profession 2014 a status report of the intercultural · a status report of the intercultural...

A STATUS REPORT OFTHE INTERCULTURALPROFESSION 2014

by Susan Salzbrenner, TanjaSchulze & Anja Franz

1 | T h e i n t e r c u l t u r a l p r o f e s s i o n 2 0 1 4

A Status Report of The Intercultural Profession

in 2014

Susan Salzbrenner, Tanja Schulze & Anja Franz

With special thanks to Kate Berardo, Melissa Hahn & Vanessa Shaw

Table of Contents

Introduction ............................................................................................................................................. 2

Methodology & Material ......................................................................................................................... 3

Professional Profile .................................................................................................................................. 4

Work Structure ........................................................................................................................................ 5

Income, Fees and Training Days .............................................................................................................. 7

Expertise in Subject Matter, Countries and Industries ........................................................................... 9

Motivation and Identification ............................................................................................................... 11

Methods and Exercises .......................................................................................................................... 13

Advice to Newcomers............................................................................................................................ 14

Future Topics for Research and Development ...................................................................................... 14

Top Challenges in the Profession .......................................................................................................... 15

Demographics ........................................................................................................................................ 16

Expanded Discussion ............................................................................................................................. 20

Appendix I .............................................................................................................................................. 23

Appendix II ............................................................................................................................................. 40


Introduction

The Merriam-Webster dictionary chose “culture” as the „Word of the Year“. Taking into account the

frequency of look-ups in this online dictionary, “culture” was crowned to be the word with highest

increase in 2014. The same can be said about a professional industry that is helping people in inter-

or cross-cultural situations to navigate and succeed across cultures. The past ten years have seen a

tremendous growth in the number of intercultural services offered, available trainers, coaches and

consultants, training certificates or licensing courses and master degrees graduates.

With this growth comes an increased need for understanding: An understanding for the professional

identity of an industry that is growing in size, its areas of application and its variety of professional

background. Each new interculturalist is faced with the same task when entering a young, agile field

that isn’t defined, regulated or benchmarked.

The results of this global survey of professionals working in the intercultural industry are presented

here with two main goals in mind:

1. Gain an understanding of the nature of the intercultural profession globally in 2014

2. Provide guidance to newcomers in the intercultural field

The purpose of this survey is not to put forward personal interpretations or speculations about the

field and its purpose but to create benchmarks as well as to update the profile of this industry

following the research done by Berardo & Simmons (2004) and Berardo (2008). The results of this

survey will be presented in a descriptive manner, leaving room for each reader to interpret the

results according to their experiences, awareness and professional and personal situation. An

extensive appendix lists the answers to open questions about certifications of interculturalists and

methods they use in their work. The lists provide useful insight into the vast variety of training and

certification programs globally as well as the preferred methods and tools interculturalists use in

their work. Newcomers to the field as well as seasoned professionals will find inspiration for further

professional development opportunities.

We encourage readers to share this material with peers for the benefit of learning from each other.

We would also like to inspire interculturalists to discuss and address remaining and new challenges in

this industry. Let’s work together to provide fertile grounds for this industry to grow and develop as a

stable component of our intercultural lives. We are looking forward to reading your thoughts, follow-

up actions or research to help this industry have a strong foothold in society.

Susan Salzbrenner ([email protected])

Tanja Schulze ([email protected])

Anja Franz ([email protected])

mailto:[email protected]




Methodology & Material To shed light on this field and the way it works, a collective effort of over 400 participants provided

enough data to represent the truly global community of interculturalists.

For the purpose of this study, the term “interculturalists” was defined as…

“…a person working in a field or profession that actively and analytically deals with

intercultural situations. This can include theoretic or practical approaches. It excludes

those who merely find themselves in intercultural situations at a given point of time. “

Between October 2013 and May 2014, relevant data was collected through an online survey with 37

questions that addressed those working in the intercultural field. The survey contained a mix of open

and closed questions on various topics related to the nature of the intercultural profession. Open

questions addressed opinions and comments while closed questions operated on a single answer or

multiple-choice basis.

To draw comparisons to earlier reports by Berardo & Simmons (2004) and Berardo (2008), a number

of questions were kept in the exact wording while the survey was also expanded to look past socio-

demographic variables. Besides work profile and structure, tools & methods, challenges and advice

for newcomers, this report also includes sections that look at the motivation to work in the field,

identification with the field and the group’s cohesiveness and perceived level of acceptance of their

field.

The link to the survey was spread through mailing lists of various organizations (e.g. SIETAR

networks, Intercultural Insights, Universities) as well as personal and professional networks such as

LinkedIn, Facebook and Twitter in order to ensure global reach. A total of 405 participants who

considered themselves interculturalists completed the survey, to various degrees of completeness.

Respondents from over 40 countries on five continents provide the most comprehensive overview

per date of the intercultural industry, with focus on:

Their professional profile

Work structure

Income, fees and training days

Subject matter expertise

Motivation and identification

Methods and tools

Advice for newcomers

Future topics for research and development

Top challenges in the field

The order of topics in this report is determined by the sequence of questions in the survey. Numbers

of respondents are noted in the different tables to accurately portray the representativeness of the

data.


Professional Profile

1. Educational Background

The most common highest form of education that interculturalists hold is a Master degree, or its

equivalent in the respective country of origin. Interculturalists do not come from just one line of

study course but display a large diversity in their educational background. Most of the degrees were

obtained in the fields of linguistics/language/literature (12.8%), psychology (15.4%), and

business/economics/marketing (10.8%), with many other study fields being named in smaller

percentages or by a few individuals (e.g. arts, communication, education, engineering, healthcare, or

anthropology).

Figure 1. Educational Background of Interculturalists

Furthermore, it is characteristic of professionals working in the intercultural field to develop

themselves further while their active career progresses. More than half of all respondents listed

multiple programs or training courses they have attended over the years. Degree programs that

specifically indicate an “intercultural component” are often an add-on for initial qualification in a

related field (such as language studies) or more remote fields (such as engineering). The most

mentioned examples of qualifying programs are the Summer Institute for Intercultural

Communication in Portland, OR, USA, courses through NAFSA (Association of International

Educators), AFS Summer Academy in Karlsruhe Germany, SIETAR (Society for Intercultural Education,

Training and Research) Congresses & Pre-Congress Workshops as well as certification courses in

various tools. Some certification or accreditation takes place through training companies for trainers

to use the company’s tools when training in their name. Further training was mentioned through in-

house training at workplaces, including the US Army. A few respondents reported that they have no

particular education or training in the intercultural field or that none had been available when they

started working in the field. Additionally, relevant experiences in life were mentioned as qualifying

2%

15%

69%

13%

1%

Educational Background

12th grade or equivalent

Bachelor

Master

PhD

Other


factors such as immigration and/or living abroad, intercultural friendships, volunteer service, working

in an intercultural setting and exchange programs. Interaction with professionals and partners was

also highlighted as a way of keeping up-to-date in the intercultural field, similarly so by attending

talks and conferences and membership in professional organizations. Others noted that they

considered skills beyond “intercultural ones” very important.

(See Appendices 1 and 2 for an extensive list of higher studies and certification programs mentioned)

2. Family background

Adult Third Culture Kid

Immigrant Child of an Intercultural Marriage

Child of 1st generation immigrants

Intercultural partnership

Living abroad experience

International adoption

11.6% 18.5% 12.1% 9.4% 45.7% 72.8% 3.2%

(Table 1. Family background of interculturalists n=405)

Out of the 405 interculturalists that participated in this research, only 7.4% responded to not have

any of the listed intercultural background. There might be other relevant experiences that drove

them to work in this field, but they were not listed.

3. Involvement in the field

On average, the surveyed interculturalists have spent almost 13 years working in the industry, with a

minimum of one and a maximum of 22 years. However, when asked about the amount of years that

they have earned money with their involvement in the industry, the average decreased to just above

ten years. This means that there is a delayed on-set of earning money with intercultural work of

about two and a half years on average. Women tend to start earning money relatively quicker than

men in the field, with an average of two and a half years of delayed income for men opposed to an

average of two and a quarter years for women.

Work Structure

1. Distribution of Work Load

The percentage of intercultural related work to non-intercultural work for the participants of this

survey came out at 65% intercultural-related work to 42% non-intercultural-related work.

Participants in the survey were forced to adjust their percentages to reflect 100% in their responses.

The reported averages do not add up since they represent the mean of the whole group of

participants for both items separately. Interculturalists were also asked how they split their work

between individual, virtual or face-to-face work, and how much they work with individuals or groups.

Work Alone Work Face-to-face individually

Work face-to-face in groups

Work virtually with individuals

Work virtually with groups

29.3% 30.2% 41.8% 14.4% 10%

(Table 2: Work split for interculturalists, n=300)

Within these different spheres of interaction, interculturalists also split their time between different

institutions. One quarter of respondents noted an academic institution as their primary place of


work, while another 25% are working on sole proprietorship terms (self-employment,

subcontracting). Nearly 1/8th of interculturalists work in large privately held companies (>100

employees). An equal amount of participants stated working primarily for a small privately held

company (3-50 employees) or a non-profit organization (10% each).

Figure 2: Distribution of primary work place among interculturalists (n=327)

The intercultural work is not only split by their primary place of work but also by which sectors these

professionals consider their primary clients. Survey participants were therefore asked to estimate the

percentages of their training, coaching and/or consulting involvement in these sectors: Private/Profit,

Non-Profit, Public/Governmental, and Academic.

