Advertisement

Interkulturelle Kommunikation in der Hochschullehre

  • Miriam HansenEmail author
  • Julia Mendzheritskaya
Chapter
Part of the Prekarisierung und soziale Entkopplung – transdisziplinäre Studien book series (PSETS)

Zusammenfassung

In diesem Beitrag wird zunächst das Konzept des pädagogisch-kulturellen Kontexts eingeführt und anhand von Beispielen aus aktuellen empirischen Studien erläutert, welche Aspekte des lernbezogenen Verhaltens an der Hochschule durch kulturelle Faktoren mitbestimmt werden. Danach werden die Ergebnisse von zwei beispielhaften experimentellen Studien dargestellt, die den Einfluss des pädagogisch-kulturellen Kontextes auf Lehrenden-Studierenden-Interaktion in zwei typischen Interaktionssituationen (Antwort auf eine E-Mail-Anfrage einer Studierenden und Feedback zu einer Studienleistung eines Studierenden) aus kultur-homogener und kultur-diverser Betrachtungsperspektive verdeutlichen. Basierend auf Ergebnissen dieser Studien und mit Einbezug von Erkenntnissen aus anderen aktuellen Untersuchungen im Hochschulkontext werden Empfehlungen zur Gestaltung von lernbezogener interkultureller Kommunikation formuliert. Dabei wird auf die Kommunikation während einer Lehrveranstaltung oder Sprechstunde sowie in Feedbacksituationen zu einer Prüfungsleistung detailliert eingegangen.

Schlüsselwörter

Pädagogisch-kultureller Kontext Interkulturelle Kommunikation Internationale (ausländische) Studierende Hochschullehrende Lehrenden-Studierenden-Interaktion E-Mail-Kommunikation Emotionale Darbietungsregeln Feedback Gute wissenschaftliche Praxis Doktorandenbetreuung 

