Influence of Students’ Interactions Abroad on Developing Intercultural Competence

Study-abroad programs represent one of the initiatives implemented by universities to internationalize curricula and prepare students to perform in a globalized society. The purpose of this research was to evaluate how intercultural interactions influence the development of intercultural competence. Results from a sample of 158 students indicate that students’ intercultural contacts have a significant positive effect on their change in intercultural competence, which is calculated as the difference between the measures before and after going abroad (b = .236; s.e. = .104; β = .289; p < .05). These findings confirm that mere exposure to foreign environments does not automatically result in effective learning; thus, universities should set conditions to facilitate active engagement between visiting students and national hosts.     

Study Abroad Programs as Tools of Internationalization: Which Factors Influence Hungarian Business Students to Participate?

The internationalization of higher education has been on the agenda for decades now all over the world. Study abroad programs are undoubtedly tools of the internationalization endeavors. The ERASMUS Student Mobility Program is one of the flagships of the European Union’s educational exchange programs implicitly aiming for the internationalization of European higher education. Despite the high level of support from the European Commission, the ERASMUS opportunity seems to be underused in several institutions. This study looks at the possible obstacles of internationalization at the institutional level through the lens of study abroad programs, and serves as a lesson for higher education institutions in the USA. Through desk research and a student survey, the author explores the encouraging factors and discouraging factors that affect business students in their decision whether to apply for a study abroad program or not.     

Examining Intercultural Growth for Business Students in Short-Term Study Abroad Programs: Too Good to Be True?

Changes in ethnocentrism, intercultural communication apprehension, international awareness and activities were examined in business students participating in a 16-day consulting program abroad and compared to a control group of students at the home university. Anticipated changes in the study abroad students were found; however, when compared to the control group, the changes had little significance. Study abroad students had higher ethnocentrism, intercultural communication apprehension and lower intercultural awareness prior to going abroad; thus, the study abroad experience brought the STSA participants to the post-test levels of the control group. Implications for STSA programs and directions for future research are discussed.     

Global leadership success through emotional and cultural intelligences

Culturally attuned and emotionally sensitive global leaders need to be developed: leaders who can respond to the particular foreign environments of different countries and different interpersonal work situations. Two emerging constructs are especially relevant to the development of successful global leaders: cultural and emotional intelligences. When considered under the traditional view of intelligence as measured by IQ, cultural, and emotional intelligences provide a framework for better understanding cross-cultural leadership and help clarify possible adaptations that need to be implemented in leadership development programs of multinational firms. This article posits that emotional intelligence (EQ), analytical intelligence (IQ), and leadership behaviors are moderated by cultural intelligence (CQ) in the formation of global leadership success.     

Demonstrating Ethnocentrism

This paper presents a classroom exercise that may be used to demonstrate the concept of ethnocentrism. The exercise employs a map task that is used to indicate selective attention. The exercise is quick, informative, and generally entertaining, and it is appropriate as a teaching device wherever the marketing curriculum focuses upon international concerns.     

Factors Affecting Students’ Preferences to Study Abroad Programs: A Case of Indian Business School Students

ABSTRACT

This study makes an attempt to explore the factors affecting Indian students’ preferences to study abroad programs. A survey administered in one of the leading business schools of India and subsequent analysis reveals the significance and importance of study abroad for Indian students. Result shows that the top-ranked factors affecting students’ preferences to study abroad are: quality of education in the host country, safety issues in the host country, and reputation and ranking of the host institution. Also, USA was found to be the most preferred country for study, and students belonging to a family business prefer the USA for study. However, no significant relationship was found between country choice and gender of the student. Similarly, specialization of the study was not found to be a significant factor of country choice.     

