Culture Shock in Students from International Academic Mobility
This study describes the experience of international students while studying overseas, and how interacting with a new culture can cause shock at different levels. For doing so, this research was conducted under qualitative methods and implemented at a public university in Pereira, Colombia. The part...
- Autores:
-
Rodríguez Marín, Jessica María
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2022
- Institución:
- Universidad Tecnológica de Pereira
- Repositorio:
- Repositorio Institucional UTP
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.utp.edu.co:11059/14399
- Acceso en línea:
- https://hdl.handle.net/11059/14399
https://repositorio.utp.edu.co/home
- Palabra clave:
- 400 - Lenguas::408 - Grupo de personas
Estudiantes extranjeros
Intercambio de estudiantes
Adaptación social
International students
Inbound and outbound mobility
Culture shock
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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Culture Shock in Students from International Academic Mobility |
| title |
Culture Shock in Students from International Academic Mobility |
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Culture Shock in Students from International Academic Mobility 400 - Lenguas::408 - Grupo de personas Estudiantes extranjeros Intercambio de estudiantes Adaptación social International students Inbound and outbound mobility Culture shock |
| title_short |
Culture Shock in Students from International Academic Mobility |
| title_full |
Culture Shock in Students from International Academic Mobility |
| title_fullStr |
Culture Shock in Students from International Academic Mobility |
| title_full_unstemmed |
Culture Shock in Students from International Academic Mobility |
| title_sort |
Culture Shock in Students from International Academic Mobility |
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Rodríguez Marín, Jessica María |
| dc.contributor.advisor.none.fl_str_mv |
González Marín, Clara Inés |
| dc.contributor.author.none.fl_str_mv |
Rodríguez Marín, Jessica María |
| dc.subject.ddc.none.fl_str_mv |
400 - Lenguas::408 - Grupo de personas |
| topic |
400 - Lenguas::408 - Grupo de personas Estudiantes extranjeros Intercambio de estudiantes Adaptación social International students Inbound and outbound mobility Culture shock |
| dc.subject.lemb.none.fl_str_mv |
Estudiantes extranjeros Intercambio de estudiantes Adaptación social |
| dc.subject.proposal.eng.fl_str_mv |
International students Inbound and outbound mobility Culture shock |
| description |
This study describes the experience of international students while studying overseas, and how interacting with a new culture can cause shock at different levels. For doing so, this research was conducted under qualitative methods and implemented at a public university in Pereira, Colombia. The participants were pupils from inbound and outbound academic mobility that participated in exchange programs offered by the UTP. Every student represented a single case; therefore, this project was a descriptive multicase study. Bearing this in mind, the information was gathered through documents, semi-structured interviews, and questionnaires. To analyze the collected information, the researchers followed a process of contrast and comparison to develop a grounded theory and described the phenomenon under study. Furthermore, based on the findings, it was evidenced that all of the participants went through the four stages of culture shock established by Oberg (1960), and that engaging in these events influenced their lives in the short term; likewise, taking into account the outcomes of this inquiry, the researchers made some suggestions to the ORI, so they can help future international students in their adaptation process. According to Furnham (2010) to diminish the effects of culture shock, it is pivotal that pupils develop Intercultural Communication Competencies (ICC), along with enough accompaniment and orientation during the adjustment to the new cultural and academic systems. |
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2022 |
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2022-11-29T19:43:56Z |