Private/Profit Non-Profit Public Governmental Academic

57.5% 31.5% 20.8% 41.4%

(Table 3: Estimated percentage of involvement in different sectors, n=219)

It is interesting to note that with this wide spread of places of influence and work for interculturalists

comes an array of titles. When asked about their primary job title in the intercultural field (meaning

what title do they use when they conduct training, coaching or other intercultural work), it became

clear that the profession and field has many facets which is partially expressed through a wide

variety of titles. Most common titles were ‘facilitator’ (17.3%), ‘professor/teacher’ (23%), ‘student’

(15.5%), while others ranged from ‘curriculum designer’, ‘coach’, ‘interculturalist’, ‘consultant’, ‘HR’

‘professional’, ‘intern’, ‘trainer’, and ‘training manager’.

2. Professional Development and Time investment

In order to stay updated with the current development in this industry, interculturalists take on

further learning opportunities, such as additional course work, certification workshops and summer

programs to stay on the pulse of trends regarding both content and facilitation.

27%

11%

10% 12%

25%

15%

Primary Work Place

Academic Institution

Non-Profit Institution

small private company

large private company

sole proprietorship

other


Additionally, on average, interculturalists read about 2 books per year for developmental purposes,

attend about 3 conferences per year, 3 programs/seminars a year, and almost 4 webinars a year.

Webinars, which are virtual seminars, have just recently been introduced as a more mainstream way

of learning and teaching, so it is exciting to see that there are webinars offered in this industry and

that interculturalists are embracing them as a tool for professional development.

Many intercultural trainers, coaches and consultants spend a lot of time on the road. In general,

however, participants mentioned about three domestic trips a year, and approximately two

international trips.

Income, Fees and Training Days

1. Annual Income

Only a minority of the respondents stated that their main income came from ‘intercultural’ work.

Therefore, participants of this survey were asked to provide anonymous information about both their

overall annual income and their intercultural-related work income. In Table 4 below, you will be able

to see that there is a downward shift in income derived from intercultural-related work. This means

that professionals in the field either supplement their intercultural work with what they deemed

non-intercultural work. This suggests that their intercultural work is not providing a full income, or is

functioning as a side business.

All numbers cited here are in Euros, for the sake of simplicity.

Income Bracket Overall annual income

IC-Related Income

Less than 5,000 EUR 11.3% 21.4%

5,001 - 10,000 EUR 7.3% 10.9%

10,000 - 20,000 EUR 9.6% 15.3%

20,000 - 35,000 EUR 18.9% 14.6%

35,001 - 50,000 EUR 18.2% 16.0%

50,000 - 75,000 EUR 17.5% 10.9%

75,001 - 100,000 EUR 9.9% 3.7%

100,000 - 500,000 EUR 6.6% 7.1%

More than 500,000 EUR 0.7% - (Table 4. Percentages of annual income, n=290)

Looking at the distribution of income derived by intercultural work by gender makes clear that over

thirty percent of men earn more than 50,000 EUR per year as interculturalists (30.4%), whereas less

than twenty percent of women tend to rank in the highest earning brackets (> 50,000 EUR per

annum) of intercultural-related income (18.4%). A third of the women in this survey earned less than

10,000 EUR per year with their work as interculturalists (37.6%), compared to less than a sixth of men

(14.6%).

IC- related Income Male Female Transgender

Less than 5,000 EUR 9.7% 23.7% 50%


5,001 - 10,000 EUR 4.8% 13.9% n/a

10,000 - 20,000 EUR 27.4% 11.9% 50%

20,000 - 35,000 EUR 9.7% 14.9% n/a

35,001 - 50,000 EUR 17.7% 17% n/a

50,000 - 75,000 EUR 14.5% 9.8% n/a

75,001 - 100,000 EUR 3.2% 3.6% n/a

100,000 - 500,000 EUR 12.9% 5.2% n/a

(Table 5. Income in the Intercultural Field by Gender, n=258)

2. Time spent in Training, Preparation and Marketing

When professionals in the intercultural industry are providing training services, the time spent does

not only comprise the training/facilitation/coaching alone but also preparation and marketing hours.

On average, an interculturalist spends almost eleven hours to prepare for a workshop, seminar or

training. The average program length was estimated to be a bit more than a day long (1 day= 8

working hours), meaning many professionals in the field offer services that run for multiple days or

take place on consecutive occasions. Professionals declared that they spent around 14 hours per

month on marketing activities in 2014, leading to an average of five trainings per month. With the

rise of social media in the past decade, it is plausible to assume that some of these marketing hours

were dedicated to social media marketing routes.

3. Fees

Besides the overall and intercultural-related annual income, it is also of interest to know how much

professionals can charge a client for their work. Since most of the work is project or day-based, the

negotiation of rates is a big part of the professional life of an intercultural trainer, coach, consultant

or facilitator. The range of directly charged client rates per day varied from 0 EUR to 5,000 EUR, with

an average of 1,200 EUR per day of direct client work. The hourly rate charged directly to clients

varied between 0 EUR and 450 EUR, with an average of around 129 EUR per hour. When working as a

freelancer, these fees decrease when a third party is involved. The average rate per day when

subcontracting or freelancing for another company was around 685 EUR, with a range from 0 EUR to

2,550 EUR.

Rates In EUR

Average rate you charge a client directly per day of work

1,200.43 EUR

Average rate you charge a client directly per hour of work

128.89 EUR

Average rate paid per day of work when subcontracting/freelancing for another company

684.53 EUR

(Table 6: Average rates for intercultural professionals, n=135)

It should also be noted that the comparison of men and women (Note: not enough substantial data

for transgender group) yields the following results: Men, on average around the globe, ask for 279

EUR more per day of work when they charge clients directly, while they are paid a freelance fee that

is around 182 EUR higher than that of women.


Rates Male Female

Average rate you charge a client directly per day of work

1,400 EUR 1,121.36 EUR

Average rate you charge a client directly per hour of work

124.73 EUR 132.44 EUR

Average rate paid per day of work when subcontracting/freelancing for another company

823.47 EUR 640.77 EUR

(Table 7. Average rates by gender, n=135)

Expertise in Subject Matter, Countries and Industries

1. Subject Matter Expertise

Professionals in the intercultural industry were asked about their respective subject matter expertise

(SME). Given the variety of subjects in training, coaching and consulting in the intercultural space,

this report provides an overview of the different areas and their representation in the field.

SME Percentages

Cultural Awareness/Sensitivity 98.3%

Intercultural Communication 67.2%

Global Teams/Team work 35.1%

Relocation/Expatriation 33.6%

Diversity & Inclusion 32.1%

Global Leadership 23%

Repatriation/ Re-entry 18.5%

Virtual Multicultural Teams 18.3%

Global Project Management 16.8%

International Negotiations 14.6%

International Conflict Resolution 11.6%

Expat Candidate Assessment 8.6%

Global Mergers & Acquisitions 5.7%

(Table 8: Subject Matter Expertise, ranked, n=405)

2. Country-specific Expertise

As seen in the previous section on Subject Matter Experts, almost all interculturalists consider

themselves experts in the field of cultural awareness training. The survey asked how many of them

work with culture-specific or what some refer to as “country specialists”? While about 5% of

respondents noted that they always work culture-specific, the big majority works with specific

cultures “mostly” (21.4%) or “sometimes” (37%), while a good third of interculturalists (36.7%) never

solely address a specific culture’s concern in their professional work.


When asked for the specific country they consider themselves experts in, the ten most commonly

named countries are: (Please note: it was not asked which country they provide trainings on most,

but which they feel they are “experts” in)

1. USA (24%)

2. Germany (18.7%)

3. China (15.1%)

4. France (11.1)

5. India (10.4%)

6. Japan (9.1%)

7. Italy (7.4%)

8. Brazil (5.9%)

9. South Korea (5.4%)

10. Spain (5.2%)

3. Industry-specific Expertise

As established earlier, the work of professionals in the intercultural field touches a vast range of

sectors and work places (with a slight preference for private/for-profit and academic institutions

both as primary work place and as sectors of work). When survey participants were asked about the

specific industries they serve, the following picture emerged:

Top ten most frequently served industries in 2014 are:

1. Education (41.5%)

2. Higher Education (28.9%)

3. Non-Profit Organizations (24.2%)

4. Automotive (19.5%)

5. Banking (18.5%)

6. Financial Services (16.3%)

7. Information Technology and Services (15.8%)

8. Consumer Goods (13.8%)

9. Government (13.3%)

10. Food & Beverages (12.6)

Top ten least frequently served industries in 2014 are:

1. Museums and Institutions (2.0%)

2. Broadcast Media (2.7%)

3. Commercial Real Estate (2.7%)

4. Military (3.2%)

5. Law Enforcement (3.5%)

6. Legal Services (4.2%)

7. Religious Institutions (4.2%)

8. Event Services (4.7%)

9. Farming (4.7%)

10. Renewables and Environment (4.7%)


Motivation and Identification

1. Motivation to work in the field

In order to understand why interculturalists work in their field, we asked various questions looking at

the motivation of the professionals in the intercultural field. Why did they start working in this field?

Is their motivation intrinsic or extrinsic?

On a scale of 1 through 5 (1- fully applicable, highly applicable, somewhat applicable, not very

applicable, 5- not applicable) 257 respondents rated how strongly they agree with the statements

made.

