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This article assumes that the internationalization of higher education demands more elaborate pedagogical approaches to utilise the experiences of multiethnic student groups and to facilitate every student's acquisition of intercultural competencies. Drawing from three internationalisation ideologies embedded in the educational discourse, it is argued that intercultural communication – as a field of study or a discipline – can play a key role in this endeavour. Twelve fields of consideration, when international educators work with students, are also identified.

Interkulturelle Kompetenzen sind Schlüsselkompetenzen in internationalen Unternehmen. Der Artikel basiert auf den empirischen Forschungsergebnissen aus einer multi-methodischen Forschungsstudie. Er fokussiert Intercultural Engineering in einem speziellen Unternehmen in Südafrika. Es wird den Fragen nachgegangen, wie Manager in diesem kulturell diversen Umfeld interkulturelle Kompetenz definieren, wie sie mit interkulturellen Herausforderungen umgehen und wie interkulturelle Kompetenz in solch einem Umfeld gefördert werden könnte.

[ES] En el presente artículo se apuesta por una educación intercultural que no se reduzca a un instrumento coyuntural y discontinuo que sólo signifique un cambio metodológico, sino que se convierta en una modalidad educativa irrenunciable para lograr la inclusión de todas las personas de diferentes culturas, una exigencia de la propia naturaleza del acto pedagógico. Consideramos que la educación intercultural puede significar una buena alternativa a los modelos educativos monoculturales, porque, frente a la perpetuación de la cultura única, acepta la complejidad de cada ser humano y de su cultura y reconoce que todos somos pluriculturales y podemos trabajar juntos para conseguir una sociedad democrática. [EN] With this article, we pretend to bet for an intercultural education not to be reduced as a broken and coyuntural instrument that only a methodologic change to be. By the opposite, we wish this approach to become an inalienable educative mode to setting that the people from different cultures to be included. We consider the intercultural education may to mean a good alternative in opposite to monocultural educative models because this approach accept the complexity of the human being and his culture and recognize everybody are pluricultural and we can work together to get a democratic society.

Intercultural Negotiations It is impossible to think about a world without negotiations, and in fact most of us negotiate several times a day. But does that imply that all of us are skilled negotiators? Probably not but negotiation skills can be trained and developed (e.g. Thompson, 2002). Not all negotiations are hard but negotiations in business often entail complex situations that involve people at different levels, from different companies' etc. making negotiations a complex activity (Raiffa, 2002). A further challenge is presented when the counterparts not only represent different companies but also different countries and cultures (Liu, Friedman, Barry, Gelfand, Zhang, 2012; Francis, 1991) which highlights the importance of intercultural negotiations which also is the title of the key-note. The keynote firstly address two major negotiation types namely, distributive negotiations and integrative negotiations (Raiffa, 2002) as well as explaining the BATNA concept (Fisher & Ury, 1981). Secondly, some challenges in intercultural negotiations is presented and discussed (Francis, 1991; Liu et al, 2012; Thompson, 2012) as well as being analyzed using the two main negation types presented.

This innovative study of naturally-occurring English conversations between Hong Kong Chinese and their native English friends and colleagues makes a worthwhile contribution to the research literature on intercultural conversation. Through analyzing dyadic intercultural conversations, the study investigates the ways in which culturally divergent conversationalists manage their organizational and interpersonal aspects of the unfolding conversations. The study focuses on five features of conversational interaction — disagreements, compliments and compliment responses, simultaneous talk, discourse topic management and discourse information structure — where cultural values and attitudes are particularly evident. For each of the features, hypotheses are formulated and tested through the detailed analysis of twenty-five intercultural conversations. This quantitative analysis is then followed by qualitative analysis of excerpts from the conversations to show the ways in which conversational interaction is performed and negotiated. The study shows in very revealing ways that intercultural conversations involve a complex, interactive and collaborative process of communication between the participants.

