On the basis of a growing international interconnection that has led to an increasing number of culturally diverse teams, study and working environments, as well as significant changes in the intercultural orientation aimed at adapting to the realities of a
multicultural society, the object of this thesis is to expound the significance of intercultural competence in the field of higher education, to illustrate challenges stemming from an intercultural cooperation and to cover feasible improvement opportunities of dealing with them.
In order to be interculturally competent, certain character traits emerge as very important. Also certain soft skills, especially the ones related to the social competence were identified as crucial. Learning those is, as a matter of course, a lifelong process, however influenced by individual experiences and the external environment. Higher Education Institution belong to the external environment that plays a significant role in developing, or, at least promoting ways for intercultural competence. Recently, the role of higher education in this context has been explored in great detail.
Based upon a solid theoretical literature review and an empirical research in form of a case study, the research concluded that IC promoted at HEI has only a theoretical and initial impact on professional life. To paraphrase it differently, HEI has the function to lay the fundamental ground in learning to become intercultural competent and to develop this competence further onto a professional level. However, being intercultural competent means continuous learning, as each and every intercultural situation differs from another. Nevertheless, there are certain instruments that facilitate the development of intercultural competence. What does are and how one can make use of them is one of the topics dealt with in the present thesis.
Table of Contents
1. Introduction
2. Thesis Insights
3. Globalization and its Effect
3.1 Globalization – a Term and its Definitions
3.2 Economic Globalization
3.3 Globalization within Cultural Contexts
4. Globalization in the Context of Higher Education in Germany
5. Intercultural Competence – a Basic Qualification in a Globalized World
5.1 Understanding the Concept of Culture
5.2 Interculturality vs. Multiculturality
5.3 Getting to know the Field of Intercultural Competence
5.3.1 Creating Cultural Synergies - Developing Intercultural Competence
5.3.1.1 Fostering Intercultural Competence through Cultural Awareness
5.4 Intercultural Competence in Higher Education
6. Empirical Research
6.1 Aim of the Research and Research Approach
6.2 Research Design
6.3 Site Selection
6.4 Sample and Procedure
6.5 Analysis and Findings
6.5.1 Qualitative Content Analysis
6.5.1.1 Results of the Qualitative Content Analysis
6.5.2 Quantitative Survey Analysis
6.5.2.1 Results of the Quantitative Survey Analysis
6.5.3 Résumé
8. Reflection and Conclusion
9. Bibliography
10. Appendix
10.1 Appendix A: Student Questionnaire
10.2 Appendix B: Alumni Questionnaire
10.3 Appendix C: Interview with Mr. Stürenberg-Herrera, CBS Career Service
10.4 Appendix D: Interview with Mrs. Bochow, Head of the International Office
10.4 Appendix E: Interview with Mrs. Scherer, Head of the Intercultural Management Department and Head of the Foreign Languages Department
Research Objectives and Themes
This master thesis investigates the importance of intercultural competence in the context of higher education and its subsequent impact on professional life. The primary research question addresses what the Cologne Business School (CBS) does to promote intercultural competence and whether there is any traceable impact of these efforts on the future career paths of former students.
- The role of higher education in the globalization process.
- The fundamental theories and components of intercultural competence.
- Empirical analysis of institutional efforts to promote intercultural competence.
- Evaluation of the perceived impact of intercultural training on employability.
- Identification of gaps and potential improvements in current higher education practices.
Excerpts from the Book
1. Introduction
“Tolerance, inter-cultural dialogue and respect for diversity are more essential than ever in a world where people are becoming more and more closely interconnected.” Kofi Annan (UN, 2017, p. 1)
It was the 21st of March 2004 when Kofi Annan, at that time Secretary General of the United Nations (UN), entered the International Day for the Elimination of Racial Discrimination with the above quoted message (UN, 2017). What he once said, 13 years ago in the course of this day, has become increasingly important in today’s world, as the interconnection of people is greater than ever before (Longhurst et al., 2016). While in the past this worldwide interconnection was a dream of the future, nowadays it encounters us in everyday life as a matter of course. Today, it is possible to stay in touch with plenty of people from almost all over the world, even at the same time. In addition, it is possible to travel to a handful places and even visit them virtually before arriving there. Also, buying products from other countries, while sitting at home on the sofa, is no longer a vision of the future, but thanks to technological advancement, already rather reality (Heath, 2016).
