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The changes taking place in the contemporary labour market were the fac­tor that prompted our project. The employee's position on this market does not depend only on his specialist knowledge and professional qualifications. This is particularly important in a multicultural environment, in which even linguistic competences are losing their significance because – without the ability to adapt to new cultural conditions – they do not play a major role. Cultural diversity becomes a source of competitive advantage at the moment when a company adopts appropriate strategies and techniques, which is the task faced by, among others, modern managers. The aim of the project is to explore the role of cross-cultural competence as an important element of uni­versity education from the point of view of both: educational programmes and the labour market. It is now believed that cross-cultural competence, under­stood as an attitude towards cooperation with representatives of other cultures, is a very important element of university education in the process of prepar­ing students to successfully function on the global labour market. The level of interpersonal skills of individual members of a multicultural team (espe­cially the level of their cultural intelligence) which enables them to effectively cooperate with representatives of other cultures is one of the main elements of cross-cultural competence. On the basis of the results of the study, the theo­ries of management science will be elaborated on, taking into account interna­tional realities and emphasising the importance of cross-cultural competence on the labour market. The results of the project will support the development of management science, especially in the field of intercultural management, by indicating how existing management theories are based on and benefit from practice, and how they are interpreted in management practice. Thanks to the study, both theoreticians and practitioners of management will be able to obtain more knowledge about cross-cultural competence. ; Czynnikiem determinującym podjęcie niniejszego tematu badawczego są aktualne zmiany na rynku pracy. Coraz częściej przyjmuje się, że pozycja i rola pracownika na współczesnym rynku pracy nie zależą wyłącznie od jego specjalistycznej wiedzy i zawodowych kwalifikacji. Jest to szczególnie istotne, kiedy rozważamy ten problem pod kątem wielokulturowego środowiska pracy, w którym nawet kompetencje językowe tracą na znaczeniu, ponieważ – bez umiejętności adaptacji do nowych warunków kulturowych – nie odgrywają one większej roli. Umiejętne zarządzanie różnorodnością kulturową staje się źródłem przewagi konkurencyjnej w momencie, gdy firma przyjmuje odpo­wiednie strategie i techniki. Głównym celem projektu jest zbadanie roli kom­petencji międzykulturowych jako ważnego elementu uniwersyteckiego kształ­cenia, zarówno z punktu widzenia programów edukacyjnych, jak i rynku pracy. Obecnie uważa się, że kompetencje międzykulturowe, rozumiane jako zdolność do współpracy z przedstawicielami innych kultur, są bardzo waż­nym elementem kształcenia uniwersyteckiego w procesie przygotowywa­nia studentów do skutecznego funkcjonowania na globalnym rynku pracy. Poziom umiejętności interpersonalnych poszczególnych członków zespołu wielokulturowego (zwłaszcza poziom inteligencji kulturowej) umożliwia­jący im efektywną współpracę z przedstawicielami innych kultur jest jednym z głównych elementów kompetencji międzykulturowych. Na podstawie wyni­ków badań zostaną zaproponowane uzupełnienia do teorii nauki o zarzą­dzaniu, uwzględniające międzynarodowe realia oraz potrzebę wzmacniania poczucia znaczenia kompetencji międzykulturowych na rynku pracy. Wyniki projektu będą wspomagały rozwój nauki o zarządzaniu poprzez wskazanie, w jaki sposób istniejące teorie zarządzania bazują na praktyce i korzystają z niej oraz w jaki sposób są interpretowane w praktyce zarządzania. Dzięki przeprowadzanym badaniom teoretycy i praktycy zarządzania mogą zdobyć większy zakres wiedzy dotyczącej kompetencji międzykulturowych.

