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Rexeisen, Richard J., Philiip H. Anderson, Leigh Lawton, and Ann C. Hubbard. "Study Abroad and Intercultural Development: A Longitudinal Study." Frontiers: The Interdisciplinary Journal of Study Abroad 17, no. 1 (December 30, 2008): 1–20. http://dx.doi.org/10.36366/frontiers.v17i1.241.
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When evaluating the effectiveness of study abroad programs, students overwhelmingly report that they continue to develop their self-confidence and world view as a result of their study abroad experience once they return home. This article presents a study that uses the intercultural development inventory (IDI) to address whether or not students' cultural learning continued to improve four months after returning from their study abroad experience.
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Spenader, Allison, and Peggy Retka. "The Role of Pedagogical Variables in Intercultural Development: a Study of Faculty-led Programs." Frontiers: The Interdisciplinary Journal of Study Abroad 25, no. 1 (March 15, 2015): 20–36. http://dx.doi.org/10.36366/frontiers.v25i1.342.
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This study investigates the intercultural development in several semester-long study abroad programs at the undergraduate level, using the Intercultural Development Inventory, or IDI. Our faculty-led cohort model utilizes a study abroad seminar incorporating an experiential learning project to provide pedagogical supports and cultural interventions to students during their sojourn. Our study compares mean IDI scores of various cohorts across multiple personal, contextual and pedagogical variables. While no correlation was found between English vs. foreign language contexts, housing types or academic program types, we did find differences between programs based on the type of experiential learning project used in the course. Our findings indicate that service-learning projects are associated with greater intercultural gains than other types of experiential learning projects.
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Karkour, Islam. "Toward “Living Together”: Developing Intercultural Sensitivity Through Arabic Foreign Language Coursework." Journal of Interdisciplinary Studies in Education 9, no. 1 (April 28, 2020): 57–70. http://dx.doi.org/10.32674/jise.v9i1.1737.
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This paper investigates intercultural sensitivity as an expected outcome of an Arabic as a foreign language class in higher education. The study used pretest and posttest design to measure the change in 26 students’ intercultural sensitivity after a semester of language study. The participants studied elementary level Arabic as a foreign language at an American university in the northeast United States. The Intercultural Development Inventory (IDI) was used to measure intercultural sensitivity. No significant difference was found in the Arabic students’ levels of intercultural sensitivity as measured by the IDI, on average. The students’ Arabic instructor was interviewed, and the elementary level Arabic textbook was critically reviewed to understand how students’ intercultural sensitivity might be improved; a primary recommendation is to provide instructors with training on incorporating culture into foreign language curriculum.
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Fabregas Janeiro, Maria G., Ricardo Lopez Fabre, and Jose Pablo Nuno de la Parra. "Building Intercultural Competence Through Intercultural Competency Certification Of Undergraduate Students." Journal of International Education Research (JIER) 10, no. 1 (December 31, 2013): 15–22. http://dx.doi.org/10.19030/jier.v10i1.8345.
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The Intercultural Competency Certificate (CCI in Spanish) designed for the Universidad Popular Automa del Estado de Puebla (UPAEP University) is a theory based comprehensive plan to develop undergraduate students intercultural competence. This Certificate is based in the Developmental Model of Intercultural Sensitivity (DMIS) developed by Milton Bennett (1993) and will be assessed by the Intercultural Development Inventory (IDI) v.3 developed by Bennett & Hammer (Hammer, 2009; Hammer, Bennett, & Wiseman, 2003). The main purpose of the Intercultural Competency Certificate is to develop students intercultural competence at least to the acceptance level of the DMIS continuum. To achieve this goal, the students will have to develop of necessary knowledge, skill and attitudes (Deardorff, 2006). This Certificate proposes to develop attitudes, knowledge and skills through certain activities as learning a new language, take international classes, reflect about intercultural differences, interact with people from other cultures, travel abroad and receive coaching by a professional who will guide them through tailor-make experiences according to the initial level of intercultural competence, measured by the IDI v.3 at the beginning of the Certification.
