Soulbus

Guiding Foreign Students in Practical Placement – Sharing Ideas and Good Practices

Tag Archives: Multicultural coaching programme

3rd Kick-off meeting concluded in Zagreb

The 3rd Soulbus kick-off meeting was held in Croatia, on the 19. and 20. of November. The meeting was organized by the partner from the University of Zagreb and hosted at the Faculty for Education and Rehabilitation.

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A detail, the abbreviation of the Faculty name ERF in the Slavic alphabet from the 9th century

This is a scheduled meeting so representatives from their respective packages come together and update in person each other on how the work is progressing. A major event on the meeting was unveiling of Part A part of the e-Coach platform which is delivering the Multicultural course by our partners from the Netherlands who have been working on it since the multicultural case repository was introduced in Tartu! The WP3 partners presented the content as well as tell the story behind the development to what we have today. Our USA partners joined in to provide insight and their expertise on the topic.

The new e-Coaching looks wonderful! It is a product of creative minds that found interesting and entertaining ways to deal with the challenges that teachers and mentors working in multicultural environments face today. The content is filled with texts, stories, pictures and movie clips. And to give you a hint, here is a little preview!

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Here is a clip on how Culture is perceived by different people. Enjoy learning!

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After the presentation of the eCoaching programme and the Communication and Dissemination as well as the Exploitation plans, the HEIs and WLPs turned to their group meetings where the discussion reflected on what was heard during the two day meeting as well as how to proceed in further developing our project.

eCoach! Soon to be on a LogIn screen near you!

Meeting in Zagreb, Croatia

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Starting Wednesday, the 19th of November, begins the 3rd Kick off meeting of the Soulbus consortium. The meeting takes place halfway through the project at the University of Zagreb Faculty of Education and Rehabilitation Sciences located in Zagreb, Croatia.

Over the course of two days, the completed leg of this project will be summarized and the WP leaders will give the rest of the team an overview of the activities that have been done. To recap, Soulbus consortium is a collection of 13 higher education institutions and working life partners working together to provide a multicultural coaching programme and course for teachers and mentors. Each partner pair is based in their own country and has access to a virtual sharing platform and meetings via Skype allows for sharing of information. These face-to-face meetings offer the chance to present details and other interesting findings in the project. These meetings were held at Saxion University in Enschede (the Netherlands) and another at the Tartu Health Care College (Estonia).

The agenda for this meeting is concerned with taking a closer look at A part of Multicultural coaching programme the WP3 team has prepared based on the results of the Multicultural case repository. The programme itself is divided into parts A and B; part A focuses on the general multicultural contents and competencies while part B is more country and HEI’s professional field specific. The head of WP3 will present and explain the development process of the six indicators and how these are operationalized into charts of specific knowledge and skills to be used as evaluation criteria to tell if one has become competent. Finally, everyone will give their impressions and suggestions on how the content might be improved.

The meeting will close with the steering group and peer group meetings where partners reflect and share their experiences, feelings and thoughts on the project.

Multicultural coaching programme design

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Our activities are slowly taking shape in the form of a coaching programme that will enable you to become multiculturally competent!

In January of 2014, our WP2 partners and San Jose University designed and carried out a questionnaire. The collected information was analysed and summarized and distributed to partners in February for review. Following an analysis by each partner and taking into account the suggestions, our WP3 partners started working on building a multicultural coaching programme for the modern professional. They presented their initial thoughts at the 2nd kick-off meeting held in Tartu Health Care College in Estonia in April of 2014.

Based on the Case study repository designed in WP2,  our WP3 partners went further with research in an effort to come up with the most relevant and up to date findings. They found that Green et al. (2005) emphasized importance of cultural literacy, cross-cultural knowledge and skill in direct practice as well as knowledge about personal limitation. Campinha-Bacote (1999) defined four major elements of cultural competence: cultural awareness, cultural knowledge, cultural skill and cultural encounters. Drabble et al. (2012) included five interrelated but distinct dimensions of diversity, two already familiar (cultural knowledge and competency) and brining something new: dynamics of power, privilege and oppression; positionality and self-reflexivity and respectful partnership. Finally, their research was rounded up by Kosteljik et al. (2006) and their description of international competencies:

