Intercultural Sensitivity

Development Among
Taiwanese Business
Students

Hsiao-Yin Chen
 Background of the Study
Changing Challenges in BS Cross-cultural
Demographics Higher Education Conflicts
• 150,000 US employees • Cross-cultural sensitivity • Value of the host
work overseas each (respect for others’ country;
year; religion); • Language;
• 43,000 foreigners lived • Business skills • Living conditions;
in Taiwan in 2004; (communication & • Interpersonal
• 100,000 international adaptation); relationship.
students majored in • International business
business and competencies (being an
management during the international mediator).
2004-05 academic year
in the US.
 Primary Research Questions
• What levels of intercultural sensitivity
have the Taiwanese undergraduate
international business and management
majors in this study (my target population)
achieved as indicated by the Intercultural
Development Inventory (IDI)?
• What is the relationship between the
results of the IDI and selected
demographic characteristics of my
target population?
 Primary Research Questions
(continued)
• How do the interviewees selected from
my target population view culture? How do
their responses relate to the IDI if at all?
• What kinds of life experiences contributed
to the intercultural sensitivity of my target
population?
• What formal educational experiences
encouraged my target population to
develop their intercultural sensitivity? How?
 Conceptual Framework of the Study

The Relationship Between the Dimensions and the Scales (IDI, CD-ROM, 2005)
 Research Design and Samples
Quantitative Qualitative
Approach Approach

Intercultural
Development Phenomenology
Inventory Theory
(IDI)

a. 12 interviewees were selected

a. 195 seniors;
among 195 seniors;
b. Majoring in international
b. 2 students from each group:
business and management;
• Ethnocentric/ethnorelative
c. Taiwanese citizens.
• Each of the 3 research site
 Specific of Question 1
Do my target population show strong intercultural
sensitivity in the ethnorelative dimension?

Hypothesis 1-1.
My target population will exhibit strong intercultural
sensitivity in the ethnorelative dimension as shown on the
IDI.
Hypothesis 1-2.
My target population in urban areas will exhibit stronger
intercultural sensitivity in the ethnorelative dimension than
those studying in rural areas as shown on the IDI.
 Specific Question 2
Do demographic characteristics affect intercultural sensitivity
in my target population in this study?
Hypothesis 2-1.
The females in my target population will exhibit stronger intercultural
sensitivity than their male counterparts on each scale as shown on the
IDI.

Hypothesis 2-2.
The ages of my target population will not affect their intercultural
sensitivity as shown on the IDI.

Hypothesis 2-3.
My target population who had international experiences will exhibit
stronger intercultural sensitivity than those who had not as shown on
each scale of the IDI.
 Specific Question 2 (continued)
Hypothesis 2-4.
My target population who can speak one or more foreign
languages fluently will exhibit stronger intercultural sensitivity
than their counterparts who cannot as shown on each scale of the
IDI.

Hypothesis 2-5.
My target population who have participated in intercultural
activities on campus will exhibit stronger intercultural sensitivity
than their counterparts who have not as shown on each scale of the
IDI.

Hypothesis 2-6.
My target population who have the desire to work or study abroad
will demonstrate stronger intercultural sensitivity than their
counterparts who do not as shown on each scale of the IDI.
 Questionnaire
• 50 items of Intercultural Development Inventory (IDI) in
traditional Chinese language.
• 5 points scale:
1 2 3 4 5
Disagree Agree
• Developmental Score (DS):
Ethnocentric Dimension Ethnorelative Dimension
• 55-79: • 110-139:
Low-middle Denial/Defense or High M to low-middle
Reversal (DD/R) Acceptance/Adaptation (AA)
• 80-109: • 140-145:
High DD/R to low-middle High AA to higher Adaptation
Minimization (M)
 Quantitative Findings
H 1-1. H 1-2.
Intercultural Sensitivity School Areas
Among 195 Students (A, B, C)

Result Not supported Not supported

Over 50% (n=103)of the • A (Urban):86.50 (1)+(3)
195 Taiwanese business • B (Rural): 76.40 (1)+(2)+(3)
undergraduates in this • C (Rural): 76.58 (1)+(3)
Notes study fell in the DD/R or
(5) Disinterest in cultural difference
in the denial dimension
(6) Avoidance of interaction with
of the Developmental
cultural differences
Model of Intercultural
Sensitivity (DMIS). (7) Tendency to view the world in
terms of “us and them”, where “us”
is superior
 Quantitative Findings (Continued)

H 2-1. H 2-2. H 2-3. H 2-4. H 2-5. H 2-6.