The following statements were in the survey to calculate extrinsic motivation. They were rated the

following:

Extrinsic Motivation Average rating (scale of 1-5, 5 rating the lowest approval)

I wanted good income opportunities. 3.5

My parents and/or other important people in my life suggested this field.

4.3

I liked the perceived associated status and reputation.

3.9

I admired the work other interculturalists did. 2.6

I wanted to be in contact with many different kinds of people.

1.5

(Table 9. Items for Extrinsic Motivation Scale, n=257)

The above options for extrinsic answers ranged from 1.50 as minimum and 4.50 as maximum with a

mean of 3.07, indicating a balance of applicability and non-applicability.

The options for answers looking at intrinsic motivations were:

Intrinsic Motivation Average rating (scale of 1-5, 5 rating the lowest approval)

It had been a dream of mine since I was young. 3.2

I wanted to help others. 2.3

I wanted to challenge and develop myself. 1.9

I had an academic/scientific interest. 2.3

I saw the opportunity to fulfill myself. 1.9

I wanted to do something useful for society. 2.1

I wanted to have a good feeling about the work I do.

1.8

I wanted to move and change things. 2.1

I wanted to analyze and work through my own intercultural experiences.

2.2

(Table 10. Items for Intrinsic Motivation Scale, n=257)


The above options for extrinsic answers ranged from 1.00 as minimum and 4.56 as maximum with a

mean of 2.18, indicating a higher tendency for intrinsic motivations of respondents to work in the

intercultural field.

A last possible answer (”I did not intend to end up in this field. It just happened.”) is considered

neither extrinsic or intrinsic and thus does not figure into the analysis. On average, participants rated

this particular statement with a mean of 2.6, pushing it slightly in favor of an accidental or unplanned

beginning in the field.

2. Identification with other professionals in the field/group cohesiveness

Similarly to motivation, the survey also asked for group identification, group entitativity and

perceived level of acceptance. Group entitativity is defined as the perception of a group possessing

unity and coherence (Campbell, 1958). On a scale of 1 to 5 (1 – very much so, 5 – not at all),

respondents replied to questions on how often they interact with peers, on whether common goals

are shared and whether they work together.

Of the given items, the following questions were pooled to form a measure of group entitativity:

Group Entitativity Average rating (scale of 1-5, 5 rating the lowest approval)

I interact often with other professionals working in the intercultural field.

2.0

It is important to me to be part of professionals working in the intercultural field.

2.0

Professionals working in the intercultural field qualify as a real group of their own.

2.3

Professionals working in the intercultural field share common outcomes to daily events.

3.4

Professionals working in the intercultural field share a common goal.

2.7

(Table 11. Items for Group Entitativity, n=273)

Identification with group as asked in question “I identify with the group of professionals working in

the intercultural field.” The perceived level of acceptance was checked for in the item “The work of

professionals in the intercultural field receives a lot of acceptance.”

The perceived level of acceptance as a professional field by outsiders appears to be balanced at a

mean of 3.09 with a minimum of 1.00 and a maximum of 5.00, meaning that interculturalists neither

feel very accepted or disapproved as a professional field.

Group entitativity indicates a moderate feeling of unity and coherence for interculturalists as a group

at a mean of 2.47 (min= 1.0, max=5.0). Comparatively, identification with the group rates higher at a

mean of 2.22 (min= 1.00, max=5.0). A total of 273 people answered this question.


Methods and Exercises

When looking at how professionals work in a certain field, the survey asked what tools and methods

they use. Particular attention was drawn to the specific methods interculturalists prefer applying in

their work and the extent of variation.

In order to find out more about how interculturalists work the survey listed common methods in the

training field, particularly relevant to the intercultural field, and asked respondents to identify those

which they use.

Around half of respondents said they used “Examples & Storytelling” and “Case Studies”. Both

methods received the highest number of replies (52.3% and 49.4% respectively), followed closely by

“Roles Plays/ Simulations” with 42.5%. Around one third of respondents identified methods such as

“Games/Icebreakers” (36.8%), “Videos” (34.8%), “Lectures & Presentations” (34.1%) and “Models &

Theories” (31.9%).

Only a small number of respondents mentioned “Journaling” (6.4 %), “Music/Dance/Art/Poetry”

(7.9%) and “Checklists & Tip Sheets” (8.9%).

Method Percentages

Examples & Storytelling 52.3%

Case Studies 49.4%

Roles Plays/ Simulations 42.5%

Games/ Icebreakers 36.8%

Videos 34.8%

Lectures & Presentations 34.1%

Models & Theories 31.9%

Assessment & Instruments 20.7%

Immersion 19.3%

Online Tools 11.1%

Checklists & Tip Sheets 8.9%

Music/Dance/Art/Poetry 7.9 %

Journaling 6.4 %

(Table 12. Preferred methods and tools, n=405)

When consequently asked about favorite and useful examples for preferred methods, respondents

listed a large number of methods. Interculturalists listed not only those provided by researchers or

consulting companies but also lesser known sources of inspiration. Also mentioned, were exercises of

their own devising. Some gave input on when or with which target group a certain method works. A

full list of methods sorted by category can be found in the appendix no. 3.


Advice to Newcomers

The survey asked what practitioners in the intercultural field would suggest newcomers to the field.

Various suggestions were offered and participants of the survey chose up to three that they

considered most valid.

“Living/Working abroad” or rather any kind of “Immersion” was mentioned by 49.9% of all

respondents. “Gaining Work Experience” abroad was suggested by 35.1% of all respondents.

“Receiving Training or developing skills” was suggested by 45.2%. “Attending professional

conferences” was only mentioned by 18.8%: similarly low was “developing a niche” by 14.3%.

“Developing skills beyond the IC work” was suggested by 32.6%. “Gaining a degree or academic

background” was found important by 25.2%. And lastly, reading was suggested by 22.0%.

Suggested Advice Percentages

Living/Working Abroad 49.9%

Receiving Training or Developing Skills 45.2%

Gaining Work Experience 35.1%

Developing skills beyond intercultural work 32.6%

Gaining a degree or an academic background 25.2%

Reading 22 %

Attending professional conferences 18.8%

Developing a niche 14.3%

(Table 13. Advice to newcomers, n=405)

Future Topics for Research and Development

The intercultural field has naturally been evolving in the past decades. However, there are topics that

interculturalists feel require more attention and development. The survey asked to check as many as

they felt needed.

“Effectiveness of intercultural training and coaching” as well as the “Business value of intercultural

trainings” was mentioned most often, pointing to a high interest in the perceived validity of

intercultural work. Of the choices given, “Models of Culture” was mentioned least by only 73

respondents (18.0%).

Topic Percentages

Effectiveness of IC training/coaching 41.2%

Business Value of IC trainings 34.1%

Working in multicultural settings 31.9%

Intercultural conflict Resolution 30.1%

Intercultural Virtual Collaboration 29.6%

Intercultural Teams 24.9%

Intercultural Politics/Diplomacy 24%

Global Leadership Strategies 23%

Models of Cultures 18%

(Table 14. Future topics for research and development, n=405)


Top Challenges in the Profession

This open-ended question allowed participants to name and expand on any personal challenges they

wanted. Responses ranged widely. Most of the replies had either a financial component or one of

dissatisfaction of the development of the field.

Responses with a financial focus pointed at acquisition and sales challenges as well as profitability

(making enough money to sustain a living). Some examples:

“Convincing customers that this is about bottom-line impact”

“Convince people about importance of IC topics.”

“To break the ice with companies and explain the importance of intercultural trainings.”

“Having people see the value to the extent that I can get paid for it.”

“Finding a paying position…”

Dissatisfaction with the development of the field became visible in answers looking at further

development of known theories, practitioners remaining in old paradigms, disconnect between

theory and practice and ethical questions:

“close mindedness of some people/stereotypes & racism”

“Overcoming entrenched ideas of famous people who have run out of new ideas”

“Challenging dominant paradigms around 'competence'”

“Debunking the stereotypes other intercultural instructors have seeded in the mind of people,

due to over-simplification of the models, in particular Hofstede's.”

“… making judgment calls, ethical behavior of all trainers (copyright, doing work they are

qualified for)”

“break hegemonial thinking”

“Unfortunately the IC world has become a do's and don'ts environment due to financial

pressures on training companies and therefore people are losing respect for the topic.”

“not falling into stereotypes myself sometimes”

“Finding the time between paperwork and crisis management to improve orientations and

work on intercultural preventative measures.”

More personal issues were mentioned related to getting further training in the field and to explaining

themselves.

“To keep abreast of new ideas and approaches. To discover new materials and activities.”

“Keeping it fresh after all these years”

“Explaining to other people what I do and why it is important.”

“… not falling into stereotypes myself sometimes. Culture can be such an individual

experience.”

“Being a trailing spouse and female.”

“constant further learning while staying down to earth with program participants”

“I do not have extensive international living experience.”

“Get more academic qualifications and conduct research”

“growing even better skills to reflect my audience's changing requirements”


Very few respondents mentioned psychological aspects or health-related issues:

“burnout”

“Isolation from others, … “

“Work life balance. One of few doing the work in my current location. Although I have a

global network, there is not local network.”

“Reducing the vulnerability of the family. Long term planning.”

“… People burn out trying to 'do good.'”