  • cultural empathy the ability to emphasize with the feelings, thoughts and behaviors of members of groups with a different cultural background
  • open mindedness having an open and unbiased attitude towards members of a group with other cultural norms and values
  • social initiative: The ability to make contact with people from other cultures
  • flexibility: to switch from one mode to another, depending on what is desired in a particular or appropriate context
  • self-efficacy: represents the level of confidence, which is operationalized by looking at the extent to which you ‘dare’ to lecture one hour in the English language
  • emotional stability: the ability to deal with psychological stress. In an intercultural context one is indeed confronted with different cultural and interpersonal situations that must be coped with

Cultural awareness rounds it all up; it is being aware of how your own cultural background, experiences and attitudes, values and biases influence interaction with others in your environment.

These aspects have been further developed into competence/indicator charts with categories: description, occupational roles, context, tasks and activities and results. These help in defining the indicators  and competences. This is necessary as they show the context in which these are performed as well as the necessary abilities, knowledge and skill sets. Criteria are also defined and serve for developing tests. Personal features are also included to steer and guide performance of an individual. All these put together serve to assist in developing the content for the programme.

You can see we are approaching this topic from all angles. Try something different, try multicultural competencies!

References:

Campinha-Bacote J. A model and instrument doe, addressing cultural competence in healthcare? Journal of Nursing Education 1999; 38: 181–84.

Drabble L, Sen S, Oppenheimer S Y. Integrating a Transcultural Perspective into the Social Work Curriculum: A descriptive and Exploratory Study. Journal of Teaching in Social work 2012; 32 (2).

Green, R.G., Kiernan-Stern, M., Balley, K., Chambers, K., Claridge, R., Jones, G., Kitson, G., Leek, S., Leisey, M., Vadas, K., & Walker, K. The Multicultural Counseling Inventory: A measure for evaluating social work student and practitioner self-perceptions of their multicultural competence. Journal of Social Work Education, 41(2), 191-208.

Kostelijk E, Julsing M, Versteeg A. Onderzoek Internationalisering docenten HanzeHogeschool Groningen. Groningen: Hanze Connect, 2006.

van der Woning René JA. International Competencies. A quantitative study to explore if lecturers of the Faculty of Social Work and the Faculty of Health are familiar with “International competencies” and use those competencies while lecturing. Birmingham City University / Birmingham, Saxion University / Enschede – Deventer. Master Thesis, 2013.

Activities, developments, articles and presentations of the project

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The goal of the Soulbus project is to provide multicultural competencies teachers, mentors and finally students. To achieve this we examined muticultural experiences and expectations which were summarized and analyzed to build a eLearning course that will be piloted and updated. Along with the aforementioned activities, project partners have undertaken a series of activities to further the idea and goals of Soulbus to the academic as well as the general community to convey the benefits of the project.

All partners held meetings in their individual institutions as well as joined meetings to work out further details as each partner pair is responsible for managing a working package to contribute to the project.

For  two months now our partners in the Netherlands have been working on the Work Package 3, The Multicultural Coaching Programme. The professional roles with focus on multiculturalism have been defined. Professional competencies are described and serve to identify the criteria that indicate a candidate has acquired the competency; in other words “the pass mark” are known. These will be evaluated through a test that will be taken at the end of the course. Their working life partner institution is busy preparing cases that will make it all the more practical and interesting. And eLearning is in the works too!

Articles on international students experiences during their stay at partner institutions were also published. Students discussed their understanding of the necessity of cultural diversity in their professional environment. It also discussed the amount of exposure they received in their academic and practical work to compare and contrast levels of services to those of their own home. An added benefit is learning to find a solution to work around the language barrier. The students point out that all of this was possible through the support of teachers and tutors.  They left their unforgettable exchange experience as stronger, more confident individuals better prepared to meet challenges in their work. We also have one story available on YouTube

Finally, the project was presented on the international level to other professionals. The 1st presentation was held at the 7th international scientific conference: Knowledge, values, beliefs and evidence in developing quality health care: the place and the role of nursing. The 2nd presentation was give at the 10th Congress: Encouraging environment for lifelong learning. Both of these were a success! Professionals from Spain, USA, England, Scotland and Bosnia met the presentation with enthusiasm and professionals with extensive interest in multicultural issues inquired further where and when to learn about the project progress and when the multicultural coaching programme will be finished.

We made a list, we are ticking off completed tasks and we will keep you posted!