AIM: This study explored Turkish nursing students' perceptions of providing care to patients culturally different from themselves. BACKGROUND: Increasing migration will increase the need for nurses to provide care across cultural groups. METHODS: Twenty one students in the second year of a 4-year nursing programme participated in 3 focus groups. Data were analysed using directed content analysis. Research questions were based on Campinha-Bacote's model. RESULTS: Three themes were identified: perceived cultural barriers, perceived cultural facilitators and identifying culturally sensitive actions. Generally, students were able to define culture but were unable to say how culture would affect nursing practice. DISCUSSION: Students were unprepared to practice in a multicultural setting. Cultural awareness is insufficient for determining how to respond to cultural differences. LIMITATIONS: The study is limited by its restriction to a single school of nursing and a single curriculum. CONCLUSIONS: The multiple, ongoing political, religious and ethnic conflicts will require nurses to provide care to patients from other cultural groups, in some instances to people identified as adversaries to the group the nurse may represent. Understanding cultural differences is insufficient to do this effectively. IMPLICATIONS FOR NURSING EDUCATION: Learning culturally competent care requires opportunities to provide, be guided through and reflect on care to individuals from different cultural groups. IMPLICATIONS FOR ORGANIZATIONAL AND PUBLIC POLICIES: Standards for culturally competent care should be adopted by all care delivery settings. Public and organizational policies openly declaring healthcare settings as cultural safe zones, and explicit organizational commitment to culturally safe care, would set clear expectations for providers and help ensure a positive patient experience.

Each approach has its own inherent limitations. The human terrain approach was a 'quick-fix'. But maybe the US Air Force's model of cross-cultural competence offers more promise.

Artykuł recenzowany / Peer-reviewed article ; This text is an attempt at the analysis of selected cultural codes in the context of their use in the process of communication between individuals who are members of different cultures. The level of effective communication determines the efficiency of processes going on in many areas, including management and building a varied society, where multiculturalism is becoming more and more common. As a result of current events and circumstances, many countries where the issue of multiculturalism seemed a challenge of quite a distant future must now face new problems - fast-paced globalisation that requires negotiation competences in different cultures or increasing numbers of migrants, also as employees. Analysing the issue of intercultural competences the authors concentrate on showing cultural differences as barriers in communication between individuals and on emphasising their sources for the understanding of these differences. Thus authors hope that this text will contribute to understanding the essence of communication competences in a global multicultural society, also for its sustained development. Moreover, the article shows perspectives for the application of communication processes in solving intercultural conflicts and in creating new types of intercultural relations in a global society.

Objective: The increasing ethnic diversity in the European Union (EU) calls for adaptations to neuropsychological assessment practices. The aims of this study were to examine the current state of cross-cultural neuropsychological assessment in EU-15 countries and to provide recommendations for researchers and policy makers. Method: Twelve experts from nine EU-15 countries participated in a Delphi consensus study involving two sequential rounds of web-based questionnaires and an in-person consensus meeting. The experts individually rated Delphi topics on the basis of importance (scale 1-10). The degree of consensus was determined by assessing first and third quartiles (Q1 and Q3) and medians. Results: Consensus outcomes showed the following priorities: (a) the development of tests (median importance rating 10, Q1-Q3: 9-10), (b) the collection of normative data (median importance rating 9, Q1-Q3: 8-10), and (c) more training, awareness, and knowledge regarding cross-cultural assessment among neuropsychologists in the EU (median importance rating 9, Q1-Q3: 8-10). Whereas memory tests were often available, tests measuring social cognition (median 9, Q1-Q3: 8-10) and language (median 9, Q1-Q3: 7-10) are particularly lacking. Recommendations were made regarding essential skills and knowledge necessary for cross-cultural neuropsychological assessment. Conclusions: This study in a small group of experts suggests that the development and availability of cross-cultural tests and normative data should be prioritized, as well as the development and implementation of training initiatives. Furthermore, EU guidelines could be established for working with interpreters during neuropsychological assessment. Before implementing these recommendations, follow-up studies are recommended that include more minority neuropsychologists and community stakeholders.

The Recommendation of the European Parliament and of the Council of 18 December 2006 on Key Competences for Lifelong Learning identify and define the 8 key competences necessary for personal fulfilment, active citizenship, social cohesion and employability in a knowledge society. "Social & civic competence (KC6)" and the "cultural awareness & expression (KC8)" have been defined as the Key Competence as two out of the overall eight Key Competences identified for further action at Community level, both within the Education and Training 2010 work programme and within the Community Education and Training Programme. Social skills includes personal, interpersonal and intercultural communication and cover all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life, and particularly in increasingly diverse societies, and to resolve conflict where necessary. Cultural awareness is essential to understand the cultural and linguistic diversity in Europe and other regions of the world, the need to preserve it and the importance of aesthetic factors in daily life. This article aims to show a customized programme in order for the European citizens working in the Tourism and hospitality industry to develop appropriate interpersonal and cultural awareness skills, the ability to recognize cultural differences in personal values and behaviour and acquire the know-how to manage cultural diversity on the basis on their own identified needs. ; Sin financiación ; No data 2020 ; UEM

