Intercultural communication

African international students continue to remain one of the least represented and studied groups of international students. In addition to the acculturative stress typically experienced by international students, African students inherit the marginalization of their racial/ethnic group in the United States. As such, scholars acknowledge the need for continued research into the experiences of African international students. Utilizing the Integrative Theory of Communication and Cross- Cultural Adaptation and elements of postcolonialism, this thesis explored the experiences of 10 African students in the United States. A qualitative analysis revealed that host receptivity, perceived cultural differences, expectations, and language/accents influenced intercultural communication. The challenges experienced in intercultural interactions allowed for the emergence of an intercultural identity such that the participants existed in a third space as intercultural Africans. This thesis adds to existing research on cross-cultural adaptation and negotiated identity, while also providing practical implications for schools.

This thesis asks "How can a community college most effectively prepare its faculty to teach students to communicate competently in a society that has gone global?" To answer this question, this thesis examines experiential learning theory and determines that experience is key to learning. It also determines that (1) intercultural communication competencies are acquired through experience with other cultures and (2) faculty who possess these competencies are more apt to participate in intercultural activities. An assessment of research and programs helps to determine components of faculty development, and results of a community college survey give an overview of their involvement in faculty development programs. This thesis concludes that successful faculty development programs in intercultural communication must include (1) institutional support, (2) experiential elements, (3) assessment, (4) continuous, in-depth training, (5) a rewards component, and (6) an adequate budget. To complete this research, a faculty development plan, including a timeline and budget, has been designed.

The purpose of this study was to show support that certain cultural characteristics of an individual could be identified based on the region where that individual was born and raised. These cultural characteristics were identified and defined, and strategies on understanding these cultural characteristics were reviewed. This study revealed that by focusing on this understanding, trust can be established quickly and it is this trust that is the basis of building any type of relationship. Several different macrocultural systems were examined in this study. These included the United States, Asia, Central and South America, India, the Middle East, and the European Union cultures. These are the largest and the fastest growing regions of the world as well as the locations where most of the newly established business relationships are being formed.

We all use our language as one of our main modes of communication. Stan Klipper, the progatonist of Stan in Prague, found himself in a position where language has failed him, yet with the lack of language, his other senses have also failed him. When Stan was sent to Prague on a vague business trip, he decided to hire a translator to help him close the language gap, which in his case was huge. With his translator, Ihar, and Ihar's girlfriend delha, Stan maneuvers his way through the cramped streets of Prague, to open the lands of the Prague suburbs and into his own confusion.