Teather (2004) and Rymes (2008) argue that a big challenge is to incorporate intercultural and international understanding and knowledge into the education of their students. Another challenge is to educate, or “transform”, to function effectively and comfortably in a world characterized by close; multi-faceted relationships and permeable borders because international literacy and cross-cultural understanding have become critical to a country’s cultural, technological, economic, and political health. Third challenge is to generate and transmit cross-cultural knowledge and information to students to ensure students possess a certain level of global competence to understand the world they live in and how they fit into this world.
To cope with several cultural challenges, it is the university’s job to take great strides to increase intercultural understanding through processes of organizational change and innovations by turning around four major dimensions which include: organizational change, curriculum innovation, staff development, and student mobility.
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