilitated to be effective. During this EAIE Academy course the whole ‘learning circle’ of cultural learning is traced by presenting pre-departure and re-entry training activities as well as online facilitation for students while they are abroad. Input on training design, Kolb's learning cycle and content issues enables you to plan and carry out a cultural learning activity yourself.

Transcript of Facilitating cultural learning in education abroad | Spring EAIE Academy 2013

Spring EAIE Academy, Birmingham, April 2013

Facilitating Cultural Learning in Education AbroadR. Michael Paige, PhD, Professor of International and Intercultural Education, University of Minnesota, USADr. Ingrid Gehrke, M.A., Head of International Relations, FH JOANEUM University of Applied Sciences, Austria

Program Overview How mobility programs can have the largest impact on participants intercultural development, one of the primary objectives of the mobility experience. Key intercultural concepts and theories, relevant research on student learning abroad, and practical applications in program design through the entire mobility cycle: predeparture, in-country, and reentry/return home.

Program Content Participant needs analysis Key intercultural concepts and theories Learning styles and cultural dimensions General issues of programme design Research on culture learning abroad Programming ideas for pre-departure, in-country, and reentry

Program Methodology Presentation Discussion Group work (create your own product) Individual work Participation in experiential learning activities Common rules: Ask, value, share, listen

Cultural Learning Theories Learning styles Cultural dimensions Culture learning Cultural mentoring: challenge and support

Kolbs Learning Styles Concrete experience (feeling) learning by intuition and interaction with others

Reflective observation (watching) learning by perception and observation Abstract conceptualization (thinking) learning by thinking Active experimentation (doing) learning by doing

Teaching around the Wheel

Concrete experience

Reflective observation

Active Experimentation

Abstract Conceptualization

Program Design Analysis of a Group of Learners What do you know about your participants learning styles How can you adapt your training to different learning styles? How can you help learners expand their learning styles?

Hofstedes Cultural Dimensions High versus low power distance Individualism versus collectivism

High versus low uncertainty avoidance

Program Design Analysis of a Group of Learners What do our participants know about these cultural dimensions? What do our participants know about their own culture? What can we do to support cultural self awareness and other culture awareness?

Dimensions of Intercultural Learning(Paige, 2006)1) 2) 3) 4) 5) Learning about the Self as a Cultural Being Learning about the Elements of Culture Culture-Specific Learning Culture-General Learning Learning About Learning

These dimensions provide a template for an intercultural curriculum

Cultural Mentoring(Paige & Goode, 2009)Cultural mentoring means providing: 1) Ongoing support for learning 2) Concepts and ideas to anchor learning 3) Strategies for learning 4) Opportunitites to put learning into practice 5) Opportunities to reflect on experience 6) Opportunities to connect what was learned to the future (employment, education, life)

Cultural Mentoring: Research FindingsNature of the InterventionNo intervention Georgetown Consortium Study (60 progs.) With a limited on-line intervention University of Minnesota With an instructor-facilitated on-line intervention Bellarmine University and Willamette University With an on-site course and instructor Council in International Education and Exchange With an PDOT, on-site course, and intensive cultural mentoring American University Center of Provence

Average IDI Gain+1.32





With pre-departure and re-entry courses and an Internationalized academic program (2-3 years) University of the Pacific


Program Design Analysis of a Group of Learners What can we do to support our participants intercultural learning skills?

In what ways can we provide cultural mentoring for our students? In person? Online?

Master Intercultural Topics for Mobility Programs Culture Cultural adjustment Perception Nonverbal communication Communication styles Values Gender issues Intercultural adaptation

Culture Learning: Pre-Departure Connect to pre-departure in terms of content Have re-entry in mind Self-reflective or interactive? All your students need to have access to your technology What and how much should we do online?

Culture Learning: In Country Blogs, diaries, journals Structured reports (on line or on paper) Example: Global Identity course (University of Minnesota) Example: SKILL2E (EU and internship) Example: LMU online project

Culture Learning: Re-entry Treat the students as a resource for the institution Create opportunities to value the experience - buddies for incoming students - study abroad fair -culture experts Data management and distribution? Who knows they were abroad and who should know

Key Intercultural Development ConceptsR. Michael Paige, Ph.D. University of Minnesota

Intercultural Intensity Factors(Paige, 1993)1) Differences in cultural values, beliefs, practices 2) Ethnocentrism 3) Language issues 4) Cultural immersion 5) Cultural isolation 6) Prior intercultural experience 7) Expectations 8) Visibility/invisibility 9) Status 10)Power and control

The Developmental Model of Intercultural Sensitivity (Bennett, 1993)1) Ethnocentric worldview orientations - Denial of Difference - Defense against Difference - Minimization of Difference 2) Ethnorelative worldview orientations - Acceptance of Difference - Cognitive and Behavioral Adaptation to Difference - Integration of Difference

References Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.) Education for the intercultural experience (pp. 21-71). Yarmouth, Maine: Intercultural Press. Bennett, M. J. (2004). From ethnocentrism to ethnorelativism. In J. S. Wurzel (Ed.), Toward multiculturalism: A reader in multicultural education (pp. 62-78). Newton, MA: Intercultural Resource Corporation. Paige, R.M., Jacobs-Cassuto, M., Yershova, Y. A. & DeJaeghere, J. (2003). Assessing intercultural sensitivity: A psychometric analysis of the Hammer and Bennett Intercultural Development Inventory. International Journal of Intercultural Relations, 27, 467-486.

References Vande Berg, M., & Paige, R. M. (2009). Applying theory and research: The evolution of intercultural competence in U.S. study abroad. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence, (pp. 404-418). Thousand Oaks, CA: SAGE Publishing. Paige, R. M., & Goode. M. L. (2009). Cultural mentoring: International education professionals and the development of intercultural competence. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence, (pp. 333-349). Thousand Oaks, CA: SAGE Publishing.

The EAIE Academy is a one-week training programme for international higher education professionals.www.eaie.org/training | #EAIEAcademy | @TheEAIE