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2022-11-29T19:43:56Z |
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2022 |
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Trabajo de grado - Pregrado |
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Universidad Tecnológica de Pereira |
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Repositorio Institucional Universidad Tecnológica de Pereira |
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eng |
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eng |
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Aksoy, Z., Uzunoğlu, E., & Akyar, B. Y. (2017). Study abroad process from intercultural communication perspective: An exploratory study on Erasmus experience in Turkey. Global Media Journal: Turkish Edition, 8(15), 11-34. Arasaratnam, L. A. (2016). Intercultural competence. In Oxford research encyclopedia of communication. Published Online. Assembly, U. G. (1948). Universal declaration of human rights. UN General Assembly, 302(2), 14-25. Baraldi, C. (2006). New forms of intercultural communication in a globalized world. International Communication Gazette, 68(1), 53-69. Beine, M., Noël, R., & Ragot, L. (2014). Determinants of the international mobility of students. Economics of Education Review, 41, 40-54. Berry, J. W. (2008). Globalisation and acculturation. International journal of intercultural relations, 32(4), 328-336. Baxter, P. & Jack, S. (2008). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report 13(4), 544-559. Brown, P. A. (2008). A review of the literature on case study research. Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures et chercheurs en education, 1(1). CNA. (2013). Lineamientos para la acreditación de programas de Pregrado. Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of studies in international education, 10(3), 241-266. Dong, Q., Day, K. D., & Collaço, C. M. (2008). Overcoming ethnocentrism through developing intercultural communication sensitivity and multiculturalism. Human Communication, 11(1), 27-38 Dongfeng, L. I. (2012). Culture shock and its implications for cross-cultural training and culture teaching. Cross-Cultural Communication, 8(4), 70-74. Dooley, L. M. (2002). Case study research and theory building. Advances in developing human resources, 4(3), 335-354. ERASMUS+ (2019). Annual Report. Luxembourg: Publication Office of the European Union. Fernández Robin, C., Carreño Chavarría, M. V., Cea Valencia, J., Santander Astorga, P., & Yáñez Martínez, D. (2016). Motivaciones de intercambio en estudiantes universitarios (Exchange Motivations in University Students). Revista Global de Negocios, 4(3), 1-10. Ferszt-Piłat, K. (2006). Ethnocentrism as the barrier to communication between different cultures. Journal of Modern Science, 1(3), 319-341. Furnham, A. (2010). Culture shock: Literature review, personal statement and relevance for the South Pacific. Journal of Pacific Rim Psychology, 4(2), 87-94. Geldres, V. V., Vásquez, F. N., & Ramos, H. R. (2013). Internacionalización de la educación superior en Chile. Movilidad internacional de estudiantes en la Universidad de La Frontera. Revista Iberoamericana de Ciencia, Tecnología y Sociedad-CTS, 8(24), 45-62. Hales, D., & Edmonds, B. (2019). Intragenerational cultural evolution and ethnocentrism. Journal of Conflict Resolution, 63(5), 1283-1309. Halaweh, M., Fidler, C., & McRobb, S. (2008). Integrating the grounded theory method and case study research methodology within is research: A possible'road map'. ICIS 2008 Proceedings. 165 Hammond, R. A., & Axelrod, R. (2006). The evolution of ethnocentrism. Journal of conflict resolution, 50(6), 926-936. Harrell, A., Sterner, G., Alter, T., & Lonie, J. (2017). Student Perceptions of the Impact of their Diverse Study Abroad Experiences. NACTA Journal, 61(1), 56-65. https://www.jstor.org/stable/90004106 Hernández Sampieri, R., Fernández Collado, C. & Baptista Lucio, P., (2010). Metodología de la Investigación. Editorial McGraw Hill. Hooghe, M. (2008). Ethnocentrism. International Encyclopedia of the Social Sciences. Irwin, R. (2007). Culture shock: Negotiating feelings in the field. Anthropology Matters, 9(1). Jaramillo, I. C. (2005). Internationalization of higher education in Colombia. Higher Education in