Oral PhD Defense: Lauren Dickinson

Faculty Motivation to Engage with Intercultural Learning: An Exploratory Study

Advisor: Michael Goh

The goal of this exploratory study is to develop an understanding of faculty motivations to begin and sustain their engagement with intercultural learning. Research was conducted using a qualitative and narrative approach and faculty members were invited to reflect on their intercultural journeys and consider how those impact their motivation to engage with intercultural learning. Three research questions guided this study: 1) How do faculty conceptualize intercultural learning in relation to their work as educators? 2) What do faculty identify as the main influences for their chosen engagement with intercultural learning (if any)? 3) In what ways do faculty become and stay motivated to do intercultural work?

The theoretical framework used in this exploratory study is Motivational Cultural Intelligence (MCQ), as defined by Van Dyne et al. (2012), and includes intrinsic and extrinsic interest to engage in an activity, and self-efficacy, the confidence to try new things. The research of Bandura (2002) further informed the concept of self-efficacy. Ryan and Deci’s (2000) Self-Determination Theory (SDT) informed intrinsic interest and complicated the MCQ definition of extrinsic interest with four types of extrinsic interest ranging from least to most self-determined. SDT also suggests that meeting three psychological needs (Relatedness, Competence, and Autonomy) improves motivation.

Results from this study revealed that a broad definition of culture and intercultural (i.e., international, domestic, and other identities) were engaging for the faculty in this study, a faculty member’s intercultural journey can have a significant impact on their interest to engage with intercultural learning especially when they spend time reflecting on it, and the MCQ framework is limited in its ability to fully account for the faculty participants’ motivations to engage with intercultural learning. Findings suggest that extrinsic motivation is more complex than the MCQ framework and using the four layers from SDT provides a more nuanced understanding of the concept, that connection is important for faculty motivation, and that motivation can be mutual and increase collectively. Recommendations include: Further research that includes faculty from other disciplines and institutions; Exploration of the importance of SDT-Relatedness for engagement with intercultural learning; Practical applications such as programming that brings people together for connection and reflection and; Intentionality around the way culture and intercultural are defined for more inclusivity.