Based on a suggestion by Verdooren (2021), this research project seeks to challenge the centrality of culture in our efforts to bring together people of different backgrounds in peaceful and productive ways. The research project first explores the origins of Intercultural Communication (as a field of study) in the work of Hall (1959) and the Foreign Service Institute in the late 1940s to uncover the reasons behind the focus on culture that has become so central to our field. Next, it examines the limitations the concept of culture brings to our endeavours. These include: the lack of definitional clarity; the propensity to overlook differences between people that are not seem as cultural; the stereotyping that is innate in any analysis of group tendencies; the danger of abstracting personal encounters to a societal/national level; and the use of culture as an explanatory variable when observing human behaviour rather than as an invitation to explore further. Finally, the presenter will draw on research in human cognition (Hohwy, 2013) and neuroscience (Clark, 2013) to propose that we broaden the focus of our field from “culture” to difference,” specifically to the ways in which human brains and human societies deal with difference, whether that difference fits a definition of culture or not. He will suggest that, by focusing on difference, we can overcome many of the limitations of our culture-centered model in reaching our goal of improving relations between people from different backgrounds.

How can immigrants become accepted members in their receiving societies? What are the criteria that local populations use in deciding “Who is one of ‘us?’” Social Markers of Acceptance (SMA) give us a clue, as they are socially constructed indicators (for example, language skills, adherence to certain social norms, or racialized appearance) that recipient nationals use in deciding whether a migrant is a part of the host community. SMA collectively reflect the degree of host inclusiveness, as more markers imply increasingly stringent criteria for ingroup membership.

Japan provides fertile ground for examining the relationship between SMA and inclusion: it is ethnically homogenous, yet a greying workforce makes admitting migrants essential to achieve demographic and economic sustainability. This study aimed to identify the SMA considered important by Japanese for immigrants to be accepted in society to the same degree as native Japanese, and to identify how such perceptions vary according to perceived immigrant threat, contributions, and social status, as well as national identity and intergroup boundary permeability.

A nationally representative sample of 2,000 Japanese completed an online survey. Factor analyses revealed a 2-factor solution comprising civic markers (for example, being able to speak conversational Japanese, embracing a positive attitude toward Japanese society, and having Japanese “common sense”), as well as ethnic markers (for instance, having Japanese parents and physically resembling a Japanese) as being important among survey respondents. A three-step hierarchical regression was used to understand how expectations for civic and ethnic markers change depending upon the context: namely, according to Japanese perceptions of the degree of threat, contribution, and social status associated with immigrants, as well as the strength of subjects’ Japanese national identity. During this presentation, implications of the findings will be detailed, as well as recommendations for improving societal inclusiveness toward migrants in Japan.

The Japanese government has launched numerous initiatives to encourage universities to cultivate gurobaru jinzai and “global competence” has become a buzzword in university curricula. Yet there is a lack of consensus as to exactly what gurobaru jinzai need. Policy documents focus on quantifiable foreign language goals and describe other elements of global competence only in vague terms, making them difficult to target and teach. Many researchers and educators adopt models for intercultural competence or global competence found in the literature, but these are overwhelmingly Western-centric and their applicability in the Japanese context is underexplored. This session reports on a research study investigating the specific nature and challenges of global competence in Japan. The researcher conducted a Delphi study involving global professionals, researchers, and university students and teachers. Participants articulated, revised and refined their opinions regarding what it means to be globally competent in Japan, and the challenges that need to be addressed to help university students in Japan to develop global competence. By integrating multiple perspectives this study aimed to map out what a Japan-specific framework for global competence might look like, and shed light on how university educators can effectively cultivate global competence in their students.

