چکیده:
The purpose of the present study was to design a model for the cultural agility of faculty members of Iranian universities. The present study is applied in terms of the purpose and method. The statistical population of this research was all faculty members working in the universities of Tehran, Shahid Beheshti, Tarbiat Modarres, Allameh Tabatabaei, Kharazmi, Alzahra, Iran’s Science and Technology, Khaje Nasir al-Din Tusi, Sharif Industrial and Amir Kabir in the academic year 2012-2012. They are about 6042 people. In the qualitative part of the sample size, 8 faculty members of the universities and in the small part of the sample number were estimated using the Cochran formula 361 people. The sampling method was a relative class. For data collection, a researcher-made questionnaire was used in the quantitative section and its reliability was calculated using the Cronbach’s alpha method in the field of agility approaches equal to 0.703, in the field of academic competencies, 0.753, and in the general competency domain was 889.0. The results showed that the cultural agility model consists of four main competencies: agility, academic competencies, general competencies and intercultural experiences; for each of these competencies, several components were identified and indicators were identified for each component.
خلاصه ماشینی:
Intercultural knowledge: Knowledge of global issues; cultural understanding (cultural self-awareness) Intercultural insight: Cultural insight; social insight Intercultural attitude: Acceptance of diverse ideas; cognitive flexibility; Intercultural skills: Negotiation skills; communication skills; Third Category | General competencies | language skills; Intercultural abilities: Systems thinking; critical thinking, teamwork; creative thinking; Intercultural emotional-personality traits: Tolerance of ambiguity; self-control; perspective-taking; mental curiosity; cultural humility; comfort with diversity; tendency to strengthen relationships; self-efficacy Experience teaching in domestic multicultural classes Experience teaching abroad Positive intercultural | Experience studying in foreign countries Fourth Category | experiences of faculty members | Experience having study opportunities abroad Experience living in foreign countries Having relationships with friends of different cultures and different faiths Experience of membership in national and international sports teams Experience of having foreign colleagues in conducting plans and projects After the cultural agility competencies and components were extracted from interviews and existing literature review, taking into account the specific characteristics of Iranian universities; to determine the validity of the model, it was empirically investigated from the perspective of professors.
In order to investigate this question: "What are the indicators related to the main components constituting the intercultural experiences of faculty members of Iranian universities?", in factor analysis, the "standardized coefficients" measurement model was initially used.
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