Foreword - Adrian Holliday Foreword - Anne Davidson-Lund Introduction - Education and Training: Becoming Interculturally Competent - Mike Fleming Part 1 - Investigations of intercultural encounters and learning Chapter 1 - Cultures of organisations meet ethno-linguistic cultures: narratives in job interviews - Celia Roberts Chapter 2 - Exporting the multiple market experience and the SME intercultural paradigm - Terry Mughan Chapter 3 - Evolving intercultural identity during living and studying abroad: Five Mexican women graduate students - Phyllis Ryan Chapter 4 - Becoming interculturally competent in a third space - Anwei Feng Part 2 - Reflections on teaching and learning programmes Chapter 5 - A Critical Perspective on Teaching Intercultural Competence in a Management Department - Gavin Jack Chapter 6 - Applying the principles: Instruments for intercultural business training - Barry Tomalin Chapter 7 - Intercultural teacher: A case study of a course - Ulla Lundgren Chapter 8 - Using Human Global Positioning SystemA" as a Navigation Tool to the Hidden Dimension of Culture - Claudia Finkbeiner Chapter 9 - Professional training: creating intercultural space in the multi-ethnic workplaces - Catharine Arakelian Chapter 10 - The pragmatics of intercultural competence in Education and Training: A cross-national experiment on 'Diversity Management' - M. Guilherme, Glaser, E. and Mendez-Garcia, M.C. Afterword - Education, Training and Becoming Critical - Mike Byram.
(source: Nielsen Book Data)
The development of intercultural competence is the avowed purpose of teachers/trainers in commercial training and further and higher education, and yet the approaches are often seen as different and even in opposition. This book shows that there is complementarity in 'education' and 'training' in theory and in practice. The first group of chapters focuses on analysis of intercultural experience and the competence needed to be successful in that experience. The following chapters describe the practice of courses in both commercial and educational contexts where it becomes evident that 'education' and 'training' are indeed complementary without denying the tensions which exist and the expectations different learner groups may have. This book is thus not simply another discussion of the theory of interculturality but a juxtaposition of theory and practice to the benefit of both. (source: Nielsen Book Data)