Global Engagement and Intercultural Competence International Programs Center

Global Engagement and Intercultural Competence International Programs Center 203 Foust 336. 334. 5404 studyabroad@uncg. edu Image from: http: //www. fcsl. edu/events/diversity/images/multicultural. jpg

Have you ever? • • • Have you ever flown on an airplane before? Have you ever traveled outside of the US? Have you ever lived overseas for more than 1 month? Have you ever lived overseas for more than 6 months? Have you ever lived overseas for more than 5 years? Have you ever traveled to a country whose main language was one you were not fluent in? • Have you ever adjusted your habits or behavior to adapt to a new culture? • Have you ever experienced culture shock?

What have we done today thus far? n n Logistics Culture Shock Simulation What now? n Making the most of your time abroad to enhance your Intercultural Competence

What is culture? Working with a partner jot down your definition of culture

Objective/ Subjective Culture Objective culture: What human beings make, and pass on from generation to generation. Examples: music and art Subjective culture: The learned and shared patterns of beliefs, behaviors, and values of groups of interacting people Source: Bennett 1998: 3.

Four Core Intercultural Competencies n n Increase cultural and personal self awareness; Increase awareness of others within their own contexts; Learn to manage our emotions and thoughts in challenging circumstances; and Learn to bridge cultural gaps– that is, learn to shift our frames, attune our emotions to others, and adapt our behavior to unfamiliar or challenging cultural contexts.

Task 1: Learn more about aspects of culture

Identifying aspects of Culture Maximizing Study Abroad, Paige et al. 2002: H-31

Identifying aspects of Culture Where do these belong on the Iceberg? n n n n Religious rituals Religious beliefs Gestures Importance of time Nature of friendship Concept of personal space Literature n n n n Food Music Holiday customs Work ethic Concept of fairness Notion of modesty Eating habits Values

Task 2: Reflect on your values and beliefs

Popular Saying or Expression What might these sayings suggest about U. S. values and beliefs? 1. “If at first you don’t succeed, try again” 2. “Make lemons into lemonade” 3. “Make yourself at home” 4. “Don’t blame me!” 5. “The squeaky wheel gets the grease” 6. “Where there’s a will, there’s a way” 7. “Talk is cheap” 8. “What’s the bottom line? ” 9. “What’s up? ”

Task 3: Enhance you skillsets

DESCRIBE, INTERPRET, EVALUATE (DIE model) DESCRIBE: What I See (only observed facts) INTERPRET: What I Think (about what I see) + cultural understanding EVALUATE: What I Feel (about what I think. . . positive or negative)

Task 4: Learn about various cultural models

Intercultural Development Continuum • Cognitive Frame-shifting • Behavioral Code-shifting • Similarity • Universalism • Defense • Reversal • Disinterest • Avoidance Modified from the Developmental Model of Intercultural Sensitivity (DMIS), M. Bennett, 1986. Copyright, 2007, 2009 Mitchell R. Hammer, Ph. D.

Hofstede Culture Comparison Tool http: //geerthofstede. com/countries. html Power distance Individualism Masculinity/Femininity Uncertainty Avoidance Pragmatic vs. Normative Indulgence vs. Restraint

High /Low Context Cultures Communication can be: • • High Context - uses implied meanings which arise from the setting Low Context - focuses on literal meanings of words, independent of setting Everyone engages in both, depending on: • • • The relationships involved The situation The purpose of communication Edward T. Hall 1976 Beyond Culture

robsegers. blogspot. com

High Context/Low Context Culture Low-context communicators interacting with high-context communicators should remember: Nonverbal messages/gestures are important • Status and identity may be communicated nonverbally • Face-saving and tact are important • Building a good relationship may be essential • Indirect routes and creative thinking may be important •

High Context/Low Context Culture High-context communicators dealing with low-context communicators should remember: Statements may be taken at face value • Roles and functions may be decoupled from status • A sustained focus on tasks may be necessary • Direct questions are not meant to offend • Indirect cues may be ineffectual •

Task 5: Consider your role in the world

Global Citizenship Global citizenship creates conceptual and practical linkages, not divisions. The connections between what happens at home and “over there” become more visible. Commonalities that human beings share become balanced with cultural differences (Green, 2012).

Golden Rule n “Do unto others as you would have them do unto you” Platinum Rule “Do unto others as they themselves would have done unto them”

Four Core Intercultural Competencies n n Increase cultural and personal self awareness through reflecting on our own experiences, past and present; Increase awareness of others within their own cultural and personal contexts; Learn to manage our emotions and thoughts in the face of ambiguity, change, and challenging circumstances & people; and Learn to bridge cultural gaps-- that is, learn to shift our frames, attune our emotions to others, and adapt our behavior to unfamiliar or challenging cultural contexts.

Through your semester abroad LEARN: About yourself (what makes you tick) n What it means to be a US citizen n What it means to be a global citizen (Globally Engaged) n

n n https: //www. nafsa. org/_/File/_/ti_global_citizen. pdf https: //www. mindtools. com/pages/article/sevendimensions. htm