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This study examined the orientations to cultural difference of sojourner educators in the Foundation Program at Qatar University to determine if orientations were correlated with select demographic and experiential variables, including gender, age, time overseas, education level, formative region, ethnic minority status, job position, length of time in Qatar, intercultural marriage, default language, formal teacher training, and overseas development organization experience. This study used a sequential mixed-method design. Perceived and Developmental Orientations were measured using the Intercultural Development Inventory© (V.3), which produced a measure of each respondent’s orientation to cultural difference. Focus group interviews were conducted to engage participants in explaining and interpreting the findings. Five focus groups of three to six participants each were conducted. Most of the teachers were found to operate from within the transitional orientation of Minimization, although individual scores ranged from Denial to Adaptation. On average, the educators were found to overestimate their orientations by 31 points. A positive correlation between orientation and formative region was found, with participants from North America showing the highest orientation. Statistically significant differences emerged for orientations when comparing Middle East and North African (MENA) and North American formative regions. Formative region was found to account for 4.8% of the variance in orientation and is a significant fit of the data. Focus groups participants speculated that (a) core differences regarding multiculturalism in MENA and North American cultures help explain the results, (b) aspects of the workplace culture and both the broader MENA and local Qatari culture encourage a sense of exclusion, and (c) external events further complicate cross-cultural relations. The study findings add to the literature by providing baseline orientation data on sojourner educators in post-secondary education in the GCC region, and by confirming some of the findings of similar studies. The study provides practitioners with suggestions for staffing and professional development. Future research should focus on the measurement of orientations in broader samples of educators, changes in orientation over time in Qatar and other cultural contexts, differences in orientation among short-term vs. long-term expatriates, the impact of employment systems and societal structures on orientations in sojourner educators, the impact of educator orientation to cultural difference on student achievement, and the design of effective cross-cultural professional development for educators.

Au cours de ces dernières années, le concept des compétences interculturelles s'est institué comme un mot-clé important. Que ce soit dans le champ de la formation scolaire, universitaire ou dans le domaine de la formation continue des employés dans les entreprises : les compétences interculturelles sont souvent décrites comme compétences clés du XXIe siècle. Au regard d’une mondialisation croissante et de l'expansion des marchés mondiaux sur les régions asiatique et sud-américaine, les pays voisins européens peuvent quelque fois tomber dans l’oubli dans les discours sur l’interculturalité. L’ouvrage présent met l’accent notamment sur la France et l’Allemagne. Au regard du dialogue et de l’échange franco-allemand, nous observons que celui-ci est parfois rendu compliqué par des divergences culturelles. La présente étude vise à analyser également sous forme d’une vaste étude empirique, comment et dans quelles mesures les compétences interculturelles influencent les coopérations universitaires entre la France et l’Allemagne.L’étude empirique a été réalisée sous forme d’une enquête en ligne avec 1131 participants. Le groupe cible se composait des groupes suivants : étudiants, doctorants, professeurs et chercheurs ainsi que les employés (Services des Relations Internationales) des universités et grandes écoles françaises et allemandes.L’évaluation des données a révélé des résultats très informatifs sur l’état actuel des relations universitaires entre la France et l’Allemagne. Les multiples analyses des questions ont illustré des faits très positifs, comme par exemple, l’intérêt mutuel des Français et Allemands concernant les relations franco-allemandes, ou des aspects négatifs, comme le taux de malentendus en contexte franco-allemand.Les résultats de l’étude offrent des points de départ, à partir desquels pourrait être obtenue une amélioration des relations universitaires franco-allemands et des compétences interculturelles en contexte franco-allemand. / During the last years, the concept of intercultural competence has developed into becoming a very important key term. Whether it is in the area of education at school or at university, or in the area of professional training of employees in international companies: intercultural competence is often described as key term of the 21st century.Given the advancing globalization and the expansion of international markets towards Asian and South-American regions, our European neighbours may sometimes be left aside in discussions about interculturality. The present thesis focuses on the following two countries: France and Germany. With regard to the Franco-German dialogue and exchange, we observe that these two aspects are sometimes complicated by cultural differences. The present empirical study will analyze in which way and to which extend intercultural competence influences the relations between French and German universities.The empirical study has been conducted as an online survey with 1131 participants. The target group consisted of the following groups: students, doctoral candidates, professors and researchers as well as employees of French and German universities and grandes écoles.The evaluation of the data reveals very significant results with regard to the status quo of the relations between French and German universities. The multiple analyses showed positive aspects, for example a very high mutual interest of the French and Germans for the Franco-German relations, as well as negative aspects, such as a very high rate of intercultural misapprehensions in the Franco-German context.The results of the study offer a basis from which an improvement of the cooperation between French and German universities and intercultural competence in the Franco-German context could be accomplished.