　南琉球の宮古島では、日本語でもない、沖縄語でもない、「宮古語」が話されてきた歴史がある。現在では、その宮古語は他の琉球諸語である奄美語、国頭語、沖縄語、八重山語、与那国語と同様に、ユネスコの世界危機言語地図（Mosley 2010）の中で消滅危機言語として、その危機が指摘されている。 　なぜ消滅に至ったのかという理由は、琉球王国が日本国に併合された歴史、1879年に沖縄県が設置され、日本に編入され（琉球処分）、明治期の標準語化政策のもとでは学校教育で日本語への同化を強いたことを挙げることができる。次に、沖縄県は太平洋戦争後にアメリカ合衆国の占領下に置かれたまま、今度は「日本への復帰」を意識することで、学校において「標準語（日本語）励行運動」が奨励された（石原 2015, Fujita-Round 2021）。 　このような20世紀に宮古島で起きた歴史的かつ社会的なマクロのレベルでの日本語と宮古語の言語使用が、21世紀には日本語を優位言語にし、一方で、宮古語を弱い言語、ユネスコにより世界で消滅危機言語といわれる言語にしたといえる。本発表では宮古島市においてミクロなレベルで、21世紀を生きる中学生たちが宮古語をどのように使い、また宮古語に対してどのような意識を持っているかを縦断的に調査してまとめた言語のエスノグラフィーから、2010年代の宮古島市の中学生の言語コミュニケーションと日本語と宮古語への意識、また彼女たちの二言語のトランスランゲージングについて考察する。

＜参考文献＞ Fujita-Round, Sachiyo (2021 in press). ‘Chapter 4 Language Communities of the Southern Ryukyus: Miyako, Yaeyama, and Yonaguni’ in J.C. Maher (ed.) Language Communities in Japan, 　Oxford: Oxford University Press. Moseley, Christopher (2010). Atlas of the World’s Languages in Danger, 3rd edition. Paris: UNESCO Publishing. 石原昌英（2015）「第10章　奄美・琉球諸島とハワイ諸島における言語復興について」石原昌英編著『沖縄からの眼差し・沖縄への眼差し』琉球大学・沖縄タイムス社

The internationalisation of universities in Japan has grown parallel to an increasing need to foster interculturally competent graduates, capable of working effectively across cultures and of successfully addressing local and global challenges (Deardorff & Jones, 2012; Yamamoto, 2018). Previous studies in the fields of internationalisation and intercultural competence have focused mainly on the impact of study abroad programmes (Asaoka & Yano, 2009). Yet, as we face a global pandemic, preceded in Japan by an overall decline in the number of students participating in mid- to long-term study abroad programmes, the need to research the development of intercultural attitudes and knowledge on domestic campuses has become apparent. This presentation will discuss results from a longitudinal study with 223 students of English as a Foreign Language at a Japanese university. Particular attention will be given to the development of core intercultural competence components, namely curiosity, openness, and respect, as well as an awareness of local and global issues. The presenter will discuss results of pre- and post-intervention surveys as well as student reflections, discussions, and presentations collected over one semester. Results will be discussed in light of student thoughts on the factors impacting intercultural competence development and global issues awareness in the classroom. It is hoped that findings will generate discussion among educators and scholars on how to better foster an interculturally competent workforce through foreign language classrooms and beyond.

Decision-making talk is often where power is enacted in professional contexts. Discursive decision-making allows for participants to exert influence over decisions through their discursive performance. However, compared with L1 decision-making talk, participants in intercultural discursive decision-making can feel disempowered, even when they are highly proficient in English. The concept of discursive leadership from management and business communication studies offers a way to understand why this may be so. Discursive leadership (Fairhurst, 2007) views leadership as emerging in discourse through both the leadership and followership acts that people perform. Leadership can be performed in different ways – directively, collaboratively or cooperatively (Aritz & Walker, 2014) – and the extent to which different approaches are accommodated within a group talk allows for the emergence of a distinct discursive style. The presenter hypothesizes that due to different individual and cultural (and perhaps gender) preferences for discursive leadership style, which style emerges has implications for how easy or difficult it is for intercultural participants to exert influence in the decision-making process.

