| Abstract [eng] |
The aim of this paper is to measure and evaluate the impact of method of cooperative studies when developing intercultural competence of students of Philosophy and Public Science study program. The instrument of research is open interview questionnaire created by the authors. By analyzing the foreign and local academic literature a theoretical-hypothetical model of intercultural competence was made which develops the conception, structure and education peculiarities in academic culture; cooperative study program, its’ structure, methodology and peculiarities were developed. The research showed that students participating in organizations activities using cooperative studies method in most cases changed (deepened) their knowledge about the size, goals, structure, activities, history, customs, rituals and traditions of a different cultural group. Students’ emotions and senses when participating in day-to-day activities of organizations changed in three different aspects: negative emotions before practice in organization remained negative after that; negative emotions became positive; and positive emotions became negative. Nevertheless cultural/critical students’ awareness deepened and this was identified through expressed self-reflection and perception of organization members’ personal evaluation. There were identified four main student types in organizations considering their role that was connected with ability to reflect, cogitate and make adequate evaluations of processes in an organization: observer, passive participant, active participant, leader. Students evaluated the method of cooperative studies positively but at the same time they indicated some advantages and disadvantages. The research confirmed the hypothesis formulated by the authors – that the method of cooperative studies has an impact on intercultural competence of students of the Philosophy and Public Science study program. |