Les rencontres interculturelles orientent les priorités des enseignants vers la préparation des apprenants à travailler, vivre et communiquer avec des personnes linguistiquement et culturellement différentes, mais sans véritablement insérer une composante interculturelle dans les cursus offerts par l’enseignement supérieur en Colombie. Le cours de langue étrangère est un lieu de médiation entre langues et cultures différentes et de ce fait, la compétence interculturelle peut être considérée comme l’un des buts centraux de cet enseignement. La présente étude explore ainsi les possibilités d’intégration d’une dimension interculturelle dans les formations en langues étrangères des universités colombiennes afin d’inciter les étudiants à la développer, l’utiliser et la promouvoir. Nous avons été menée à relier trois composantes qui sont la dimension interculturelle, la mobilité internationale et l’autonomisation-« empowerment » et à examiner les façons dont tous les acteurs de l’enseignement supérieur colombien, les intègrent dans leurs activités académiques, professionnelles et personnelles. Cela nous a permis de mettre en évidence le caractère nécessaire mais non indispensable de la dimension interculturelle dans l'établissement de la relation langue-culture et dans la reconnaissance de la diversité et de l’altérité. La proposition de deux modules - contextualisés et adaptables à tous les niveaux de CECR - visant la prise de conscience et le développement de la dimension interculturelle, constitue l’aboutissement de notre recherche. / Intercultural encounters set a priority for professors in order to prepare learners to work, live, and communicate with linguistically and culturally different people, but without really including intercultural components to the higher education programs offered in Colombia. The foreign language classroom is a mediation place between languages and cultures, and therefore the intercultural competence can be considered as one of the central aims of language education. This research explores the ways to integrate intercultural dimension to the foreign language programs in Colombian universities, as well as the possibilities to motivate the students to develop it, to use it and to promote it. The study incorporates insights from intercultural dimension, international mobility and empowerment theories and examines the means used by university community members in order to integrate them to their academic, professional and personal activities. Findings have allowed us to highlight the necessary, but not indispensable character of the intercultural dimension in the establishment of the language-culture relationship, as well as in the recognition of diversity and otherness. The suggestion of two educational units - contextualized and adaptable at every level of CEFR – aiming towards the awareness-raising of the intercultural dimension and competence developing process, establishes the outcome of our research

Essa pesquisa tem por objetivos acompanhar e analisar, à luz dos Estudos Interculturais de linha francesa, o processo inicial de adaptação de um grupo de estudantes brasileiros em viagem de estudos à França, bem como discutir a formação suscetível de facilitar o desenvolvimento de uma competência intercultural. Os sujeitos da pesquisa são alunos da Escola Politécnica da Universidade de São Paulo, participantes do Programa de Duplo Diploma com as Grandes Ecoles francesas no período de 2006-2008. A metodologia de trabalho empregada é de caráter qualitativo-descritivo e a interpretação dos dados obtidos por meio de questionários escritos aplicados ao grupo foi realizada segundo a proposta de avaliação do capital de mobilidade de Murphy-Lejeune (2003). Os resultados manifestados sob a forma de reflexões decorrentes de nossa análise visam não apenas tornar mais visível o tema da mobilidade estudantil, ainda tão pouco estudado no Brasil, como também contribuir para a formação de professores e a criação de programas de Língua Estrangeira que preparam grupos de estudantes para experiências de mobilidade no exterior. / The objectives of this study are to use the French line of Intercultural Studies to follow up on and analize the initial adaptation process of a group of Brazilians studying in France, as well as to discuss the formation which will facilitate the development of some intercultural competence. The study subjects are students of the Escola Politécnica of Universidade de São Paulo participating in the Duplo Diploma (Double Diploma) Program in the French Grandes Ecoles from 2006 to 2008. The work metodology used is qualitative-descriptional and the data, acquired by means of questionnaires, was interpreted as per Murphy-Lejeunes evaluation of mobility capital (2003). The results, in the form of reflexions of our analysis, have as objective not only to focus attention into student mobility, a field of study still to be explore, but also to contribute to the formation of facilitators and the formulation of Foreign Language programs, which will prepare groups of students to mobility experience in other countries.