Since Poland joined the European Union in 2004, developing intercultural communicative competence (ICC) has become an important goal of foreign language education. The role of school instruction is not only to equip foreign language (FL) learners with appropriate language competence, but also to prepare them to understand FL cultures and successfully communicate with their representatives. Intercultural communicative competence has become a focus of a number of studies conducted within the area of foreign-language acquisition, those theoretically oriented and those aiming to approach this subject area in a more practical manner. The paper looks at a selection of recent studies that explore issues related to ICC conducted by Polish researchers and published in academic publications. The overview examines how the concept of ICC is understood and investigated in FL studies and what intercultural topics are most up-to-date in a Polish research context. The analysis highlights the areas that need more academic attention. It also describes Polish educators' endeavors to implement the principles of the intercultural approach in a foreign language classroom. This discussion should be of interest to researchers exploring foreign language issues as well as practitioners responsible for education. ; peer-reviewed

In spite of being recognised in legislation, attention to cultural diversity, is still more a desire than a reality. Teachers do not have an appropriate knowledge about the characteristics of minority ethnic children as to how to provide the educational attention they need.In this work we present the results of a research carried out with 1404 future teachers´ students attitude to various dimensions such as the scale of attitudes to multicultural education, the role of school, its effects in the classroom, teachers´ training, intercultural education programmes, cultural dimension of teaching. Deepening on the students´ opinions through a semantic differential and focus groups was also treated. The answers of these education students show the demand for specialised training in this field. Thos study comments on the results and suggests proposals of action.The most relevant conclusions of this study show that students do not reject cultural diversity but they have a very poor consciousness about it. However, in general terms their attitude is rather positive.

Language, as a carrier of cultural identities, plays a vital role in cultural exchange amongst people of diverse ethnic, social, religious and political identities.Across the globe, communication has increased in scale and speed, therefore, Inter-cultural Communicative Competence (ICC) is required in order to avoid misunderstanding arising from differing linguistic cum cultural identities as an ability to communicate effectively in cross-cultural situations.Second language (L2) teaching in a multilingual and multicultural large class is an ever growing field of research with a focus on all the aspects of language teaching along with an awareness of culturalknowledge. This Paper focuses on the need to cultivate inter-cultural communicative competence in second language multilingual and multicultural large classroom in University of Sindh. Critical appraisal of literature reveals that teachers should possess cultural knowledge of multicultural class population to connect language and culture. The role of language teacher, therefore, should not only be to enhance learners' linguistic knowledge but also to focus on nonverbal communication skills and ICC competence by creating a link through communication between learners in a mixed cultural identities class.

Medical tourism has become an emerging industry in recent years. Both developed and developing countries are involved in this field. For example, British patients seem to prefer India for medical tourism services. American medical tourists always fly to Mexico to receive medical care, in order to reduce culture shock. This means that medical services include the consideration of cultural familiar. The research objectives of this paper include (1) discussing the relevant research and literature concerning the relationship between culture and medical services; (2) analyzing the relationship between culture and medical tourism; and (3) proposing policy advice to the government for promoting medical tourism services, based on the discoveries of previous research. The research employs secondary data collected from the relevant literature. Our main contribution is the provision of a review of the impact of cultural competency on medical tourism services. Another contribution of this study is that its findings can serve as a reference for further empirical analysis. We find that cultural competence should be integrated into healthcare systems, medical organizations, and individuals. These findings show that countries providing medical tourism services should examine physician–patient communication methods and physician–visitor culture, because each may lack sufficient cultural competence, as well as levels of cultural respect. It is recommended that healthcare providers arrange for such education for their employees; a small booklet or video demonstration can do wonders in this regard.