The presenter will consider the case of professional-context communication using English as a lingua franca. From a discourse analysis of data collected from simulated group decision-making meetings between multinational groups of government officials with high English proficiency, he will show how different styles emerge, how accommodation with emerging styles is made and not made, and how influence on decision-making is achieved and not achieved. Future applications for the research will be to develop communication and behavioural strategies to help ELF professionals become more competent at adapting to different discursive leadership environments and thereby maximizing their potential to contribute to decision-making.

背景―技術革新や社会の大きな変化のなかで、より多様性が求められている現代、リーダーシップ教育は従来の「１人のカリスマ的リーダーの出現を待つだけでは不十分」な時代(中原、2018)から、「一人ひとりがリーダーシップを発揮して問題に立ち向かうこと」が必要だといわれる。また、リーダーシップの発揮において、自己理解は非常に重要である。ところが2020年に世界を襲ったパンデミックにより、日本の大学生を取り巻く学習環境は大きく変化した。学生の孤独感、孤立感、ストレスの増加、自己肯定感の低下が問題視されている。また、キャリア・アンカー論(2003)によれば、キャリアを知るためにも、自己理解を深めることが必要である。大学のかかわり方が大きく問われている。オンライン化でも対応可能なリーダーシップ教育、キャリア教育における学生の自己理解、自己肯定感を高めるプログラムの研究が必要であると考えた。 目的―この研究では、この自己理解に軸を置き、大学生を対象としたキャリアプログラムの中で、主観性、客観性を軸としたライフストーリーのプログラムに着目した。また、キャリア・マトリックスという、比較的新しいライフストーリーの手法を導入し、ナラティブ分析により学生の自己理解の変容を明らかにしたい。 方法―本研究では、誕生から現在（学生）に至る生活を3年ごとに区分記述し、主観性、客観性、および個々の区分の相互関係を記述する３つのライフストーリーの作成というプログラムを提案し、学生への半構造化分析を行った。 結論―　３つの角度からライフストーリーを見つめなおす過程の中で、学生の多くが「効果が感じられた」、「このような取り組みに関心を持つ」と答えた。本研究のモデル・プログラムは、主観的自分、客観的な自分を受け入れること、そしてキャリア・マトリックスにより自分の将来へつながる自分の資質に気が付くというレベルで、自己理解の深化や自己肯定感の向上がみられた。この定性調査の結果を手掛かりに、今後のリーダーシップ教育の中での自己理解プログラムとして提唱できるように、さらに検証を行っていきたいと考える。

When executives lead teams in a different cultural context than their own, the phenomenon of “leadership” becomes cross-cultural. A cross-cultural setting makes the already multi-layered leadership situation even more complex (Gasteiger 2016). International leadership research, including the GLOBE study, has shown that concepts of “leadership” are significantly influenced by the cultural context (House 1997; House / Javidan 2004). What is characteristic of a manager and which leadership styles are favoured, varies depending on the cultural context. The cultural scientist, Phillippe D’Iribarne, addresses this cultural fit: “If a manager wants to spark enthusiasm in the people who work for him and avoid shocking them, then he has to understand what excites and shocks them. This is of course about the big principles: legitimate / illegitimate, conceivable / unthinkable, good / bad."(2001: 262). This cultural understanding comes into play in all social interactions between the leader and his team and becomes even more relevant when personal development practices are applied. Numerous experts from cross-cultural science (et al Tüzüner 2014, Aycan 2001) and practice point out that, especially in an international context, some personnel development practices, like the 360° Feedback, should be used wisely, as some “imported” practices, which were developed in a different cultural context, can disturb local values and the wellbeing of the employees. Taking the example of German MNEs operating in Turkey the study confirms that using human resource development methods in Turkey which were created in western cultures can cause cross-cultural conflicts within the team. Elaborating on the findings of this study, the need for recontextualisation of human resource practices and the important role of bicultural employees in the process of cultural adaptation is underlined.