“Not to forget your own culture”

“… I am currently looking for other jobs because I can't support myself doing this. This is very

sad for me since I feel like it is the one thing I love to do.”

Demographics

Note to the reader: In total, 405 persons responded to the survey. Out of those, 286 finished the

complete questionnaire. The remaining 119 dropped out at some point during the survey, only

answering some of the questions.

1. Gender

Out of 405 respondents, 280 replied indicating their gender. The majority of survey participants were

female (75%), while a very small portion identified as transgender*. About a quarter of responses

came from male participants.

Figure 3. Gender Distribution (n=280)

24%

75%

1%

Gender Distribution

Male

Female

Transgender


*“Transgender” was used to give an option to those who would consider themselves neither male

nor female. A further definition was not given in order not to exclude.

2. Age

Respondents were between 19 and 76 years old (mean = 46.43, standard deviation 11.94). More

than a quarter of surveyed interculturalists were born in the decade between 1961 and 1970, with a

second large majority of participants born between 1971 and 1980 (22.8%).

≤1940 1941-1950 1951-1960 1961-1970 1971-1980 1981-1990 >1991

1.1% 8.5% 20.5% 29.1% 22.8% 16.3% 0.8%

(Table 15. Distribution of birth year for interculturalists, n=282)

3. Nationality

The survey asked respondents to list nationality and gave the option of adding a second nationality.

Out of 405 respondents, 281 replied with having one nationality, while 58 indicated a second one.

This means around a sixth of all interculturalists (14.3%) that took part in this research had two

nationalities. Overall, 43 nations were represented in this data set, making it the largest and most

international research on the intercultural profession to date.

The countries with the highest percentage of representatives in this survey were:

1. USA (25.6%)

2. Germany (19.6%)

3. The United Kingdom (10%)

4. France (5.3%)

5. Canada (3.9%)

Figure 4. Global Distribution of Interculturalists’ first Nationality (n=281)


4. Home

Apart from nationality, participants also indicated their current country of residence. Due to the

nature of the profession, many interculturalists find themselves living in a country different from

their passport nationality. Percentages of residence in the named countries were more equally

distributed than the countries of nationality.

Respondents were spread around 44 different countries in the world, with about one third of

respondents not indicating their permanent residence.

The top six countries where interculturalists resided in 2014:

1. USA (14.9%)

2. Germany (13.6%)

3. United Kingdom (4.2%)

4. France (3.5%)

5. Netherlands/Italy (2.5%)

5. Membership in professional organizations

The survey also asked for membership in professional organizations that in one way or another touch

the intercultural field. Multiple answers were possible. Among various international and national

organizations that interculturalists mentioned, the following stood out:

Name of organization Percentages

NAFSA - Association of International Educators 4.7%

ICF - International Coach Federation 3.7%

FIGT - Families in Global Transition 3.2%

ASTD - American Society for Training & Development (now known as ATD- Association for Talent Development)

3.0%

SHRM - Society for Human Resource Management 2.7%

EPWM - Europeans Professionals’ Women Network 2.2%

National Chamber of Commerce 2.2%

TESOL - Teachers of English to Speakers of Other Languages 2%

EAIE - European Association for International Education 2%

Toastmasters International 1.2%

APA - American Psychological Association 1%

IAIR - International Academy for Intercultural Research 0.7%

ICA - International Communication Association 0.7%

(Table 16. Membership in Professional Organizations, n=405)

Further mentioned were organizations such as the International Association for Languages and

Intercultural Communication (IALIC), the (French) Federation de la Formation Professionelle (FFP),

the Globalization and Localization Association (GALA), the US-American National Communication

Association, the German Hochschulverband für Interkulturelle Studien, the International Association

for Cross Cultural Psychology, the UK-based Chartered Institute of Management, the Summer

http://www.google.de/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&cad=rja&uact=8&ved=0CDgQFjAD&url=http%3A%2F%2Fwww.intercultural-academy.net%2F&ei=DIh7VLaXJIHVOq_egJgB&usg=AFQjCNHtd8Mzd6TouWlFq8INHywvfl_sWQ&sig2=6l9bTWJ1cze3GvCe1daLUA&bvm=bv.80642063,d.ZWU


Institute of Intercultural Communication (SIIC) and various others that cover issues such as

communication, management, transition, speaking skills, exchange programs, coaching, training,

psychology and Human Resources.

Membership in various SIETAR (Societies for Intercultural Training, Education and Research)

organizations is distributed into regional or national SIETAR organizations as shown below:

Name of SIETAR Percentages

SIETAR Europa 10.6%

SIETAR USA 8.9%

Young SIETAR 6.2%

SIETAR Deutschland 4.4%

SIETAR Japan 2.7%

SIETAR Ireland 2.7%

SIETAR UK 2.5%

SIETAR Italy 2.5%

SIETAR Nederlands 2.2%

SIETAR Brazil 2%

SIETAR France 1.7%

SIETAR India 1.7%

SIETAR España 1.2%

SIETAR Polska 1%

SIETAR BC (British Columbia) 0.7%

SIETAR Arabia 0.7%

SIETAR Österreich 0.7%

SIETAR DC (District of Columbia, USA) 0.5%

None 26.7%

Table 17. Membership in SIETAR organizations (n=405)

6. Final Comments

The last question of the survey asked for further comments that participants wanted to leave. Final

comments were left by approximately 10% (n=38) ranging from their e-mail-address for receiving

results of the survey to comments on the quality of the survey (both praise and criticism) to

explaining some of their answers.


Expanded Discussion

1. Survey Limitations

So far, there is little available knowledge concerning the multifaceted intercultural profession, partially due to the interdisciplinary nature of the professional field as well as the missing standards and official accreditation procedures. Thus, constructing a questionnaire regarding this professional field covering a broad range of aspects faces some limitations. We note the inherit nature of the intercultural field with wide reach into multiple fields and global network as influential factors to the complexity of this survey. First off, the multiple-choice questions need additional development in future surveys. The answers

obtained in the open questions here give great insights into the diversity in e.g. degrees or methods;

though at the same time make quantitative analysis and results difficult. (see Appendix).

Secondly, The survey was sent out globally addressing various actors in the intercultural field with

diverse backgrounds. A large number of questions were asked to meet the numerous requirements.

As the professional profile or work structure vary from case to case, some questions still may not be

appropriate for all recipients. This is particularly the case for the income and fees section as

deductions from the annual gross wages and the resulting net wages can be very different across

countries. Similarly, a rather low number of domestic and international trips raises questions, in a

field that actually concerns individuals from different backgrounds getting together. Therefore,

further revision is needed for gathering even more reliable data.

Thirdly, the sequence of questions could be rearranged in order to focus on particular research

interests and avoid potential priming effects. For example, questions on demographics were asked at

the end of the survey, which may explain a lower turn-out here due to some who did not finish

answering all questions.

2. Pointers for Discussion

In order to stimulate discussion and further action from this research, this report will be raising

discussion topics for the interculturalist community, instead of providing interpretations up front.

Readers are encouraged to use the results to stimulate new ideas, the development and

enhancement of concepts or methods, and the continuous outreach to more parts of the world.

Underrepresentation of Developing Nations

One of the aims of this study was to create a global overview of the industry and the intercultural

profession. With 43 represented nationalities and more than 40 places of residences, the data and

benchmarks created can definitely be identified as global, providing insights into the biggest, most

international data set of interculturalists to date. However, there is an underrepresentation of the

African continent, as well as South East Asia, Eastern Europe and Central and South America.

Question: How can we reach out to individuals interested in intercultural work or professionals in

developing nations that are lacking a professional infrastructure in this industry? How can we

promote exchange and best practice sharing between all parts of the globe?


Gap in Fee structure

This research found an income and fee gap between male and female interculturalists. Income

derived from intercultural work as well as daily or freelance rates were higher for men than for

women in the field.

Question: Given that the majority in the field is female, how can the intercultural industry close this

income gap? What factors influence the negotiation and set up of rates and fees? Why do female

interculturalists charge or receive less for their work?

Late Onset of Paid work

Entrepreneurial businesses are often characterized by a delayed onset of profitability.

Interculturalists starting out in the field can expect to wait almost two and a half years before they

start earning money with intercultural work. Due to the lack of protected titles and norms and

regulations within the industry, credibility has to be established before earning money. This might

also be a partial explanation why intrinsic motivation within the industry is high because one has to

forego a period of volunteering work and unpaid involvement.

Question: What are entry level positions where newcomers can learn while getting paid? Could

mentoring programs within the field help?

Continuous trend to ask for more business acumen

The continuous demand to link training, coaching and consulting within the intercultural industry to

impactful outcomes (in business, life or organizations) was clearly established in this research,

following Berardo’s findings (2008). Interculturalists still see it as a challenge to show the ROI of their

field and that it does indeed leave a meaningful impact that was proven by grounded research and

studies.

Question: Certification courses and other programs to study intercultural communication mostly

focus on theory, pedagogy, anthropology and sociology/psychology. In order to set newcomer in the

field up for success, how can they be equipped with better business acumen of intercultural training,

coaching and consulting offers’ fit into a larger organizational context?

Lack of interculturalists’ presence in media

Most of the political and economic events as well as conflicts in the recent years should be analyzed

with intercultural understanding and competence.

