Lernprozesse im Kontext interkultureller Trainings mit binationalen Gruppen

Bürger, Julia Maria

Lernprozesse im Kontext interkultureller Trainings mit binationalen Gruppen

dc.contributor.advisor	O'Reilly, Claire
dc.contributor.author	Bürger, Julia Maria	en
dc.contributor.funder	Promotionsstipendium Cusanuswerk, Germany
dc.date.accessioned	2026-05-25T10:39:53Z
dc.date.available	2026-05-25T10:39:53Z
dc.date.issued	2026-04-25	en
dc.date.submitted	2026-04-25
dc.description.abstract	This thesis explores learning processes in the context of intercultural training in binational group settings. It critically engages with a range of diverse theo¬retical perspectives, drawing primarily on frameworks from intercultural, cultural and social psychology, but also incorporating critical contributions of other theoretical frame-works within the field (e.g. applied linguistics). This dissertation seeks to build bridges between such different theoretical perspectives by examining how these perspectives are translated into real-world training settings and received by participants engaged in the learning processes. By adopting mixed-methods and triangulated approaches, the research integrates both quantitative and qualitative methods of data collection as well as statistical and interpretative, subject-focused and in-depth methods of data analysis. By so doing, the aim is to provide a comprehensive and multifaceted analysis of learning – including impacts, benefits, challenges and forms of non-learning. The results show solid evidence that the overall training objectives were achieved by a high number of participants. The results furthermore illuminate the complex nature of intercultural learning processes on different levels of learning and non-learning, as well as specific challenges for participants: for example, a high willingness to build long-lasting interpersonal relations can be found side-by-side with the tendency towards continued stereotyping. It was also found that key learning experiences are differentiated and non-linear: the focus on one aspect can go hand-in-hand with less flexibility in other contexts, or the tendency to ignore perspectives of other participants. Also, the acquisition of substantial knowledge on the topic can be accompanied by the decision not to use any of the acquired knowledge in interaction with others. These findings highlight some of the inconsistencies that shape the ongoing debates in the field. The work thus contributes to a nuanced understanding of how intercultural learning theories and concepts unfold in practice. This research suggests real-world and practical implications for the planning, design and facilitation of training programs that are directed towards the different learning needs of participants, replacing any “right” or “wrong” views on the controversial topic of implementing interculturality.	en
dc.description.status	Not peer reviewed	en
dc.description.version	Accepted Version	en
dc.format.mimetype	application/pdf	en
dc.identifier.citation	Bürger, J. M. 2026. Lernprozesse im Kontext interkultureller Trainings mit binationalen Gruppen. PhD Thesis, University College Cork.
dc.identifier.endpage	342
dc.identifier.uri	https://hdl.handle.net/10468/18854
dc.language.iso	de	en
dc.publisher	University College Cork	en
dc.rights	© 2026, Julia Maria Bürger.
dc.rights.uri	https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject	Intercultural training
dc.subject	Learning process
dc.subject	Intercultural learning
dc.subject	Binational gropus
dc.title	Lernprozesse im Kontext interkultureller Trainings mit binationalen Gruppen	en
dc.title.alternative	Learning processes in intercultural training settings with a focus on binational groups
dc.type	Doctoral thesis	en
dc.type.qualificationlevel	Doctoral	en
dc.type.qualificationname	PhD - Doctor of Philosophy	en