The objective of this paper is to determine how intercultural competences can be measured. The first step is to study the term “intercultural competence” in more detail and to clarify its precise meaning. Next, the different models of intercultural competence are described. In addition, the effort lies in questioning whether it is possible to measure intercultural competence and how this could be done in a meaningful way. In the third chapter, the necessity of the measurement, the object of the measurement, different measuring methods and the problems of the measurements are studied. Lastly, the conclusion is presented.
Table of Contents
1 Introduction
2 What is intercultural competence?
2.1 Models of intercultural competence
2.1.1 List and structural models
2.1.2 Process Model
3 The Necessity of measuring intercultural competence
3.1 Object of measurement
3.1.1 Measuring intercultural competence
3.2 Measurement techniques
3.2.1 Paper-and-pencil questionnaire
3.2.2 Assessment Centre
3.2.3 Interview-based method
3.3 Measurement problems
4 Conclusion
5 References
Research Objectives and Core Themes
The primary objective of this paper is to investigate how intercultural competence can be measured within professional and educational contexts. It explores the definition of the term, analyzes existing conceptual models, and evaluates the feasibility and accuracy of various measurement methods while addressing the inherent difficulties in quantifying such a complex, multi-dimensional construct.
- Theoretical foundations of intercultural competence
- Comparative analysis of list, structural, and process models
- Methodologies for measuring personal mindsets and skills
- Challenges in assessment, including interviewer bias and subjective distortion
Excerpt from the Book
3.2 Measurement techniques
Traditional test forms of specific performance measurement, as well as test types that are completed within a predefined time frame and using predefined criteria, are used to assess specific areas of knowledge of intercultural competence. As a rule, respondents will be assessed by paper-pencil tests, computer-aided self-appraisals tests and assessments carried out by third parties, so-called interviewers who will try to determine if a candidate is capable of interculturally competent interaction.
3.2.1 Paper-and-pencil questionnaire
The paper-and-pencil test is mainly used in human resources diagnostics and for evaluating learning outcomes. This group includes intelligence performance and personality tests in which a situation is presented and the respondent can choose between several sets of answers/explanations. Based on these answers, conclusions on a person's intercultural competence can be derived. Another option is to monitor group discussions on selected questions, which can then be evaluated, with the possibility of forming both intracultural and intercultural groups and comparing their results. The advantage of this test approach is that it is both economically feasible and allows an objective view of the required competence and thus largely fulfils a company’s requirement for balancing costs and benefits.
Summary of Chapters
1 Introduction: Provides an overview of the growing importance of intercultural competence due to globalization and migration, setting the research objective for determining its measurability.
2 What is intercultural competence?: Discusses the varied interpretations of the term and introduces central theoretical frameworks, specifically distinguishing between list, structural, and process models.
3 The Necessity of measuring intercultural competence: Examines the practical requirements for assessing competences in organizations and details specific techniques like questionnaires, assessment centers, and interviews while discussing inherent measurement challenges.
4 Conclusion: Summarizes that while intercultural competence is a vital, complex construct, universal measurement remains difficult due to the lack of standardized procedures and potential distortion in data collection.
5 References: Lists the academic sources and literature utilized throughout the paper.
Keywords
Intercultural competence, Globalization, Migration, Competence measurement, Structural models, Process models, Assessment Centers, Paper-and-pencil tests, Biographical interviews, Skill assessment, HR diagnostics, Cultural awareness, Knowledge society, Reflective competence, Measuring techniques
Frequently Asked Questions
What is the central focus of this research paper?
The paper focuses on the challenge of defining and measuring intercultural competence, particularly in light of increasing globalization and its role in modern professional life.
What are the primary thematic fields covered?
The core themes include theoretical definitions of intercultural competence, comparative modeling of these competences, and the practical application of various measurement methodologies.
What is the main goal or research question?
The goal is to determine how intercultural competence can be measured meaningfully and to question whether a universal, reliable method of measurement is currently possible.
Which scientific methods are discussed in the paper?
The paper discusses quantitative and qualitative approaches, specifically paper-and-pencil questionnaires, Assessment Centers, and in-depth biographical interviews.
What content is covered in the main section?
The main section covers the conceptualization of models, the necessity of measurement for organizational success, specific diagnostic techniques, and the common pitfalls and distortions encountered during the evaluation process.
How would you characterize this work with keywords?
Key terms include intercultural competence, measurement methodologies, globalization, assessment diagnostics, and professional skill evaluation.
Why does the author consider intercultural competence to be a "buzzword"?
The author notes its inflationary use in scientific and political debates, which leads to a lack of consensus on a precise, universally applicable definition.
What are the limitations of Assessment Centers according to the author?
The author notes that while they observe actual behavior, they are costly in terms of time and preparation, and the results can be distorted by the presence of observers (presence effects).
- Citar trabajo
- Laura Buonocore (Autor), 2020, How can intercultural competences be measured?, Múnich, GRIN Verlag, https://www.grin.com/document/968794