The development of tomb-based religious tourism has not been maximally implemented by the regional government of Central Tapanuli Regency (CTR) although there are the diverse culture of visitors who travel to Mahligai and Papan Tinggi tombs and their visits have implications for them to be able to communicate with tourism conscious groups, with management, and with tomb guards. This paper is aimed at describing the development of tomb-based religious tourism, and at creating competency and model for inter-cultural communication in CTR. This paper is qualitative and descriptive, involving the 28 research subjects, such as individual visitor, tourism conscious groups, coastal culture observers, tomb management and guards. The research objects were focused on the verbal and non verbal symbols which were collected by interviews, observation, and document searches; moreover, the data analysis technique involved inductive approach with the data validity used triangulation. It is concluded that the two tombs received little attention from local governments and the management was less professional but the interaction among visitors, tourism conscious groups, management, and guards, who have different cultural identities, results in relational identity with similar meaning, and forms dynamic social relations; they also have adequate experience, knowledge, positive motivation, attitudes, values, abilities, and skills in communication. The visitors' inter-cultural communication competency with tourism conscious groups, management, and tomb guards about the verbal and non verbal messages have been in accordance with the principles of communication intelligence in Islamic perspectives; so, the model for the inter-cultural communication competency is based on Islam.

The terms cultural responsiveness and cultural competence have become ubiquitous in many fields of social inquiry, including in evaluation. The discourse surrounding these issues in evaluation has also increased markedly in recent years, and the terms can now be found in many RFPs and government-based evaluation descriptions. We have found that novice evaluators are able to engage culturally re-sponsive approaches to evaluation at the conceptual level, but are unable to translate theoretical constructs into practice. In this article we share a framework for teaching culturally responsive approaches to evaluation. The framework includes two do-mains: conceptual and methodological, each with two interconnected dimensions. The dimensions of the conceptual domain include locating self and social inquiry as a cultural product. The dimensions of the methodological domain include formal and informal applications in evaluation practice. Each of the dimensions are linked to multiple domains within the Competencies for Canadian Evaluation practice. We discuss each and provide suggestions for activities that align with each of the dimensions.Les termes sensibilité culturelle et compétence culturelle sont mainten-ant omniprésents dans de nombreux domaines d'enquête sociale, notamment en évaluation. Le discours entourant ces questions en évaluation s'est aussi intensifié de façon marquée au cours des dernières années et ces termes sont maintenant présents dans de nombreuses demandes de proposition et descriptions d'évaluation émanant d'organismes gouvernementaux. Nous avons trouvé que les évaluateurs débutants sont en mesure de concevoir des approches d'évaluation culturellement adaptées, mais sont incapables de transférer ces notions théoriques à la pratique. Dans le présent article, nous décrivons un cadre pour l'enseignement d'approches évaluatives qui soient culturellement sensibles. Le cadre inclut deux sphères – conceptuelle et méthodologique – chacune ayant deux dimensions interconnectées. Les dimensions de la sphère conceptuelle implique de positionner l'évaluateur et le processus de recherche comme un produit culturel. Les dimensions de la sphère mé-thodologique comprennent des applications formelles et informelles pour la pratique

In the context of interdisciplinary study of various branches of science the issue of the essence and effectiveness of legal culture of every citizen of Ukraine considers the problem of correlation of «legal culture» and «legal competence» based on the provisions of culturological and competence scientific approaches. It was found out through a systematic analysis of scientific works (sociological, legal, cultural, pedagogical) that legal culture has a strong axiological component, and its research is based on the ideas of functional, qualitative, complex, activity approaches. At the same time, the correlation and interdependence of the theoretical possibilities of culturological and competence approaches need to be concretized in order to implement the tasks of professional training in educational institutions. The concept of «legal competence» is defined as subordinate to the concept of «legal culture» and such that denotes the educational factor provided by the normative means of development of this culture.The legal culture of future professionals is defined as an integral characteristic of all professionally important aspects of society and a particular industry, a component of the general culture of the individual, which involves awareness of legal values and norms in every area of social life and professional activity. Students must have a high level of legal culture, be aware of the law, know their rights and responsibilities, as well as the mechanism for ensuring them, as their choice largely depends on their own competitiveness and the fate of Ukraine as a state governed by the rule of law. Legal competence as a set of knowledge, skills, experience is a kind of regulator of behavior, an important channel for adapting the collective assets of society in the field of law. At a time when the social requirement to know, respect and obey the law is one of the primary competencies of future professionals, the task is to turn respect for the law, the law in the personal conviction of each young member of society as a member of society. Legal education and upbringing as factors of acquiring competence should contribute to the formation of the personality of the future specialist - an active citizen who is able to join the democratic processes in Ukraine. ; На фоні акцентування соціально значущої проблеми міждисциплінарного вивчення різними галузями науки питання сутності й ефективності правової культури кожного громадянина України розглянуто проблему співвідношення понять «правова культура» і «правова компетентність» у руслі ідей і положень культурологічного та компетентнісного наукових підходів. З'ясовано шляхом системного аналізу наукових праць (соціологічних, юридичних, культурологічних, педагогічних), що правова культура має потужний аксіологічний компонент, а її дослідження базується на ідеях функціонального, якісного, комплексного, діяльнісного підходів; водночас своєї конкретизації для реалізації завдань професійної підготовки у закладах освіти потребує співвідношення і взаємозалежність теоретичних можливостей культурологічного та компетентнісного підходів. Поняття «правова компетентність» визначено як підпорядковане поняттю «правова культура» і таке, що позначає передбачений нормативними засобами освітній чинник розвитку цієї культури.

