Editing Cross-cultural communication (section)

== Origins and culture==
During the [[Cold War]], the economy of the United States was largely self-contained because the world was polarized into two separate and competing powers: the [[Eastern Bloc|East]] and the [[Western Bloc|West]]. However, changes and advancements in economic relationships, political systems, and technological options began to break down old cultural barriers. Business transformed from individual-country capitalism to [[Globalization#Modern|global capitalism]]. Thus, the study of cross-cultural communication was originally found within businesses and government, both seeking to expand globally. Businesses began to offer [[Language education|language training]] to their employees and programs were developed to train employees to understand how to act when abroad.  With this also came the development of the [[Foreign Service Institute]], or FSI, through the [[Foreign Service Act]] of 1946, where government employees received training and prepared for overseas posts.<ref>Everett M. Rogers, William B. Hart, & Yoshitaka Miike (2002). Edward T. Hall and The History of Intercultural Communication: The United States and Japan. Keio Communication Review No. 24, 1–5. Accessible at http://www.mediacom.keio.ac.jp/publication/pdf2002/review24/2.pdf {{Webarchive|url=https://web.archive.org/web/20210309151329/http://www.mediacom.keio.ac.jp/publication/pdf2002/review24/2.pdf |date=9 March 2021 }}.</ref> There began also implementation of a "[[world view]]" perspective in the curriculum of higher education.<ref>Bartell, M. (2003). Internationalization of universities: A university culture-based framework. Higher Education, 45(1), 44, 48, 49.</ref>
In 1974, the [[International Progress Organization]], with the support of [[UNESCO]] and under the auspices of [[Senegal]]ese President [[Léopold Sédar Senghor]], held an international conference on "The Cultural Self-comprehension of Nations" ([[Innsbruck]], [[Austria]], 27–29 July 1974) which called upon [[United Nations]] member states "to organize systematic and global comparative research on the different cultures of the world" and "to make all possible efforts for a more intensive training of diplomats in the field of international cultural co-operation ... and to develop the cultural aspects of their foreign policy."<ref>[[Hans Köchler]] (ed.), Cultural Self-comprehension of Nations. Tübingen: Erdmann, 1978, {{ISBN|978-3-7711-0311-8}}, Final Resolution, p. 142.</ref>

There has become an increasing pressure for universities across the world to incorporate intercultural and international understanding and knowledge into the education of their students.<ref>{{Cite journal | doi=10.18543/tjhe-3(1)-2015pp137-147| title=A 21st Century Imperative: Integrating intercultural competence in Tuning| year=2015| last1=Deardorff| first1=Darla K.| journal=Tuning Journal for Higher Education| volume=3| pages=137| doi-access=free}}</ref> International literacy and cross-cultural understanding have become critical to a country's cultural, technological, economic, and political health. It has become essential for universities to educate, or more importantly, "transform", to function effectively and comfortably in a world characterized by close, multi-faceted relationships and permeable borders. Students must possess a certain level of global competence to understand the world they live in and how they fit into this world. This level of global competence starts at ground level- the university and its faculty- with how they generate and transmit cross-cultural knowledge and information to students.<ref name="Bartell, M. 2003">Bartell, M. (2003). Internationalization of universities: A university culture-based framework. Higher Education, 45(1), 46.</ref>