L’ATTIVAZIONE DI COMPETENZE INTERCULTURALI all’interno dei programmi Double Degree

QUARTA GIORNATA INTERCULTURALE
Università degli Studi di Milano-Bicocca, 26 maggio 2016
Building Bridges: l’educazione interculturale all’epoca dei nuovi fondamentalismi
Milano-Bicocca University - Milan, Italy

L’ATTIVAZIONE DI COMPETENZE INTERCULTURALI
all’interno dei programmi Double Degree

Fabio Corno, Richa Lal, Silvia Hassouna
Milano-Bicocca University, Dept. of Sociology, Via Bicocca degli Arcimboldi, 8 - Milan (Italy)

INTERCULTURAL COMPETENCES IN THE ERA OF GLOBALIZATION

2
When my father and mother applied for a job, they
competed with people in the city they lived…
“
”
When I applied for a job I competed with
people in the country I lived…
When my children apply for a job they
compete against the world.

OVERVIEW

3
1. Introduction
2. Theory
3. Methodology
4. Findings
Qualitative research
Milton Bennet’s model: DMIS
1.1. Intercultural competencies
1.2. MAIB
1.3. MAIB – Key Figures
1.4. Developing intercultural competencies through MAIB
5. Analysis
4.1. first batch – Italy term
4.2. first batch – India term
4.3. second batch – italy term
4.4. second batch – India term
4.5. Interpretations
5.1. Limitations
5.2. Implications for Research & Practice
5.3. Reflections

1.1. INTERCULTURAL COMPETENCES
4
DEFINING INTERCULTURAL COMPETENCE
Intercultural competence is the capability to shift cultural perspective
and adapt, or bridge behavior to cultural commonality & difference.
•  Deep cultural self-awareness
•  Deep understanding of the experiences of people from different
cultural communities – in perceptions, values, beliefs, behavior
and practices
•  Behavioral shifting across these various cultural differences
RESEARCH QUESTIONS
(1) How can intercultural competencies (IC) be effectively developed
amongst students in the context of Double Degree Programmes (DDP)?
(2) How should DDP be structured in order to facilitate the development of
IC?

EXPOSURE TO
CULTURAL
DIVERSITY
Living & studying in
Milan-
Bangalore-
Toronto
1.2. MAIB
5
“Intercultural competence and intercultural
sensitivity development has to be conceived as a
long-lasting and continuous learning process that
should ideally be designed over a prolonged
period” (Graf 2004)
MAIB is a full time
Double Credential
Program
Designed by University of Milano-Bicocca (Milan,
Italy) in partnership with Centennial College
(Toronto, Canada) and Alliance University
(Bangalore, India)
CURRICULUM
Core management
Skills & Intercultural
Competencies
CAREER
MANAGEMENT
Internship in National/
Multi-national
Companies &
Individual Career
Development Plan

1.3. MAIB – KEY FIGURES
6
Launched in 2013/14, with funding support from Fondazione Cariplo
Batch 1: 2014/15:
9 students, 4 nationalities
Field work: 3 Canada, 1 Brazil, 5 Italy
All students have found a job after field-work
Batch 2: 2015/16:
13 students, 6 nationalities
Batch 3: 2016/17:
Goal: a diverse in-coming class
(approx. 20 students)
So far: enquiries from 200 students
across 20 countries

1.4. DEVELOPING INTERCULTURAL COMPETENCE THROUGH MAIB
7
Guest lectures/seminars
Pre-departure program
Coaching
Counselling support
Intensive OrientaEon program
including team building

Diverse internaEonal class
Academic Socio-cultural
Levels of intervention
Visits to historical, cultural places
Exposure to local culture,
customs & tradiEons
Visit to NGOs
InteracEon with
student associaEons
ParEcipaEon in local fesEvals
Student buddy support
40 hour course on cross-
cultural skills

2. THEORETICAL FRAMEWORK: MILTON BENNETT’S DMIS
8
Etnorelativism
DefenceDenial Minimization AdaptationAcceptance
Ethnocentrism
Intercultural mindsetMonocultural mindset
Milton Bennett’s DMIS (Developmental Model of
Intercultural Sensitivity) model of inter-cultural
sensitivity (1993) helps us in analysing and
measuring the development of intercultural
sensitivity along this continuum:
Integration
Avoidance,
Disinterest
Judging
differences
De-emphasizes
difference
Deeply
comprehends
difference
Bridges
across
difference

3. RESEARCH METHODOLOGY

§  Qualitative methodology – ensures
flexibility and in-depth analysis
§  14 Semi-structured interviews
across 1° and 2° cohort of students
in person/through Skype.
§  2 Focus group discussions
§  Observations
§  Constant interaction with students
§  Data transcription, coding &
interpretation
9
Edition: 2 (2015-2016)
Interviewees: 6 (4 females; 2 males)
Average age: 25 years
Nationality: Indian, Italian,
Jamaican, Russian, Romanian,
Mexican.
Edition: 1 (2014-2015)
Interviewees: 9 (7 females; 2 males)
Average age: 25 years
Nationality: Indian, Italian, Brazilian,
Italian-American

4.1. RISULTS: 1st BATCH – ITALY TERM, 9 STUDENTS

10
Denial Defence Minimization Acceptance Adaptation Integration
Ethnocentrism Etnorelativism
Ability to
settledown
Interpersonal
relations
(group
dynamics)
Social
interaction
1st month:
Positive attitude in
dealing with
practicalities inspite of
the perceived
differences
2nd and
3rdmonth:
Proactivity in
daily life activities
1st month:
- No
communication
- comparison
2nd and 3rd month:
Openness/
participation in
Erasmus activities
and travelling
1st month
Rigidity,
uncertainty
2nd month
Openness,
curiosity
3rd month
Collaboration
effective
teamwork

