The Intercultural Skills Graduates and Businesses in Europe Need Today

Project report


Halila, F., Pillalamarri, K., Bell, R., Ali, S., Moser, K., Prouska, R., Tungtakanpoung, M., Godts, I., Mulier, L., Saraç, M. and Bektaş, O. (2020). The Intercultural Skills Graduates and Businesses in Europe Need Today. https://cruseproject.com/skills-report/ European Commission, Erasmus+ proejct.
AuthorsHalila, F., Pillalamarri, K., Bell, R., Ali, S., Moser, K., Prouska, R., Tungtakanpoung, M., Godts, I., Mulier, L., Saraç, M. and Bektaş, O.
TypeProject report
Abstract

It was the aim of the two surveys with European graduates and employers respectively to investigate the importance of intercultural competencies and skills for student employability and business success for European enterprise, now and in the future. The two surveys gave important insights into key factors that support the development of intercultural skills and competencies for graduates and employers across four countries and five different European regions, as well as five distinct universities.
Our analysis shows clearly that one of the most important factors is the key role of experience with, and exposure to, people from different cultural backgrounds. Both students and employers scored much higher on important intercultural competencies such as cultural empathy, cognitive flexibility, open-mindedness, and tolerance for ambiguity, if they had frequent interactions with people from other cultures. This was also true for speaking at least one or more foreign languages at an intermediate or advanced level. Foreign language competence is an important intercultural skill not only for communication but also an important way in which cultural empathy and cognitive flexibility are learned and trained. In line with these results, both students and employers who had more exposure to different cultures also felt there was more need to pay attention to intercultural issues and support the development of intercultural skills than those with less experience of different cultures.
Furthermore, our results from both the student and the employer surveys seem to reflect differences between more urban/metropolitan centres and more rural areas with smaller towns. London and Bursa are the two largest cities and the most metropolitan areas in our sample with a more multicultural population, whereas Worcester and Leuven are both smaller cities and the regions with the least ethnic diversity. Halmstad falls somewhere in between with a similar size and ethnic composition of the city and region as Worcester and Leuven, but the university itself has a very multicultural and mature student body that is very similar to LSBU in central London. While we cannot directly influence these regional differences in urbanisation and multiculturalism it is certainly important to be aware of them.

Keywordsintercultural skills; globalization; multicultural teams; cultural empathy; Language skilss; open mindedness; innovation; digital skills; employability; European enterprise; competitiveness; Internatinalization
Year2020
PublisherEuropean Commission, Erasmus+ proejct
Place of publicationhttps://cruseproject.com/skills-report/
Web address (URL)https://erasmus-plus.ec.europa.eu/projects/eplus-project-details#project/2019-1-UK01-KA203-061672
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Print15 Feb 2021
Publication process dates
Accepted30 Nov 2020
Deposited24 Feb 2021
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The report is freely available on my ResearchGate page:

https://www.researchgate.net/publication/348338788_The_Intercultural...

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Sulzer Innotec AG: Nachhaltige betriebliche Verankerung von Wissensmanagement
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Wissenskooperation: Die Grundlage der Wissensmanagement-Praxis
Moser, K. (2002). Wissenskooperation: Die Grundlage der Wissensmanagement-Praxis . in: Lüthy, W., Voit, E. and Wehner, T. (ed.) Wissensmanagement - Praxis. Einführung, Handlungsfelder und Fallbeispiele Zurich Hochschulverlag. pp. 97-113
Metaphernforschung in der Kognitiven Psychologie und in der Sozialpsychologie - eine Review
Moser, KS (2001). Metaphernforschung in der Kognitiven Psychologie und in der Sozialpsychologie - eine Review. Journal für Psychologie. 9 (4), pp. 17-34.
Taking Actors' Perspectives Seriously: Whose Knowledge and What is Managed? Knowledge Management in a Transdisciplinary Perspective
Moser, K., Clases, C. and Wehner, T. (2000). Taking Actors' Perspectives Seriously: Whose Knowledge and What is Managed? Knowledge Management in a Transdisciplinary Perspective. in: Häberli, R., Scholz, R.W., Bill, A. and Welti, M. (ed.) Transdisciplinarity: Joint Problem-Solving among Science, Technology and Society Zurich Haffmans Sachbuch Verlag. pp. 534-538
Metaphern des Selbst. Wie Sprache, Umwelt und Selbstkognition zusammenhängen
Moser, K. (2000). Metaphern des Selbst. Wie Sprache, Umwelt und Selbstkognition zusammenhängen. Lengerich, Germany Pabst Science Publishers.
Metaphor analysis in psychology - method, theory, and fields of application
Moser, KS (2000). Metaphor analysis in psychology - method, theory, and fields of application. Forum: Qualitative Social Research (on-line journal). 1 (2).
Knowledge Acquisition through Metaphors: Anticipation of Self Change at Transitions from Learning to Work
Moser, K. (1999). Knowledge Acquisition through Metaphors: Anticipation of Self Change at Transitions from Learning to Work. in: Hansen, H., Sigrist, B., Goorhuis, H. and Landolt, H. (ed.) Arbeit und Bildung - das Ende einer Differenz? Travail et formation - la fin d'une distinction? Learning and Work - the End of a Distinction? Zurich Bildung Sauerländer. pp. 141-152
Identitätsdefinitionen beim Übergang vom Hochschulstudium ins Berufsleben: Wohnformen und private Räume
Moser, K. (1996). Identitätsdefinitionen beim Übergang vom Hochschulstudium ins Berufsleben: Wohnformen und private Räume . in: Ettrich, K.U. and Fries, M. (ed.) Lebenslange Entwicklung in sich wandelnden Zeiten Landau Empirische Pädagogik. pp. 340-347