This study examines academics’ perceptions of their intercultural competence after an international exchange period and the influence of academic international mobility on their professional development. The data was collected via an online survey (N = 59) and in-depth interviews (N = 15) from academic university staff in the field of engineering who had recently participated in an international mobility period. The findings produced a positive picture of academics’ international work periods. The data from the self-evaluation indicated that international mobility augments professional proficiency in many ways, including the development of core subject-related competence (e.g., methodological skills) and problem-solving skills, professional self-awareness, as well as the capacity to apply external funding, produce shared publications, and create an international network. Furthermore, in relation to the model of Cultural Intelligence and its four dimensions, Metacognitive, Cognitive, Motivational, and Behavioral, the findings indicated that all the knowledge and skills developed during the exchange period were closely related with the generic working life skills suggested in the competence literature.

这项研究考察了国际交流期后学者对他们的跨文化能力的看法以及学术国际流动性对其专业发展的影响。数据是通过在线调查（N = 59）和深度访谈（N= 15）来自工程领域的大学学术人员，他们最近参加了国际流动时期。这些发现对学者的国际工作时期产生了积极的影响。自我评估的数据表明，国际流动性通过多种方式提高了专业水平，包括发展与主题相关的核心能力（例如，方法论技能）和解决问题的能力，专业自我意识以及申请外部资金，制作共享出版物并建立国际网络。此外，关于文化智能模型及其四个维度（元认知，认知，动机和行为），