This paper presents an innovative approach to intercultural competency development at the Hungarian National University of Public Service (NUPS, responsible for the continuing education of civil servants, and military and government leaders) within the Public Administration Management program. Governments recognized the need for the intercultural education of public managers only recently, as globalization spread and regulation became multicultural. Hungarians, for a variety of reasons including language, often have limited intercultural experience and therefore are skeptical about the value of multiculturalism. NUPS, however, follows the premise set forth by UNESCO that intercultural communication is an essential part of any endeavor designed to educate civil servants and public leaders (UNESCO in Anwei Feng, Mike Bryam, Mike Fleming, 2009:iX).
The question, of course, is how intercultural competency can be developed in students. Early on, it seemed enough to deliver any course in the degree program in English, as that was likely to be the language of intercultural management. Mixing Hungarian, Erasmus and other (foreign, English-speaking) students would increase the level of intercultural competency as well. Work in this direction, however, only confirmed Bennet’s thesis: “Cultural contact does not necessarily result in one being culturally competent” (Bennett, 2008).
We therefore designed a new course that would provide future public managers opportunities to discuss intercultural challenges and current „best practices” in meeting them. In an attempt to affect both attitudes and behavior, the course consciously reflects „experimental learning” (David Kolb, 1984). It features simulations, role-plays, and micro-projects designed to stimulate cooperation and intercultural communication among purposefully mixed groups. Students, guided by the instructor, take on a real project: the intercultural management project of NUPS. As true stake-holders, they co-design and co-create a value-based service for the university. The process of „learning by doing” allows them to explore the advantages, difficulties, and techniques associated with creating public value. The shared experiences of co-design, co-creation and collaboration have a positive and mutual effect on the attitudes of students. This is an important asset to benefit from, as it has a potential to generate a larger social multiplication effect.
The presentation includes the achievements and the methodological challenges of finding the most appropriate ways to develop and evaluate intercultural competences of future public leaders in order to create a better climate of intercultural understanding in public service in Hungary and in the international context.
Anwei Feng, Mike Bryam, Mike Fleming (2009): Becoming Interculturally Competent through Education and Training. Edited by: Anwei Feng, Mike Bryam, Mike Fleming
Bennett, Tony (2008) ’Sociology and Culture’, in, Bennett, T. & Frow, J. (eds), Handbook of Cultural Analysis: London: Sage.
Donald L. Kirkpatrick – James D. Kirkpatrick (1998) Evaluating Training Programs: The four levels (3rd edition) Berrett-Koehler Publishers
David A. Kolb (1984) Experiential Learning: Experience as the Source of Learning and Development, Pearson Education, Inc., New Jersey
Creating and co-creating value through teaching and education in public management