Although there are a significant number of multinational corporations (MNCs) in Japan as local entities or subsidiaries, limited research has been done regarding language and style changes by Japanese managers working at MNCs’ subsidiaries. The Japanese managers normally communicate with Westerners (mostly Americans in this research) at or from headquarters (HQs) in English, while they need to communicate with their local superiors in Japanese. The Japanese managers need to switch not only languages, but also discourse styles, because styles of communication between Westerners and Japanese are different. Nevertheless, limited research has been done regarding how and to what extent the Japanese managers working at MNCs’ subsidiaries switch languages and discourse styles, and the implications of the switching for communication with their interlocutors. Communication Accommodation Theory (CAT) explains various aspects of discourse between people and groups, which can be useful for understanding and explaining the language and discourse style switching by the Japanese managers working at MNCs. Clear differences of communication styles of MNCs’ subsidiary managers were identified through questionnaires to them. Further analysis of data and interview results revealed linguistic and cultural accommodation trends by the Japanese managers working at MNCs.

Academic leadership has been cited extensively in the literature as a key component in cultivating intercultural adept organizations. As Japanese higher education institutions seek to embrace the global wave of internationalization in this sector, developing effective intercultural leaders with the skills and knowledge necessary to drive internationalization reforms is crucial. This presentation will examine research into how different communities perceive leadership and its role in navigating intercultural faculties, themselves the “key to internationalization”, towards meeting the needs of more diverse campuses. The presenter conducted a mixed methods research study exploring and comparing the leadership preferences of Japanese and non-Japanese English as a Foreign Language (EFL) professionals stationed at Japanese universities. The study employed a two-phase design, which first elicited 153 participants’ (n=153) leadership preferences on Bass’s seminal Full Range Leadership Model. The results informed a second phase of semi-structured interviews of deans, tenured professors, and adjunct lecturers (n=10). By integrating the two data sets, the presenter was able to provide a list of suggestions and protocols for academic leaders to better facilitate the cohesion of internationalized professorates. The results provided a number of ideas for bridging cultural divides that exist within diverse faculties. The study also provided some insight into differing perceptions between Japanese and non-Japanese academics’ views on leadership, and how these views contrasted with the leadership approaches which were actively being utilized on campuses. Those responsible for leading diverse faculties or work groups, scholars of leadership theory and its implications in intercultural contexts, or professionals interested in leveraging leadership to address intercultural tension may find this presentation beneficial.

Leadership in intercultural contexts requires an understanding of how psychological mechanisms differ across cultures. Particularly mechanisms which can motivate or de-motivate people. Understanding cultural differences in shame producing and shame reparation is essential for understanding how to effectively manage and lead intercultural and multicultural groups.

Shame is a primary emotional trigger which modulates the human socialization process: shame injury is produced and repaired through relational interactions which lead to developing the targeted “cultural competencies”. However, left unrepaired, defenses against shame create various maladaptive, aggressive and/or self-sabotaging behaviors, none of which lead to optimal outcomes. As shame is essentially a relational structure; understanding the cultural mechanisms of shame requires an understanding of the operation of self-self and self-other mechanisms.

This presentation will look at cultural differences in self-self and self-other psychological structures to understand mechanisms of shame injury and repair. A framework for understanding cultural variations of shame injury and repair is introduced by integrating theoretical models for self-structure with this researcher’s empirical data on shame trauma and repair. Models for Japanese self-structure (proposed by anthropologist Lebra, psychotherapist Kitayama and philosopher Nishida) will be juxtaposed against Western models of self (proposed by Lacan, Kohut and Freud) and discussed in terms of the presenter’s empirical research results. The findings suggest that there are both personal and socialized levels of self-self and self-other structuring, which can manifest in various configurations of inter-relational shaming dynamics. From the researcher’s empirical data, a model for understanding cultural factors for inter-relational shame triggers will be proposed.