Question: Why are interculturalists not present in mainstream media publications (such as TV

interviews, panel discussions on radio, online podcast shows, business blogs, or social media)? What

can the industry do to create an image of expertise to the media world, in order to be consulted and

raise awareness of intercultural concepts?


3. Further Research

Apart from the above pointers for discussion, advanced research is needed in order to probe further

into some aspects of the intercultural profession.

The impact different demographics or regions may have on these benchmarks is definitely an

interesting aspect for further investigations. Even though one might intuitively argue that higher age

would result in higher income or proposed fee, an in-depth study considering all aspects that

influence the potential employment options for interculturalists would prove useful. Age may also

have an influence on current motivation as interculturalist or how one got motivated to work in the

intercultural field. After preliminary analysis, gender appears to have an effect on fees, further

training, travel, fields of work that needs to be investigated.

Additionally, this study found a lack of group entitativity (cohesiveness) that should be explored in

upcoming research on interculturalists as a professional group.

As the field is developing over the years, it would be interesting to conduct a longitudinal study with

the new or available data till date. Since actual studies are rare, more and detailed research would be

necessary.

Overall, further research topics suggested by interculturalists in this survey should be on top of the

list of new study projects. The continued importance of the lack of business relevance needs to be

addressed timely. Any research that will improve our understanding of the field, provide a basis for

discussion and moves the development of the field forward should be pursued and supported.


Appendix I

No. 1 Which other programs and trainings (past or present) have you participated in, in order to

obtain further skills and competences in this field? Please state those that you consider most

important. (open answer, kept in original language)

„Ich bin ok. Du bist ok.“, Transaktionsanalyse

Across Management/Human Resources Seminar

AFS Interkulturelle Begegnungen e.V. Hamburg, Germany - Train the Trainer

AFS Interkulturelle Begegnungen e.V. Hamburg, Germany - Cross-Cultural Summer Academy in Malaysia

AFS Interkulturelle Begegnungen e.V. Hamburg, Germany - Summer Academy in Germany

AFS Interkulturelle Begegnungen e.V. Hamburg, Germany - Training for AFS volunteers

AFSAI Scuola e Volontariato all'estero Intercultura, Italia

AIDS Ride South Africa, Ltd., New York State, USA

Anne Copeland's "Crossing Cultures with Competence"

Anti-Bias Training at Anti-Bias Werkstatt e.V., Berlin, Germany

Aperian Global Online

Applied Organizational Development, Management Center, Vorarlberg, Austria

Appreciative Inquiry, Case Western University, Curitiba, Brazil

Arbeitsgruppe für Kultur und Entwicklung (DAAD, GIZ, Deutsche Welle, Goethe-Institut), Bonn, Germany

Art of Hosting Training

Associação Brasileira de Intercâmbio Cultural (ICYE), Brazil

B.A. Business, Fundação Getúlio Vargas, São Paulo, Brazil

B.A. in Professional and Technical Writing

B.A. in Spanish

B.A. Intercultural Studies

B.A. International Relations

B.A. Mechanical Engineering

B.Sc. Psychology and Business Management

Basic Management Skills Training

Basic Studies in Intercultural Competence

Behavioral Assessment Certification

Body Language and Acting Training at Thalia Theatre

Cambridge Advanced Diploma in Intercultural Management

Cambridge Certificate in Teaching English to Adults (post graduate course)

Cambridge Speaking Examina

Canterbury Pilgrims Language Course

Career Coach, Career Ccoaching

Cartus (Intercultural Training and Language Services) Intercultural Training

Certificate „Interkultureller Coach“, Friedrich Schiller University Jena, Germany

Certificate „Interkultureller Trainer”, Friedrich Schiller University Jena, Germany

Certificate „Systemische Organisationsberatung“, Munich, Germany

Certificate in English Language Teaching to Adults (CELTA), International House London, UK

Certificate in Intercultural Communication, University of British Columbia, BC, Canada

Certification as Intercultural Trainer

Certification for Intercultural Trainer at interculture.de, University of Jena, Germany

Certification of Intercultural Providers; Assorted Provider Training Programs

Certifications in WorldWork Tools, London, UK

Certified Business Coach

Certified Intercultural Trainer & Coach


Classes on Asian Culture, Sophia University, Bulgaria

Coaching, Integrated Coaching Institute, São Paulo, Brazil

Collaboration with other Trainers - Mentoring

Communicating Across Borders

Communication en entreprise, „Besser kommunizieren im Unternehmen“

Communications Diploma Intercultural Relations

Community Volunteers Foundation (TOG), Youth for Exchange and Understanding (YEU) International

Computer Science Degree

Conflict Resolution Certificate

Constructivist Foundations of Intercultural Communication, Intercultural Development Research Association (IDRA)

Continuous professional development with SIETAR

Council on International Educational Exchange (CIEE)

Counselling skills

Course in 4Cs of leadership (Courage, Commitment, Confidence and Competence)

Courses at the Intercultural Development Research Institute (IDRAcademy) Milan, Italy (Milton Bennett)

Courses in Cross-cultural Psychology

Courses in Intercultural Communications as part of Master's Program

Courses in Marketing Communications

Courses in Non-Violent Communication

Courses in Organization Strategies

Courses in Pedagogics

Creative Thinking

Cross-Cultural Coaching, Austin, TX, USA

Cross-Cultural Communication

Cross-Cultural Competence Certification

Cross-Cultural Conflict Management

Cross-Cultural Management

Cross-Cultural Training in International Corporations, Portland, OR, USA

Cross-Cultural Trainings

Cultural Adaptation Class for Immigrants, Quebec, QC, Canada

Cultural Competence CT Institute for Cultural Literacy and Wellness

Cultural Detective; Cultural Detective Certification; Cultural Detective author; Cultural Detective Facilitator; Certification as a

Cultural Detective Facilitator

Cultural Health Assessments

Cultural Intelligence; Cultural Intelligence Facilitator Certification Course

Cultural Orientations Indicator (COI), Assessment/Accreditation

Cultural Psychology, University of Berkeley, CA, USA

Cultural Sciences

Cultural Training for the Overseas Workers

Culture in the Workplace Certification, ITAP International

Culture in the Workplace Questionnaire (CWQ) Certification, online

CultureActive accreditation through Richard Lewis Communications

Defense Equal Opportunity Management Institute (DEOMI), Cocoa Beach, FL, USA

Degree in Cross-cultural communication and mediation, Institut National des Langues et Civilisations Orientales Paris, France

Degree in Social Anthropology

Dialogue/Conflict Training

Didactic course

Diploma - Colombia & Venezuela Relations

Diploma in Intercultural Management, Cambridge University, UK

DirComm in Entrepreneurial and Institutional Communication

DiSK Train the Trainer Certification

Diversitas Summer School

Diversity Icebreaker


Diversity Leadership

Doctoral work in International Education

Doctorate in Intercultural Education

ECIS International Teacher Certificate Program (ITC)

Ed.D. student

Educational Policy Studies

English as a Second Language (ESL)

European Association for International Education (EAIE), Training sessions

Exchange through SIETAR

Executive Coaching Certifications, International Coach Federation (ICF) Accreditation

Executive Training, Babson College, Babson, MA, USA

Facilitation Training, Slovenia

Facilitator Training Programs

Facilitor Training, Kozai Group Inc.

Financial Management

FIRO-B (Fundamental Interpersonal Relations Orientation)

Foundations of Intercultural Communication, Intercultural Communication Institute

Fulbright Orientation, Japan

General Train-the-trainer education

Global coaching

Global Education: The Intercultural Dimension – Council of Europe and The Network University

Global Leadership Summits

Global Mindset Coaching Workshops

Global Professional Human Resource (GPHR), certificate through Society for Human Resource Management (SHRM)

Goethe Institut - Online Course to become Teacher for German as a foreign language (DaF) /Language Trainer

Group Supervision

Health Beliefs

Host Parents Education

Immigration Law Classes

Indian Institute of Management

Individual Coaching from Ida Castiglioni, Sam Van de Bergh, Christa Uehlinger

Insight Seminars I, II, III

Interchange Institute, Boston, MA, USA

Intercultural Assessment

Intercultural Business Trainer and Moderator (Certification)

Intercultural Classes at Intercultural Communication Institute, Portland, OR, USA

Intercultural Coaching

Intercultural Communication Management at itim International – Enabling Global Effectiveness

Intercultural Communication Workshop, Association of International Educators (NAFSA)

Intercultural Communication/Intercultural Competence, Pacific University, Portland, OR, USA

Intercultural Competence for Practitioners and Trainers (ICPT)

Intercultural Competencies, Doshisha University, Japan

Intercultural Conflict Style (ICS)

Intercultural Development Inventory (IDI): Certification, Train the Trainer, Licensed Administrator

Intercultural Development Research Institute (IDRI), Milan, Italy

Intercultural Economics

Intercultural Helping Skills (course during Masters)

Intercultural Learning, International and Intercultural Understanding

Intercultural Management Institute (IMI), American University, Washington D.C., USA

Intercultural Mediation

Intercultural Pragmatics and Communications

Intercultural Psychology

Intercultural Readiness Check-Certification, São Paulo, Brazil


Intercultural Summer School

Intercultural Train the Trainer Course

Intercultural Trainer Certificate

Intercultural Training (EXCELL), Victoria University, Wellington, New Zeeland

Intergroup Dialogue

International Association of Coaching Institutes (ICI) Certification: China, Middle East, India, Financial Geography, Cosmology,

