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Abstract
To meet the increased demand for international business education that prepares college students for studying, living, or working overseas, I propose a four-stage reflective development model to be used in the traditional classroom context to enhance intercultural competence for undergraduate students. I employ the model in a personal development assignment for a course in international management. The model provides a pedagogical approach for motivating students to engage in intercultural interactions, for helping them learn to make sense of their environment, and for advancing their learning about intercultural interactions. Quantitative and qualitative results support the success of the approach.
ACKNOWLEDGMENT
I wish to acknowledge the support from the Student First Grant of Farmingdale State College for the funding of this project to improve teaching inside the classroom.
FUNDING
The funding of this project to improve teaching inside the classroom was provided by the Student First Grant of Farmingdale State College.
Additional information
Funding
Notes on contributors
Jing Betty Feng
Jing Betty Feng is currently Assistant Professor of Business Management at the Department of Business Management, Farmingdale State College (SUNY). Her research interests include the roles of culture and cognition in adaptation, creativity, and intercultural competence. Dr. Feng has published articles in International Journal of Business Information Systems and Conflict Resolution Quarterly. She received her BA and MBA from Michigan State University and her PhD from the Robinson College of Business at Georgia State University. Dr. Feng has taught undergraduate courses on topics in international business, international management, and global strategy.