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-06-26T13:50:45Z No. of bitstreams: 1 LisianeMachado.pdf: 2700271 bytes, checksum: daa16317d86ca19329e47209f7d8c6a7 (MD5) / Made available in DSpace on 2015-06-26T13:50:45Z (GMT). No. of bitstreams: 1 LisianeMachado.pdf: 2700271 bytes, checksum: daa16317d86ca19329e47209f7d8c6a7 (MD5) Previous issue date: 2012-10-30 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O estudo teve como objetivo identificar se, e de que modo, os mundos virtuais tridimensionais (MDV3D) podem ser utilizados como um ambiente para o desenvolvimento de competências interculturais no Ensino de Pós-graduação stricto sensu. O método de pesquisa empregado foi o Design Research, usado para criar um artefato no formato de um método de capacitação para o desenvolvimento de competência intercultural, consistindo em um conjunto de atividades para a promoção de um Intercâmbio Intercultural Digital Virtual no MDV3D Second Life, com alunos do Instituto Superior de Economia e Gestão da Universidade Técnica de Lisboa - ISEG, de Portugal, e os alunos Universidade do Vale do Rio do Sinos - UNISINOS, do Brasil, matriculados em diferentes cursos de Mestrado O artefato (método) desenvolvido era composto por instrumentos de diagnóstico, ambientes modelados no MDV3D Second Life, treinamento para o uso do MDV3D, atividades de intercâmbio (encontro geral de abertura do intercâmbio, reuniões em grupo, palestra e encontro geral de encerramento das atividade do intercâmbio) e avaliação final. Para avaliar o processo de desenvolvimento de competências interculturais no MDV3D, adotou-se instrumentos de autoavaliação (aplicados antes e após o Intercâmbio Digital Virtual), questionários e também a Técnica de Incidentes Críticos para selecionar, com base na observação direta (filmagens), situações e acontecimentos em que foi possível identificar evidências do desenvolvimento de competências interculturais. Os principais resultados indicam que os MDV3D podem ser utilizados como um ambiente para o desenvolvimento da competência intercultural, especialmente devido às affordances de interação social, produção de conteúdo e compartilhamento de conhecimento. Os alunos envolvidos no Intercâmbio Intercultural Digital Virtual dentro do SL tiveram que praticar um conjunto de atitudes e habilidades, tais como habilidades comunicacionais; conhecimento de especificidades culturais; compreender a visão de mundo de outras pessoas; habilidades para analisar, avaliar e relacionar-se; habilidades para ouvir, observar e interpretar; respeito, abertura; tolerância a ambiguidades, entre outros, que são todos atributos da competência intercultural. / The study is aimed to identify whether and how the tridimensional digital virtual world (3DDVW) could be used as an environment for development of intercultural competences in the Post Graduate Programs. We used Design Research as a research method to create an artifact, in the format of a method of capacitation for the development of intercultural competences, composed by several activities during one Intercultural Digital Virtual Internship in 3DDVW Second Life, with students from The Instituto Superior de Economia e Gestão da Universidade Técnica de Lisboa – ISEG, in Portugal, and the Universidade do Vale do Rio do Sinos – UNISINOS, in Brazil, who were registered in different master courses. The artifact (method) developed was based on diagnostical instruments, shaped environments in the 3DDVW Second Life, training for the usage of 3DDVW, internship activities (opening meetings, group meetings, lecture and closing meetings) and final evaluation. In order to evaluate the process of development of intercultural competences in the 3DVW, we adopted self assessment instruments (applied before and after the virtual exchange), questionnaires, and also the Critical Incidents Technique to select, based on direct observation (video recording), situations and events where it was possible to identify evidences of intercultural competence development. The main results indicate that the 3DVW can be used as an environment for the development of intercultural competence especially due to the affordances of social interaction, content production and knowledge sharing. The students involved in the virtual exchange inside Second Life had to practice a set of attitudes and skills such as communication skills; culturespecific knowledge; understanding others' worldviews; skills to analyze, evaluate, and relate; skills to listen, observe and interpret; respect; openness; tolerance for ambiguity, among other, that are all attributes of intercultural competence.

