Effect of Cultural Influences in Intercultural Competence: Phenomenological Study on Additional-Language Learners

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dc.contributor.authorHerrera, Veronica
dc.date.accessioned2021-05-20T15:53:52Z
dc.date.available2021-05-20T15:53:52Z
dc.date.issued2021
dc.descriptionA study about the effect of cultural influences (casual and intentional) in the development of intercultural competence and cultural value leadership and culture philanthropist conduct. Culture Philanthropy: Culture is an asset in economic development and social innovation.en_US
dc.description.abstractThe problem addressed in this qualitative phenomenological study was the unknown effect of cultural influences in the development of intercultural competence for adult learners of an additional language in a region with foreign direct investment in the Southeastern United States. The purpose of the research was to explore participants’ lived experiences through cultural influences. The theoretical framework included constructivism and social learning theory as a conceptual background and transformational leadership theory as the antecedent to cultural value leadership. Under an ontological approach, the data analysis yielded answers to the three research questions addressing how cultural influences affect the development of intercultural competence, how additional-language learners value culture, and the distancelearning methods respondents assessed as effective. From a purposely selected student population at a private language institute, 21 volunteers took the online questionnaire, and five respondents from the total sample completed a focus group. Triangulation strengthened reliability and validity, and data analysis served to generate themes for interpreting the results. Findings yielded six key definitions of measurable factors affecting the development of intercultural competence. Key results confirmed cultural influences—face-to-face and online— have a motivating effect on learners’ intercultural self-efficacy and the desire to project culture philanthropy. The conclusion framed intercultural competence as a nonlinear, non-ethnocentric, and reciprocal process. Recommendations included for educational, business, and public service leaders to provide opportunities in cultural value leadership, sponsor face-to-face and online intercultural experiences, and document intentional cultural influences to credit efforts. A key recommendation was to conduct further research in culture philanthropyen_US
dc.identifier.urihttp://hdl.handle.net/20.500.12520/87
dc.language.isoen_USen_US
dc.subject.lcshSelf-efficacyen_US
dc.subject.lcshPhenomenologyen_US
dc.subject.lcshQualitative researchen_US
dc.subject.lcshAdult studentsen_US
dc.subject.lcshEducational anthropologyen_US
dc.subject.lcshEducation, Bilingualen_US
dc.subject.lcshCultural relationsen_US
dc.titleEffect of Cultural Influences in Intercultural Competence: Phenomenological Study on Additional-Language Learnersen_US
dc.typeDissertationen_US

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