title: Intercultural Communication Competence: A Waikato Management School Case Study

authors: Perry, Andrea Kathryn

subjects: Intercultural communication competence

abstract: In New Zealand, as in our globalized world, diverse cultures are in closer contact than ever before and the ability to communicate across this cultural diversity, to build relationships and to achieve shared goals, is becoming a necessity. Yet the presence of cultural diversity does not automatically lead to competent intercultural communication. What does it mean to be effective and appropriate in culturally diverse local and global contexts and what are the opportunities and challenges for developing intercultural communication competence? These are the questions motivating this study which develops a contextualised theory and perspective about intercultural communication competence by using a Waikato Management School (WMS) case study. It also has a broader focus and interest by exploring a relational theory of intercultural communication competence in an Aotearoa New Zealand context.

The case study involves 19 interview participants; 10 students, 6 alumni and 3 academic staff representing a cross section of departments within the Waikato Management School. Bias toward native English language speakers and those from western culture has regularly occurred in previous research therefore this study intentionally includes those who speak languages other than English (14 out of 19 participants) with diverse ethnic and religious backgrounds and experiences.

Key findings of the research show that being effective and appropriate in culturally diverse local and global contexts is demonstrated by cultural humility, reflected in progressively deeper attitudes from openness and awareness, through to respect, empathy and ultimately friendship. Cultural knowledge, including knowledge of cultural values, beliefs and practices, and knowledge of cultural communication differences in order to deal with offense are also identified as integral. Intercultural experience gained through engaging in intercultural situations either in New Zealand or overseas is part of what it means to have intercultural communication competence. Language proficiency, both language specific to the intercultural situation and more generally learning of any language in order to develop intercultural communication competence is a necessity.

Findings show that developing cultural communication skill and understanding is a high priority. Some believe the dominant focus should be on Māori culture, others feel the dominant focus should be cultures in close proximity to New Zealand such as Pacific and Asian culture. Historical tensions which give rise to negativity around learning Māori worldviews and ways are observed as are the importance of reflecting on self and in particular to become aware of one’s own white privilege. Ignorance and stereotyping are identified as significant barriers to intercultural communication competence. Part of overcoming stereotypes is by improving knowledge. Findings also show that it is highly important to develop positive cultural interaction by removing segregation and enhancing community. Willingness to interact and ongoing English language development for non-native English language speakers is also vital so that positive intercultural interaction can occur.

The research has practical applications and recommendations for WMS strategic planning regarding the development of graduates who are competent in culturally diverse local and global contexts. It also develops a Meaningful Intercultural Relations (MIR) model which extends previous models by identifying special cultural knowledge necessary given the specific New Zealand context. It also makes a contribution to theory by centralising meaningful intercultural relations as an integral dimension of each of the four contributors to intercultural communication competence: cultural humility, intercultural experience, cultural knowledge and language proficiency. It is also outlined as an integral dimension of each of the four inhibitors of competence: lack of willingness/segregation, stereotyping, white privilege/offense taken and received, and language inadequacy.

text: Intercultural Communication Competence: A Waikato Management School Case Study In New Zealand, as in our globalized world, diverse cultures are in closer contact than ever before and the ability to communicate across this cultural diversity, to build relationships and to achieve shared goals, is becoming a necessity. Yet the presence of cultural diversity does not automatically lead to competent intercultural communication. What does it mean to be effective and appropriate in culturally diverse local and global contexts and what are the opportunities and challenges for developing intercultural communication competence? These are the questions motivating this study which develops a contextualised theory and perspective about intercultural communication competence by using a Waikato Management School (WMS) case study. It also has a broader focus and interest by exploring a relational theory of intercultural communication competence in an Aotearoa New Zealand context.

The case study involves 19 interview participants; 10 students, 6 alumni and 3 academic staff representing a cross section of departments within the Waikato Management School. Bias toward native English language speakers and those from western culture has regularly occurred in previous research therefore this study intentionally includes those who speak languages other than English (14 out of 19 participants) with diverse ethnic and religious backgrounds and experiences.

