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Factors that contribute to tourism students' development of intercultural competence

Yao-Yi Fu ; Department of Tourism, Conventions, and Event Management, Indiana University, Indianapolis, USA

Puni tekst: engleski pdf 128 Kb

str. 7-17

preuzimanja: 653



This study explores factors and contexts that helped students to develop intercultural competence from participating in the global service-learning experience. The Deardorff Process Model of Intercultural Competence was adopted as the conceptual framework of this research and guided its assessment of students' intercultural competence. The conceptual framework proposes 15 elements of intercultural competence that include respect, openness, tolerance for ambiguity, flexibility, curiosity and discovery, withholding judgment, cultural self-awareness/understanding, understanding others' worldviews, culture-specific knowledge, sociolinguistic awareness, skills to listen, observe and interpret, skills to analyze, evaluate, and relate, empathy, adaptability, and communication skills. This study involves a three-week service-learning course that was offered in Kenya. The class included lectures, discussions, field trips, and research activities that resulted in a tourism development project for the Rift Valley in Kenya. Given the increasing attention to students' development of intercultural competence, educational institutions are searching for means to help students become interculturally competent. Tourism students in the service-learning course were asked to reflect on their experience three times during the three-week period in Kenya. Results of students' evaluations on their development of intercultural competence produced data that help to identify critical factors or contexts that contribute to their development. This paper aims to share what was learned about students' development of intercultural competence and to stimulate further research on relevant topics.

Ključne riječi

intercultural competence; global service-learning; study abroad; Kenya

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