Literatur

  1. Arkoudis, S. Teaching International Students: Strategies to Enhance Learning of the Centre for the Study of Higher Education. URL: https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0009/1761507/international.pdf. Zuletzt zugegriffen: 27. November 2017.
  2. Bartram, B (2007). Sociocultural Needs of International Student. Journal of Studies in International Education 11, 205–214.CrossRefGoogle Scholar
  3. Bartram, B (2013) “Brits Abroad” The Perceived Support Needs of U.K. Learners Studying in Higher Education Overseas. Journal of Studies in International Education 17, 5–18.Google Scholar
  4. Bartram, B., & Bailey, C. (2009). Different students, same difference? A comparison of UK and international students’ understandings of ‘effective teaching’. Active Learning in Higher Education 10, 172–184.CrossRefGoogle Scholar
  5. Bhatia, V. (2002). A generic view of academic discourse. In J. Flowerdew (Hrsg.), Academic discourse. Harlow, UK: Longman.Google Scholar
  6. Carroll, J. (2005). Strategies for becoming more explicit. In J. Carroll & J. Ryan (Hrsg.), Teaching International Students: Improving Learning for All (S. 26–34). New York: Routledge.Google Scholar
  7. Chang, Y., & Hsu, Y. (1998). Requests on E-Mail: A cross-cultural comparison. RELC Journal 29, 121–151.CrossRefGoogle Scholar
  8. Chen, C.-F. E. (2006). The development of E-Mail literacy: From writing to peers to writing to authority figures. Language Learning & Technology 10, 35–55.Google Scholar
  9. Colley, A. (2004). Style and content in E-Mails and letters to male and female friends. Journal of Language and Social Psychology 23, 369–378.CrossRefGoogle Scholar
  10. Eid, M., & Diener, E. (2001). Norms for experiencing emotions in different cultures: Inter- and intranational differences. Journal of Personality and Social Psychology 81, 869–885.CrossRefGoogle Scholar
  11. Ekman, P. & Friesen, W. V. (1969). The repertoire of nonverbal behavior: Categories, origins, usage, and coding. Semiotica 1, 49–98.Google Scholar
  12. Elliott, J. G., & Tudge, J. (2012). Multiple contexts, motivation and student engagement in the USA and Russia. European Journal of Psychology of Education 27, 161–175.CrossRefGoogle Scholar
  13. Esser, B. (2010). Kultursensitive Beratung und Dialog. Arbeit und Begegnung mit ausländischen Studentinnen und Studenten. Schwalbach am Taunus: Wochenschau-Verlag.Google Scholar
  14. Gallois, C., Ogay, T., & Giles, H. (2005). Communication accommodation theory: A look back and a look ahead. In W. B. Gudykunst (Hrsg.), Theorizing about culture and communication (S. 121–148). Thousand Oaks: Sage.Google Scholar
  15. Gelb, C. (2012). Cultural Issues in the Higher Education Classroom. In Inquiries Journal/Student Pulse, 4. URL: http://www.inquiriesjournal.com/articles/661/cultural-issues-in-the-higher-education-classroom. Zuletzt zugegriffen: 27. November 2017.
  16. Giles, H., & Powesland, P. (1975). Speech style and social evaluation. London: Academic Press.Google Scholar
  17. Giles, H., Coupland, N., & Coupland, J. (1991). Accommodation theory: Communication, context, and consequence. In H. Giles, J. Coupland & N. Coupland (Hrsg.), Contexts of accommodation (S. 1–68). New York: Cambridge University Press.Google Scholar
  18. Hagenauer, G., & Volet, (2012). ‚I don’t think I could, you know, just teach without any emotion’: exploring the nature and origin of university teachers’ emotions. Research Papers in Education, 1–23.Google Scholar
  19. Hagenauer, G., Gläser-Zikuda, M., & Volet, S. E. (2016). University teachers’ perceptions of appropriate emotion display and high -quality teacher-student relationship: Similarities and differences across cultural educational contexts. Frontline Learning Research 4, 44–74.CrossRefGoogle Scholar
  20. Hansen, M., & Jucks, R. (2014). Computer-mediated communication in psychology teaching: Influence of cultural background on E-Mail content and on appraisal. Psychology Learning & Teaching 13, 218–231.CrossRefGoogle Scholar
  21. Hansen, M., & Mendzheritskaya, J. (2017). How university lecturers’ display of emotion impacts students’ emotions, failure attributions, and behavioral tendencies in Germany, Russia, and the United States. Journal of Cross-Cultural Psychology 48, 1–20.CrossRefGoogle Scholar
  22. Heine, S. J., Lehman, D. R., Peng, K., & Greenholtz, J. (2002). What’s wrong with cross-cultural comparisons of subjective Likert scales: The reference-group problem. Journal of Personality and Social Psychology 82, 903–918.CrossRefGoogle Scholar
  23. Heublein, U., Sommer, D., & Weitz, B. (2004). Studienverlauf im Ausländerstudium. Eine Untersuchung an vier ausgewählten Hochschulen. Bonn: DAAD Deutscher Akademischer Austausch Dienst.Google Scholar
  24. Hofstede, G. H. (2001). Culture’s consequences: Comparing values, behaviors, institutions and organizations across nations. Thousand Oaks: Sage.Google Scholar
  25. Hufton, N. R., Elliot, J. G., & Illjushin, L. (2002). Educational motivation and engagement: Qualitative accounts from three countries. British Educational Research Journal 28, 265–289.Google Scholar
  26. Kirpotin, S. N. (1999). The challenge of developing innovative teaching methods in a Russian university. Teaching in Higher Education 4, 415–417.CrossRefGoogle Scholar
  27. Krämer, A., Prüfer-Krämer, L., Stock, C., & Tshiananga, J. (2004). Differences in health determinants between international and domestic students at a German university. Journal of American College Health 53, 127–132.CrossRefGoogle Scholar
  28. Lin-Huber, M. A. (2001). Chinesen verstehen lernen. Wir – die Andern: erfolgreich kommunizieren. Bern: Huber.Google Scholar
  29. Liu, S., Keeley, J., & Buskist, W. (2015). Chinese college students’ perceptions of characteristics of excellent teachers. Teaching of Psychology 42, 83–86.CrossRefGoogle Scholar
  30. Louie, K. (2005). Gathering cultural knowledge. Useful or use with care? In J. Carroll & J. Ryan (Hrsg.), Teaching International Students: Improving Learning for All (S. 17–25). New York: Routledge.Google Scholar
  31. Macgregor, A., & Folinazzo, G. (2017). Best Practices in Teaching International Students in Higher Education: Issues and Strategies. TESOL Journal. URL: http://onlinelibrary.wiley.com/doi/10.1002/tesj.324/abstract. Zugegriffen: 27. November 2017. Zuletzt zugegriffen: 28. März 2018.
