This book is an introduction to Intercultural Communication (IC) that takes into account the much neglected dynamic paradigm of culture in the literature. It posits that culture is not static, context is the driving force for change, and individuals can develop a multicultural mind. It is also the first IC textbook in the field that incorporates insight from evolutionary biology and the newly emerging discipline of cultural neurosciences. Such an interdisciplinary approach provides readers with new angles, encourages critical thinking, and sometimes challenges conventional knowledge in the field. The combination of the author’s multicultural academic and journalistic background contributes to a balance of diverse perspectives and world views on cultural theories and discourses. The book is ideal for courses in Intercultural Communication with study cases, discussion topics and class activities.
Aim. Although cultural dimensions theory is a topical strand of quantitative cultural research, few intercultural simulation games use it. We present the design and review of the application of OASISTAN, an intercultural role-playing simulation game that is specifically based on cultural dimensions theory. Method. OASISTAN was first designed in 1999 for use in Master’s courses on cross-cultural management at Delft University of Technology in the Netherlands, attracting 20-23 year old students with a Bachelor degree in engineering and from various cultural backgrounds. Since its first design the game has been played approximately 45 times at Delft University of Technology in the Netherlands and three times at Harbin Institute of Technology in China in the years 2006-2008. We reviewed their experiences designing and facilitating OASISTAN since 1999. Results. The game has a no-tech role-play design and revolves around the geopolitically complex region of the Caspian Sea, specifically the fictional country of ‘Oasistan’. The game consists of students forming small teams of Oasistani, Western and non-Western public/private actors collaborating with each other to try and reach the common goal of oil exploration and production in this country. In total 15-30 students were involved. We found that OASISTAN allowed its players not only to intensely experience the difficulty and awkwardness of being confronted with cultural differences, but also to interpret and understand these differences through cultural dimensions. Students who played OASISTAN identified ten out of the 12 dimensions by Maleki and De Jong. The two dimensions that students were not able to identify are uncertainty avoidance and collaborativeness. Conclusion. OASISTAN shows how a game design field (i.e., intercultural simulation gaming) can be reinvigorated in light of new or updated scientific theories pertaining to the field’s subject matter (i.e., cultural dimensions). Several opportunities for future research are identified.
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In this study it was hypothesized that collaborative learning in international higher education contributes to the development of intercultural competence. Two hundred and fifty-two students of an international business and management study programme of a Dutch university participated in two surveys on collaboration in a group learning activity and one survey on their development of intercultural competence. Additionally, three groups of four to six students took part in focus group interviews. The results indicated that when students perceive that the group process improves, the quality of the collaboration in terms of verbal interaction and equal contribution will also improve. Furthermore, the results revealed that a higher perceived quality of the collaboration relates to an increasing development of intercultural competence. The findings are discussed and related to implications for the use of group learning activities in international higher education. https://doi.org/10.1177/1028315319826226
JEWELS TOUR is a 4-year project funded by Interreg Europe and dealing with the valorisation of Jewish Cultural Heritage (JCH) in some European cities (Ferrara in Italy, Coimbra in Portugal, Erfurt in Germany, Lublin in Poland, Riga in Latvia, Ośrodek in Poland). Jewish cultural heritage is an integral part of the shared cultural heritage in Europe, and initiatives such as this project bring local stakeholders from different parts of Europe together to investigate the common responsibility of protecting tangible and intangible Jewish heritage. Across Europe, municipalities and local organizations recognize a need to make Jewish heritage accessible, and to do so in a sustainable way, that is in a way that benefit locals as well as visitors, with attention to economic as well as cultural and social benefits. The project aims is to devise policy instruments to promote Jewish cultural heritage, hereby including also digital ones, when possible. Technology is seen as an instrument to collect and share stories with equity, hereby also exploiting the emerging Collaborative Cloud for Cultural Heritage that is promoted at European level.Societal IssueCultural heritage has been increasingly recognised as a strategic asset for an inclusive and sustainable development across Europe, due to its capacity to promote diversity and intercultural dialogue, while contributing to a stronger sense of belonging and mutual respect. The JEWELS TOUR project addresses the challenge of Jewish Cultural Heritage (JCH) discontinuity, reflecting both in a low level of investments and connection between heritage resources and local/regional productive sectors, as well as in the attractiveness regarding the promotion of JC assets as drivers for sustainable tourism and regional development.Benefit to societyIn recent years, Cultural Heritage has been increasingly recognised as a strategic resource for a sustainable and peaceful Europe, due to its capacity to promote diversity and intercultural dialogue, while contributing to a stronger sense of belonging and mutual respect . At EU level, cultural investments are considered as key drivers of territorial development and social cohesion, and as essential elements leading to the promotion of social innovation. JEWELS TOUR contributes to sustainable tourism and social innovation by revaluing Europe’s JCH, reinforcing the sense of belonging and cultural diversity in Europe.Collaborating partnersFerrara Municipality Italy, Breda University of Applied Sciences Advisory Partner Netherlands, Ośrodek "Brama Grodzka - Teatr NN" Partner Poland, Coimbra Municipality Partner Portugal, City of Erfurt Partner Germany, Riga Investment and Tourism Agency Partner Latvia, Lublin Municipality Partner Poland.