In the context of interdisciplinary study of various branches of science the issue of the essence and effectiveness of legal culture of every citizen of Ukraine considers the problem of correlation of «legal culture» and «legal competence» based on the provisions of culturological and competence scientific approaches. It was found out through a systematic analysis of scientific works (sociological, legal, cultural, pedagogical) that legal culture has a strong axiological component, and its research is based on the ideas of functional, qualitative, complex, activity approaches. At the same time, the correlation and interdependence of the theoretical possibilities of culturological and competence approaches need to be concretized in order to implement the tasks of professional training in educational institutions. The concept of «legal competence» is defined as subordinate to the concept of «legal culture» and such that denotes the educational factor provided by the normative means of development of this culture.The legal culture of future professionals is defined as an integral characteristic of all professionally important aspects of society and a particular industry, a component of the general culture of the individual, which involves awareness of legal values and norms in every area of social life and professional activity. Students must have a high level of legal culture, be aware of the law, know their rights and responsibilities, as well as the mechanism for ensuring them, as their choice largely depends on their own competitiveness and the fate of Ukraine as a state governed by the rule of law. Legal competence as a set of knowledge, skills, experience is a kind of regulator of behavior, an important channel for adapting the collective assets of society in the field of law. At a time when the social requirement to know, respect and obey the law is one of the primary competencies of future professionals, the task is to turn respect for the law, the law in the personal conviction of each young member of society as a member of society. Legal education and upbringing as factors of acquiring competence should contribute to the formation of the personality of the future specialist - an active citizen who is able to join the democratic processes in Ukraine. ; На фоні акцентування соціально значущої проблеми міждисциплінарного вивчення різними галузями науки питання сутності й ефективності правової культури кожного громадянина України розглянуто проблему співвідношення понять «правова культура» і «правова компетентність» у руслі ідей і положень культурологічного та компетентнісного наукових підходів. З'ясовано шляхом системного аналізу наукових праць (соціологічних, юридичних, культурологічних, педагогічних), що правова культура має потужний аксіологічний компонент, а її дослідження базується на ідеях функціонального, якісного, комплексного, діяльнісного підходів; водночас своєї конкретизації для реалізації завдань професійної підготовки у закладах освіти потребує співвідношення і взаємозалежність теоретичних можливостей культурологічного та компетентнісного підходів. Поняття «правова компетентність» визначено як підпорядковане поняттю «правова культура» і таке, що позначає передбачений нормативними засобами освітній чинник розвитку цієї культури.

This paper researches intercultural competence of soldiers, who were employed in foreign countrys. The aim is to measure and evaluat the level of expression of intercultural competences by soldiers, who participated in military cross- cultural education, with reference to a theoretical model of soldiers intercultural competence. By analizing academic literature was designed a model of soldiers intercultural competence and build an expression criteria. On the ground of these criteria by using a qualitative reasearch method, study data was analized and lack of military cross- cultural education detected. The research confirmed a hypothesis that, a lack of intercultural competence is a barrier for successful short- time integration of soldiers in to a different culture.