Identify A Topic Of Interest. Subscribe To Or Follow A Blog ✓ Solved

Identify a topic of interest. Subscribe to or follow a blog

This week, complete the following tasks: Identify a topic of interest. Subscribe to or follow a blog of an online community of international higher education professionals (community of practice). If you are already a member of a global higher education community or professional association (e.g., NASPA, ACUI, EduCause), you may subscribe to their discussion. If not, visit Inside Higher Ed’s blog on global higher education. Throughout this course: Submit one question or comment per week to the blog (8 weeks = 8 questions/comments). Record the most interesting or important thing that you learn each week. Prepare a short (2-page) summary to be submitted in Week 8.

Paper For Above Instructions

In the realm of international higher education, the significance of understanding institutional behavior and culture is increasingly evident. As global interconnectedness reshapes educational landscapes, professionals must be attuned to various cultural dynamics that influence institutional effectiveness. This paper will explore the topic of "The Role of Cultural Competence in International Higher Education," as it aligns with trends and challenges faced by institutions operating in diverse cultural contexts.

To engage with this topic, I chose to follow the blog "Inside Higher Ed," particularly its section dedicated to global higher education. Inside Higher Ed is recognized for its critical insights and discussions surrounding contemporary issues in higher education. By participating in this community of practice, I seek not only to broaden my understanding but also to contribute meaningfully to discussions that shape the field.

This week, I submitted my first question on the blog: "How can institutions effectively develop cultural competence among their faculty and staff to better serve an internationally diverse student body?" This query arises from the necessity for educational institutions to cultivate an environment where diversity is not merely acknowledged but actively embraced. The importance of cultural competence cannot be overstated as it provides an essential framework for understanding and addressing the needs of a heterogeneous student population.

One of the most enlightening aspects of this initial exploration was recognizing how deeply cultural expectations and communication styles can vary between countries and regions. For instance, the concept of 'holistic development' is viewed through various lenses in different cultural contexts—what is deemed necessary in one country may not hold the same significance in another. As I delve further into this topic, I hope to uncover strategies that institutions have successfully employed to bridge these cultural gaps.

The concept of cultural competence is rooted in the ability to understand, communicate with, and effectively interact with people across cultures. It encompasses a range of skills, including awareness of one’s own cultural worldview, attitudes towards cultural differences, knowledge of different cultural practices, and cross-cultural skills (Bennett, 2011). As educational institutions navigate the complexities of globalization, it becomes imperative that they invest in training and development programs that foster cultural awareness among faculty, staff, and students.

In addition to submitting questions and engaging with online discussions, I will maintain a weekly learning journal, recording insights gained from both the blog and external reading on this topic. This journal will serve as a reflective tool, allowing me to synthesize the knowledge acquired and its implications for practice. I anticipate documenting key learnings such as different approaches to teaching international students, distinct assessments utilized across cultures, and innovative strategies for enhancing inclusivity in higher education settings.

Moreover, I plan to research successful case studies of institutions known for their exemplary approach to cultural competence. A notable example is the University of Southern California (USC), which has implemented comprehensive strategies to enhance cross-cultural understanding among students and staff. Programs such as the International Student Peer Mentor Program foster meaningful connections between domestic and international students, promoting intercultural dialogues and partnerships (USC, 2020).

Throughout this course, I aim to expand my knowledge about practices that can be adopted within my own institution to support a diverse student body effectively. By engaging with experts and fellow practitioners through online discussions, I hope to gain insights that lead to actionable initiatives that bolster cultural competence and contribute to a more inclusive educational environment.

In conclusion, the journey to uncover the role of cultural competence in international higher education promises to be both informative and transformative. As higher education professionals, embracing cultural diversity should be at the forefront of our responsibilities, aligning institutional missions with the realities of a globalized world. The insights gleaned from both the Inside Higher Ed blog and my weekly reflections will serve as a foundation for our ongoing commitment to excellence in higher education.

References

• Bennett, M. J. (2011). Developing intercultural competence. In Intercultural competence in higher education (pp. 143-160). Emerald Group Publishing Limited.
• University of Southern California. (2020). International Student Peer Mentor Program. Retrieved from https://usc.edu
• Brandenburg, U., & de Wit, H. (2011). The end of internationalization. International Higher Education, (62), 15-17.
• Deardorff, D. K. (2006). Assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266.
• Dumont, H., & J. J. (2015). The interplay between internationalization and cultural diversity in higher education. Higher Education, 69(3), 445-467.
• Hunter, K., & Pedersen, P. (2017). Building cross-cultural competencies in higher education. Journal of International Education in Business, 10(3), 215-227.
• Karlsen, A. H., & Bock, J. (2017). Cultural diversity in higher education: A pathway to excellence or a hindrance? Higher Education, 73(5), 807-825.
• Marginson, S. (2014). The impossibility of global higher education. Journal of Studies in International Education, 18(1), 1-25.
• Ramsden, P. (2003). Learning to teach in higher education. Routledge.
• Smith, K., & Home, R. (2015). Globalization and higher education: The experience of international students. Higher Education Research & Development, 34(2), 309-324.