Abstract:
The need for acquiring intercultural competencies (ICs) among postgraduate students increased drastically in the 21st Century. This was in response to the need for graduates from higher education institutions (HEIs) to be equipped with skills that enable them to work in diverse cultural settings. Thus, HEIs had to increase their efforts and develop strategies that enhance the acquisition of ICs. Despite the high demand for the acquisition of ICs, rural-based universities (RBUs) continue to find it difficult to promote it. The main objective of this study was to analyse the strategies used to acquire ICs by postgraduate students at a selected rural-based university in South Africa. The specific objectives were to (a) assess the extent of acquisition of cognitive, affective and behavioural ICs among masters and doctoral students, (b) explore the strategies postgraduate students use to acquire ICs; and (c) to determine the major strategies used to acquire ICs. In this research, an explanatory sequential mixed methods design was adopted to guide the study. A total of 104 Masters and PhD students from the University of Venda voluntarily responded to a research questionnaire sent to them electronically via Survey Monkey. The questionnaire had both open-ended and closed-ended questions and required responses on a Likert-type scale of 1 (strongly disagree) to 5 (strongly agree). Data were stored as Microsoft Excel sheets. The data were transferred into the Statistical Package for Social Sciences (SPSS) version 25.0. Correlation analysis was conducted to quantify the responses provided by male and female as well as both Masters and PhD students on how they relate to one another. The Mann-Whitney U test was used to compare the perceptions of female and male students. The major factors that hindered the acquisition of intercultural competencies were the lack of participation in student's programmes. Moreover, there's too much politics in students programmes and lack of social cohesion programmes that promote social interaction among students. Acquisition of ICs was regarded as the best opportunity for one to gain experience outside the classroom. Students believed that acquiring ICs through established networks and collaborations prepares one to compete internationally and be recognized by international companies leading to good employment prospects. Student development-focused workshops were said to be crucial in acquiring ICs. Internships and field placements were rated the second most important strategies. The level of the study did not affect the perceived extent of acquisition of ICs. Moreover, there was a consensus that gender did not influence the acquisition of ICs. Results revealed that there is a need to strengthen and support current strategies to enable the smooth acquisition of IC components by students. Initiatives that address political and cultural intolerance, and promotes social cohesion, would help students to acquire ICs.
