Lily A. Arasaratnam-Smith is Deputy Vice President Faculty and Professor of Communication at Alphacrucis University College, Australia. She is a Fellow of the International Academy for Intercultural Research.

Darla K. Deardorff is on the faculty of Harvard University's Global Education Think Tank and is a Research Fellow in the Social Science Research Institute at Duke University, US. She is Executive Director of the Association of International Education Administrators (AIEA) and founder of ICC Global and the World Council on Intercultural and Global Competence.

Chapter 1: Introduction: The UNESCO Story Circle Methodology and Intercultural Competence

Part 1: Exploring Student Experiences Abroad

Chapter 2: Understanding the Intersection of Culture and Identity

Chapter 3: Recognizing and Reassessing Stereotypes

Chapter 4: Navigating Cultural Differences

Part 2: Developing Students' Intercultural Competence

Chapter 5: Using Self-Reflection to Develop Intercultural Competence

Chapter 6: Experiencing Support and Community

Chapter 7: Building Relationships through Intercultural Competence

Chapter 8: The Stories that Shape Us: The Lifelong Process of Developing Intercultural Competence

This book presents students' reflections on their intercultural student experiences, and utilizing the UNESCO Story Circle methodology, illustrates how such reflection can aid the development of intercultural competence (IC).
The volume features a broad range of first-person narratives that showcase the diversity of student experience encountered whilst studying abroad in a variety of cultural and institutional settings. Engaging with issues in relation to identity negotiation, stereotypes, cultural difference, and communities of support, the text demonstrates application of the UNESCO Story Circle approach in developing IC. Further, vignettes are analyzed and guiding questions are offered to structure readers' reflection and discussion to facilitate further honing of intercultural competencies. The volume promotes IC amongst individual educators, trainers, international students, and community members and provides guidance in addressing international students' wellbeing more broadly.
This text will benefit scholars, academics, and students in the fields of higher education, multicultural education, and intercultural communication. Those involved with international and comparative education as well as student affair practice and higher education administration will also benefit from this volume.