Latin America, 175-210. Kim, T. (2009). Transnational academic mobility, internationalization and interculturality in higher education. Intercultural education, 20(5), 395-405. Kim, B., & Alamilla, S. (2017). Acculturation and Enculturation: A Review of Theory and Research Student Perceptions of Hawaiian Values View project. Knight, J. (2005). An internationalization model: Responding to new realities and challenges. Higher education in Latin America: The international dimension, 1-38. Korkut, P., Dolmaci, M., & Karaca, B. (2018). A study on communication breakdowns: Sources of misunderstanding in a cross-cultural setting. Eurasian Journal of Educational Research, 18(78), 139-158. Lin, Y., & Rancer, A. S. (2003). Ethnocentrism, intercultural communication apprehension, intercultural willingness‐to‐communicate, and intentions to participate in an intercultural dialogue program: Testing a proposed model. Communication Research Reports, 20(1), 62-72. Mackey, A., & Gass, S. M. (2005). Second Language Research: Methodology and Design. Mahwah, NJ: Lawrence Erlbaum. Manzanilla Granados, H. M., & Navarrete Cazales, Z. (2018). Internacionalización de la educación superior y TIC. La mirada de los organismos internacionales. Martin, J. J. M., & Torres, C. M. (2016). Dilemas y tensiones alrededor de la Plataforma de Movilidad Académica y Estudiantil de la Alianza del Pacífico. Universidades, (69), 23-34. MEN(2015). Guías para la internacionalización de educación. Gestión de la internacionalización. Merriam, S. (2009). Qualitative Research: A Guide to Design and Implementation. John Wiley & Sons. Oberg, K. (1960). Cultural shock: Adjustment to new cultural environments. Practical anthropology, (4), 177-182. OECD (2020), Education at a Glance 2020: OECD Indicators, OECD Publishing, Paris, https://doi.org/10.1787/69096873-en. OECD (2021), Education at a Glance 2021: OECD Indicators, OECD Publishing, Paris, https://doi.org/10.1787/b35a14e5-en. Pacheco, E. M. (2020). Culture learning theory and globalization: Reconceptualizing culture shock for modern cross-cultural sojourners. New Ideas in Psychology, 58, 100801. Samovar, L.A., Porter, R.E., & McDaniel, E.R. (2009). Communication Between Cultures. Wadsworth, Cengage Learning. Sherry, M., Thomas, P., & Chui, W. (2010). International students: A vulnerable student population. Higher Education, 60(1), 33-46. http://www.jstor.org/stable/40784044 Smith, R. A., & Khawaja, N. G. (2011). A review of the acculturation experiences of international students. International Journal of intercultural relations, 35(6), 699- 713. Stake, R. E. (2013). Multiple case study analysis. Guilford Press. Teichler, U. (2015). Academic mobility and migration: What we know and what we do not know. European Review, 23(S1), S6-S37. Terzuolo, E. R. (2018). Intercultural development in study abroad: Influence of student and program characteristics. International Journal of Intercultural Relations, 65, 86-95 Teske Jr, R. H., & Nelson, B. H. (1974). Acculturation and assimilation: A clarification. American Ethnologist, 1(2), 351-367. UNESCO (2005). Convention on The Protection and Promotion of The Diversity of Cultural Expressions. UNESCO Publishing, Paris. Usó-Juan, E., & Martínez Flor, A. (2008). Teaching intercultural communicative competence through the four skills. Revista Alicantina de Estudios Ingleses 21 (2008), 157-170 Van Der Wende, M. (2015). International academic mobility: Towards a concentration of the minds in Europe. European Review, 23(S1), S70-S88 Van Maanen, J. (1979). Reclaiming qualitative methods for organizational research: A preface. Administrative science quarterly, 24(4), 520-526. Varghese, N. V. (2008). Globalization of higher education and cross-border student mobility (pp. 1-34). Paris: Unesco, International Institute for Educational Planning. Walker, D., & Myrick, F. (2006). Grounded theory: An exploration of process and procedure. Qualitative health research, 16(4), 547-559. Weinreich, P. (2009). ‘Enculturation’, not ‘acculturation’: Conceptualising and assessing identity processes in migrant communities. International Journal of Intercultural Relations, 33(2), 124-139. Wintergerst, A.C., & McVeigh, J. (2011). Tips for Teaching Culture. Practical Approaches to