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Turizam : međunarodni znanstveno-stručni časopis, Vol.63 No.1 Ožujak 2015.

Izvorni znanstveni članak

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: 319* citiraj
APA 6th Edition
Fu, Y. (2015). Factors that contribute to tourism students' development of intercultural competence. Turizam, 63 (1), 7-17. Preuzeto s https://hrcak.srce.hr/137480
MLA 8th Edition
Fu, Yao-Yi. "Factors that contribute to tourism students' development of intercultural competence." Turizam, vol. 63, br. 1, 2015, str. 7-17. https://hrcak.srce.hr/137480. Citirano 20.11.2018.
Chicago 17th Edition
Fu, Yao-Yi. "Factors that contribute to tourism students' development of intercultural competence." Turizam 63, br. 1 (2015): 7-17. https://hrcak.srce.hr/137480
Harvard
Fu, Y. (2015). 'Factors that contribute to tourism students' development of intercultural competence', Turizam, 63(1), str. 7-17. Preuzeto s: https://hrcak.srce.hr/137480 (Datum pristupa: 20.11.2018.)
Vancouver
Fu Y. Factors that contribute to tourism students' development of intercultural competence. Turizam [Internet]. 2015 [pristupljeno 20.11.2018.];63(1):7-17. Dostupno na: https://hrcak.srce.hr/137480
IEEE
Y. Fu, "Factors that contribute to tourism students' development of intercultural competence", Turizam, vol.63, br. 1, str. 7-17, 2015. [Online]. Dostupno na: https://hrcak.srce.hr/137480. [Citirano: 20.11.2018.]

Sažetak
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

Hrčak ID: 137480

URI
https://hrcak.srce.hr/137480

Posjeta: 580 *