Intercultural Communication Competence and Interpersonal Communication Skills in Working Abroad and Study Abroad Alumni in the Global Workplace
Presenter(s)
Taylor Matzke
Abstract
We are living in an interconnected world where individuals will encounter people from different cultures in the workplace. Employers seek employees that are culturally competent and open to working with people from different cultures. According to the American Association of Colleges and Universities (2024), studying abroad is a high-impact practice that significantly benefits students' education. Studying abroad fulfills the Diversity/Global Learning high-impact practice in higher education. Kilgo et al. (2015) emphasize that studying abroad increases critical thinking skills, cognitive development skills, openness to different cultures, intercultural effectiveness, and civic engagement. In 2021, Finley interviewed 496 business executives about what they look for when hiring employees; 53% of business executives strongly agree that candidates who can effectively communicate and work with people from different cultural backgrounds. In comparison, 36% acknowledge that it is somewhat important when hiring employees. These results show that studying abroad is a worthwhile investment and has long-term effects leading to employment. Farrugia and Sanger (2017) investigated how study abroad alumni developed interpersonal communication skills (ICS). 56.8% of respondents believe their interpersonal communication skills exponentially increased, whereas 33.7% moderately increased. However, they did not include results or surveys from working professionals who had not studied abroad or non-study abroad students.
H1: Students who participated in longer short-term study abroad programs (longer than 2 weeks) or worked abroad developed more ICS that can be transferred to the global workplace.
H2: Students who have studied or worked abroad have higher levels of ICC than those who have not.
RQ1: How do the levels of ICC in students who have participated or worked abroad in study abroad programs (longer than 2 weeks) relate to the development of ICS that are transferable to the global workplace?
The purpose of this study is to investigate the intercultural communication competence (ICC) in non-study abroad students, study abroad alumni, and working abroad professionals (including Peace Corps Volunteers) and how strong interpersonal skills learned while abroad transfer to the global workplace. The study consists of two parts, a survey and in-depth interviews. For the survey part of the study, ICC consists of intercultural sensitivity (IS) and communication competence. (CC). IS is measured by utilizing Chen and Starosta's (2000) Intercultural Sensitivity Scale. CC is determined by Wiemann's (1997) Communication Competence Scale. ICS is measured through the Interpersonal Communication Competence Scale (Rubin & Martin, 1994). The goal is to have 150 people participate in the survey. Approximately, 10-15 study abroad alumni and working professionals abroad will be interviewed to reinforce how ICS learned while abroad in their careers and industries. The results from interviews will be examined using thematic analysis.
The goal of this study is to discover if studying or working abroad increases or decreases one's ICC by comparing non-study abroad students' results to study abroad alumni and working professionals abroad.
College
College of Liberal Arts
Department
Communication Studies
Campus
Winona
First Advisor/Mentor
Tammy Swenson-Lepper
Start Date
4-24-2025 1:00 PM
End Date
4-24-2025 2:00 PM
Presentation Type
Poster Session
Format of Presentation or Performance
In-Person
Session
2a=1pm-2pm
Poster Number
37
Intercultural Communication Competence and Interpersonal Communication Skills in Working Abroad and Study Abroad Alumni in the Global Workplace
We are living in an interconnected world where individuals will encounter people from different cultures in the workplace. Employers seek employees that are culturally competent and open to working with people from different cultures. According to the American Association of Colleges and Universities (2024), studying abroad is a high-impact practice that significantly benefits students' education. Studying abroad fulfills the Diversity/Global Learning high-impact practice in higher education. Kilgo et al. (2015) emphasize that studying abroad increases critical thinking skills, cognitive development skills, openness to different cultures, intercultural effectiveness, and civic engagement. In 2021, Finley interviewed 496 business executives about what they look for when hiring employees; 53% of business executives strongly agree that candidates who can effectively communicate and work with people from different cultural backgrounds. In comparison, 36% acknowledge that it is somewhat important when hiring employees. These results show that studying abroad is a worthwhile investment and has long-term effects leading to employment. Farrugia and Sanger (2017) investigated how study abroad alumni developed interpersonal communication skills (ICS). 56.8% of respondents believe their interpersonal communication skills exponentially increased, whereas 33.7% moderately increased. However, they did not include results or surveys from working professionals who had not studied abroad or non-study abroad students.
H1: Students who participated in longer short-term study abroad programs (longer than 2 weeks) or worked abroad developed more ICS that can be transferred to the global workplace.
H2: Students who have studied or worked abroad have higher levels of ICC than those who have not.
RQ1: How do the levels of ICC in students who have participated or worked abroad in study abroad programs (longer than 2 weeks) relate to the development of ICS that are transferable to the global workplace?
The purpose of this study is to investigate the intercultural communication competence (ICC) in non-study abroad students, study abroad alumni, and working abroad professionals (including Peace Corps Volunteers) and how strong interpersonal skills learned while abroad transfer to the global workplace. The study consists of two parts, a survey and in-depth interviews. For the survey part of the study, ICC consists of intercultural sensitivity (IS) and communication competence. (CC). IS is measured by utilizing Chen and Starosta's (2000) Intercultural Sensitivity Scale. CC is determined by Wiemann's (1997) Communication Competence Scale. ICS is measured through the Interpersonal Communication Competence Scale (Rubin & Martin, 1994). The goal is to have 150 people participate in the survey. Approximately, 10-15 study abroad alumni and working professionals abroad will be interviewed to reinforce how ICS learned while abroad in their careers and industries. The results from interviews will be examined using thematic analysis.
The goal of this study is to discover if studying or working abroad increases or decreases one's ICC by comparing non-study abroad students' results to study abroad alumni and working professionals abroad.
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