INSTITUTIONAL AND INSTRUCTIONAL TECHNIQUES TO PROMOTE UNDERGRADUATES’ INTERCULTURAL DEVELOPMENT: Evidence from a Multi-Institutional Student Survey

Krista M. Soria

doi:10.1007/978-94-6209-980-7_4

INSTITUTIONAL AND INSTRUCTIONAL TECHNIQUES TO PROMOTE UNDERGRADUATES’ INTERCULTURAL DEVELOPMENT: Evidence from a Multi-Institutional Student Survey

Krista M. Soria

University Finance

Research output: Chapter in Book/Report/Conference proceeding › Chapter

5 Scopus citations

Abstract

In response to increasingly globalized environments, many higher education institutions are actively seeking to internationalize their curricular and co-curricular efforts to foster students’ development of intercultural competencies-competencies necessary to thrive in a multicultural and global workforce (Lee, Poch, Shaw, & Williams, 2012; Soria, Snyder, & Reinhard, in press; Soria & Troisi, 2014).

Original language	English (US)
Title of host publication	Internationalizing Higher Education
Subtitle of host publication	Critical Collaborations across the Curriculum
Publisher	Sense Publishers
Pages	47-59
Number of pages	13
ISBN (Electronic)	9789462099807
ISBN (Print)	9789462099784
DOIs	https://doi.org/10.1007/978-94-6209-980-7_4
State	Published - Jan 1 2015

Bibliographical note

Publisher Copyright:
© 2015 Sense Publishers.

Keywords

Academic Engagement
Academic Major
Acculturative Stress
Instructional Technique
International Student

Publisher link

10.1007/978-94-6209-980-7_4

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AB - In response to increasingly globalized environments, many higher education institutions are actively seeking to internationalize their curricular and co-curricular efforts to foster students’ development of intercultural competencies-competencies necessary to thrive in a multicultural and global workforce (Lee, Poch, Shaw, & Williams, 2012; Soria, Snyder, & Reinhard, in press; Soria & Troisi, 2014).

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KW - Instructional Technique

KW - International Student

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INSTITUTIONAL AND INSTRUCTIONAL TECHNIQUES TO PROMOTE UNDERGRADUATES’ INTERCULTURAL DEVELOPMENT: Evidence from a Multi-Institutional Student Survey

Abstract

Bibliographical note

Keywords

Publisher link

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