Editing Cross-cultural communication (section)

== Incorporation into college programs ==
The application of cross-cultural communication theory to foreign language education is increasingly appreciated around the world. Cross-cultural communication classes can now be found within foreign language departments of some universities, while other schools are placing cross-cultural communication programs in their departments of education.

With the increasing pressures and opportunities of globalization, the incorporation of international networking alliances has become an "essential mechanism for the internationalization of higher education".<ref>Teather, D. (2004). The networking alliance: A mechanism for the internationalisation of higher education? Managing Education Matters, 7(2), 3.</ref> Many universities from around the world have taken great strides to increase intercultural understanding through processes of organizational change and innovations. In general, university processes revolve around four major dimensions which include: organizational change, curriculum innovation, staff development, and student mobility.<ref>Rudzki, R. E. J. (1995). The application of a strategic management model to the internationalization of higher education institutions. Higher Education, 29(4), 421–422.</ref> Ellingboe emphasizes these four major dimensions with his own specifications for the internationalization process. His specifications include: (1) college leadership; (2) faculty members' international involvement in activities with colleagues, research sites, and institutions worldwide; (3) the availability, affordability, accessibility, and transferability of study abroad programs for students; (4) the presence and integration of international students, scholars, and visiting faculty into campus life; and (5) international co-curricular units (residence halls, conference planning centers, student unions, career centers, cultural immersion and language houses, student activities, and student organizations).<ref name="Bartell, M. 2003"/>

Above all, universities need to make sure that they are open and responsive to changes in the outside environment. In order for internationalization to be fully effective, the university (including all staff, students, curriculum, and activities) needs to be current with cultural changes, and willing to adapt to these changes.<ref>Cameron, K.S. (1984). Organizational adaptation and higher education. Journal of Higher Education 55(2), 123.</ref> As stated by Ellingboe, internationalization "is an ongoing, future-oriented, multidimensional, interdisciplinary, leadership-driven vision that involves many stakeholders working to change the internal dynamics of an institution to respond and adapt appropriately to an increasingly diverse, globally focused, ever-changing external environment".<ref>Ellingboe, B.J. (1998). Divisional strategies to internationalize a campus portrait: Results, resistance, and recommendations from a case study at a U.S. university, in Mestenhauser, J.A. and Ellingboe, B.J (eds.), Reforming the Higher Education Curriculum: Internationalizing the Campus. Phoenix, AZ: American Council on Education and Oryx Press, 199.</ref> New distance learning technologies, such as interactive teleconferencing, enable students located thousands of miles apart to communicate and interact in a virtual classroom.<ref>Bartell, M. (2003). Internationalization of universities: A university culture-based framework. Higher Education, 45(1), 48.</ref>

Research has indicated that certain themes and images such as children, animals, life cycles, relationships, and sports can transcend cultural differences, and may be used in international settings such as traditional and online university classrooms to create common ground among diverse cultures (Van Hook, 2011).<ref>Van Hook, S.R. (2011, 11 April). Modes and models for transcending cultural differences in international classrooms. Journal of Research in International Education, 10(1), 5–27. http://jri.sagepub.com/content/10/1/5 {{Webarchive|url=https://web.archive.org/web/20160313125700/http://jri.sagepub.com/content/10/1/5 |date=13 March 2016 }}</ref>

Many [[Master of Science in Management]] programs have an internationalization specialization which may place a focus on cross-cultural communication. For example, the [[Ivey Business School]] has a course titled Cross Cultural Management.<ref>{{cite web|title=Cross Cultural Management|url=https://www.ivey.uwo.ca/msc/courses/cross-cultural-management/|website=Ivey Business School|access-date=5 April 2018}}</ref>

Jadranka Zlomislić, Ljerka Rados Gverijeri, and Elvira Bugaric study inter-cultural competency of students. As globalization progresses the world has become more interconnected, leading to job and study opportunities abroad in different countries and cultures, where the students are surrounded by a language that is not their mother tongue. Findings suggest that the internet is helpful but, not the answer; students should enroll in language and inter-cultural courses in order to fight stereotypes and develop inter-cultural competence and make them into better cross-cultural communicators.<ref>{{Cite journal|last1=Zlomislić|first1=Jadranka|last2=Gverijeri|first2=Ljerka Radoš|last3=Bugarić|first3=Elvira|date=2016-12-13|title=THE SIGNIFICANCE OF INTERCULTURAL COMPETENCE IN CROSS-CULTURAL COMMUNICATION|url=https://hrcak.srce.hr/ojs/index.php/ekonomski-vjesnik/article/view/4230|journal=Ekonomski Vjesnik/Econviews – Review of Contemporary Business, Entrepreneurship and Economic Issues|language=en|volume=29|issue=2|pages=433–451|issn=1847-2206}}</ref>

Cross-cultural communication gives opportunities to share ideas, experiences, and different perspectives and perception by interacting with local people.