1

The Importance of Intercultural Communication Competence on students

in Higher Education institute in the University of the Cordilleras

A MICRO RESEARCH IN PARTIAL FULFILLMENT OF THE REQUIREMENT

IN ENGL100: PURPOSIVE COMMUNICATION

COLLEGE OF BUSINESS ADMINISTRATION, UNIVERSITY OF THE CORDILLERAS

BANWA, HAZEL

CATACUTAN, JURVIE LYN

FERRER, ADRIANNE JOYCE

GUINIAWAN, SHEREE FAITH

APRIL 8, 2024
 2

ABSTRACT

Intercultural Communication Competence (ICC) is the ability to understand cultures,

including your own, and use this understanding to communicate with people from other
cultures successfully. The University of the Cordilleras is widely known for its diverse
environment, and a huge number of students from all over the world are currently
enrolled. With this known fact, this research aims to discover the level of awareness of
students about intercultural communication competence based on their level of
knowledge, skills, and attitude and the importance of ICC at the tertiary level of
education. The data gathered was the result of a formulated survey questionnaire to
measure the objectives. The findings of the study indicated that students already have
an understanding of ICC, and the results also show that they know how important ICC is
in tertiary education. In this instance, students already have a clear understanding of
ICC.

Keywords: Intercultural Communication Competence (ICC)

INTRODUCTION

Higher Education plays a huge role in facilitating communication across linguistic

and cultural boundaries among students of diverse backgrounds. Intercultural teaching
competence enables instructors to bridge cultural, linguistic, or other differences in the
classroom, communicate successfully across disciplinary cultures (Dimitrov, 2012), and
establish meaningful relationships with and among students to facilitate learning and
promote student engagement. In this regard, higher educational institutions face a set of
problems and tasks, which include: the development of axiological attitudes of an
 3

individual through its enrichment with universal and national-specific values of their own
and other cultures (Pshenychna, 2017).

Intercultural communicative competence is the ability to communicate effectively

and appropriately in various cultural contexts. Cultural differences can make cross-
cultural communication extremely challenging, if not impossible. Values, beliefs,
worldviews, nonverbal communication, language, and interpersonal relationships are all
significantly influenced by culture. In an analysis of the multicultural approach in
education, as highlighted by Davies and Rey (1996) the terms "inter" and "culture" are
related to each other; Inter is for communication, interchange, and openness. However,
culture signifies lifestyle, and represents symbols used by people either individually or
through the community in building relationships with others in their effort to understand
the world; and to comprehend interaction within intra and inter cultures. In that
interaction, space and time should always be considered. According to Darla
Deardorff’s Intercultural Competence Model (2006), it is based on three elements:
attitude, knowledge, and skills. This model provides a framework that can be utilized to
guide a curriculum that promotes intercultural competence and assessment of learning
outcomes. Attitude refers to the appreciation and acceptance of the diversity of cultures
and the ability to communicate with culturally different others in an unexpected,
interested, and open manner (Deardorff, 2006; Matveev & Milter, 2004). On the other
hand, knowledge is cultural self-awareness, culture-specific knowledge, deep cultural
knowledge (understanding of other world views), and sociolinguistics awareness. Lastly,
skills are the ability to empathize, accumulate cultural information, listen, resolve conflict,
and manage (Bennett, 2009).

In this study, the researchers aims to investigate the level of awareness of the key
components that affect individuals in higher education's understanding of ICC. It would
be a basis on how it affects individuals' perception and improves assessment of ICC. At
the same time, it aims to identify how important ICC on students in higher education.
Specifically, this review study aims to answer the following questions:
 4

1. The level of student’s awareness on Intercultural Communicative Competence

specifically on its components: attitude, skills and knowledge.
2. The importance of Intercultural Communicative Competence of students on
Higher Education.

METHODOLOGY

Research Design

This study employed quantitative research design. Creswell (2012) defined

quantitative research as “a means for testing objective theories by examining the
relationship among variables. These variables, in turn, can be measured, typically on
instruments, so that numbered data can be analyzed using statistical procedures.”
Specifically, this research used the survey research as a strategy. This strategy
provides a numeric description of trends, attitudes, or opinions of a population by
studying a sample of that population.