Een veelbelovend model voor de professionele ontwikkeling van docenten/opleiders, gebaseerd op diepgaande samenwerking tussen docenten/opleiders en gericht op het verbeteren van het leren van studenten, is Lesson Study. Lesson Study wordt echter nauwelijks in het mbo toegepast. Met het Europese LS4VET-project gaan we de Lesson Study methode aanpassen en geschikt maken voor het mbo.Doel Het doel is om een diepgaande en duurzame impact te bereiken - dat wil zeggen, verbetering van de kwaliteit van het onderwijs – bij mbo’s die de methode toepassen. Aanpak Projectleden zijn onder meer hoger onderwijsinstellingen met vooraanstaande onderzoekers en lerarenopleiders die ervaring hebben met Lesson Study. Elke hogeschoolinstelling werkt samen met partner MBO- instelling die op zoek is naar effectieve manieren om de samenwerking tussen hun docenten en het beroepsonderwijs te verbeteren. Relevantie Het korte termijn resultaat van het project is een methode en een handboek van een effectief docentprofessionaliseringsmodel, Lesson Study, dat specifiek is gericht op het mbo. De resultaten zullen publiekelijk toegangkelijk zijn. Het lange termijn resultaat is dat het LS4VET-project docenten/opleiders van mbo’s wil ondersteunen bij het vormen van professionele leergemeenschappen door ze de Lesson Study-methode en een bijpassende toolkit aan te bieden. Looptijd 01 september 2020 - 31 augustus 2023 Resultaten In het project ontwikkelen we een: 1. Model - een theoretisch model dat richtlijnen biedt voor Lesson Study in het mbo 2. een online cursus 3. Storyboard and Toolkit 4. eBook - een handboek voor docenten/opleiders en managers binnen het mbo Samenwerking met kennispartners Stichting Landstede (Netherland) ELTE Eötvös Loránd University Institute of Intercultural Psychology and Education (Hungary) – project coordinator iTStudy Hungary Educational and Research Centre Ltd. (Hungary) Neumann János Computer Science Technical School (Hungary) Pedagogische Hochshule Niederösterreich (Austria) Vocational School Baden Lower Austria (Austria) Universita ta Malta (Malta) Institute of Tourism Studies (Malta)
Business relations between Brainport organisations and their partners based in China have been growing rapidly. This postdoc project explores the Sino-Dutch corporate communicative strategies in the intercultural and geo-political context. Adopting discourse analysis and design-based research methods, the research aims to develop effective communication strategies for organisations in Brainport. Probing the geo-political, intercultural and digital challenges, the project provides a framework and insights in terms of corporate communication in the intercultural settings. Based on the results, the publications, the teaching activities, and the public talks, this research will generate future research leads and more societal discussions on the interplay between intercultural and business communicative strategies. Furthermore, this research engages the teaching activities through lectures and workshops at Fontys School of Business and Communication. Engaging the students in various learning activities, I will encourage the learning groups to participate and experiment in a hybrid learning environment at Fontys. I will lead a research project team in our minor China and World Economy, and encourage the learning group to participate and experiment in a hybrid learning environment at Fontys.