Sustainability across borders, The America's

International Baccalaureat

International Business Communication, Marketing

International Coach Federation (ICF), Intercultural Competence

International Communication Association (ICA)

International Conferences and Symposia of the International Partnership for Service-Learning

International Congress of Applied Psychology

International House - Intercultural Business Skills

International Human Resources (HR)

International Leadership and Management Program

International Leadership School, Rhyl, UK

International Preferences Indicator (IPI)

International Profiler

International Team Trust Indicator (ITTI)

Internationales Seminar „Youth Volunteering in a Changing Europe“, Istanbul, Turkey

Internet and Computing Core Certification

Interpretation Skills, Teacher Degree

Japan Association of Language Teachers (JALT)

Jeremy Solomons

Knowledgeworkx, Dubai Intercultural Training Program (www.knowledgeworkx.com)

Konferenz „Kunst.Kultur.Konflikt“

Language studies (Master level)

Law Degree (covering many aspects of equality/discrimination)

Learning Processes and Pedagogical Methods for International Volunteers

Lehren-Lernen-Training

LingHe - Adaptation of the Executive Information System (EIS) Simulation with Chinese Context

LTS Training and Consulting, Bath, UK

M.A. Anthropology

M.A. Applied Linguistic & Cultural Studies, University Mainz/Germersheim, Germany

M.A. Business Administration, University of Texas, Austin, TX, USA

M.A. Communication (Intercultural Communication)

M.A. Counseling

M.A. Human Resources

M.A. Intercultural Communication and Competences

M.A. Intercultural Competences

M.A. Intercultural Relations

M.A. Intercultural Relations from University of the Pacific and Intercultural Communication Institute, Portland, OR, USA

M.A. International Business

M.A. Neuro-Linguistisches Programmieren

M.A. Psychology of Intercultural Relations

M.A. Social and Cultural Anthropology

M.Sc. Organization Development

M.Sc. Sociology

Management Training; Management and Business Development

Management Zentrum Witten (MZW), Berlin, Germany

Maple Bear Global School Training with Canadian experienced educators

Marketing Course


Master in Change Management and Business Administration

Master of Business Administration (MBA Finance)

Master Thesis about Multiculturalism

Mediation Course/Training

Melton Foundation

Mentoring and Coaching

Messetraining

Millennium 3 Education

Model of Freedom Accreditation

Multiple Train-the-Trainer Courses (Leadership Cross-Cultural, Diversity), São Paulo, Brazil

Myers-Briggs Type Indicator (MBTI) Certification

National Coalition Building Institute (NCBI)

National Conference on Race & Ethnicity in Higher Education

Negotiations Certification

Networking and Liaising Strategies

Neuro-linguistic Programming (NLP) Practitioner

Neuroawareness Course

Nonviolent Communication (Marshall Rosenberg)

Orientation Trainings from Student Exchange

Peace Corps Training

Personal Leadership Seminar (Certificate in Personal Leadership)

PhD Intercultural Communication

Philadelphia Trainers Collaborative

Post-graduate Studies, Illinois School of Professional Psychology, Chicago, IL, USA

Post-graduate Studies, Transpersonal Psychology, Naropa University, Boulder, CO, USA

Presentation at SIETAR North America Conference

Presentations Certification

Professional Development Training, Japan Network for International Education (JAFSA)

Professional Education Coaching

Program on Intercultural Communication (ICC)

Project Management, Austin, TX, USA

Psychological Consultant

Psychosynthesis

Rosinsky - Coaching Across Cultures

Sales and Marketing Training Program (Vertriebstraining)

Seminar by Dr. Richard Brislin, East West Center, Hawaii, HI, USA

Seminar Mentoring in European Voluntary Service, Youth in Action

Seminars for PC- and Online-Skills

SEU Congresses

Siemens Qualification

Social Psychology and Political Sciences

Staatsexamen Interkulturelle Pädagogik

Studies in French, German, Italian and Turkish

Summer Academy on Intercultural Experience in Karlsruhe, Germany

Summer Academy on Training Design

Summer Program (Belgian Association Exchange) with African journalists in Malawi

Supervisory Management Certificate

Systemic Solution-oriented Coaching

Teacher of English to Speakers of Other Languages (TESOL) Training

Teacher Practitioner Qualification (TPQ) Certification

Teacher Trainings on Drama and Multiculturalism, Emigrate and Migrate Children

Teaching and Training Skills

Teaching English as a Second Language Certification


Team Building

The International Profiler (TIP), WorldWork

Theme Centered Interaction (a Degree in Group-dynamics)

Therapeutic Crisis Intervention (TCI) and Trauma Informed Treatment and Organizational Intervention (Sanctuary Model)

Train of Trainers (TOT) on Intercultural Dialogue, Muscat, Oman (organized by UNESCO in Partnership with King Abdul Aziz

Center for National Dialogue, Oman National Commission for UNESCO; Sultan Qaboos Center for Cultural Dialogue)

Train the Trainer Certification, Cleveland, OH, USA

Train the Trainers Course, Richard Lewis Communications, UK

Trainee in Human Rights - Minority Rights Course, Sarajevo, Bosnia-Herzegovina

Trainer at Theodor-Heuss-Kolleg of Robert Bosch Stiftung, Germany

Trainer Certificate

Trainer education at artop (Arbeits- und Technikgestaltung, Organisations- und Personalentwicklung) in cooperation with

Department of Education of Humboldt University Berlin, Germany

Trainer Intercultural Competence

Training by THT Consulting (Trompenaars) and Richard Lewis Communications

Training for Global Competencies Inventory (GCI) and Intercultural Effectiveness Scale (IES), Kozai Group Inc.

Training for Italian teacher as foreign/second language

Training from TMA World - Talent Development and Global Collaboration

Training in Bridges Out of Poverty and Living

Training in International Student Advising, Association of International Educators (NAFSA)

Training Intercultural Global Solutions, LLC (DFA)

Training Mediation and Dispute Resolution

Training Meditation and Mindfulness Practices

Training of the Intercultural Trainer (TOIT) by Young SIETAR

Training of Trainers, Androgogy Organizational Leadership

Training on Diversity

Training on Intercultural Coaching

Training with Milton Bennett

Training with the Center for Cultural Interchange, Omaha, NE, USA

Trainings at Interkulturelle Sommerakademie Jena, Germany

Trainings Course by the Youth in Action Programme on Leaders in Intercultural Exchanges

Tunis Exchange Forum “Building Plural and Democratic Societies” with the framework of Anna Lindh Foundation Regional

Initiative “Believe in Dialogue, Act for Citizenship”

United Nations Institute for Training and Research (UNITAR) Webinar „The Global Commons“

US Department of Justice Cultural Competency Training “Arab – Muslims”

Vocational Training to be a Coach (Stried & Zaiss)

Winter Academy on Intercultural Competence, Jacobs University Bremen, InterCultur gGmbH, Germany

Working Effectively With Culture X, Effective Virtual Teaming, Working Globally, Thriving in Country X

Workshop “Citizens for Peace and Justice, Swedish Institute Alexandria, Tunis, Tunesia

Workshop “Youth in Politics”, Swedish Institute Alexandria, Alexandria, Egypt

Workshop of Sameless Facilitation for Intercultural Competency and Learning

Workshop THIAGI Group Improving Performance Playfully

X-Cultural Training/Coach

York Associates Train the Trainer Program

Youth for Understanding (YFU) training programs for international Student Exchange

Youth in Action - Intercultural Learning


No. 2: Which certificate, and from what institutions, do you hold which are related to your

intercultural work? (open answer)

Accredited Practitioner in Intercultural Communication Management, itim International

Advanced International Executive Coaching Across Cultures Certificate (ICF)

Associate Trainer International Board of Certified Trainers

Ausbildung Prozessberatung from Synnecta

Author/cooperation with traintool consult - www.werkzeugkasten-interaktiv.de

B.A. English from SUNY at Buffalo, NY, USA

B.A. French from St. Olaf College, Northfield, MN, USA

B.A. Primary Pedagogy and Teaching of English as Second Language from University of Sofia, Bulgaria

B.A. Spanish & Comparative Literature from SUNY Geneseo, NY, USA

B.A. Spanish/Portuguese and Lat. Amer. Studies

B.A. Wirtschaftspsychologie Leuphana Universität Lüneburg, Germany

Bachelor in International Management University of Graz, Austria

Boertien: Coaching - Psychodrama- Negotiations

Cambridge Certificate in Teaching English to Adults (CELTA)

Cartus Certified Trainer

CernySmith Cross Cultural Coach

Certificate as Intercultural Trainer by the Jacobs University Bremen and InterCultur, Germany

Certificate as licensed trainer for “Argonaut online”

Certificate as licensed trainer for Richard Lewis, Culture Active Model

Certificate as Moderator of Business & Communication

Certificate Cross-cultural Leadership and Coaching

Certificate ELC- European Language Competence

Certificate for “trust in teams”- International Team Trust Indicator

Certificate for intercultural trainings at German universities - DAAD-Akademie (ida), Germany

Certificate for Polaris Global leadership Competency Model and 360° Survey

Certificate for Special Skills for Presentations

Certificate from Berlitz

Certificate in 'systemic consulting'

Certificate in Systemic Organizational Development

Certificate in Conflict Management

Certificate in English Language Teaching to Adults (CELTA) from Cambridge University