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Schellhase, Ellen, Ishmum Hasan, Stephanie Hendricks, and Monica L. Miller. "Integration of Intercultural Learning into an International Advanced Pharmacy Practice Experience in London, England." Pharmacy 9, no. 1 (February 11, 2021): 37. http://dx.doi.org/10.3390/pharmacy9010037.
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As the number of international advanced pharmacy practice experiences (APPEs) continues to grow, this is an opportunity to incorporate intercultural learning (ICL) to further advance student pharmacist training. Purdue University student pharmacists participated in a clinical research focused APPE in London, England. To prepare for this APPE, students completed a one-credit course focused on intercultural learning and travel preparation. The purpose of this report is to describe the implementation and assessment of ICL during this course and international APPE. The course includes interactive ICL activities, reflective assignments, and personalized assessments. During the eight-week APPE, student pharmacists worked on an individualized Intercultural Development Plan®, which includes ICL activities, focused reflection, and check-ins. ICL was assessed using the Intercultural Development Inventory® (IDI®) at the beginning of the course and at least four weeks after APPE completion. Student APPE feedback was also reviewed for evidence of ICL. Twenty-seven students completed the course and APPE from 2018 to 2020. The average IDI developmental orientation (DO) before the course was 91.7, placing students in minimization. The average perceived orientation was 120.9, placing students in acceptance. There were 18 students who completed the post-APPE IDI: 12 students demonstrated growth in the DO (range: 1.5–23.72), and six students experienced a decrease in their DO. Intercultural learning can be implemented and assessed as part of an international APPE.
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Green, Amy Rose, Adriana Tulissi, Seth Erais, Sharon Lynn Cairns, and Debbie Bruckner. "Building an Inclusive Campus: Developing Students’ Intercultural Competencies Through an Interreligious and Intercultural Diversity Program." Articles 48, no. 3 (March 12, 2019): 43–64. http://dx.doi.org/10.7202/1057128ar.
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Post-secondary institutions are increasingly recognizing the need to foster intercultural competence (ICC) in students; however, the ways in which these institutions can do so has not been fully explored. The purpose of the current mixed methods study was to investigate changes in post-secondary students’ ICC (N = 35) following participation in an interreligious and intercultural diversity program, based upon changes in students’ scores on the Intercultural Development Inventory (IDI). A thematic analysis of post-program questionnaires was used to triangulate the data and provide more insight into changes experienced by participants. Quantitative results revealed significant increases in students’ overall ICC, and significant decreases in the discrepancy between students’ perceived ICC and their actual ICC. Qualitative results revealed five overall themes: (1) shifting perspectives, (2) enhancing intercultural engagement skills, (3) connecting, (4) inspiring action, and (5) personal growth. Implications for research and practice are discussed.
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Green, Amy Rose, Adriana Tulissi, Seth Erais, Sharon Lynn Cairns, and Debbie Bruckner. "Building an Inclusive Campus: Developing Students’ Intercultural Competencies Through an Interreligious and Intercultural Diversity Program." Canadian Journal of Higher Education 48, no. 3 (December 31, 2018): 43–64. http://dx.doi.org/10.47678/cjhe.v48i3.188134.
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Post-secondary institutions are increasingly recognizing the need to foster intercultural competence (ICC) in students; however, the ways in which these institutions can do so has not been fully explored. The purpose of the current mixed methods study was to investigate changes in post-secondary students’ ICC (N = 35) following participation in an interreligious and intercultural diversity program, based upon changes in students’ scores on the Intercultural Development Inventory (IDI). A thematic analysis of post-program questionnaires was used to triangulate the data and provide more insight into changes experienced by participants. Quantitative results revealed significant increases in students’ overall ICC, and significant decreases in the discrepancy between students’ perceived ICC and their actual ICC. Qualitative results revealed five overall themes: (1) shifting perspectives, (2) enhancing intercultural engagement skills, (3) connecting, (4) inspiring action, and (5) personal growth. Implications for research and practice are discussed.
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Xu, Yaoying, Chenfang Hao, and Mary Ellen Huennekens. "Effects of a multicultural perspectives course on teacher candidates’ intercultural competence." Journal for Multicultural Education 10, no. 1 (April 11, 2016): 72–86. http://dx.doi.org/10.1108/jme-07-2015-0025.