4.2. RISULTS: 1st BATCH- INDIA TERM, 9 STUDENTS

11
Ability to
settle down
Social
interaction
Interpersonal
relations
(group
dynamics)
1st month:
Culture shock
Intense feelings
Comparison
2nd month:
Cultural
difference
identify
commonalities
3rd month:
Curiosity/
Openness
1st month:
Minimal
comparison
2nd month:
Conscious of
differences
3rd month:
Curiosity/
Openness
From 1st month
Strong bonding, Mutual
interest, Commonalities
Adaptation to cultural
difference

4.3. RISULTS: 2nd BATCH - ITALY TERM, 13 STUDENTS

12
Ability to
settle down
Social
interaction
Interpersonal
relations
(group
dynamics)
1st month:
Strong culture
shock
Language barrier,
comparison
2nd month:
cultural difference
identify
Commonalities
3rd month:
Curiosity/
Openness
and
exploration
1st month:
Minimal,
restricted to
peers
2nd month:
Interaction with
student
associations
3rd month:
Leisure activities/
Openness/cultural
exchange
1st month
Mutual interest
Differences,
diverse
background
2nd & 3rd month:
responsive in the
teamwork,
tolerant

4.4. RISULTS: 2nd BATCH – INDIA TERM, 13 STUDENTS

13
Denial Defence Minimization Acceptance Adapt. Integration
Ability to
settle down
Social
interaction
Interperson
al relations
(group
dynamics)
1st month:
Conscious of
cultural
differences,
ability to adjust
2nd & 3rd
month:
Curiosity,
identify
commonalities
1st month:
Minimal
comparison
2nd & 3rd
month:
Openness,
travelling, new
local friends
From 1st month:
disconnected, dis-
harmony, in-group
dynamics of
exclusion, difficulties
with teamwork

4.5. RESEARCH FINDINGS

14
1.  Positive impact of the program – gradual decline of ethnocentric
tendencies which were present at the beginning of the program.
2.  Strong emotions – the feelings expressed by the interviewees are
partially attributable to the short time elapsed from their experience
(interviews conducted at end of India period)
3.  Exposure to diversity – prior exposure to inter-cultural experiences has
made the second batch more flexible in their adaptation process

4.5. RESEARCH FINDINGS
15
4.  Challenging one’s own biases – some events helped the students
challenge their own existing biases and prejudices, thus supporting
development of intercultural sensitivity.
5.  Gap between theory and pratice – inspite of a dedicated 40 hour course
on intercultural communication, students of batch 2 have experienced
serious interpersonal issues while working together. This gap represents
a threat to group harmony.
6.  Group cohesion – an intercultural group studying together becomes an
interconnected system: communication and openness are the key
features binding the group together.
7.  Self reflection – coaching & counselling process has been instrumental
in enabling students cope with stress and monitor their individual
progress

5.1. LIMITATIONS

16
•  Small sample size – given the small size of MAIB 1st and 2nd batch,
data are not statistically relevant.
•  This study is limited to the use of qualitative methods – the
combination of qualitative and quantitative methods might give more
insights to this complex phenomenon.
•  This study focuses on the IC building amongst the students – it
does not consider the IC development process of teaching and
administrative staff.
•  This paper represents only one example of joint double degree
program – further research is needed in this area, including students
and researchers from different disciplines, universities and nationalities.

5.2. IMPLICATIONS FOR RESEARCH & PRACTICE
17
•  Institutions of HE need to identify and to develop a shared
understanding of Intercultural competence.
•  IC is something that needs to be “experienced”.
•  IC development needs to be understood as a developmental process
for everyone: students, professors/teachers and administrative staff.
•  Joint Double-degree programs should also increase exchange options
for teachers and staff, not only for students.
•  Teaching IC is not enough to make students feel at ease when
studying abroad
•  Acquiring inter-culture competence follows the DMIS continuum.
Summarizing our learnings as part of MAIB Program, following propositions
can be derived for the development of IC in Joint Programs:

5.3. REFLECTIONS

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•  We need a responsible internationalization strategy which will
incorporate innovative approaches to curriculum development, student
support mechanisms and academic development initiatives (Robson,
2011: 626),
•  We need to foster and promote international opportunities for our
students and staff through cross-cultural events on our campuses,
exchange programs, student & staff mobility, joint programs and research
and professional connections
•  Global forces are driving change, and institutions must respond to
competition at a local, national and international level.
•  We need a comprehensive framework to guide institutional activities
aimed at improving student learning outcomes and positioning the
university within the global higher education system.
•  We need to foster greater networking with labor market institutions

THANK YOU!

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MEGATRENDS
Demographic
development
Focus on health
Polarization
Globalization
Commerciaization
Individualization
Economic Growth
Technologic
Development
Acceleration and
complexity
Democratization
Immateriaization
Knowledge society
Sustainabilty
Network society
Source: Instituttet for Fremtidsforskning, 2016

THANK YOU!

20

University of Milano-Bicocca
Department of Sociology

Via Bicocca degli Arcimboldi, 8 (MI)
Tel. +39 02.6448.7543/7576
Fax. +39 02.6448.7561
Web site: www.unimib.it

§  Fabio CORNO
fabio.corno@unimib.it

§  Richa Lal
richa.lal@unimib.it

§  Silvia Hassouna
silvia.hassouna@unimib.it

THANK YOU!

21

L’ATTIVAZIONE DI COMPETENZE INTERCULTURALI all’interno dei programmi Double Degree

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