Exploring Intercultural Competence in Study-Abroad University Students through Rathje’s Paradigm of Cohesion

In an increasingly globalised world, intercultural competences are seen as a valuable ability. Universities aim to promote these competences in their students through the participation in study-abroad programs. However, there is considerable scientific debate surrounding both the definition of intercultural competences and the impact of study-abroad programs on their development. The purpose of this thesis is to present a framework of intercultural competences, specifically Stefanie Rathje’s paradigm of cohesion, and explore the impact of study-abroad programs on university student’s intercultural competences through a selection of empirical studies. The reinterpretation of these studies through Rathje’s paradigm highlights that intercultural competence is not simply acquired through exposure to people from different national backgrounds. Instead, it is developed through active engagement with individual differences in collective memberships and cultural practices, reflection on one’s own identity, and the co-construction of shared meaning.