Decades of research on intercultural competence (ICC) development in higher education have primarily focused on interventions implemented during enrollment, with limited attention to the experiences students bring with them upon entry. This study therefore explores differences in ICC at the point of entry into higher education; in other words, what students bring to the table. To explain these entry-level differences, we examine a range of international and intercultural experiences prior to entering higher education, including having a culturally diverse social network, parents of different nationalities, completion of an international diploma, multilingualism, and extended stays abroad. Using cross-sectional data from 5628 students entering their first year of Dutch higher education, we conducted multiple linear regression analyses to assess the relationship between prior international experiences and ICC, measured using cultural intelligence (CQS) and multicultural personality (MPQ). Results indicate positive associations between international experiences and both CQS and MPQ scores, although the strength of these relationships varies across experiences and ICC dimensions. Consistent with prior research, most international experiences are positively related to ICC upon entry into higher education. Notably, exposure to a culturally diverse social network emerges as a key factor in explaining entry-level differences in ICC, with students scoring higher across all CQS and MPQ dimensions. These findings highlight the importance of recognizing and leveraging the diversity of pre-higher education international experiences for ICC. The results support a more structured and targeted approach to ICC interventions, tailored to students’ existing competencies as they enter and progress through higher education.
Mhangami et al. (Sat,) studied this question.