More and more German students spend time at a foreign partner university in order to acquire linguistic and intercultural competences. Achieving these objectives cannot be taken for granted, however, as results from study abroad research and voices from higher education indicate (cf. Deardoff 2015, Finell 2015). Political decisions and recommendations consider quality assur-ance issues for study periods abroad mostly from a formal and regulative perspective, but ap-parently, they do not sufficiently consider the actual outcome. The contribution presents results from a document analysis of strategic documents, such as mission statements, target agreements and development plans (cf. Hoffmann 2018, Prior 2003), which is part of an on-going cooperative doctoral project at TU Darmstadt and TH Aschaffenburg in Germany. Based on a qualitative approach, the doctoral project explores the quality assurance of linguistic and intercultural competences in study abroad contexts with a special focus on German Technical Universities and Technical Universities of Applied Sciences, 36 institutions in 2020. These organisations form varieties of their respective type of higher ed-ucation institution. They are characterised by a strong STEM affiliation in both teaching and research. (Foreign) Languages as well as intercultural competences are rather considered as profile-enhancing soft skills. The first part of the study consisted of a qualitative content analy-sis of strategic documents of 33 German Technical HEIs, using MAXQDA software (cf. Mayring 2015, Rädiker & Kuckartz 2019). The analysis focuses on the strategic aims in these central policy documents, which present prospects for any further quality assurance of study abroad contexts.

Sources: Deardorff, Darla. K. (2015). Demystifying outcomes assessment for international educators: A practical approach. Sterling, VA: Stylus. Finell, Peter (2015). “Developing Global Competences through Learner Mobility: A Discussions of the Host Institution’s Role.” In: Erbe, Nancy D./Normore, Anthony H. (eds.) Cross-Cultural Collab-oration and Leadership in Modern Organizations. Hershey: IGI Global. 273 – 283. Graf, Pedro/Spengler, Maria (2013). Leitbild- und Konzeptentwicklung. 6. Aufl. Regensburg: Wal-halla Fachverlag. Hoffmann, Nicole (2018). Dokumentenanalyse in der Bildungs- und Sozialforschung. Überblick und Einführung. Weinheim/Basel: Beltz/Juventa. Mayring, Philipp (2015). Qualitative Inhaltsanalyse. Grundlagen und Techniken. 10. Aufl. Wein-heim/Basel: Beltz. Prior, Lindsay (2003). Using Documents in Social Research. London: Sage. Rädiker, Stefan/Kuckartz, Udo (2019). Analyzing Qualitative Data with MAXQDA. Text, Audio, and Video. Wiesbaden: Springer.

As the pandemic continues, most university students are still unable to study or even travel abroad. As a result, the importance of collaborative online international learning (COIL) with foreign HEIs has increased. A joint Asian-European COIL project by a Japanese, Taiwanese and a German university was enhanced in 2021 to allow students to interact with international peers. The accompanying COIL research began in spring 2020 during the first two COILs and has continued since the third COIL in May 2021.

Prior to the live online COIL 2.0 session in spring 2021, students were put in teams and asked for self-introductions across universities on an asynchronous whiteboard (https://padlet.com/). Using English as a lingua franca, students were assigned two preparatory tasks: the first one was to introduce an idiom, saying or proverb describing their culture-specific communication style, and the second one was to present and illustrate a frequently used emoji or sticker not common in the other two countries. All findings were documented on shared padlets as well.

The students were given a pre- and post-COIL-survey on what they learned from their international fellows. One learning outcome showed that there are various culture-bound idioms and phrases that describe a "good" communication style. Furthermore, students were able to identify similar values related to communication styles in all three countries. The responses also indicate that students realised that the same emoji can be associated with totally different meanings in other cultures. To gather more data, additional COIL sessions with students from different nationalities across the globe, also in the framework of hybrid short intensive periods, will be organised.

How the material on emblems collected during the COIL e-meeting and the results from the pre- and post-survey can serve as a pilot for developing a card game (e.g. for Diversophy), will be outlined in this presentation.