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Making Symbolic Meaning Through the Engagement of Intercultural Exchanges: The Relationship Between Intercultural Communication and Global Competnecy on a U.S. University Campus

This study reveals how participants in cross-cultural programs engage in intercultural communication with one another and reflect on global competency. Researchers agree that many U.S. students graduating from universities today are not receiving the necessary tools to successfully work abroad. This study has two major research objectives: to examine the engagement of intercultural communication between two people from different cultures and their reflections on global competency. Data were collected from 10 participants who were paired up with a person(s) of a different culture in conversation partner programs. Semi-structured interviews, qualitative analysis, and software were other methods used. I use the symbolic interaction approach to examine the engagement of intercultural communication and how that relates to the global competency of students and community members participating in cross-cultural programs on a U.S. university campus. The symbolic interaction approach examines the symbols and meanings people have for things. Findings show that participants--U.S. and international students, scholars, and community members--engage in intercultural communication by two key methods: the initial cultural philosophy and the stating of cultural differences. Findings from the second research question, examining how global competency relates to intercultural communication, indicates that according to participants, self-awareness and cultural awareness are readily apparent. / A Thesis submitted to the Department of Educational Leadership and Policy Studies
in partial fulfillment of the requirements for the degree of Master of Science. / Degree Awarded: Fall Semester, 2009. / Date of Defense: September 29, 2009. / Symbolic Interactionism, Global Competency, Intercultural Communication / Includes bibliographical references. / Thomas Luschei, Professor Directing Thesis; Stacey Rutledge, Committee Member; Linda Schrader, Committee Member; Patrice Iatarola, Committee Member.
ContributorsEvenson, Melissa L. (authoraut), Luschei, Thomas (professor directing thesis), Rutledge, Stacey (committee member), Schrader, Linda (committee member), Iatarola, Patrice (committee member), Department of Educational Leadership and Policy Studies (degree granting department), Florida State University (degree granting institution)
PublisherFlorida State University
Source SetsFlorida State University
LanguageEnglish, English
Detected LanguageEnglish
TypeText, text
Format1 online resource, computer, application/pdf

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