Key findings of the research show that being effective and appropriate in culturally diverse local and global contexts is demonstrated by cultural humility, reflected in progressively deeper attitudes from openness and awareness, through to respect, empathy and ultimately friendship. Cultural knowledge, including knowledge of cultural values, beliefs and practices, and knowledge of cultural communication differences in order to deal with offense are also identified as integral. Intercultural experience gained through engaging in intercultural situations either in New Zealand or overseas is part of what it means to have intercultural communication competence. Language proficiency, both language specific to the intercultural situation and more generally learning of any language in order to develop intercultural communication competence is a necessity.

Findings show that developing cultural communication skill and understanding is a high priority. Some believe the dominant focus should be on Māori culture, others feel the dominant focus should be cultures in close proximity to New Zealand such as Pacific and Asian culture. Historical tensions which give rise to negativity around learning Māori worldviews and ways are observed as are the importance of reflecting on self and in particular to become aware of one’s own white privilege. Ignorance and stereotyping are identified as significant barriers to intercultural communication competence. Part of overcoming stereotypes is by improving knowledge. Findings also show that it is highly important to develop positive cultural interaction by removing segregation and enhancing community. Willingness to interact and ongoing English language development for non-native English language speakers is also vital so that positive intercultural interaction can occur.

The research has practical applications and recommendations for WMS strategic planning regarding the development of graduates who are competent in culturally diverse local and global contexts. It also develops a Meaningful Intercultural Relations (MIR) model which extends previous models by identifying special cultural knowledge necessary given the specific New Zealand context. It also makes a contribution to theory by centralising meaningful intercultural relations as an integral dimension of each of the four contributors to intercultural communication competence: cultural humility, intercultural experience, cultural knowledge and language proficiency. It is also outlined as an integral dimension of each of the four inhibitors of competence: lack of willingness/segregation, stereotyping, white privilege/offense taken and received, and language inadequacy.

year: 2016

title: The value of validated vulnerability data for conservation planning in rapidly changing landscapes

authors: Weeks, Emily Sherra

subjects: conservation planning

abstract: Data needed for informed conservation prioritization are generally greater than the data available, and surrogates are often used. Although the need to anticipate threats is recognized, the effectiveness of surrogates for predicting habitat loss (or vulnerability) to land-use change is seldom tested. Here, we compared properties of two different vulnerability surrogates to validated vulnerability—validated prediction of habitat conversion based on a recent assessment of land-use change. We found that neither surrogate was a particularly effective predictor of vulnerability. Importantly, both surrogates performed poorly in places most imminently threatened with habitat conversion. We also show that the majority of areas protected over the last two decades have low vulnerability to the most active threatening process in this biome (habitat conversion). The contrary patterns of vulnerability and protection suggest that use of validated vulnerability would help to clarify protection needs, which might lead to the improvement of conservation decisions. Our study suggests the integration of validated vulnerability into conservation planning tools may be an important requirement for effective conservation planning in rapidly changing landscapes. We apply our results to discuss the practical considerations and potential value of incorporating validated vulnerability into conservation planning tools both generally and in the context of New Zealand’s indigenous grasslands.

text: The value of validated vulnerability data for conservation planning in rapidly changing landscapes Data needed for informed conservation prioritization are generally greater than the data available, and surrogates are often used. Although the need to anticipate threats is recognized, the effectiveness of surrogates for predicting habitat loss (or vulnerability) to land-use change is seldom tested. Here, we compared properties of two different vulnerability surrogates to validated vulnerability—validated prediction of habitat conversion based on a recent assessment of land-use change. We found that neither surrogate was a particularly effective predictor of vulnerability. Importantly, both surrogates performed poorly in places most imminently threatened with habitat conversion. We also show that the majority of areas protected over the last two decades have low vulnerability to the most active threatening process in this biome (habitat conversion). The contrary patterns of vulnerability and protection suggest that use of validated vulnerability would help to clarify protection needs, which might lead to the improvement of conservation decisions. Our study suggests the integration of validated vulnerability into conservation planning tools may be an important requirement for effective conservation planning in rapidly changing landscapes. We apply our results to discuss the practical considerations and potential value of incorporating validated vulnerability into conservation planning tools both generally and in the context of New Zealand’s indigenous grasslands.