Data Collection Instrument

The data collection instrument utilized in this study was a questionnaire

structured to assess participants' perceptions and attitudes toward intercultural
competence in college settings. The questionnaire consisted of two parts: Level of Skills
and Knowledge (Part 1) and Importance of ICC in College (Part 2) with ten items per
part. The Level of Skills and knowledge section aimed to evaluate participants' self-
perceived proficiency and comfort level in intercultural communication and language
use. It comprised five questions, each utilizing a four-point Likert scale ranging from 1 to
4, where 1 represented 'Not at all' and 4 represented 'Significantly'. The Importance of
ICC in College section aimed to gauge participants' perceptions of the significance of
intercultural competence within the college environment. It also comprised five
questions, each using the same four-point Likert scale. Overall, the questionnaire aimed
to collect comprehensive data on participants' attitudes toward intercultural competence
in college, providing valuable insights into its perceived importance and impact on the
college experience.
 5

Data Collection Procedure

The questionnaire given to the respondents measured the perceptions of

Intercultural communicative competence among students, ensuring that the survey
accurately captures the constructs of interest. which consists of twenty items. It was
initially formulated in the Google Forms that is to be disseminated to the respondents
digitally.
The researchers messaged their respective group chats and inboxes to inform
about the survey. Afterwards, the surveys were analyzed. The researchers consolidated,
graphed, categorized, and interpreted the data gathered.

Treatment of Data

The numerical information collected statistically was analyzed by the measures

of weighted mean to determine the overall perceptions and attitudes towards
intercultural competence in college settings. For each question in both Part 1 (Level of
Skills and Level of Knowledge) and Part 2 (Importance of ICC in college), the weighted
mean was calculated by multiplying the frequency of each response by its
corresponding numerical value, summing these products, and then dividing by the total
number of respondents. This provided a numerical representation of the average
perceived importance or proficiency level for each aspect of intercultural competence.
Through this, researchers aimed to gather extensive data on participants' attitudes and
perceptions towards intercultural competence in the college environment, providing
valuable insights for educational institutions.

RESULTS
I. Nationality
The respondents’ diverse national identity through Filipino and Foreign
Citizen.
 6

II. Level of Awareness

This section of the study illustrates the respondent’s level of awareness in
terms of skills, knowledge, and attitude

III. Significance
Respondents take on different significance of Intercultural Communication
Competence on them.
 7

DISCUSSION

This review focuses on the students of the University of the Cordilleras,

highlighting their experiences and perceptions of intercultural communication
competence. In this review, 25 students were involved and are currently enrolled
students at the university. Based on the first graph, respondents were identified by their
nationality, either Filipino or foreign. This helps in having diverse responses and
experiences on how intercultural communication competence is important for cross-
cultural students. However, most of the respondents are Filipino, and still foreign
students play a major role in facilitating cross-national collaboration (Heppner 2006).

The second graph represents the different components of intercultural

communication competence with regard to students level of awareness. According to
Darla Deardorff’s Intercultural Competence Model (2006), it is based on three elements:
attitude, knowledge, and skills. The result varies depending on the students different
perceptions and cultural upbringings. The level of attitude received a higher number of
significant responses; the level of awareness of skills received a higher moderate
 8

response; and lastly, the level of awareness of knowledge received the highest slight
response in the results. Therefore, students have a higher level of awareness in regards
to attitude than the other components. They tend to appreciate and accept the diversity
of cultures and the ability to communicate with culturally different others in an
unexpected, interested, and open manner (Deardorff, 2006; Matveev & Milter, 2004).
However, there should be a deeper exploration and understanding of how these
components coexist with each other.

The last graph represents the significance of intercultural communication

competence in higher education, specifically at the University of the Cordilieras. The
graph shows that students value intercultural communicative competence in their
education. Intercultural communicative competence (ICC) implies, on the one hand, the
individual’s understanding of the norms of their own culture and other cultures. On the
other hand, ICC implies an understanding of how to use that knowledge for successful
communication with people who do not share the same cultural background and for the
effective building of bridges in situations of cultural diversity (Akdere et al., 2021; Toscu
& Erten, 2020).

In order to improve the research, it is necessary to have a larger number of

respondents in order to accumulate results that are accurate for the university. A further
investigation and exploration of the underlying relationship between components of the
ICC can further help in determining the relationship between this and the students. In
order for students in higher education to place value on intercultural communication
competence,

The study was limited to a small number of respondents in order to justify our
study's credibility to govern the whole university. It is not based on statistical criteria;
however, our intention is to have a start-up on understanding the significance of ICC to
the students of the university. Our findings have implications that should develop a more
internationalized and interculturally sensitive environment for higher education
institutions.
 9

CONCLUSIONS

As shown by the results of our research between pairs of culturally diverse

students, they have different levels of consciousness about the different components of
intercultural communication competence. It can differ in different aspects due to cultural
upbringing and preference. Students' higher level of awareness of attitude represents
the student's level of respect, openness, curiosity, and discovery (Darla Deardroff 2006).
However, there is a specific need to explore and develop consciousness of the other
components of intercultural communication competence.

