Evidence of a dynamic association between intergroup contact and intercultural competence

Three studies explored the association between intergroup contact and intercultural competence. Study 1 and Study 2 provided evidence of a cross-sectional association between intergroup contact and intercultural competence in which positive contact was associated with increased intercultural competence and negative contact was associated with reductions in this outcome. In Study 3 longitudinal data allowed us to test the possibility of mutual influence between these variables whereby intercultural competence is not only a consequence of intergroup contact, but is also predictive of the quality of future intergroup contact. Results showed that positive contact was longitudinally associated with improvements in intercultural competence, and that higher intercultural competence was associated with a reduction in future negative contact. Findings speak to the importance of taking a dynamic outlook on contact effects. The beneficial consequences of positive contact may be the same variables capable of transforming future contact encounters and reducing the likelihood of negative interactions

Accounting students and communication apprehension: a study of Spanish and UK students

Accounting is about measuring and communicating. Accounting bodies and employers have expressed opinions, which have been supported by research results, advocating that greater emphasis is placed on the development of communication skills throughout the education and training of accountants. Consequently, an increasing number of accounting programmes now include communication skills as educational objectives or learning outcomes, and have integrated activities into the curriculum specifically to develop these skills. It is important to recognise that certain factors can severely restrict the development of communication skills; a major factor is communication apprehension. Research suggests that the existence of high levels of communication apprehension will make efforts to improve communication skills ineffective. Previous research findings indicate that accounting students have high levels of communication apprehension. This paper compares and contrasts the levels and profiles of communication apprehension exhibited by accounting students at the (UK University) and those at the (ESP University). The levels of communication apprehension are also compared with those of students from other disciplines at the same institutions. The results confirm the high levels of communication apprehension in European accounting students. There are notable differences between the two countries however in certain underlying factors.</p

How Do Police Respond to Stalking? An Examination of the Risk Management Strategies and Tactics Used in a Specialized Anti-Stalking Law Enforcement Unit

How do police respond to and manage complaints of stalking? To answer this question, we conducted a 3-phase study. First, we reviewed the literature to identify risk management tactics used to combat stalking. Second, we asked a group of police officers to review those tactics for completeness and group them into categories reflecting more general risk management strategies. The result was 22 categories of strategies. Finally, we used qualitative methods to evaluate the files of 32 cases referred to the specialized anti-stalking unit of a metropolitan police department. We coded specific risk management tactics and strategies used by police. Results indicated that a median number of 19 specific tactics from 7 general strategies were used to manage risk. Also, the implementation of strategies and tactics reflected specific characteristics of the cases (e.g., perpetrator risk factors, victim vulnerability factors), suggesting that the risk management decisions made by police were indeed strategic in nature. Qualitative analyses indicated that some of the strategies and tactics were more effective than others. We discuss how these findings can be used to understand and use stalking risk management more generally, as well as improve research on the efficacy of risk assessment and management for stalking

The influence of contextual information regarding the breakdown of relationships and perpetrator-target sex composition on perceptions of relational stalking

The present study examines the influence of prior relationship (with contextual information regarding the breakdown of the relationship) and perpetrator-target sex composition on perceptions of relational stalking. The study employed an experimental 7 × 2 independent measures design, and the sample comprised 1,260 members of the community residing in Australia, the United Kingdom and the United States. Participants received one of 14 versions of a hypothetical scenario and responded to scale items concerning the situation described. The situation was perceived to be most serious when the perpetrator was a stranger or a physically violent ex-partner and least serious when the perpetrator was an ex-partner of an unfaithful target. Scenarios involving a male perpetrator and a female victim were also perceived to be more serious than scenarios involving a female perpetrator and a male target. It is apparent therefore that the context of the relationship breakdown and the sex of the perpetrator and target significantly influence perceptions of relational stalking

Civic Participation and Other Interventions That Promote Children\u2019s Tolerance of Migrants

