CROSS-CULTURELE

COMPETENTIES METEN

AD SCHEEPERS

HET MASTER IN MANAGEMENT PROGRAMMA - FACTSHEET

HET MASTER IN MANAGEMENT PROGRAMMA - CURRICULUM

VOORBEELD GROEPSWERK – CONSULTANCY PROJECT

MASTER IN MANAGEMENT - NATIONALITEITEN

MIM: INTERNATIONAAL EN INTERDISCIPLINAIR

Internationaal

• Internationale studenten, buiten Nederland, EEA en non-EEA, buitenlands diploma;

• Internationale docenten;

• Internationale onderwerpen in het onderwijsprogramma;

• Internationale doelstellingen met betrekking tot vaardigheden en competenties;

• Combinaties van voorgaande.

Interdisciplinair

• heeft betrekking op studenten met verschillende vooropleidingen (niet Bedrijfskunde). De studenten

zitten wel samen in een ‘international classroom’.

EINDTERMEN (ILOS)

internationaal intercultureel

inhoud x

vaardigheden/attitude x

MIM EINDTERMEN TOTAAL

EINDTERMEN INTERCULTURELE VAARDIGHEDEN

Skills learning

outcomes

Corresponding Competence/Learning

goal

Scale

B. Analytical and problem

solving skills

-being able to navigate in an underexplored

problem domain where there is no standard

procedure to a solution

-being able to find and adjust to new insights

under the condition that there is no standard

procedure to a solution

-being able to develop novel solutions

-being able to deal with a high workload

1.Dealing with uncertain and unpredictable

work situation (DUB)

2.Solving problems creatively (SPC)

3.Handling work stress (WS)

C. Social, Communicative

and managerial skills

-being able to contribute equally while

encountering different disciplinary backgrounds

-being able to adapt to different working styles

-being able to explore cultural influences while

working in a team

-being able to adapt to one dominant culture if

existing

1.Interdisciplinary collaboration (IC)

2.Interpersonal adaptability (IA)

3.Intercultural sensitivity (IS)

4.Cultural adaptation (CA)

Skills learning

outcomes

Corresponding Competence/Learning

goal B. Analytical and problem

solving skills

-being able to navigate in an underexplored

problem domain where there is no standard

procedure to a solution

-being able to find and adjust to new insights

under the condition that there is no standard

procedure to a solution

-being able to develop novel solutions

-being able to deal with a high workload

C. Social, Communicative

and managerial skills

-being able to contribute equally while

encountering different disciplinary backgrounds

-being able to adapt to different working styles

-being able to explore cultural influences while

working in a team

-being able to adapt to one dominant culture if

existing

BETEKENIS MEETSCHALEN CROSSCULTURELE COMPETENTIES

Intercultural Sensitivity: de capaciteit om positieve gevoelens te ontwikkelen wat betreft het begrijpen en waarderen van culturele verschillen zodat je passend en effectief gedrag in interculturele communicatie kan vertonen

Cultural Adaptability: het succesvol integreren in een nieuwe cultuur of omgeving door het begrijpen en willen gedragen in overeenstemming met de daarin heersende gewoonten, waarden, regels en structuren.

Interpersonal Adaptability: het vertonen van interpersoonlijk flexibiliteit, je interpersoonlijk stijl en gedrag om een doel te bereiken aanpassen om effectief in een nieuw team te kunnen werken

Solving Problems Creatively: het oplossen van atypische, vaag omschreven en complexe problemen

Dealing with Uncertainties and Unpredictable Work Behavior: aanpassen aan en omgaan met onvoorspelbare situaties, je focus verleggen en beredeneerde acties uitvoeren

Handling Work Stress: kalm blijven onder druk, met frustratie omgaan en op een kalmerende manier optreden

Interdisciplinary Collaboration: een interpersoonlijk proces waardoor leden van verschillende disciplines allemaal bijdragen aan een gemeenschappelijk product of doel

BESCHRIJVING MEETSCHALEN COMPETENTIES 1

• Intercultural sensitivity was measured with the Intercultural Sensitivity Scale (Chen & Starosta, 2000). Intercultural sensitivity is “an individual’s ability to develop a positive

emotion towards understanding and appreciating cultural differences that promotes appropriate and effective behavior in intercultural communication” (Chen & Starosta,

2000). An example of an item is ‘I enjoy interacting with people from different cultures’. Coefficient alpha is reported to be .88 for this variable. Respondents answer on a

scale ranging from 1 ‘very inaccurate’ to 5 very accurate’.

• Cultural adaptability was measured by the Job Adaptability Inventory (Pulakos, Arad, Donovan & Plamondon, 2000). Cultural adaptability refers to “successfully integrate

into a new culture or environment by fully understanding and willingly behaving in accordance with the accepted customs, values, rules, and structures operating within it”

(Pulakos, Arad, Donovan & Plamondon, 2000, p. 614). An example of an item is ‘I take action to learn about the climate, orientation, needs, and values of other groups’.

Coefficient alpha is reported as high as .94 (Pulakos, Arad, Donovan & Plamondon, 2000). Respondents answer on a scale ranging from 1 ‘very inaccurate’ to 5 ‘very

accurate’.