In literature, this interconnection in form of the above mentioned activities and others, is more often referred to as actions within the process of globalization (Wells et.al, 2001). Indeed, this was not always the case. When analyzing the concept of globalization, especially earliest findings, often placed the subject in a purely economic context (Steger, 2013), by defining globalization as the interdependence of world economies resulting from a growing level of trade between nations (Shangquan, 2000). However, over the years, the definitions evolved. While some more recent definitions describe globalization in a more general résumé with room for interpretation, others use the term internationalization and globalization interchangeably or describe the concept as the regionalization of the world system (Scherrer, 2011).
Summary of Chapters
1. Introduction: Presents the globalized world context and introduces the research focus on intercultural competence in higher education.
2. Thesis Insights: Reflects on the methodological approach, the research design, and the transition from a broad initial inquiry to a specific case study.
3. Globalization and its Effect: Analyzes the multifaceted nature of globalization, focusing on economic and cultural dimensions.
4. Globalization in the Context of Higher Education in Germany: Explores how the German higher education system has adapted to globalization, emphasizing employability.
5. Intercultural Competence – a Basic Qualification in a Globalized World: Defines intercultural competence and examines cultural theories and strategies for fostering this skill.
6. Empirical Research: Documents the qualitative and quantitative methods used, including interviews and student surveys, to assess CBS's initiatives.
8. Reflection and Conclusion: Summarizes findings, acknowledges research limitations, and provides recommendations for future academic development.
Keywords
Intercultural Competence, Higher Education, Globalization, Employability, Cultural Synergy, Case Study, Diversity Management, Cultural Awareness, Internationalization, Student Mobility, Professional Development, Cross-Cultural Management, Global Citizenship, Behavioral Competence, Soft Skills.
Frequently Asked Questions
What is the core focus of this research?
The research examines the significance of intercultural competence within higher education and explores how institutions, specifically the Cologne Business School, foster these skills in students to prepare them for an international labor market.
What are the primary thematic areas covered?
The thesis covers the impact of globalization on education, theoretical frameworks for understanding culture, the definition of intercultural competence, and empirical methodologies to assess these concepts in practice.
What is the main research question of the study?
The study aims to determine what the Cologne Business School (CBS) specifically does to promote intercultural competence and whether its former students perceive a traceable impact of these efforts on their professional lives.
Which scientific methods are employed?
The author uses a mixed-methods approach, combining an integrated literature review with empirical research, which includes semi-structured expert interviews and quantitative online surveys.
What is discussed in the main body of the work?
The main body integrates theoretical literature on globalization and culture with an empirical case study of CBS, covering student questionnaires and interviews with faculty and administrative staff.
Which keywords best characterize this work?
The work is characterized by terms such as Intercultural Competence, Higher Education, Globalization, Employability, Cultural Synergy, and Diversity Management.
How does the CBS promote intercultural competence according to the interviews?
According to the interviewees, the CBS promotes these skills through international student mobility programs, mandatory internships, and an increasingly networking-oriented environment that encourages direct interaction between diverse student groups.
What is the conclusion regarding the impact of intercultural competence on professional life?
The research suggests that while higher education provides the necessary theoretical foundations, the actual application in job interviews is often implicit rather than explicit, though graduates with international experience generally feel better prepared for the demands of a globalized work environment.
- Citation du texte
- Juliane Couto (Auteur), 2017, The Importance of Intercultural Competence in Higher Education and its Impact on Professional Life, Munich, GRIN Verlag, https://www.grin.com/document/376076