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Purpose The purpose of this study was to investigate the intercultural competence of pre-service special education teacher candidates through the contents of a graduate-level multicultural perspectives course. Design/methodology/approach This study used a graduate-level multicultural perspectives course to examine the intercultural competence of special education teacher candidates. A paired-samples t-test of significance was performed to investigate the pre- and post-growth of participants’s cultural sensitivity using the intercultural development inventory (IDI). Findings Participants’ intercultural sensitivity mean score suggested that their intercultural competence needs to be improved. The results showed no significant difference in the overall mean developmental scores between pre- and post-tests. However, significant differences were found between the pre- and post-test scores in perceived orientation and acceptance cluster. Originality/value A significantly higher perceived score was identified suggesting that participants might overestimate their level of intercultural sensitivity. Different from the existing literature, this study suggested that gender and education level were significant predictors of post-test developmental scores.
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Punti, Gemma, and Molly Dingel. "Rethinking Race, Ethnicity, and the Assessment of Intercultural Competence in Higher Education." Education Sciences 11, no. 3 (March 9, 2021): 110. http://dx.doi.org/10.3390/educsci11030110.
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This qualitative study aims to explore the limitations of using a cultural assessment tool in higher education with the goal of preparing students to thrive in a highly demanding, diverse, and global community. Colleges and universities are potentially important sites of cross-cultural and cross-racial engagement and socialization, and cultural competence is arguably one of the critical skills that many higher education institutions are embracing to prepare students for our diverse, but increasingly polarized, global society. In particular, this study discusses the use of the intercultural development inventory (IDI), a cultural assessment tool that has not been validated in the U.S. for racial, ethnic, or social class differences, and which leaves out the role of structural inequalities in intercultural relationships. Findings reveal that interview data from black, indigenous, and people of color (BIPOC) did not align with their IDI results and that the tool dismisses the complex experiences of BIPOC students. These findings jeopardize the tool’s purpose and validity. Finally, this study reveals the importance of educating students about structural competence to improve empathy and understanding of a diverse student body.
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Lucietto, Anne M., and Liza Russell. "Comparison of pre-intervention IDI results from STEM and non-STEM undergraduate students." Journal of Global Education and Research 4, no. 2 (December 2020): 113–24. http://dx.doi.org/10.5038/2577-509x.4.2.1051.
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The emphasis on intercultural competence is more prevalent in STEM (Science, Technology, Engineering and Mathematics) majors as the world shifts towards a more globalized economy. When entering higher education, students have differing levels of cultural interaction due to varying peer interaction, family experiences, international travel, and social media experiences. The Intercultural Development Inventory (IDI) has been used to develop an understanding of how students view others and the level of skills they have to interact and adapt to other cultures. Using published data focused on pre-intervention assessment, researchers compared it to data obtained from STEM students preparing for an international experience and studies that already exist to learn more about both student populations and to gain an appreciation of their cultural competencies. As institutions look to prepare their students for jobs in a global workplace, an understanding of where STEM students place according to the IDI in comparison to their non-STEM peers may aid educators wishing to focus on developing these skills in their students. The results of the comparison between Purdue STEM students and other non-STEM students showed STEM students fell into more ethnocentric levels of intercultural competence. This may be explained by the traditionally male-dominated nature of STEM majors, as males have been shown to fall in more ethnocentric orientations.
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Karkour, Islam, and Sarah Jusseaume. "International Students on U.S. College Campuses: Building Up or Tearing Down Cultural Walls?" Journal of Comparative & International Higher Education 12, Fall (September 19, 2020): 124–51. http://dx.doi.org/10.32674/jcihe.v12ifall.1683.
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This study uses qualitative and quantitative methods to explore the intercultural sensitivity (IS) of international students at an American university -- specifically, whether international students' IS improved over the course of a semester on campus. The findings indicate that the participants did not, on average, achieve progress in their levels of IS as measured by the Intercultural Development Inventory (IDI) during the semester they were surveyed. Per qualitative interviews, the students came to the U.S. full of curiosity, ready to explore the country and make friends. However, they were disappointed to find “intangible walls” separating them from their American classmates. The students felt isolated and disconnected from the domestic student body and described their struggle to connect with American students. Lacking opportunities to engage in deep personal conversations with peers from different backgrounds and cultures, the international students, on average, did not improve their levels of IS and described an unsatisfying experience studying on an American college campus.
