A Sustainable Business Project in a Collaborative and Virtual Classroom (Published)
The university setting is the appropriate place to develop global and virtual abilities. Some disciplines include the multicultural dimension in their programs but the intercultural contact is often missing. Working with an international team, practicing negotiation strategies and using effective decision-making processes are examples of important elements that all professionals should master. These intercultural skills are better learned through first-hand experience (Kolb, 1984). For this reason, an intercultural and academic initiative has taken place between Universidad Nacional (UNA) in Costa Rica and FH Münster of Applied Sciences in Germany. The partnered project focuses on the elaboration of a collaborative project among students from different backgrounds (Costa Ricans and Germans; mainly) to obtain a final negotiated outcome in the elaboration of a sustainable business plan. Participants are 28 university students of an English Integrated course with emphasis on Business English from Universidad Nacional (UNA) in Costa Rica and 17 students from the Administration major taking a Business English class from FH Munster. This research aims two main goals: firstly, to include specific intercultural objectives in university courses and secondly; to give university students the opportunity to work with students from another university in a different part of the world and build intercultural teams.
Keywords: Business Plan, Intercultural Competence, collaborative groups, sustainable project
ENHANCING ENGLISH PROSPECTIVE TEACHERS’ PRESENTATIONAL COMMUNICATION SKILLS AND INTERCULTURAL COMPETENCE: POST-PROCESS BASED PROGRAM (Published)
This study aimed at investigating the effectiveness of a training program based on the post process approach in enhancing English prospective teachers’ presentational communication skills and intercultural communication competence. Sample of the study consisted of thirty six prospective teachers. Written and oral presentational communication tests, an intercultural competence situation test and scale were administered to the study participants before and after the treatment. Participants’ performance on the post-tests revealed that they made tangible progress in their presentational skills and intercultural competence. Hence, this study was successful in achieving its aim. Theoretical and practical implications of the study results are discussed.
Keywords: Intercultural Competence, Post-Process Approach, Presentational Communication