Promoting self-awareness and conflict management skills in a multicultural setting

Abstract

Background. Currently, there is a limited perception of how undergraduate students deal with day-to-day conflict. Previous research focused
on conflict resolution strategies, but there is a significant need to understand the nature of conflict as it relates to personality styles. The study
formed part of the teaching of transferable and communication skills combined with a conflict resolution intervention in third-year radiography
students.
Objectives. To promote self-awareness among students and help them to develop conflict management skills to prepare them for their future team-based
professional roles.
Methods. The study adopted a mixed-method design, focusing on the qualitative results during the reflection period. The third-year radiography
students were invited to participate in the study. Those who volunteered were provided with an information leaflet and informed consent document.
Results. The results indicated two main personality types among the 14 participants, where 30.8% reported as ESFJ (extroverted, sensing, feeling
and judging) and 30.8% as ISFJ (introverted, sensing, feeling and judging). The qualitative results indicated that students experienced an increased
awareness of their own and their co-students’ personality types and consequently approached conflict management differently. Reference to sociocultural
differences also surfaced.
Conclusion. The assessment process provided valuable insights into differences and cultural norms associated with personality traits. Results also
highlighted the need for faculty awareness and focus relating to variations in personality, emotional needs and intrapersonal reflection.