In this stream we are interested in showcasing work, conceptual and empirical alike, that revolves around describing, analysing and evaluating academic and non-academic educational interventions that may affect individuals’ attitudes, beliefs and identities in regards to cultural and ethnic diversity. We welcome work that deals with how we can affect cultural competences and attitudes through structured or unstructured interventions, such as cross-cultural management courses, international study trips, contact among culturally diverse groups on campus, on-line multicultural team studies and other ways.
Given the research findings on the numerous advantages brought about through broader cultural identities, beliefs, attitudes and competences, we hold that it is desirable for societies, communities and organisations to invest in ways to develop these elements. Can universities and company-based training programs create a meaningful change in adults along these lines? Many universities experienced a rapid growth of undergraduate and postgraduate Cross-Cultural Management (CCM) and related courses, with the explicit or implicit aims of increasing students’ intercultural competences. At the same time, consulting companies and in-company training units have been offering more training programs that aim to increase professionals’ and managers’ effectiveness when dealing with culturally diverse populations. However, until recently, there was little systematic research evaluating the effectiveness and impact of these various educational and training programs. In the past couple of year, studies demonstrated that certain educational interventions affect (or interact with) some aspects of cultural intelligence (e.g., Eisenberg et al., 2013; Li, Mobley & Kelly, 2013; Rosenblatt, Worthley & McNab, 2013), cultural competencies and skills (e.g., Mendenhall, Arnardottir, Oddou & Burke, 2013; Mor, Morris & Joh, 2013) and global identity (e.g., Erez et al., 2013). Building on these and related studies, we invite contributions to the stream that address the following questions (this is a suggestive, rather than restrictive list):
· How can educational and learning interventions affect cultural competences?
· Do certain educational approaches (e.g., lecture-based courses vs. study tours abroad) affect cultural competences in different ways?
· Is it possible to shape or modify adults’ cultural identity? If so, how can we develop individuals’ global or cosmopolitan identity?
· Through which means can we change individuals’ diversity beliefs so that they see cultural/ethnic diversity as an advantage at work rather than a hindrance?
· What is the ‘half-life’ of such educational interventions? How long lasting are their effects?
Analytical, contemporary and critical methodological approaches to studying the effects of education and training on cultural competences and identities.