In this chapter, we begin by providing a definition of \u2018tolerance\u2019, illustrating the wide range of attributes associated with the concept in the literature. Second, we identify some key paths through which tolerance can develop at different stages of an individual\u2019s development. Through a literature review, we will track some of the factors that can increase tolerance toward migrants during early and late stages development. Finally, we will conclude by presenting an overview of methodological approaches that practitioners have at their disposal to promote tolerance toward migrants

Research Methodologies and Business Discourse Teaching

This chapter will:; ; ; Define English for specific purposes and indicate the specific ways in which it has been influential on business discourse teaching;; ; ; Discuss the most relevant approaches to genre analysis that have been used in business discourse teaching;; ; ; Explore the most relevant approaches to critical discourse analysis and organizational rhetoric for business discourse teaching;; ; ; Identify the most relevant aspects of multimodal discourse analysis for business discourse teaching;; ; ; Provide a case study that illustrates the use of one approach to business discourse teaching, showing how practitioners can incorporate it into their classroom- or consultancy-based ideas

Language and intercultural communication

This study intends to highlight the role that Foreign Language Education (FLE), particularly in the Higher Education context, can play so as to contribute to the rapprochement of two distant and still mutually unknown countries such as Portugal and Turkey. In this sense, it ultimately aims at supporting the training of intercultural speakers, capable of promoting an effective Intercultural Dialogue between the two countries. A diagnosis is presented of the reciprocal images of Portuguese and Turkish students learning each other’s language and culture. Conclusions are drawn on how their self- and hetero-images may pertain on the construction of their identities, on their awareness about and attitudes towards each other, on their motivation to learn each other’s language, and on intercultural communication itself. Allying the study of Images of Languages and Cultures and the concept of Intercultural Competence in the study of students’ representations within the FLE research tradition, a content analysis was carried out of the responses given to an inquiry by questionnaire. Conative implications of the students’ images as revealed in the results were pointed out. Some important distinctions are highlighted in the reciprocal images of both groups. On this basis, recommendations for FLE are made focusing on the positive reconstruction of students’ reciprocal images.Este estudo pretende destacar o papel do Ensino de Línguas Estrangeiras (ELE), no contexto do Ensino Superior, na aproximação de dois países distantes e ainda mutuamente desconhecidos como são Portugal e a Turquia. Visa-se, em última instância, fomentar a formação de falantes interculturais capazes de promover um efetivo Diálogo Intercultural entre os dois países. É feito um diagnóstico das imagens recíprocas de dois grupos de estudantes portugueses e turcos a estudarem a língua e a cultura um do outro. São tiradas conclusões sobre as implicações das respetivas auto- e hetero-imagens na sua construção identitária, conscientização e atitudes relativamente ao Outro, na sua motivação para o estudo da língua da sua contraparte e na própria comunicação intercultural. Com base na conjugação do conceito de Imagens de Línguas e Culturas com o conceito de Competência Intercultural no estudo das representações dos alunos na tradição investigativa em ELE, realizou-se uma análise de conteúdo das respostas a um inquérito por questionário, sendo apontadas as implicações conativas das imagens recíprocas dos participantes tal como as revelam os resultados. Com base nas diferenças observadas nas imagens recíprocas de ambos os grupos, são feitas recomendações relativamente à ELE com enfoque na reconstrução positiva destas imagens

Ethical communication and intercultural responsibility: a philosophical perspective

The ethical dimension of dialogue represents a major concern in the context of current research in intercultural responsibility. In this paper, I discuss the modalities in which the notion of competence is used to conceptualise responsibility and the relationship between self and other in intercultural research, in order to critique the Cartesian presuppositions of intercultural communication theory. I argue that models of competence and responsibility that are employed to design intercultural training operate within the paradigm of the autonomous rational agent that informs Kantian ethical thinking. I contrast the model of the competent intercultural speaker that emerges in intercultural research with the distinction proposed by Levinas between the saying and the said (le dire and le dit, meaning the event of speech and the content of speech), to suggest two scenarios of intercultural interaction that show two different approaches to responsibility, one operating in the dimension of the said and the other in the dimension of the saying. Thus, in this paper, I discuss the implications of Levinas's reflection on the nature of language for the development of an ethical framework that addresses the limitations of current conceptualisations in intercultural communication theory of competence and responsibility