Globalization has increasingly brought permanent contact with people whose cultural background is different from what many would consider their 'own' culture. The area of intercultural management is of critical interest due to the impact of increased European and global migration, which has required health and social care leaders and managers to develop competency to respond to the diversity and changing needs of their workforce and service users. The communities within the European Union are now often characterised by significant diversity whether at cultural, social, or psychological levels. The purpose of this chapter is to enable health and social care practitioners to assume a clinical/ professional leadership role in quality intercultural management in the health and social care sector. This chapter will focus on developing health and social care practitioners' knowledge and understanding in the area of intercultural management within contemporary health and social care organisations. It will focus on the critical application of knowledge to practice through the provision of underpinning knowledge, understanding and debates surrounding contemporary issues and practices in the areas of intercultural management. Many practitioners accessing this information may already work in the heath/social sector and this critical focus on intercultural and diversity management has the potential to improve the quality in health and social care services through the critical application to practice.

Intercultural Communication examines culture as a variable in interpersonal and collective communication. It explores the opportunities and problems arising from similarities and differences in communication patterns, processes, and codes among various cultural groups. It explores cultural universals, social categorization, stereotyping and discrimination, with a focus on topics including race, ethnicity, social class, religion, gender and sexuality as they relate to communication.

Intro -- Contents -- Preface -- Chapter 1 -- Educating Teachers for a Multicultural School Environment -- Abstract -- Introduction -- References -- Part 1: Readiness of a Teacher to Work with Children While Playing -- 1. Introduction -- 2. Materials and Methods -- 3. Results -- 3.1. Play Activity in Russian Daycare Centres -- 3.2. Quality of Pre-School Education -- 3.3. National and Regional Peculiarities of Russian Pre-school Education -- 4. Conclusions -- References -- Part 2: Technology of the Didactic Game -- 1. Introduction -- 2. Materials and Methods -- 3. Results -- 3.1. Characteristics of Mothers -- 3.2. Readiness of Children for Studying at School -- 4. Conclusions -- References -- Part 3: Multicultural Language Development of Pre-school Children in Russia -- 1. Introduction -- 2. Concepts -- 3. Conclusions -- References -- Part 4: Preparing to Work with Text in Kindergarten -- 1. Introduction -- 2. Methods -- 3. Concepts -- 4. From Model to Technologies -- 5. Experimental Strategy -- 6. Experimental Technique -- 7. Parametre Definitions -- 8. Logical Statement Structure -- 9. Efficiency Check -- References -- Biographical Sketches -- Chapter 2 -- International Managerial Communication: An Analysis of Project Team Communication in a China-Based Country Organization -- Abstract -- Introduction -- Review of Literature -- English as World's Business Language and Lingua Franca -- Theory and Practice of Project Management -- National Culture -- Language Competency and Link-Pin Communication in International Business Context -- Research Method -- Qualitative Data Collection and Analysis -- Findings -- Stage 1: Making Initial Contact -- Stage 2: Forming Project Team and Visiting Potential Customer -- Stage 3: Communicating with Commercial Manager for Costing -- Stage 4: Adding Product Line Manager to Relay the State-of-the-Art Technology

This handbook takes a multi-disciplinary approach to offer a current state-of-art survey of intercultural communication (IC) studies. The chapters aim for conceptual comprehension, theoretical clarity and empirical understanding with good practical implications. Attention is mostly on face to face communication and networked communication facilitated by digital technologies, much less on technically reproduced mass communication. Contributions cover both cross cultural communication (implicit or explicit comparative works on communication practices across cultures) and intercultural communication (works on communication involving parties of diverse cultural backgrounds). Topics include generally histories of IC research, theoretical perspectives, non-western theories, and cultural communication; specifically communication styles, emotions, interpersonal relationships, ethnocentrism, stereotypes, cultural learning, cross cultural adaptation, and cross border messages;and particular context of conflicts, social change, aging, business, health, and new media. Although the book is prepared for graduate students and academicians, intercultural communication practitioners will also find something useful here. Ling Chen, Hong Kong Baptist University, Hong Kong.