Marina Aguareles
Biographic Data
| ID | 6886533 |
|---|---|
| NAME | Marina Aguareles |
| GIVEN NAMES | Marina |
| FAMILY NAME | Aguareles |
| SIGNATURE | AGUARELES M |
| AFFILIATIONS | Universidad San Jorge |
| ORCID | 0009-0005-2649-8761 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Welcoming Differences
The growing cultural diversity of higher education calls for systematic and curriculum-embedded approaches to the development of students’ intercultural competence. This article explores strategies for fostering intercultural sensitivity and effective cross-cultural communication, drawing on Bennett’s Developmental Model of Intercultural Sensitivity (DMIS) and Deardorff’s intercultural competence framework. The study situates these frameworks wit…
Developing Intercultural Competence in International Education
The international education sector requires professionals to collaborate daily with culturally diverse colleagues, clients, and partner institutions. While this diversity enriches organizational practice, it also generates recurring communication challenges that demand strong intercultural competence. In many Spanish small and medium-sized enterprises (SMEs), however, such competence is developed informally, without systematic training or organiz…
Are Schools Learning Organizations? An Empirical Study in Spain, Bulgaria, Italy, and Turkey
The aim of this empirical research, which is the first phase of an Erasmus project, is to analyze how educational institutions are configured, as learning organizations, through a systems perspective. The methodology employed was qualitative, utilizing prominent examples of schools in Spain, Bulgaria, Italy, and Turkey. Semi-structured personal interviews were conducted with experts in the field of education, members of school management teams, a…
No prominent works on this page.
Are Schools Learning Organizations? An Empirical Study in Spain, Bulgaria, Italy, and Turkey
The aim of this empirical research, which is the first phase of an Erasmus project, is to analyze how educational institutions are configured, as learning organizations, through a systems perspective. The methodology employed was qualitative, utilizing prominent examples of schools in Spain, Bulgaria, Italy, and Turkey. Semi-structured personal interviews were conducted with experts in the field of education, members of school management teams, a…
Welcoming Differences
The growing cultural diversity of higher education calls for systematic and curriculum-embedded approaches to the development of students’ intercultural competence. This article explores strategies for fostering intercultural sensitivity and effective cross-cultural communication, drawing on Bennett’s Developmental Model of Intercultural Sensitivity (DMIS) and Deardorff’s intercultural competence framework. The study situates these frameworks wit…
Developing Intercultural Competence in International Education
The international education sector requires professionals to collaborate daily with culturally diverse colleagues, clients, and partner institutions. While this diversity enriches organizational practice, it also generates recurring communication challenges that demand strong intercultural competence. In many Spanish small and medium-sized enterprises (SMEs), however, such competence is developed informally, without systematic training or organiz…
Cultural competence (2 works) · Cultural Competency in Health Care (2 works) · Curriculum (2 works) · Intercultural communication (2 works) · Intercultural Competence (2 works) · Intercultural relations (2 works) · International Student and Expatriate Challenges (2 works) · Qualitative research (2 works) · Competence (human resources (1 work) · Competency Development and Evaluation (1 work)