L’ATTIVAZIONE DI COMPETENZE INTERCULTURALI all’interno dei programmi Double Degree

QUARTAGIORNATAINTERCULTURALEUniversitàdegliStudidiMilano-Bicocca,26maggio2016

BuildingBridges:l’educazioneinterculturaleall’epocadeinuovifondamentalismi

Milano-BicoccaUniversity-Milan,Italy

L’ATTIVAZIONEDICOMPETENZEINTERCULTURALIall’internodeiprogrammiDoubleDegree

FabioCorno,RichaLal,SilviaHassouna

Milano-BicoccaUniversity,Dept.ofSociology,ViaBicoccadegliArcimboldi,8-Milan(Italy)

INTERCULTURALCOMPETENCESINTHEERAOFGLOBALIZATION

Milano-BicoccaUniversity-Milan,Italy2

When my father and mother applied for a job, they competed with people in the city they lived… “

” When I applied for a job I competed with people in the country I lived…

When my children apply for a job they compete against the world.

OVERVIEW


1. Introduction

2. Theory

3. Methodology

4. Findings

Qualitative research

Milton Bennet’s model: DMIS

1.1. Intercultural competencies 1.2. MAIB 1.3. MAIB – Key Figures 1.4. Developing intercultural competencies through MAIB

5. Analysis

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


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


“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)

CURRICULUM Core management Skills & Intercultural Competencies

CAREER MANAGEMENT Internship in National/ Multi-national Companies & Individual Career Development Plan

1.3.MAIB–KEYFIGURES


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


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


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


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

4.1.RISULTS:1stBATCH–ITALYTERM,9STUDENTS


Denial Defence Minimization Acceptance Adaptation Integration

Ethnocentrism Etnorelativism

Ability to settledown

Interpersonal relations (group dynamics)

Social interaction

1st month: Positive attitude in dealing with practicalities inspite of the perceived differences

2nd and 3rdmonth: Proactivity in daily life activities

1st month: - No communication - comparison

2nd and 3rd month: Openness/participation in Erasmus activities and travelling

1st month Rigidity, uncertainty

2nd month Openness, curiosity

3rd month Collaboration effective teamwork

4.2.RISULTS:1stBATCH-INDIATERM,9STUDENTS




Ability to settle down

Social interaction


1st month: Culture shock Intense feelings Comparison

2nd month: Cultural difference identify commonalities

3rd month: Curiosity/ Openness

1st month: Minimal comparison

2nd month: Conscious of differences

3rd month: Curiosity/ Openness

From 1st month Strong bonding, Mutual interest, Commonalities Adaptation to cultural difference

4.3.RISULTS:2ndBATCH-ITALYTERM,13STUDENTS





Social interaction


1st month: Strong culture shock Language barrier, comparison

2nd month: cultural difference identify Commonalities

3rd month: Curiosity/ Openness and exploration

1st month: Minimal, restricted to peers

2nd month: Interaction with student associations

3rd month: Leisure activities/ Openness/cultural exchange

1st month Mutual interest Differences,

diverse background

2nd & 3rd month: responsive in the teamwork, tolerant

4.4.RISULTS:2ndBATCH–INDIATERM,13STUDENTS


Denial Defence Minimization Acceptance Adapt. Integration



Social interaction


1st month: Conscious of cultural differences, ability to adjust

2nd & 3rd month: Curiosity, identify commonalities

1st month: Minimal comparison

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


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


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


•  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


•  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


•  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

THANKYOU!


MEGATRENDS

Demographic development

Focus on health

Polarization

Globalization

Commerciaization

Individualization

Economic Growth

Technologic Development

Acceleration and complexity

Democratization

Immateriaization

Knowledge society

Sustainabilty

Network society

Source: Instituttet for Fremtidsforskning, 2016

THANKYOU!


UniversityofMilano-Bicocca

DepartmentofSociology

ViaBicoccadegliArcimboldi,8(MI)Tel.+3902.6448.7543/7576

Fax.+3902.6448.7561Website:www.unimib.it

§  [email protected]



THANKYOU!


L’ATTIVAZIONE DI COMPETENZE INTERCULTURALI all’interno dei programmi Double Degree

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