Why Do Gen Y Students Study Abroad? Individual Growth and the Intent to Study Abroad

We propose that Generation Y college students’ motivations to study abroad are rooted in the desire for individual growth, which, combined with other motivation factors—gender, parents’ educational level, prior international experience, age, and household income—drives the intent to study abroad. The study samples juniors and seniors in business majors, thereby attempting to shorten the temporal distance between study abroad intent and action. A significant number of students declare intent to study abroad as freshmen, yet fail to act on those intentions when the opportunity presents itself a year or two later. Results showed that the desire for individual growth was significantly and positively related to Gen Y business students’ intention to study abroad. Students’ prior experience visiting foreign countries and younger age positively moderated the effect of the desire for individual growth on intent to study abroad. The time lag between intent and action, and the fact that study abroad is a high involvement activity creates promotional challenges on how to best promote study abroad to Gen Y students. The article suggests practical implications and suggests how schools might increase study abroad participation among Gen Y college students.     

跨文化广告传播中的非语言障碍

随着经济全球化的发展,众多跨国企业都将目光投向全球市场。为了提高企业自身品牌的知名度,决策者们都极为重视广告这种载体的宣传作用。然而一些照搬本国宣传理念的国际跨文化广告不仅未能达到预期的效果,反而使本土消费者对其产品产生了抵制情绪,因为除了语言之外,还存在着历史政治、知识结构、宗教文化等各种宏观或微观的影响因素．制约广告在民族国家间的传播。因此如何避免这种跨文化广告带来的非语言障碍,成为跨国企业在进入特定市场前必须仔细探讨的课题。在本文的第一部分中,作者给出“跨文化广告”的详细定义并介招其发展状况和特点。在第二部分中．作者从不同角度定义“非语言传播因素”并分析跨文化广告传播障碍产生的原因。在第三部分中,作者列举不同类别的跨文化广告实例,通过生动的文化对比对其进行详细的分析,并阐释其中所蕴含的非语言传播意义,并在此基础上提出了在跨文化广告中能有效避免非语言障碍的几点建议。     

What leads to cultural intelligence?

The ability to interact effectively in multiple cultures is not a skill possessed by all; yet, it is becoming more important in today's global business world. Recently, this skill has been labeled cultural intelligence (CQ), and has caught the attention of business leaders and researchers alike. While previous studies have examined potential outcomes of cultural intelligence, possible antecedents are examined herein. This investigation generates some insight regarding the impact of cultural exposure on CQ, as well as developing an understanding of how the depth of cultural exposure influences a person's cultural intelligence. Findings indicate that certain types of exposures to other cultures (such as education abroad and employment abroad) and the level of exposure from these experiences increases cultural intelligence. These findings are critical for multinational firms as managers hire, promote, train, and prepare employees for international assignments. Additionally, some have discussed how cultural intelligence is a critical skill for global business leaders, and it seems likely that CQ will become increasingly important due to the rise of diversity in the workforce.     

Perceptions and Preferences of Study Abroad

Abstract

This research compares the study-abroad perceptions and preferences of business and non-business majors. The results suggest that the two groups have somewhat different motivations for studying abroad. On balance, business students appear more pragmatic than their non-business counterparts, expressing greater concern for financial issues, and the effects of study abroad on both graduation dates and future job prospects. However, the two groups expressed virtually unanimous agreement when asked to describe their specific preferences regarding a study-abroad program. The results suggest that although the two groups seem driven by different motivations, their study-abroad needs may be satisfied by a single, carefully designed program.     

Exploring Individual Factors Affecting Business Students’ Willingness to Study Abroad: A Case Study From the Caribbean

Despite a low rate of student participation in study abroad programs in the Caribbean, there is insufficient research about the individual factors that help determine business students’ willingness to study or to participate in internship programs abroad. This study aims to explore business students’ attitudes toward study abroad. The positive perceptions of students toward study or internship abroad raises questions about individual factors for business students’ outflow to study or participate in an internship abroad. This study also explores business students’ preferences for short- and long-term international study or internship abroad, as well as certification programs in international business. Moreover, it provides some insight into the segments of business students that are more likely to support these programs.