  32. Maiworm, F. (2015). Internationalität an deutschen Hochschulen. Sechste Erhebung von Profildaten 2015. Bonn: Deutscher Akademischer Austauschdienst.Google Scholar
  33. Markus, H. R., & Kitayama, S. (2003). Models of agency: Sociocultural diversity in the construction of action. Nebraska Symposium on Motivation 49, 1–57.Google Scholar
  34. Matsumoto, D. et al. (2008). Mapping expressive differences around the world. The relationship between emotional display rules and individualism versus collectivism. Journal of Cross-Cultural Psychology 39, 55–74.CrossRefGoogle Scholar
  35. Matsumoto, D., Kasri, F., & Kooken, K. (1999). American-Japanese cultural differences in judgements of expression intensity and subjective experience. Cognition and Emotion 13, 201–218.CrossRefGoogle Scholar
  36. Mendzheritskaya, J., Hansen, M., Horz, H. (2015). The Rules of Emotional Display in Lecturers of Russian and German Universities. Russian Psychological Journal 12, 54–74.Google Scholar
  37. Mendzheritskaya, J., Hansen, M., Scherer, S. & Horz, H. (2018). „Wann, wie und wem gegenüber darf ich meine Emotionen zeigen?“ Regeln der emotionalen Darbietung von Hochschullehrenden in der Interaktion mit Studierenden. In G. Hagenauer & T. Hascher (Hrsg.) Emotionen und Emotionsregulation in der Schule und Hochschule (S. 227–241). Münster: Waxmann.Google Scholar
  38. Nisbett, R.E. (2003). The geography of thought. how asians and westerners think differently... and why. New York: The Free Press.Google Scholar
  39. Oyserman, D., Coon, H. M. & Kemmelmeier, M. (2002). Rethinking individualism and collectivism: Evaluation of theoretical assumptions and meta-analyses. Psychological Bulletin 128, 3–72.CrossRefGoogle Scholar
  40. Poyrazli, S., Kavanaugh, P. R., Baker, A., & Al-Timimi, N. (2004). Social support and demographic correlates of acculturative stress in international students. Journal of College Counseling 7, 73–82.CrossRefGoogle Scholar
  41. Redden, E. (2017). Teaching and Integrating International Students. Inside Higher ED. URL: https://www.insidehighered.com/news/2017/02/24/survey-international-students-asks-what-theyd-their-professors-improve. Zuletzt zugegriffen: 27. November 2017.
  42. Robertson, M., Line, M., Jones, S., & Thomas, S. (2000). International Students, Learning Environments and Perceptions: A case study using the Delphi technique. Higher Education Research & Development 19, 89–102.CrossRefGoogle Scholar
  43. Ryan, J. (2005). Postgraduate supervision. In J. Carroll & J. Ryan (Hrsg.), Teaching international students. Improving learning for all (S. 101–106). London: Routledge. Google Scholar
  44. Ryan, J. & Hellmundt, S. (2005). Maximising international students’ ‘cultural capital’. In J. Carroll & J. Ryan (Hrsg.), Teaching international students. Improving learning for all (S. 13–16). London: Routledge.Google Scholar
  45. Safdar, S., Friedlmeier, W., Matsumoto, D., Yoo, S. H., Kwantes, C. T., & Kakai, H. (2009). Variations of emotional display rules within and across cultures: A comparison between Canada, USA, and Japan. Canadian Journal of Behavioural Science 41, 1–10.CrossRefGoogle Scholar
  46. Savina, E. (2013). Perceived control over personal goals in Russian and American college students. International Journal of Psychology/Journal international de psychologie 48, 551–562.CrossRefGoogle Scholar
  47. Schmitt, D. (2005). Writing in the international classroom. In J. Carroll & J. Ryan (Hrsg.), Teaching international students. Improving learning for all (S. 63–74). London: Routledge.Google Scholar
  48. Schöning S. (2012). Kurskonzepte zur interkulturellen Kommunikation in der Hochschule. In A. Schumann (Hrsg.), Interkulturelle Kommunikation in der Hochschule. Zur Integration internationaler Studierender und Förderung Interkultureller Kompetenz (S. 139–172). Bielefeld: Transcript.Google Scholar
  49. Street, R. L., & Giles, H. (1982). Speech accommodation theory: A social cognitive approach to language and speech behavior. In M. Roloff & C. R. Berger (Hrsg.), Social cognition and communication (S. 193–226). Thousand Oaks: Sage.Google Scholar
  50. Sutton, R. E., & Wheatley, K. F. (2003). Teachers‘ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review 15, 327–358.CrossRefGoogle Scholar
  51. Teekens, H. (2001) A Profile of the „Ideal Lecturer“ for the International Classroom. H. Teekens (Hrsg.), Teaching and Learning in the International Classroom (S. 22–39). Amsterdam: Nuffic.Google Scholar
  52. Ting-Toomey, S., & Chung, L.C. (2012). Understanding intercultural communication. Oxford: Oxford University Press.Google Scholar
  53. Triandis, H.C. (1989). The self and social behavior in differing cultural contexts. Psychological Review 96, 506–520.CrossRefGoogle Scholar
  54. Trigwell, K. (2012). Relations between teachers‘ emotions in teaching and their approaches to teaching in higher education. Instructional Science 40, 607–621.CrossRefGoogle Scholar
  55. University of Michigan, Center for Research on Teaching and Learning (o. J.). Teaching International Students: Pedagogical Issues and Strategies. URL: http://www.crlt.umich.edu/internationalstudents. Zuletzt zugegriffen: 27. November 2017.
  56. Vignovic, J. A., & Thompson, L. F. (2010). Computer-mediated cross-cultural collaboration: attributing communication errors to the person versus the situation. The Journal of Applied Psychology, 95, 265–276.CrossRefGoogle Scholar
  57. Volet, S. (2001). Understanding learning and motivation in context: A multi-dimensional and multi-level cognitive-situative perspective. In S. Volet & S. Järvelä (Hrsg.), Motivation in learning contexts: Theoretical advances and methodological implications (S. 57–82). Amsterdam: Pergamon.Google Scholar
  58. Voronov, M., & Singer, J. (2002). The myth of individualism–collectivism: A critical review. Journal of Social Psychology 142, 461–480.CrossRefGoogle Scholar

Copyright information

© Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature 2019

Authors and Affiliations

  1. 1.Institut für PsychologieGoethe-Universität FrankfurtFrankfurt am MainDeutschland

Personalised recommendations