This thesis explores the connection between the national cultural background of students and the tendency to contest a certain validity claim in the speech act of professors. The aim is to get a better understanding of the intercultural relationship and interpersonal communication between students and professors with different national backgrounds. Globalization is on the move and multinational corporations are shaping the western professional world. This trend is affecting the educational sector as well. Contemporary universities are increasingly becoming places of international student-professor encounters. The following problems are associated with this development: 1) Different national backgrounds of students and professors, 2) a lack of intercultural awareness in higher education, 3) disturbances in interpersonal communication. To examine these problems, research literature is being examined for signs of intercultural awareness in higher education. At the same time, Hofstedes Cultural Dimensions theory and Habermas Communicative Action theory are analyzed in detail and subsequently linked with each other. To connect the two theories and make them empirically measurable, a self-admin- istered internet-mediated survey is applied. This measure helps to determine if and how stu- dents from different cultures tend to contest different validity claims in statements of profes- sors. The participants of this study are both students from Innsbruck (Austria) and Bangkok (Thailand). The results indicate that students of different cultural backgrounds tend to contest different validity claims. However, this cannot be confirmed statistically. Though, it can be statistically confirmed, that the age of students influences their choice of which validity claim to contest most frequently. Further, the importance of intercultural awareness, especially on the part of the teaching staff, can be confirmed.