Intercultural Communication. Pearson Education. Wu, S. J., Chang, D. F., & Sun, F. R. (2020). Exploring college student’s perspectives on global mobility during the COVID-19 pandemic recovery. Education Sciences, 10(9), 218. Xia, J. (2009). Analysis of impact of culture shock on individual psychology. International Journal of Psychological Studies, 1(2), 97. Yıldırım, S., Bostancı, S. H., Yıldırım, D. Ç. & Erdoğan, F. (2021). Rethinking mobility of international university students during COVID-19 pandemic. Higher Education Evaluation and Development. Zhang, Y. L., & Tsai, J. L. (2014). The assessment of acculturation, enculturation, and culture in Asian-American samples. In Guide to psychological assessment with Asians (p.75-101). Springer, New York, NY. Zhou, Y., Jindal-Snape, D., Topping, K., & Todman, J. (2008). Theoretical models of culture shock and adaptation in international students in higher education. Studies in higher education, 33(1), 63-75 |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Manifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. La autorización otorgada se ajusta a lo que establece la Ley 23 de 1982. Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 dehttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessGonzález Marín, Clara InésRodríguez Marín, Jessica María2022-11-29T19:43:56Z2022-11-29T19:43:56Z2022https://hdl.handle.net/11059/14399Universidad Tecnológica de PereiraRepositorio Institucional Universidad Tecnológica de Pereirahttps://repositorio.utp.edu.co/homeThis study describes the experience of international students while studying overseas, and how interacting with a new culture can cause shock at different levels. For doing so, this research was conducted under qualitative methods and implemented at a public university in Pereira, Colombia. The participants were pupils from inbound and outbound academic mobility that participated in exchange programs offered by the UTP. Every student represented a single case; therefore, this project was a descriptive multicase study. Bearing this in mind, the information was gathered through documents, semi-structured interviews, and questionnaires. To analyze the collected information, the researchers followed a process of contrast and comparison to develop a grounded theory and described the phenomenon under study. Furthermore, based on the findings, it was evidenced that all of the participants went through the four stages of culture shock established by Oberg (1960), and that engaging in these events influenced their lives in the short term; likewise, taking into account the outcomes of this inquiry, the researchers made some suggestions to the ORI, so they can help future international students in their adaptation process. According to Furnham (2010) to diminish the effects of culture shock, it is pivotal that pupils develop Intercultural Communication Competencies (ICC), along with enough accompaniment and orientation during the adjustment to the new cultural and academic systems.Este estudio describe la experiencia de estudiantes internacionales mientras estudian en el exterior, y como la interacción con una nueva cultura puede causar un choque en diferentes niveles. Por esta razón, esta investigación se condujo bajo métodos cualitativos y fue implementada en una universidad pública de Pereira, Colombia. Cada estudiante representaba un caso individual, por lo tanto, este fue un estudio descriptivo de múltiples casos. Los participantes fueron estudiantes de movilidad académica entrante y saliente que participaron en programas de intercambio ofrecidos por la UTP. Para analizar la información recolectada, los investigadores siguieron un proceso de contraste y comparación para desarrollar una teoría fundamentada y describir el fenómeno objeto de estudio. Considerando esto, los datos se recogieron mediante documentos, entrevistas semi-estructuradas y cuestionarios. Además, basadas en los resultados, se evidenció que todos los participantes vivieron las cuatro etapas de choque cultural establecidas por Oberg (1960), y que la participación en estos eventos impacto sus vidas a corto plazo, asimismo, teniendo en cuenta los hallazgos de este proyecto, las investigadoras hicieron algunas sugerencias a la ORI, para