Certificate in Intercultural Communication from University of British Colombia (UBC), Canada

Certificate in Intercultural Training (UK)

Certificate in International Assignments, Employee Relocation Council, USA

Certificate in Religious Studies, Oxford University, UK

Certificate in TESOL from the University of Maryland, Baltimore County

Certificate of Intercultural Trainer from interculture.de at University of Jena, Germany

Certificate of membership by the Oxford Round Table public forum, Oxford England

Certificate Program "Teaching German as Foreign Language"

Certificate Thiagi’s interactive training strategies

Certificates from SIIC (Summer Institute for Intercultural Communication), Portland, OR, USA

Certificates from the Institute for Multicultural Development at the University of Calgary

Certificates in Systemic Personal Development

Certificates of Intercultural Communications Institute (ICI), Portland, OR, USA

Certification as Cultural Detective Facilitator from SIETAR France

Certification as Intercultural Trainer from The Interchange Institute

Certification in Intercultural Readiness Check (IRC)

Certification in Mediation

Certification in Mediation from Nebraska Office of Dispute Resolution, NE, USA


Certification in person-centered therapy

Certification to administer Intercultural Development Inventory (IDI)

Certifications by TMC

Certified and certifying Cultural Detective Facilitator

Certified in Global Competencies Inventory (GCI)

Certified in Intercultural Effectiveness Scale (IES)

Certified in Polaris 360° Assessment Survey

Certified Intercultural Coach & Trainer from artop GmbH at Humboldt-Universität, Berlin, Germany

Certified Online Instructor (COI) certification

Certified Practitioner, Accelerated Learning (Language Learning)

Certified Professional Facilitator from International Association of Facilitators (IAF)

Certified Professional in Learning and Performance (CPLP) from American Society for Training & Development (ASTD)

CFIC – Intercultural Development Research Academy (IDRAcademy), Milan, Italy

Coaching at Milton Erickson Institute

Coaching at ISB Wiesloch, Germany

Conflict Competent Coach, ILD, Berlin, Germany/USA

Course Certificate “The Americas” from University of Leiden, The Netherlands

Course Certificates on China, Middle East, India, Financial Geography, Cosmology, Sustainability across borders from the University of Amsterdam, The Netherlands

Courses at IDRInstitute, Milan, Italy

Courses on Settlement and Immigration

Creative Problem Solving

Cross-cultural Studies at Institut National des Langues et Civilisations Orientales, Paris, France

Cultural Detective Facilitator Certification

Cultural Intelligence (CQ) Facilitator certification

Cultural Orientations Framework (COF) online assessment by Philippe Rosinski

CWQ Certification (Culture in the workplace Questionnaire) by IOR Global Services

Deutsche Gesellschaft für Interkulturelle Trainingsqualität e.V. (DGIKT): Intercultural Business Trainer & Moderator

Developing Intercultural Training Skills (DITS) by LTS Bath

Diplom-Kulturwirtschaft, Passau University, Germany

Diploma from IDRAcademy in Milan, Italy

Diploma in Developing intercultural training skills from LTS Bath, UK

Diploma in Teaching

Diplome International de Management ICN Nancy, France

Diplompsychologie Uni Heidelberg, Germany

DISC certification

DPI Accreditation Program from York Associates

Drama workshop

Ed.D. International Education from University of Minnesota, MN, USA

Ed.M. International Education from Harvard Graduate School of Education, Cambridge, MA, USA

Eine Welt der Vielfalt: Certificate as Diversity Trainer

European Masters in Intercultural Communication Advanced Diploma

EXCELL Intercultural Training through Victoria University of Wellington, NZ

Fontys HS - Intercultural Communications

Foundations of Intercultural Communication- Intercultural Communication Institute, Portland

Gestalt Training Institute, diplomate

Global Professional Human Resource (GPHR) certificate through SHRM

Goethe Institut Teacher for German as a Foreign language (DaF)

Participation in Intercultural Course from Lille Catholic University, Clarife (Center for Languages and Intercultural Relations), France

Intercultural Competence in English (ICE), European Language Competence (ELC), Frankfurt am Main, Germany

International Coaching Federation (ICF)

ICI certificate from KnowledgeWorkx


Intercultural Development Inventory (IDI) certification and coaching qualifications

Irish Management Institute (IMI) Master Trainer Certificate

Influence and Negotiation certified trainer and certifying trainer

Innovation and creativity certificate from The European Commission

Intercultural Coach from interculture.de at Friedrich-Schiller-University in Jena, Germany

Intercultural Communication Studies certificate UBC

Intercultural Communication Workshop Certificate from NAFSA Academy

Intercultural Competencies by Trigon in Vienna, Austria

Intercultural Competencies Japan, Doshisha University, Japan

Intercultural Development Inventory profile certification, Intercultural institute

Intercultural Readiness Check (IRC) Certification

Intercultural Trainer at Youth For Understanding (YFU)

Intercultural Trainer Certificate (Winter Academy on Intercultural Competence)

Intercultural Trainer Certificate, Intercultural Communication Institute (SIIC), Portland, OR, USA

Intercultural Trainer Certificate, intercultures.de, Berlin, Germany

International Cultural Youth Exchange (ICYE)

International House – Intercultural Business Skills Train the Trainer course

Intervention Techniques

Knowledgeworkx training in Intercultural Intelligence

Kozai Global Competencies Inventory Administrator

Leading and Coaching Across Cultures Seminar (LCAC)

Lead Program Stanford University

LTS Intercultural Trainer

M.A. International Education, University of Bath, UK

M.A. French & Comparative Literature from SUNY Buffalo, NY, USA

M.A. French Language & Culture - specialization Intercultural Communication

M.A. in Coaching, Training and Development

M.A. in Intercultural Communication from the University of Maryland, Baltimore County, USA

M.A. Intercultural Communication from University for Bedfordshire, UK

M.A. Intercultural Communication, University of West of England, UK

M.A. Intercultural Competences from Danube University Krems, Austria

M.A. Intercultural Management from Paris University Dauphine, France

M.A. Intercultural Relations from Lesley University, Boston, MA, USA

M.A. Intercultural Relations from the Intercultural Communication Institute and the University of the Pacific

M.A. International Relations from University of Sussex, UK

M.A. Mediation Graduate Institute

M.A. Social and Cultural Studies, which states my Master's project as having worked on 3 papers on the challenges of intercultural virtual teams

M.A. Spanish & LATAM Studies from University of Iowa, USA

M.A. Teaching (English to Speakers of Other Languages)

M.A. with international education focus from the University of Minnesota, MN, USA

M.A.Ed. Teaching ESL from University of Alabama at Birmingham

M.S.Ed. Intercultural Communication from the University of Pennsylvania , PA, USA

M.Sc. from Donau-Universität Wien

MA in Human Development from Saint Mary's University, Halifax, NC, Canada

Master Certification in developmental assessment

Master degree from the Social Anthropology Post Graduation Program at the Federal University of Rio de Janeiro, Brazil

Master from the School for International Training

Master in "Interkulturelle Bildung, Migration und Mehrsprachigkeit" from Pädagogische Hochschule Karlsruhe, Germany

Master in Cross-cultural Management from University of Limoges, France

Master in Cross-Cultural Training from Lindenwood University St. Charles, MS, USA

Master in Intercultural Education from the Freie University Berlin, Germany

Master in International Management from CEMS


Master in Psychology of Intercultural Relations

Masters in Intercultural Studies

Masters in Language policies and language training

Masters in Sociology

MBA from Aalto University

MBS in Communication

Metalog training tools

MIIS – Teaching Language

Mobilitätslotse-Eurodesk

Myers-Briggs Type Indicator (MBTI) Certification

New Ventures West certified Integral Coach (ICF approved)

NLP Master Practitioner

PhD and Diplomas from Ludwig-Maximilians-University, Munich, Germany

PhD at University Nijmegen, The Netherlands

PhD at University of Adelaide, Australia

PhD in Intercultural Communication from the University of New Mexico, NM, USA

Qualified Trainer for AFS International

Russian Area Studies at UCLA, CA, USA

Spanish Teaching License by the State of Minnesota, MN, USA

Staatsexamen Uni Essen, Germany

Staatsexamen Uni Heidelberg , Germany

Studies in Anthropology, Sociology and Linguistics

Studies in Cross-cultural psychology from NIP (Dutch Institute of Psychology), The Netherlands

Studies in Cultural Psychology, University of British Columbia (UBC), Canada

Studies in Intercultural Competence at University of Eastern Finland, Finland

Studies in Interkulturelle Wirtschaftskommunikation (Zertifikat Uni Jena)

Summer Academy on Intercultural Experience at KIU, Karlsruhe, Germany

Teaching Courses al University

Teaching English to Speakers of Other Languages (TESOL) from the School for International Training

Test of English as a Foreign Language (TEFL)/ Test of English as a Second Language (TESL), UC Berkeley, CA, USA

Texas Educator Certification

TIP certificate (World Work)

TOIT (Young SIETAR); TOIT2 Jena by Young SIETAR

Trainer certificate to work with Richard Lewis Model

Trainer certificates based on the course at LTS Training and consultancy

Trainer courses by THT Consulting

UNESCO

Weltwärts participation (German government-funded programme)

Workshops by the European Commission

York Consultants certification

Youth for Understanding (YFU)

Youth Pass Intercultural Learning - Youth in Action Programme by the EU

Zertifikat Interkultureller Trainer from interculture.de at University of Jena, Germany


No. 3 Please list specific exercises you consider to be highly effective in each of the categories.

