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Education Sciences
Special Issues
Interculturality and Policy Studies for Higher Education
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Interculturality and Policy Studies for Higher Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Higher Education".

Deadline for manuscript submissions: 4 November 2024 | Viewed by 1092

Special Issue Editor

Dr. Ashley Simpson

E-Mail Website
Guest Editor
Moray House School of Education and Sport, The University of Edinburgh, Edinburgh EH8 8AQ, UK
Interests: intercultural education; intercultural communication; critical approaches to democracy, equality and human rights; critical theories and approaches of global education; critical discourse analysis; dialogism

Special Issue Information

Dear Colleagues,

In recent years, supranational policies containing notions of Interculturality have been found within documents from the Organisation for Economic Cooperation and Development (OECD), the Council of Europe, the United Nations Educational, Scientific and Cultural Organization (UNESCO), and the World Bank, amongst others. These supranational policies often permeate into educational paratexts and practices within national, regional and local levels. This Special Issue welcomes, but is not exclusive of, micro-, meso- and macro-policy analyses of Interculturality in Higher Education. Contributors are welcome to draw on theoretical and practical implications in problematising the controversies and issues surrounding the implementation and adaptation of Intercultural policies within given educational contexts around the world. This Special Issue welcomes papers of a critical orientation in contesting the content, ideologies and discourses found within Intercultural policies in discussing their implications for Higher Education. The goal of the Special Issue is to offer a critical site in problematising Interculturality and Policy Studies for Higher Education. The Special Issue aims to stimulate academic debate within the field and to discuss wider implications for educational policymaking and educational practices.

Dr. Ashley Simpson
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • intercultural education
  • intercultural communication
  • higher education
  • policy studies
  • policymaking
  • supranational organisations
  • micro-, meso- and macro-levels

Published Papers (1 paper)

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Research

20 pages, 1031 KiB  
Article
Transformative Pathways: Implementing Intercultural Competence Development in Higher Education Using Kotter’s Change Model
by Owura Kuffuor, Sakhi Aggrawal, Aparajita Jaiswal, Ronald J. Smith and Pamala V. Morris
Educ. Sci. 2024, 14(7), 686; https://doi.org/10.3390/educsci14070686 - 23 Jun 2024
Viewed by 420
Abstract
This study explores the efficacy of Kotter’s eight-step change model in fostering intercultural competence among faculty and staff within a large Midwestern public university. Recognizing the need for intercultural development in higher education, this research applies a structured change framework coupled with the [...] Read more.
This study explores the efficacy of Kotter’s eight-step change model in fostering intercultural competence among faculty and staff within a large Midwestern public university. Recognizing the need for intercultural development in higher education, this research applies a structured change framework coupled with the Intercultural Development Inventory (IDI) assessment tool to guide the change process. The development of intercultural competence among faculty and staff is crucial for creating inclusive learning environments, as they play a pivotal role in modeling intercultural competence and fostering students’ skills necessary to navigate an increasingly diverse and interconnected world. This study employs an instrumental case study design, utilizing interviews, document analysis, and Intercultural Development Inventory (IDI) assessments to examine the change process over a three-year period. The findings demonstrate how each step of Kotter’s model was successfully adapted to drive organizational change and enhance intercultural competence among 639 faculty and staff members across 11 departments in the College of Agriculture. This study highlights the importance of creating a shared vision, empowering stakeholders, and anchoring changes in the institution’s culture and emphasizes the pivotal role of structured change management in achieving substantive improvements in intercultural learning environments. The insights and strategies presented can serve as a foundation for other higher education institutions seeking to implement similar initiatives and foster inclusive learning environments. Full article
(This article belongs to the Special Issue Interculturality and Policy Studies for Higher Education)
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