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Development and validation of an instrument to measure Chinese tertiary students’ intercultural business competence: A multi-stage triangulation study

Wang, Qing (2022) Development and validation of an instrument to measure Chinese tertiary students’ intercultural business competence: A multi-stage triangulation study. PhD thesis, Murdoch University.

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This research presents the development and validation of the Intercultural Business Competence Scale (IBCS), an instrument for measuring tertiary students’ intercultural business competence (IBC) in a Chinese context. The study also examines key Chinese stakeholders’ (business managers and tertiary educators) understandings of the target construct, IBC.

A multi-stage triangulation research design was used. Development of an initial pool of 28 items for the IBCS was based on Johnson et al.’s (2006) theoretical model. Responses from a pilot test of the IBCS (n=291) were analyzed to provide evidence for face validity, and feedback from four experts provided evidence for content validity. This resulted in a revised 30-item instrument. Participants in the full validation test of the IBCS were students (n=2,599) enrolled at 11 universities and colleges across 8 cities in China. Test data provided evidence for the reliability and validity of the IBCS. Specifically, evidence for convergent and discriminant validity of the IBCS was found via correlation analysis between the IBCS and two previously validated instruments: Assessment of Intercultural Competence of Chinese College Students (AIC-CCS) (Wu et al., 2013) and Personal Report of Intercultural Communication Apprehension (PRICA) (Neuliep & McCroskey, 1997). Evidence for known-group validity was found using ANOVA, showing the IBCS is sufficiently sensitive to distinguish IBC between theoretically different groups. After sequential exploratory-confirmatory factor analysis, the final 15-item version of IBCS was established and confirmed, comprising three factors: business adaptation, cultural distance, and antecedents.

Additionally, focus group interviews with tertiary educators (n=10) and business managers (n=7) explored understandings of these three IBCS factors, gained deeper understanding of IBC in a Chinese context, and distilled implications of the interview findings for curriculum reform in international trade-related courses at universities and colleges in China. The focus groups also revealed that participants viewed business adaptation, cultural distance, and antecedents as important components of IBC. Interview results also provided new knowledge about IBC in a Chinese context, including managers’ emphasis on respect. Additionally, advice on the promotion of tertiary students’ IBC and curriculum reform aimed at cultivating IBC were offered and discussed.

Item Type: Thesis (PhD)
Murdoch Affiliation(s): Education
Supervisor(s): Wright, Peter, McConney, Andrew and Cummings, Rick
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