The present dissertation focuses on two types of mobility: for studies and for work. One of the objectives of the present dissertation is to investigate the association between the international mobility and the development of intercultural competencies that in turn represent one of the expected outcomes of international programs in Higher Education (Bryla, 2015; Volet & Ang, 2012). According to Deardoff’s definition “intercultural competence is the ability to communicate effectively and appropriately in intercultural situation based on one’s intercultural knowledge, skills and attitudes” (Deardoff, 2004, p. 194). These competencies seem to be useful and required by labor market (Johnson, Lenartowic, & Apud 2006), indeed “sending the right individual, meaning an employee who can be effective and successful in a foreign country, is critical” (Crowne, 2008, p. 393). In details, this dissertation explores a specific type of intercultural competence, namely cultural intelligence (CQ) (Ang et al., 2007). CQ is a specific psychological construct. In particular, CQ is a multidimensional construct, and it consists of four dimensions: cognitive, metacognitive, motivational and behavioral (Ang et al., 2007). Based on the relevance of this topic, this dissertation attempts to shed more light on CQ, considering in particular the Erasmus program mobility. To further explore this construct, a study was carried out to explore the value of at-home instructions, considering the bilingual education. Finally, the career paths of a sample of top managers were investigated, stressing, on the one hand, the career consequences in terms of advancements and skills empowerment and, on the other hand, the challenges related to IAs. This thesis is structured in four chapters matched by an introduction and a conclusion. Four empirical studies are presented in the four chapters respectively. Chapter 1 presents a longitudinal study aimed to investigate the impact of Erasmus program on the development of CQ, transversal competencies and resilience with a sample of Italian Erasmus students. The findings allowed to better understand the “cross-cultural learning process”. Chapter 2 tries to gain more insight in CQ by investigating its antecedents. Specifically, with a cross-sectional design, this study aims to explore the role of specific personal characteristics (resilience) and situational aspects of Erasmus program (length of experience, intercultural network) as antecedents of CQ. Chapter 3 focuses on a study conducted on a sample of high schoolers from bilingual and non-bilingual sectors. This study aimed to explore possible discrepancies in terms of cultural intelligence considering between high school students enrolled in bilingual sectors and their colleagues enrolled in non-bilingual sectors. This study deepened the role of some antecedents of CQ: resilience, scholastic self-efficacy, exposition to a multicultural environment during education. Chapter 4 presents a qualitative study aimed to explore challenges and consequences related to global work experiences of top managers employed in Italy, taking into consideration differences between women and men. Finally, in general conclusion part, limitations, future research, practical implications are discussed.
International mobility for studies and work: career paths and improvement of competencies
Dolce ValentinaFirst
2019-01-01
Abstract
The present dissertation focuses on two types of mobility: for studies and for work. One of the objectives of the present dissertation is to investigate the association between the international mobility and the development of intercultural competencies that in turn represent one of the expected outcomes of international programs in Higher Education (Bryla, 2015; Volet & Ang, 2012). According to Deardoff’s definition “intercultural competence is the ability to communicate effectively and appropriately in intercultural situation based on one’s intercultural knowledge, skills and attitudes” (Deardoff, 2004, p. 194). These competencies seem to be useful and required by labor market (Johnson, Lenartowic, & Apud 2006), indeed “sending the right individual, meaning an employee who can be effective and successful in a foreign country, is critical” (Crowne, 2008, p. 393). In details, this dissertation explores a specific type of intercultural competence, namely cultural intelligence (CQ) (Ang et al., 2007). CQ is a specific psychological construct. In particular, CQ is a multidimensional construct, and it consists of four dimensions: cognitive, metacognitive, motivational and behavioral (Ang et al., 2007). Based on the relevance of this topic, this dissertation attempts to shed more light on CQ, considering in particular the Erasmus program mobility. To further explore this construct, a study was carried out to explore the value of at-home instructions, considering the bilingual education. Finally, the career paths of a sample of top managers were investigated, stressing, on the one hand, the career consequences in terms of advancements and skills empowerment and, on the other hand, the challenges related to IAs. This thesis is structured in four chapters matched by an introduction and a conclusion. Four empirical studies are presented in the four chapters respectively. Chapter 1 presents a longitudinal study aimed to investigate the impact of Erasmus program on the development of CQ, transversal competencies and resilience with a sample of Italian Erasmus students. The findings allowed to better understand the “cross-cultural learning process”. Chapter 2 tries to gain more insight in CQ by investigating its antecedents. Specifically, with a cross-sectional design, this study aims to explore the role of specific personal characteristics (resilience) and situational aspects of Erasmus program (length of experience, intercultural network) as antecedents of CQ. Chapter 3 focuses on a study conducted on a sample of high schoolers from bilingual and non-bilingual sectors. This study aimed to explore possible discrepancies in terms of cultural intelligence considering between high school students enrolled in bilingual sectors and their colleagues enrolled in non-bilingual sectors. This study deepened the role of some antecedents of CQ: resilience, scholastic self-efficacy, exposition to a multicultural environment during education. Chapter 4 presents a qualitative study aimed to explore challenges and consequences related to global work experiences of top managers employed in Italy, taking into consideration differences between women and men. Finally, in general conclusion part, limitations, future research, practical implications are discussed.
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