Essa pesquisa tem por objetivos acompanhar e analisar, à luz dos Estudos Interculturais de linha francesa, o processo inicial de adaptação de um grupo de estudantes brasileiros em viagem de estudos à França, bem como discutir a formação suscetível de facilitar o desenvolvimento de uma competência intercultural. Os sujeitos da pesquisa são alunos da Escola Politécnica da Universidade de São Paulo, participantes do Programa de Duplo Diploma com as Grandes Ecoles francesas no período de 2006-2008. A metodologia de trabalho empregada é de caráter qualitativo-descritivo e a interpretação dos dados obtidos por meio de questionários escritos aplicados ao grupo foi realizada segundo a proposta de avaliação do capital de mobilidade de Murphy-Lejeune (2003). Os resultados manifestados sob a forma de reflexões decorrentes de nossa análise visam não apenas tornar mais visível o tema da mobilidade estudantil, ainda tão pouco estudado no Brasil, como também contribuir para a formação de professores e a criação de programas de Língua Estrangeira que preparam grupos de estudantes para experiências de mobilidade no exterior. / The objectives of this study are to use the French line of Intercultural Studies to follow up on and analize the initial adaptation process of a group of Brazilians studying in France, as well as to discuss the formation which will facilitate the development of some intercultural competence. The study subjects are students of the Escola Politécnica of Universidade de São Paulo participating in the Duplo Diploma (Double Diploma) Program in the French Grandes Ecoles from 2006 to 2008. The work metodology used is qualitative-descriptional and the data, acquired by means of questionnaires, was interpreted as per Murphy-Lejeunes evaluation of mobility capital (2003). The results, in the form of reflexions of our analysis, have as objective not only to focus attention into student mobility, a field of study still to be explore, but also to contribute to the formation of facilitators and the formulation of Foreign Language programs, which will prepare groups of students to mobility experience in other countries.