Moreover, intercultural communication competence holds significant value for

students in higher education. It plays a huge role in their personal preferences,
academic performance, interaction with co-students, and cultural orientation. However,
the number of respondents does not justify concluding the significance of intercultural
communication competence at the university. A new strategic number of respondents
that governs the university will hold a more accurate signature of iCC on the university.

This simple review is insufficient to generalize the significance of intercultural

communication competence for the whole population of the University of the Cordilleras.
Therefore, a deeper exploration of the components of intercultural communication
competence needs to be addressed.

REFERENCES

All references in APA 7th Editon.

INTERCULTURAL COMMUNICATION CHALLENGES AND - ProQuest.

(n.d.). https://www.proquest.com/docview/763168869?sourcetype=Scholarly%20
Journals
 10

Balanaieva, O. V., Salashchenko, H. M., Shurupova, K. V., Devos, A., & Романчук, А.
(2020). Development of skills of intercultural communication in the process of
studying at higher educational institutions. International Journal of Higher
Education, 9(7), 243. https://doi.org/10.5430/ijhe.v9n7p243

Osunkunle, O. (2020). Intercultural communication challenges and its effect on

students’ interpersonal relationships at a South African university. Journal of Human
Ecology, 72(1–3). https://doi.org/10.31901/24566608.2020/72.1-3.3272
Çiftçi, E. Y., Karaman, A. C., & Daloğlu, A. (2020). ‘No one is superior to another’:
tracing intercultural development in a year-long study abroad programme. Language
Learning Journal, 50(5), 537–549. https://doi.org/10.1080/09571736.2020.1802770

Publisher, A. R. a. R. O. O. (2016, September 29). 8.4 Intercultural communication

competence. Pressbooks. https://open.lib.umn.edu/communication/chapter/8-4-
intercultural-communication-competence/
Gutiérrez-Santiuste, E., & Real, M. R. (2023). Intercultural communicative competence
in higher education through telecollaboration: typology and development. Education and
Information Technologies, 28(11), 13885–13912. https://doi.org/10.1007/s10639-023-
11751-3

APPENDIX
Part 1
A. Level of skills in Intercultural Competence
1 - Not at all 3 - Moderately
2 - Slightly 4 - Significantly
1. In your interactions with people from different cultures, how often do you find yourself using a
language other than your native language?
2. When communicating with individuals from diverse cultural backgrounds, how effectively do
you adjust your language and communication style?
3. How comfortable are you expressing yourself in a language that is not your native language?
4. How often do you actively seek opportunities to practice speaking other languages to improve
your intercultural communication skills?
5. To what extent do you believe your proficiency in multiple languages enhances your ability to
connect with people from different cultural backgrounds?
 11

B. Level of Knowledge in Intercultural Competence

1. How familiar are you with the concept of culture shock and its potential effects on individuals?
2. To what extent do you actively seek to learn about the cultural norms and values of different
societies?
3. How much do you understand the importance of cultural context in shaping people's
behaviors and communication styles?
4. How often do you engage in cross-cultural activities or experiences to broaden your
understanding of different cultural perspectives?
5. How confident are you in your ability to navigate cultural differences and adapt your behavior
accordingly in various social situations?

Part 2
A) Importance of Intercultural Competence in college
1 - Not important at all 3 - Moderately important
2 - Slightly important 4 - Important

1. How crucial is it for colleges to prioritize interactions among students from various cultural
backgrounds?
2. To what extent do you value the inclusion of cultural events or activities hosted by colleges?
3. How significant do you think discussions about cultural diversity and inclusion are for
fostering a supportive college environment?
4. How important is it for colleges to encourage students to engage in intercultural exchange
programs or study abroad experiences?
5. How much weight do you give to the insights gained from interacting with people from diverse
cultural backgrounds in college?
6. How essential is it for college students to feel confident in navigating cultural differences and
conflicts?
7. To what degree do you believe active listening to diverse viewpoints enhances the college
learning experience?
8. How crucial is exposure to diverse cultural perspectives for developing critical thinking skills
and a broader worldview in college?
9. How important do you consider it for colleges to offer diversity training and intercultural
communication workshops?
10. How much value do you place on seeking mentor-ship or guidance from individuals
representing different cultural backgrounds during your college experience?