que ellos puedan ayudar futuros estudiantes internacionales en su proceso de adaptación; ya que, según Furnham (2010) para reducir los efectos del choque cultural es primordial que los estudiantes desarrollen Competencias Comunicativas Interculturales (CCI) y tengan suficiente acompañamiento en el período de ajuste a los nuevos sistemas culturales y académicos.Table of Contents Introduction 3 Abstract 5 Resumen 6 Acknowledgments 7 Table of Tables 11 Table of Figures 11 Statement of the Problem 12 Research Questions 20 Objectives 21 General Objective: 21 Specific Objectives: 21 Theoretical Framework 22 Literature Review 23 Conceptual Framework 30 What is Culture from a Global Perspective? 31 What is Intercultural Competence? 34 Which is the Importance of Developing Intercultural Communication Competence When Venturing Into a New Culture? 35 What is Culture Shock and Which are its Implications? 38 From Acculturative Stress to Acculturation 41 How is Enculturation different from Acculturation? 44 Is Ethnocentrism a Stumbling Block to Develop Intercultural Competence? 47 What is International Academic Mobility in Higher Education? 50 Methodology 56 Type of Research 56 Type of Study 57 Context 58 Setting 59 Participants 60 Data Collection Methods and Instruments 62 Documents 62 Semi-structured Interviews 63 Questionnaires 63 Researchers Role 64 Ethical Considerations 65 Data Analysis 66 Findings and Discussion 71 Culture Shock in Students from Inbound and Outbound Academic Exchanges 71 Honeymoon Stage in International Students 74 Crisis Stage While Adjusting to the New Systems 75 Language Barriers in Social Contexts 78 Homesickness During the Crisis 80 Recovery After the Crisis and Strategies to Overcome it 83 Adjustment to the new cultural and academic scenarios 86 The Short-term Impact of Studying Abroad 89 Intercultural exchanges broaden students’ worldviews, self-images, and perceptions of others 92 Conclusions 96 Limitations 99 Implications 100 References 101PregradoLicenciado(a) en Bilingüismo con Énfasis en Inglés107 Páginasapplication/pdfengUniversidad Tecnológica de PereiraLicenciatura en Bilingüismo con Énfasis en InglésFacultad de Bellas Artes y HumanidadesPereira400 - Lenguas::408 - Grupo de personasEstudiantes extranjerosIntercambio de estudiantesAdaptación socialInternational studentsInbound and outbound mobilityCulture shockCulture Shock in Students from International Academic MobilityTrabajo de grado - Pregradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisAksoy, Z., Uzunoğlu, E., & Akyar, B. Y. (2017). Study abroad process from intercultural communication perspective: An exploratory study on Erasmus experience in Turkey. Global Media Journal: Turkish Edition, 8(15), 11-34.Arasaratnam, L. A. (2016). Intercultural competence. In Oxford research encyclopedia of communication. Published Online.Assembly, U. G. (1948). Universal declaration of human rights. UN General Assembly, 302(2), 14-25.Baraldi, C. (2006). New forms of intercultural communication in a globalized world. International Communication Gazette, 68(1), 53-69.Beine, M., Noël, R., & Ragot, L. (2014). Determinants of the international mobility of students. Economics of Education Review, 41, 40-54.Berry, J. W. (2008). Globalisation and acculturation. International journal of intercultural relations, 32(4), 328-336.Baxter, P. & Jack, S. (2008). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report 13(4), 544-559.Brown, P. A. (2008). A review of the literature on case study research. Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures et chercheurs en education, 1(1).CNA. (2013). Lineamientos para la acreditación de programas de Pregrado.Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of studies in international education, 10(3), 241-266.Dong, Q., Day, K. D., & Collaço, C. M. (2008). Overcoming ethnocentrism through developing intercultural communication sensitivity and multiculturalism. Human Communication, 11(1), 27-38Dongfeng, L. I. (2012). Culture shock and its implications for cross-cultural training and culture teaching. Cross-Cultural Communication, 8(4), 70-74.Dooley, L. M. (2002). Case study research and theory building. Advances in developing human resources, 4(3), 335-354.ERASMUS+ (2019). Annual Report. Luxembourg: Publication Office of the European Union.Fernández Robin, C., Carreño Chavarría, M. V., Cea Valencia, J., Santander Astorga, P., & Yáñez Martínez, D. (2016). Motivaciones de intercambio en estudiantes universitarios (Exchange Motivations in University Students). Revista Global de Negocios, 4(3), 1-10.Ferszt-Piłat, K. (2006). Ethnocentrism as the barrier to communication between different cultures. Journal of Modern Science, 1(3), 319-341.Furnham, A. (2010). Culture shock: Literature review, personal statement and relevance for the South Pacific. Journal of Pacific Rim Psychology, 4(2), 87-94.Geldres, V. V., Vásquez, F. N., & Ramos, H. R. (2013). Internacionalización de la educación superior en Chile. Movilidad internacional de estudiantes en la Universidad de La Frontera. Revista Iberoamericana de Ciencia, Tecnología y Sociedad-CTS, 8(24), 45-62.Hales, D., & Edmonds, B. (2019). Intragenerational cultural evolution and ethnocentrism. Journal of Conflict Resolution, 63(5), 1283-1309.Halaweh, M., Fidler, C., & McRobb, S. (2008). Integrating the grounded theory method and case study research methodology within is research: A possible'road map'. ICIS 2008 Proceedings. 165Hammond, R. A., & Axelrod, R. (2006). The evolution of ethnocentrism. Journal of conflict resolution, 50(6), 926-936.Harrell, A., Sterner, G., Alter, T., & Lonie, J. (2017). Student Perceptions of the Impact of their Diverse Study Abroad Experiences. NACTA Journal, 61(1), 56-65. https://www.jstor.org/stable/90004106Hernández Sampieri, R., Fernández Collado, C. & Baptista Lucio, P., (2010). Metodología de la Investigación. Editorial McGraw Hill.Hooghe, M. (2008). Ethnocentrism. International Encyclopedia of the Social Sciences.Irwin, R. (2007). Culture shock: Negotiating feelings in the field. Anthropology Matters, 9(1).Jaramillo, I. C. (2005). Internationalization of higher education in Colombia. Higher Education in Latin America, 175-210.Kim, T. (2009). Transnational academic mobility, internationalization and interculturality in higher education. Intercultural education, 20(5), 395-405.Kim, B., & Alamilla, S. (2017). Acculturation and Enculturation: A Review of Theory and Research Student Perceptions of Hawaiian Values View project.Knight, J. (2005). An internationalization model: Responding to new realities and challenges. Higher education in Latin America: The international dimension, 1-38.Korkut, P., Dolmaci, M., & Karaca, B. (2018). A study on communication breakdowns: Sources of misunderstanding in a cross-cultural setting. Eurasian Journal of Educational Research, 18(78), 139-158.Lin, Y., & Rancer, A. S. (2003). Ethnocentrism, intercultural communication apprehension, intercultural willingness‐to‐communicate, and intentions to participate in an intercultural dialogue program: Testing a proposed model. Communication Research Reports, 20(1), 62-72.Mackey, A., & Gass, S. M. (2005). 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Studies in higher education, 33(1), 63-75PublicationORIGINALTRABAJO DE GRADO.pdfTRABAJO DE GRADO.pdfapplication/pdf996418https://dspace7-utp.metabuscador.org/bitstreams/f76bac35-dc42-44ea-9b93-2fb420ad92aa/download317d76cd128868bfede97d8eb407fccfMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://dspace7-utp.metabuscador.org/bitstreams/4c12f413-f57d-4755-8717-fc4f95e8b305/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTTRABAJO DE GRADO.pdf.txtTRABAJO DE GRADO.pdf.txtExtracted texttext/plain196947https://dspace7-utp.metabuscador.org/bitstreams/0e87bd7c-eadf-4af7-a27e-cfa6522631c3/download84a7d274a1fd64cb25515be468a9b9ffMD53THUMBNAILTRABAJO DE GRADO.pdf.jpgTRABAJO DE GRADO.pdf.jpgGenerated Thumbnailimage/jpeg5842https://dspace7-utp.metabuscador.org/bitstreams/d2d4079e-da44-4d24-84fc-a91c7648dc8f/downloade32640dea45728f9cfa1f727f63c2148MD5411059/14399oai:dspace7-utp.metabuscador.org:11059/143992024-09-05 17:11:36.903https://creativecommons.org/licenses/by-nc-nd/4.0/Manifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. 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Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 deopen.accesshttps://dspace7-utp.metabuscador.orgRepositorio de la Universidad Tecnológica de 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