Gender Age Int’l Language Activities Future Plan
Exp. Ability on campus
Significant
Difference X X X
No
Significant X X X
Difference
3-6 months Participated Study abroad
(sig. diff.) (sig. diff.) (sig. diff.)
Notes Others
Less than Not provided (study/work in
3 months & Not TW; work
(no diff.) participated overseas)
(no diff.) (no diff.)
 Sample (Qualitative Approach)
• 12 interviewees were selected from 195 students based
on the IDI;
• 2 students whose DS toward the ethnocentric dimension
were selected from each school;
Research Site A Research Site B Research Site C
(M&F) low-middle DD/R (M&F) low-middle DD/R (M&F) low-middle DD/R

• 2 students whose DS toward the ethnorelative dimension

were selected from each school.
Research Site A Research Site B Research Site C
(M&F) High M to low-middle (M) High DD/R to low- (M) High DD/R to low-
AA middle M middle M
(F) High M to low-middle (F) High M to low-middle
AA AA
 Framework of Qualitative Findings
An individual’s
intercultural sensitivity development

Life experiences Formal education

Family Teachers Intercultural

Media sharing activities
Peers Int’l
Religion students
 Qualitative Findings
Individuals toward Ethnocentric
dimension
• Provide more examples of
objective culture (food and eating
styles);
• Learn different cultures from
the media (American TV shows,
Japanese and/or Koreas dramas);
• Learn from interacting with
foreigners in Taiwan (teachers in
English cram schools, foreigners
visit in Taiwan);
Individuals toward Ethnorelative
dimension
• Provide more examples of
subjective culture (value, and
ways of life);
• Learn different cultures from
parents, friends, and relatives’
personal experiences (working,
studying, and living experiences) ;
• Learn different cultures from
interacting with foreigners both in
Taiwan and overseas (teachers in
schools, short-term study abroad,
and do missionary work overseas);
 Qualitative Findings (continued)
Individuals toward Ethnocentric
dimension
• Learn from teachers’
personal experiences;
• Share no interest in participating
intercultural activities on
campus and short-term study
programs;
• Avoid interacting with foreign
students in classes;
• Have no suggestions regarding
culture study to their schools.
Individuals toward Ethnorelative
dimension
• Learn from teachers’
personal experiences;
• Share interest in participating
intercultural activities such as a
short-term study overseas
which is held by schools;
• Interact with foreign
students in classes frequently;
• Suggest their schools to
provide seminars or classes
related to cultures.
 Integrating Quantitative and Qualitative Findings
Individuals toward Individuals toward
Ethnocentric dimension Ethnorelative dimension
Gender No difference Females students showed stronger
intercultural sensitivity than male
students (Qual.)
Age No difference No difference
International No overseas experience or Short-term international experience
experiences interaction with foreigners in and interaction with foreigners in
* Taiwan Taiwan and overseas

Language Most participants rated their Most participants rated their

capability foreign-language in the fair level foreign-language in the good level
(Qual.) (Qual.)
Intercultural No interest in participating Participate and suggest foreigners’
act. on involvement in the activities
campus*

Future plan* Prefer to work in Taiwan after Prefer to study abroad after
graduation graduation
 Significance of the Study
• The 50-item traditional Chinese version of the IDI was first
used with Taiwanese business college students;
• Taiwan international business and management scholars
can use the information in this study to redesign
appropriate curriculum to students;
• Teachers can design an appropriate curriculum and apply
suitable teaching strategies to enhance students’
intercultural sensitivity;
• Improve understanding of how students develop their
intercultural sensitivity from their daily life and formal
education.
 Limitation of the Study

• The IDI is a self-evaluation test;

• 3 research sites and 195 students may not represent all
Taiwan business college students;
• Volunteer instructors disallowed classroom observations;
• The building of interpersonal relationships between the
researcher and interviewees was difficult.
 Implications
Taiwan Business Taiwan Business Taiwan Classroom
School Faculties Application
• Hire diversity faculties; • Design appropriate • Provide more
• Provide programs curriculum (students’ information
for foreign exchange gender, future plans, to enhance
or summer work abroad; and language ability); students’ interests
• Provide varieties of • Attend cross- before students
intercultural activities culture seminars. participate in
on campus; intercultural
• Provide culture- activities on campus;
related seminars; • Discuss the
• Provide useful activities with
culture courses. students after they
participate in
intercultural activities
on campus.
 Suggestions for Further Study
Quantitative Study Qualitative Study
• Discover about the • Observe intercultural
educational level of activities on campus;
parents;
• Interview faculty mentioned
• Find out individuals’ frequently by students.
religion;
• Understand faculty’s
intercultural sensitivity.