year: 2013

title: Te Whakaruruhau Transition and Wellbeing programme: An implementation evaluation

authors: Robins, Kathryn

subjects: Maori

abstract: Based on the recognition that many women who come into refuge have few options
but to return to the sort of environment in which they have been abused, the
Transition and Wellbeing programme aims to provide medium to long term housing
for families as they re‐establish themselves in the community.
Data for the evaluation of the programme was collected from two main sources; the
women on the programme and key informants at Te Whakaruruhau. Five women,
two of whom are housed in transitional accommodation were interviewed
individually, while focus groups were conducted with middle and senior management
teams.
The completion of the interviews enabled the development of a programme logic,
which describes the ‘theory’ of the programme. The model details the activities or
what the programme does. These activities include linking women to programmes
and resources, providing practical support, addressing specific cultural needs and the
availability of quality advocates. These activities are built on foundational values, such
as, whanaungatanga, manaakitanga and wairuatanga. The programme is only made
possible with internal and external inputs. Of the external inputs, funding
contributions are considered vital to the functioning of the programme.
The women’s perspectives identified varying outcomes from their participation in the
programme. The logic model details the intended outcomes in the short, medium and
long‐term, reflecting personal, relational and community wellbeing. Short term
outcomes include improved communication, improved self‐esteem, improved
confidence and personal growth. Medium outcomes saw (re)engagement in training,
education and for some, (re)entry into the workforce. Long term outcomes related to
the establishment of a sustainable life style free from violence.
The participants did not see a need to modify the programme in any significant way.
Some did think that it could be usefully extended by adding to the existing activities a
hands on, artistic approach. Programme developers may consider more creative ways
in which to assess and measure the impact of the programme. Finally, it is suggested
that the programme could benefit from a more systemic assessment process to
determine whether women are “ready” to enter it.

text: Te Whakaruruhau Transition and Wellbeing programme: An implementation evaluation Based on the recognition that many women who come into refuge have few options
but to return to the sort of environment in which they have been abused, the
Transition and Wellbeing programme aims to provide medium to long term housing
for families as they re‐establish themselves in the community.
Data for the evaluation of the programme was collected from two main sources; the
women on the programme and key informants at Te Whakaruruhau. Five women,
two of whom are housed in transitional accommodation were interviewed
individually, while focus groups were conducted with middle and senior management
teams.
The completion of the interviews enabled the development of a programme logic,
which describes the ‘theory’ of the programme. The model details the activities or
what the programme does. These activities include linking women to programmes
and resources, providing practical support, addressing specific cultural needs and the
availability of quality advocates. These activities are built on foundational values, such
as, whanaungatanga, manaakitanga and wairuatanga. The programme is only made
possible with internal and external inputs. Of the external inputs, funding
contributions are considered vital to the functioning of the programme.
The women’s perspectives identified varying outcomes from their participation in the
programme. The logic model details the intended outcomes in the short, medium and
long‐term, reflecting personal, relational and community wellbeing. Short term
outcomes include improved communication, improved self‐esteem, improved
confidence and personal growth. Medium outcomes saw (re)engagement in training,
education and for some, (re)entry into the workforce. Long term outcomes related to
the establishment of a sustainable life style free from violence.
The participants did not see a need to modify the programme in any significant way.
Some did think that it could be usefully extended by adding to the existing activities a
hands on, artistic approach. Programme developers may consider more creative ways
in which to assess and measure the impact of the programme. Finally, it is suggested
that the programme could benefit from a more systemic assessment process to
determine whether women are “ready” to enter it.

year: 2008-06-26