Made available in DSpace on 2016-03-15T19:46:25Z (GMT). No. of bitstreams: 1 Lilian Rudolf.pdf: 1070646 bytes, checksum: 353b21ba0b0d8588740b0c01d4b97ee0 (MD5) Previous issue date: 2015-02-06 / This work joins the learning line of research of foreign languages, focusing on English language and the role of interculturalism in the student mobility programs, highlighting the high school program (High School) offered by non-profit organization AFS Intercultural Programs (formerly American Fields Service) based in the United States of America . The main objective of the study is to understand the experience of intercultural acquired an exchange program in the host country, in which the exchange student will live with a native family, will attend a community school, study subjects related to High School; highlight that context living with a new culture for school through, club, family that will host him and new friendships that he will make. Discuss beyond intercultural concepts, the binomial language - culture, the relationship between language, culture and identity, intercultural communication and intercultural competence. The authors examine the impact that the exchange program has on lives of the participants to return to their country of origin, Brazil, in the choice of occupation, in the labor market, in relation to personal, academic and professional issues as well as on items such as maturity, tolerance, leadership, respect, independence, organization, cultural background and development of intercultural competence. The theoretical framework that supports the study focuses on key concepts for language -related work, culture, identity, intercultural communication and intercultural competence as well as student mobility. Scholars such as: Kramsch, Hall, Byram, Fleming, Valdes, Signorini, Laraia, Hertsgaard, Nye Junior, Hanna, Chauí , among others. To achieve our results we'll search to be drawn from a questionnaire administered to a group of AFS Intercultural Programs of students from different regions of Brazil that made the exchange in the United States at different times. The questionnaire will be answered by e-mail containing multiple choice questions , with the exception of the last three open questions. / O presente trabalho se filia à linha de pesquisa de aprendizado de línguas estrangeiras, com foco na língua inglesa e no papel da interculturalidade nos programas de mobilidade estudantil, destacando o programa de High School (Ensino Médio) oferecido pela Organização sem fins lucrativos AFS Intercultural Programs (antigo American Fields Service) sediada nos Estados Unidos da América. O objetivo principal do estudo é o de compreendermos a experiência da interculturalidade adquirida num programa de intercâmbio, no país receptor, em que o intercambista conviverá com uma família nativa, frequentará uma escola da comunidade, estudará disciplinas relacionadas ao Ensino Médio; destacamos naquele contexto o convívio com uma nova cultura por intermédio da escola, do clube, da família que irá hospedá-lo e das novas amizades que fará. Abrdaremos além dos conceitos de interculturalidade, o binômio língua-cultura, a relação entre língua, cultura e identidade, comunicação intercultural e competência intercultural. Pretendemos examinar o impacto que o programa de intercâmbio exerce na vida dos participantes ao regressar ao país de origem, o Brasil, na escolha da profissão, no mercado de trabalho, no que se refere a questões pessoais, acadêmicas e profissionais tanto quanto em itens como amadurecimento, tolerância, liderança, respeito, independência, organização, bagagem cultural e desenvolvimento da competência intercultural. O referencial teórico que dá suporte ao estudo concentra-se em conceitos essenciais para o trabalho relacionados à língua, cultura, identidade, comunicação intercultural e competência intercultural além de mobilidade estudantil. Estudiosos como: Kramsch, Hall, Byram, Fleming, Valdes, Signorini, Laraia, Hertsgaard, Nye Júnior, Hanna, Chauí, entre outros. Para atingirmos nossos resultados faremos uma pesquisa que será elaborada a partir de um questionário aplicado a um grupo de estudantes do AFS Intercultural Programs de diversas regiões do Brasil que realizou o intercâmbio nos Estados Unidos em diferentes épocas. O questionário será respondido por meio de e-mails contendo questões de múltipla escolha, com exceção das três últimas questões abertas.

Today’s college student body reflects, among many things, the outcome of policies geared towards increasing access and diversifying the academy, efforts to recruit international students, the vast social, political, and economic disparities among marginalized populations, and the extreme cultural polarization of our times. Students on campuses have broad and individualized perspective, approaches, and values, which are culturally rooted, embedded within our socialization and often times conflict with the experiences of other students or the student affairs professionals tasked with supporting students. Student affairs practitioners must enter the field possessing a degree of intercultural competence, defined as an appropriate skillset and mindset, to effectively work across difference and support today’s college student. While the development of intercultural competence is a life-long learning process, master’s-level preparatory programs serve as a critical space for aspiring student affairs practitioners to engage in intercultural learning and skill development. Utilizing pre and post data result from the Intercultural Development Inventory and information gathered from post-graduation interviews, this mixed-methods study examined the intercultural competence development of students in Higher Education within a student affairs master’s level preparatory and their intercultural learning experiences at the assistantship site. The study found that across assistantship sites and observed developmental change, intercultural learning was dictated by the three themes: influential relationships, impactful factors, and depth of engagement.