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• W1570253373 abstract "The lack of intercultural competencies among students in higher education is one of the most significant issues facing higher education and society in general. As institutions of higher education embark on the journey of embracing the increasingly diverse student populations, some universities have revamped university mission statements to reflect their support for “creating and maintaining” a diverse student population and for graduating interculturally competent students. This study compared reports from the three participating universities (one university in the United States and two in Ireland) on four different variables regarding student diversity, student participation in study abroad programs, types of study abroad programs offered, and types of intercultural programs available to students. Implications and suggestions for further research are discussed. A COMPARAtive Study Of iNteRCuLtuRAL ANd gLOBAL COMPeteNCy OPPORtuNitieS ON AMeRiCAN ANd iRiSH uNiveRSity CAMPuSeS As institutions of higher education embark on the journey of embracing the increasingly diverse populations now attending institutions of higher education; some have revamped university mission statements to reflect their support for “creating and maintaining” a diverse student population, including an international component. Additionally, these missions also focus on graduating competent individuals ready to face the challenges of the 21st century. However, studies have shown that more and more students graduate from their colleges and universities with little to no global awareness or sensitivity. One of the most critical issues facing higher education in America, and society in general, is the lack of intercultural competencies among the stuINTERNATIONAL EDUCATION 66 IEJ Document Fall 08.indd 66 11/14/08 1:15:57 PM FALL 2008 67 Intercultural and Global Competency dent body. Intercultural competency as defined by Deardorff (2004) refers to: knowledge of others; knowledge of self; skills to interpret and relate; skills to discover and/or to interact; valuing others’ values, beliefs, and behaviors; and relativizing oneself. Few U.S. colleges and universities address the development of interculturally competent students, and even fewer colleges and universities have designed methods for documenting or measuring intercultural competencies (Deardorff, 2004). Due to the United States’ considerable size and relative geographical isolation, many Americans have limited international perspectives, which may result in a generally narrow-minded view of culture. Such individuals are often embedded in their own sub-cultural groups in spite of the diversity of people, ideas, and regions that make up the country (Jurgens & McAuliffe, 2004). Much about achieving “intercultural competency” remains in question, especially with relation to students attending institutions of higher education. The challenge remains to see what can be done in order to provide awareness and promote change within the college environment. Some institutions of higher education embark on the journey of embracing increasingly diverse student populations by creating programs that stimulate students’ movement from ethnocentric thinking to intercultural competency. Some universities have even revamped their mission statements to reflect their support for graduating interculturally competent individuals and for “creating and maintaining” a diverse student population, however, a simple statement of support proves useless without any action involved in making the statement a reality. Intentional international experiences, such as study abroad and international exchange programs, are especially important in developing intercultural competencies in students (Jurgens & McAuliffe, 2004). Through these experiences, students are introduced to scholars and educators and brought into intensive contact with people of different cultures. In addition to intentional international experiences, non-academic and global competency opportunities exist on many U.S. college campuses and on many campuses abroad. Multicultural Program Organizations (MPO), for example, serve as one unit on college campuses with the primary responsibility of engaging differing populations of the campus community in services and educational interventions that, broadly defined, work to overcome systems of social oppression (Longerbeam, Sedlacek, Balon, & Alimo, 2005). MPO’s offer a variety of educational supports targeting specific traditionally underrepresented ethnic and/or racial groups; lesbian, gay, bisexual and transgender (LGBT) students; international students; students with differing abilities; and non-traditionally aged students, among others (Pope, 1995). IEJ Document Fall 08.indd 67 11/14/08 1:15:57 PM" @default.
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• W1570253373 date "2008-10-01" @default.
• W1570253373 modified "2023-09-24" @default.
• W1570253373 title "A Comparative Study of Intercultural and Global Competency Opportunities on American and Irish University Campuses" @default.
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