• Interpersonal adaptability is measured by the Job Adaptability Inventory (Pulakos, Arad, Donovan & Plamondon, 2000). Interpersonal adaptability refers to demonstrating

interpersonal flexibility, adjusting interpersonal style to achieve a goal, and adapting interpersonal behavior to work effectively with a new team, etc. (Pulakos, Arad,

Donovan & Plamondon, 2000). An example of an item is ‘I develop effective working relationships with highly diverse personalities’. Coefficient alpha is .92. Respondents

can give their answers on a 5-point scale, ranging from 1 ‘very inaccurate’ to 5 ‘very accurate’.

• Solving problems creatively is measured by the Job Adaptability Inventory (Pulakos, Arad, Donovan & Plamondon, 2000). Solving problems creatively refers to solving

“atypical, ill-defined, and complex problems” (Pulakos, Schmitt, Dorsey, Arad, Borman & Hedge, 2002, p. 301). An example of an item is ‘I turn problems upside-down and

inside-out to find fresh new approaches’. Coefficient alpha is reported to be .93 for this construct. Respondents answer on a 5-point scale, ranging from 1 ‘very inaccurate’

to 5 ‘very accurate’.

BESCHRIJVING MEETSCHALEN COMPETENTIES 2

• Dealing with uncertainties and unpredictable work behavior is measured by the Job Adaptability Inventory (Pulakos, Arad, Donovan & Plamondon, 2000). Dealing with

uncertainties and unpredictable work behavior refers to “adjust and deals with unpredictable situations, shifts focus, and takes reasonable action” (Pulakos et al.,

2002). An example of an item is ‘I take effective action when required without having to know all the facts’. Coefficient alpha is .92 for this construct. Respondents give

their answers on a 5-point scale, ranging from 1 ‘very inaccurate’ to 5 ‘very accurate’.

• Handling work stress is measured by the Job Adaptability Inventory (Pulakos, Arad, Donovan & Plamondon, 2000). Handling work stress refers to “remain calm under

pressure, handles frustration, and acts as a calming influence” (Pulakos et al., 2002). An example of an item is ‘I remain composed under a highly demanding workload’.

Coefficient alpha is reported to be .92 for this construct. Respondents give their answers on a 5-point scale, ranging from 1 ‘very inaccurate’ to 5 ‘very accurate’.

• Interdisciplinary collaboration is measured by the Interdisciplinary Collaboration Scale (Armer & Thomas, 1978). Interdisciplinary collaboration refers to “an

interpersonal process through which members of different disciplines contribute to a common product or goal” (Berg-Weger & Schneider, 1998, p. 98). An example of

an item is ‘I expect working closely with other team members will help in developing skills I might not have learned while working with people in my own professional

disciplines’. Coefficient alpha ranged between .79 and .93. The respondents answer on a scale ranging from 1 ‘Definitely false’ to 5 ‘Definitely true ’.

ONDERZOEKSCONCEPTEN EN METHODE

ONDERZOEKSPOPULATIE

Cohort N

Average age

at start MiM

programme

% female % non-Dutch % non-EER

Orientation previous education

Alpha Gamma Beta

2011 47 24 43% 62% 13% 22% 51% 27%

2012 49 23 39% 51% 16% 16% 41% 43%

2013 53 24 49% 55% 19% 21% 38% 41%

2014 72 23 47% 56% 22% 9% 58% 33%

SCORES OP DE COMPETENTIE SCHALEN VAN COHORTEN 2011 2012 2013 2014

SAMENHANG TUSSEN ZELFBEOORDELINGEN EN OORDELEN VAN TEAMGENOTEN

LAAG BEGINNIVEAU INTERCULTURELE COMPETENTIES.

MEDIUM BEGINNIVEAU INTERCULTURELE COMPETENTIES

HOOG BEGINNIVEAU INTERCULTURELE COMPETENTIES

IS ER EEN VERBAND TUSSEN HET BEREIKTE NIVEAU VAN DE COMPETENTIES EN DE

PRESTATIES?

CONCLUSIES

Het is mogelijk om cross-culturele competenties, zoals vervat in de

eindtermen van een opleiding, te operationaliseren en meten.

• Gevalideerde metingen

• Zes van zeven competenties goed meetbaar

Op deze wijze is het aantoonbaar dat doelen van een opleiding,

het verbeteren van (cross-culturele) competenties, onderdaad

gehaald worden.

CONCLUSIES

Het is aannemelijk dat een verbetering van de cross-culturele

competenties te danken is aan de deelname van het programma

waar groepswerk/teamwork een belangrijke onderwijs methode is.

• Base-line niveau’s spelen hierbij een rol.

Persoonlijkheidskarakteristieken en achtergrondvariabelen spelen

bij een dergelijke verbetering nauwelijks een rol.

• Agreeablenes lijkt wel een (intermediaire?) functie te vervullen.

CONCLUSIES

De basisvooronderstelling, dat een verbetering van de cross-

culturele competenties betere (werk)prestaties oplevert, lijkt

inderdaad te kloppen.

• Het betreft met name prestaties waarbij problemen geanalyseerd, taken uitgevoerd en beslissingen

genomen moeten worden in samenspel en afstemming met andere belanghebbenden.

• Individueel werk is minder onder invloed van de behandelde competenties.