Answers are only edited for readability and sorted alphabetically. A reply, even if given multiple

times per section, is only listed once.

Models & Theories

Adler

Adrian Holiday

Appreciative Inquiry

Aqual

ASK (Attitude, Skill and Knowledge)

Attribution Theories

The Bennetts' work on intercultural sensitivity

Berardo/Deardorff

Brake & Walker

Change and transition

Communication accommodation theory

Competency approach of Heyse and Erpenbeck

Contact Theory

Cosmopolitanism

Cross-Cultural Training Methods Map

Cultural Adaptation

Cultural Detective

Cultural Dimensions

Cultural Iceberg

Cultural Standards (A. Thomas)

Cultural Tree

Culture Shock and Transition, Culture Shock W curve

Cultures of Dealing

D'Iribarne

Deep culture (Shaules)

Development Model of Intercultural Sensitivity (DMIS)

Describe – Interpret – Evaluate (DIE)

Discourse analysis

Ethnicity

Explanatory Models of Health & Health Belief Systems

Face Negotiation

Flow

global awareness and consciousness

global dexterity

Global Mindset

global surveys

Globe

Gudykunst

Hall

Hofstede; Hofstede Triangle; Hofstede Onion; Hofstedes 6 Dimensions

Huang

I'm OK, You're OK

Identity Development Theories

Identity Model of International Students

IDI (Intercultural Development Inventory)

Intensity Factors by Paige


Interaction Triangle

intercultural competence

Intercultural dialogue model

Johari window

Kate Berardo (alternative for u-curve)

Key Cultural Dimensions

Kohls

Kolb's Theory of Experiential Learning

Kuckhohn

language acquisition (ESL/Bilingual)

language surveys (e.g. ELAN)

linear multiactive reactive model

Managing Diversity

Maruyama

metaphors of culture

Minkov

Miscommunication pattern

Model of Freedom

multiculturalism and post-multiculturalism

Musicking

Odgers & Giroux

One World

Perception

Politeness

Post Modern Theory

Proulx Model

Psychological Displacement theory

Racial Identity Theory

Robert Kegan's Orders of Consciousness

Robert Lewis; Lewis triangle

Sandberg of Culture

Schulz von Thun

Schwartz

Selective Attention Theory

self picture-external picture

Social Change Model

Social constructionist approach

Social Identity

Social Learning Theories

Spitzberg

Square of values

Storti

TCK (Third Culture Kids) Profiles

Theory of Context

Ting-Toomey

Transactional Analysis

Transculturalism

Transitions

Triandis

v. d. Broek

v. d. Zee

values orientations

Wiseman


Assessment

360° evaluation

analysis of personal (video)blog

assessment of one's personal values

case studies

CernySmith

charting their emotions when talking about culture shock

Cultural Orientations Framework (COF) assessment questionnaire

Cultural Orientations Indicator (COI)

Comparisons

Conflict Style Self-Assessment (Tuckman)

Country Navigator

critical thinking exercises

Cross-Cultural Adaptability Inventory (CCAI)

cross-cultural assessment for coaching

Cross-Professional Checklist

Cultural Compass by Dean Foster

Cultural Detective

Cultural Health Assessments

Culture in the Workplace Questionnaire

Development Dimensions International (DDI)

DISC assessment by Marston

Diversity Icebreaker

Development Model of Intercultural Sensitivity (DMIS)

GAP/GlobeSmart

Global Competencies Inventory (GCI) by Kozai

Global Mindset

Global Perspective Inventory (GPI)

Global Pathfinding System (GPS)

Project Implicit Social Attitudes

Ice Breakers

Intercultural Competence in English (ICE)

Intercultural Conflict Style Inventory (ICS)

Intercultural Development Inventory (IDI)

Intercultural Readiness Check (IRC)


Kolb’s learning style inventory

KomuniQ based on the competency approach of Heyse and Erpenbeck

Myer-Briggs Type Indicator (MBTI)

Multicultural Personality Questionnaire

peer assessment

Portfolios

Self-assessment (also incl. video or audio recordings)

Thomas-Kilmann Conflict Mode Instrument (TKI)

The International Profiler (TIP)/World Work

TMA Culture Navigator Profile

Training Company assessment tools

Tucker Assessment Profile

Virtual Performance Assessment (VPA)


Simulation

Acirema

African Culture Sensitivity of Same gender friends holding hands

Albatross

Ambassadors

Awareness games

BAFA BAFA

Barnga

conduct class as if in my home country/immersion/handle with selected applicable foreign rules

Craig Storti's Intercultural Dialogues

Cultural Anthropologists

Derdians

Distribution of Rewards

Ecotonos

from the group

Hollow squares

I-Rocket, sparklers and Rockets

Majoria and Minoria

Marshmallow Challenge

Mid Western Intercom

Morenia

Mozo

My Rule/Your Rule

Non-verbal games

Redundancia

Rosemary's parable

Sociocultural Competency Training

Starpower

Taxi Driver for virtual teams

The Game of the Blind Man

thought bubble roleplays

Trade Union of Gert Jan Hofstede

Visitor Game

What would you do scenarios

Online Tools

my ten instruments were online in 5 languages and produced useful data for assessment and theory development

360 assessment tools

A World of Difference as online coaching (World Work)

all social media platforms

Aperian's Globesmart

Argonaut; Argonaut online

blended, virtual scenarios

Can you tell somebody’s race by looking at them? (http://www.pbs.org/race/002_SortingPeople/002_00-home.htm)

Chat

company-internal ones

Cultural Detective

Cultural Orientations Indicator (COI)

cultural perceptions & strategies

Cultural Wizard

http://www.pbs.org/race/002_SortingPeople/002_00-home.htm


Culture in the Workplace Questionnaire (CWQ)

DISC

Diversity icebreaker

Diversophy

Facebook

forums for discussion

Frameworks of Intercultural Learning (www.gpml.org.uk)

Global communication platforms such as Soliya

Global Competencies Indicator (GCI)

Hall’s site

Hofstede’s site

http://www.worldenough.net/picture/sample1/How_to_Interview/How_to_Interview.htm

Immersive simulated learning

Intercultural Effectiveness Scale (IES)

intercultural forums

Intercultural Readiness Check (IRC)


KomuniPass

Kozai Group Assessment

Kwintessential

language courses

Moodle-based courses

on-line journal

Psychometrics

Symbaloo portal

TMA's Country Navigator

TMC's Cultural Navigator

Virtual Performance Assesment (VPA)

What's Up with Culture

Youtube

Videos

5 Generations in the Workplace

A World of Difference: The Intercultural Conference Room; A World of Difference: Working Successfully Across Cultures

Almanya

awareness movie

Benjamin Zander

Brown Eye

commercials like HSBC

critical analysis

Culturally Diverse Learners @ BCCampus plus youtube

Different Place

documentaries

DPI video

Drop By Drop

Examples from intercultural websites

eye-twinkling videos about own or foreign cultures

Kai Bendix

Life is Short

Lunch Date

Mauritius

http://www.gpml.org.uk/

http://www.worldenough.net/picture/sample1/How_to_Interview/How_to_Interview.htm


Reggie Life

Royce Lytton

Soul Kitchen

TED talks, e.g. Chimamanada Adichie - The Danger of a Single Story, Jay Smooth - How I Learned to Stop Worrying and Love Discussing Race

The European Business Team Scenario created by Louise Evan’s organization

Tim Wise

video for the YFU "World Sweet Home" Video Contest (http://www.youtube.com/watch?v=86HxSs4kBxY)

video projects by students or own videos

videos by Sietar Italia

Winning Balance

World of difference

Music/Dance

art and expression as activism in historical and modern contexts

Chinese poetry books

classical artists

Conflict Resolution for youth through theatrical production

Fire Dancing

Haiku

Improvisational Theatre

interpretive dance

Literature

Mozart

Music, e.g. music whose lyrics are composed in more than one language

Nasreddin Hodja (it’s intercultural on Turkey)

photography

poetry and art; poetry-writing and sharing

Plays

Rita Dove

World Music

Other Exercises & Activities (edited to exclude those mentioned beforehand)

Active Listening

adapted sport psychology exercises (visualizing, mental road maps)

Berardo & Deardorff Innovative Activities and Models

Blogs

Blunders in International Business

business mazes

Case studies using live examples provided my participants, case studies with debate discussion format

Circles of Identity; Circles of MultiCultural Selves

critical incident problem solving (and reenactment)

cross cultural dialogue groups

Cultural Assimilators

cultural awareness activities

Diversity Bingo

Energizers

examples of humour

Exercise Locating and Placing Self in Models such as chart of adaptation and integration

for kids: painting the flag or artifacts

http://www.youtube.com/watch?v=86HxSs4kBxY


giving instructions and feed-back

Handouts

Handwriting Exercise with non-dominant hand

Icebreakers

In the Box, Out of the Box

individual action plans

intercultural city tours, self-designed scavenger hunts

Intercultural Press activity books

listing taboos in the specific culture

morning writing

Seelye Experiential Activities

The Values Americans Live By

Thiagi, e.g. one-on-one

Trust in Teams

Welsh Boothouse


Appendix II Survey Screenshots

Special Thanks to:Kate Berardo, Melissa Hahn & Vanessa Shaw

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