Xiaoqing Wang

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This book presents a mixed-methods study that explores the development of intercultural competence among local Chinese students in Chinese universities, using Deardorff’s process model of intercultural competence as a theoretical framework. In the global higher education context, “internationalization at home” is significant in (re)shaping educational practices, especially under the influence of the COVID-19 pandemic. Chinese higher education is also actively engaged in domestic internationalization. Specifically, this book explores the factors that influence Chinese students’ development of intercultural competence and their understanding of it in the context of internationalization at local Chinese universities. The findings suggest that many universities in China are trying to improve domestic students’ intercultural competence through various strategies, such as foreign language learning, extracurricular intercultural communication activities, and international cooperation programs. Notably, the effects are diverse. Based on these findings, this book also discusses the potential theoretical, practical, and policy implications. This book will be an excellent resource for students and scholars in comparative and international education, student development, cultural studies, Chinese studies, and those interested in Chinese higher education. Chapter 8 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This book presents a mixed-methods study that explores the development of intercultural competence among local Chinese students in Chinese universities, using Deardorff’s process model of intercultural competence as a theoretical framework. In the global higher education context, “internationalization at home” is significant in (re)shaping educational practices, especially under the influence of the COVID-19 pandemic. Chinese higher education is also actively engaged in domestic internationalization. Specifically, this book explores the factors that influence Chinese students’ development of intercultural competence and their understanding of it in the context of internationalization at local Chinese universities. The findings suggest that many universities in China are trying to improve domestic students’ intercultural competence through various strategies, such as foreign language learning, extracurricular intercultural communication activities, and international cooperation programs. Notably, the effects are diverse. Based on these findings, this book also discusses the potential theoretical, practical, and policy implications. This book will be an excellent resource for students and scholars in comparative and international education, student development, cultural studies, Chinese studies, and those interested in Chinese higher education. Chapter 8 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.