QUARTA GIORNATA INTERCULTURALE Università degli Studi di Milano-Bicocca, 26 maggio 2016 Building Bridges: l’educazione interculturale all’epoca dei nuovi fondamentalismi Milano-Bicocca University - Milan, Italy L’ATTIVAZIONE DI COMPETENZE INTERCULTURALI all’interno dei programmi Double Degree Fabio Corno, Richa Lal, Silvia Hassouna Milano-Bicocca University, Dept. of Sociology, Via Bicocca degli Arcimboldi, 8 - Milan (Italy)
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L’ATTIVAZIONE DI COMPETENZE INTERCULTURALI all’interno dei programmi Double Degree
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4.1. first batch – Italy term 4.2. first batch – India term 4.3. second batch – italy term 4.4. second batch – India term 4.5. Interpretations
5.1. Limitations 5.2. Implications for Research & Practice 5.3. Reflections
1.1.INTERCULTURALCOMPETENCES
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DEFINING INTERCULTURAL COMPETENCE Intercultural competence is the capability to shift cultural perspective and adapt, or bridge behavior to cultural commonality & difference.
• Deep cultural self-awareness • Deep understanding of the experiences of people from different
cultural communities – in perceptions, values, beliefs, behavior and practices
• Behavioral shifting across these various cultural differences
RESEARCH QUESTIONS (1) How can intercultural competencies (IC) be effectively developed
amongst students in the context of Double Degree Programmes (DDP)? (2) How should DDP be structured in order to facilitate the development of
IC?
EXPOSURE TO CULTURAL DIVERSITY Living & studying in Milan- Bangalore- Toronto
1.2.MAIB
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“Intercultural competence and intercultural sensitivity development has to be conceived as a long-lasting and continuous learning process that should ideally be designed over a prolonged period” (Graf 2004)
MAIB is a full time Double Credential Program
Designed by University of Milano-Bicocca (Milan, Italy) in partnership with Centennial College (Toronto, Canada) and Alliance University (Bangalore, India)
CAREER MANAGEMENT Internship in National/ Multi-national Companies & Individual Career Development Plan
1.3.MAIB–KEYFIGURES
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Launched in 2013/14, with funding support from Fondazione Cariplo
Batch 1: 2014/15: 9 students, 4 nationalities Field work: 3 Canada, 1 Brazil, 5 Italy All students have found a job after field-work
Batch 2: 2015/16: 13 students, 6 nationalities Batch 3: 2016/17: Goal: a diverse in-coming class (approx. 20 students) So far: enquiries from 200 students across 20 countries
1.4.DEVELOPINGINTERCULTURALCOMPETENCETHROUGHMAIB
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Guestlectures/seminarsPre-departureprogram
CoachingCounsellingsupport
IntensiveOrientaEonprogramincludingteambuilding
DiverseinternaEonalclass
Academic Socio-cultural
Levels of intervention
Visitstohistorical,culturalplaces
Exposuretolocalculture,customs&tradiEons
VisittoNGOs
InteracEonwithstudentassociaEons
ParEcipaEoninlocalfesEvals
Studentbuddysupport
40hourcourseoncross-culturalskills
2.THEORETICALFRAMEWORK:MILTONBENNETT’SDMIS
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Etnorelativism
Defence Denial Minimization Adaptation Acceptance
Ethnocentrism
Intercultural mindset Monocultural mindset
Milton Bennett’s DMIS (Developmental Model of Intercultural Sensitivity) model of inter-cultural sensitivity (1993) helps us in analysing and measuring the development of intercultural sensitivity along this continuum:
Integration
Avoidance, Disinterest
Judging differences
De-emphasizes difference
Deeply comprehends difference
Bridges across difference
3.RESEARCHMETHODOLOGY
§ Qualitative methodology – ensures flexibility and in-depth analysis
§ 14 Semi-structured interviews across 1° and 2° cohort of students in person/through Skype.
§ 2 Focus group discussions § Observations § Constant interaction with students § Data transcription, coding &
interpretation
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Edition: 2 (2015-2016) Interviewees: 6 (4 females; 2 males) Average age: 25 years Nationality: Indian, Italian, Jamaican, Russian, Romanian, Mexican.
Edition: 1 (2014-2015) Interviewees: 9 (7 females; 2 males) Average age: 25 years Nationality: Indian, Italian, Brazilian, Italian-American
2nd & 3rd month: Openness, travelling, new local friends
From 1st month: disconnected, dis-harmony, in-group dynamics of exclusion, difficulties with teamwork
4.5.RESEARCHFINDINGS
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1. Positive impact of the program – gradual decline of ethnocentric tendencies which were present at the beginning of the program.
2. Strong emotions – the feelings expressed by the interviewees are partially attributable to the short time elapsed from their experience (interviews conducted at end of India period)
3. Exposure to diversity – prior exposure to inter-cultural experiences has made the second batch more flexible in their adaptation process
4.5.RESEARCHFINDINGS
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4. Challenging one’s own biases – some events helped the students challenge their own existing biases and prejudices, thus supporting development of intercultural sensitivity.
5. Gap between theory and pratice – inspite of a dedicated 40 hour course on intercultural communication, students of batch 2 have experienced serious interpersonal issues while working together. This gap represents a threat to group harmony.
6. Group cohesion – an intercultural group studying together becomes an interconnected system: communication and openness are the key features binding the group together.
7. Self reflection – coaching & counselling process has been instrumental in enabling students cope with stress and monitor their individual progress
5.1.LIMITATIONS
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• Small sample size – given the small size of MAIB 1st and 2nd batch, data are not statistically relevant.
• This study is limited to the use of qualitative methods – the combination of qualitative and quantitative methods might give more insights to this complex phenomenon.
• This study focuses on the IC building amongst the students – it does not consider the IC development process of teaching and administrative staff.
• This paper represents only one example of joint double degree program – further research is needed in this area, including students and researchers from different disciplines, universities and nationalities.
5.2.IMPLICATIONSFORRESEARCH&PRACTICE
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• Institutions of HE need to identify and to develop a shared understanding of Intercultural competence.
• IC is something that needs to be “experienced”. • IC development needs to be understood as a developmental process
for everyone: students, professors/teachers and administrative staff.
• Joint Double-degree programs should also increase exchange options for teachers and staff, not only for students.
• Teaching IC is not enough to make students feel at ease when
studying abroad
• Acquiring inter-culture competence follows the DMIS continuum.
Summarizing our learnings as part of MAIB Program, following propositions can be derived for the development of IC in Joint Programs:
5.3.REFLECTIONS
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• We need a responsible internationalization strategy which will incorporate innovative approaches to curriculum development, student support mechanisms and academic development initiatives (Robson, 2011: 626),
• We need to foster and promote international opportunities for our students and staff through cross-cultural events on our campuses, exchange programs, student & staff mobility, joint programs and research and professional connections
• Global forces are driving change, and institutions must respond to competition at a local, national and international level.
• We need a comprehensive framework to guide institutional activities aimed at improving student learning outcomes and positioning the university within the global higher education system.
• We need to foster greater networking with labor market institutions