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Lokkesmoe, Karen J., K. Peter Kuchinke, and Alexandre Ardichvili. "Developing cross-cultural awareness through foreign immersion programs." European Journal of Training and Development 40, no. 3 (April 4, 2016): 155–70. http://dx.doi.org/10.1108/ejtd-07-2014-0048.
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Purpose – The purpose of this paper is to investigate the efficacy of foreign immersion programs in terms of increasing cross-cultural awareness among university students in business, accounting, human resources and agriculture. The authors extrapolate from their population to the practice of developing business professionals on international assignments. Design/methodology/approach – This paper presents findings of a four-year, government-sponsored university exchange program involving 40 professional management and agriculture science students from four US and Brazilian top research universities who participated in a semester-long study abroad experience. Pre-departure and post-exchange data were collected using the well-established Intercultural Development Inventory (IDI). In addition, the authors collected academic performance data and verbal mid- and end-project personal assessments. Two of the authors of this paper served as project directors, the third as evaluation specialist. Findings – Despite intensive pre-departure preparation, in-country support and cultural immersion, the research subjects failed to attain significant and consistently higher levels of intercultural awareness. Students tended to overestimate their own level of cross-cultural competence both before and after the program. While students tended to perform well academically and voiced high levels of satisfaction with their own overseas stay, objective measures of cross-cultural awareness did not mirror these outcomes. Research limitations/implications – Multiple measures of cross-cultural competence exist, and it is possible that the development in areas other than those measured by the IDI did take place. It is also sensible to assume that cognitive development might take longer and was not captured by the post-test right after return. Practical implications – The paper suggests that cross-cultural development requires carefully designed interventions, feedback and mentoring/coaching. Simply sending individuals on overseas assignments, no matter how well prepared and supported by the institution, does not guarantee the development of multi-cultural attitudes and cognitive frames of mind. Social Implications – The development of cross-cultural competence has been described as a central concern for universities and workplaces alike. The burgeoning research literature on cross-cultural development reflects not only the importance of the topic but also the struggle to find effective pedagogical and andragogical approaches to fostering such development in university students, expatriate managers, working professionals and members of the workforce in general. Originality/value – The paper presents evaluation findings of a carefully designed and well-supported exchange program over a period of four years and involving three cohorts of students. These students are at the cusp of moving into the workplace, where many will assume professional and leadership positions in international settings. Given the high failure rate of international development and placement and the increasing global interconnectedness of academic and business organizations, the paper suggests the need for carefully designed and well-supported overseas programs to maximize cross-cultural development.
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McClintock, Andrew S., Shannon M. McCarrick, Timothy Anderson, Lina Himawan, and Robert Hirschfeld. "Development and Validation of a Six-Item Version of the Interpersonal Dependency Inventory." Assessment 24, no. 3 (July 28, 2016): 360–70. http://dx.doi.org/10.1177/1073191115605178.
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The Interpersonal Dependency Inventory (IDI) is a frequently used, 48-item measure of maladaptive dependency. Our goal was to develop and psychometrically evaluate a very brief version of the IDI. An exploratory factor analysis of the IDI in Study 1 ( N = 838) yielded a six-item IDI (IDI-6), with three items loading on an emotional dependency factor (IDI-6-ED), and the other three items loading on a functional dependency factor (IDI-6-FD). This factor solution was validated by confirmatory factor analysis in Study 2 ( N = 916). The IDI-6-ED and IDI-6-FD demonstrated good convergent and divergent validity in Study 3 ( N = 100). In Study 4 ( N = 22-43), the IDI-6-ED and IDI-6-FD were generally stable over 4-week and 8-week intervals and were found to be responsive to the effects of psychological treatment. These results have implications for dependency conceptualizations and support the IDI-6 as a brief, psychometrically sound instrument.
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Hammer, Mitchell R., Milton J. Bennett, and Richard Wiseman. "Measuring intercultural sensitivity: The intercultural development inventory." International Journal of Intercultural Relations 27, no. 4 (July 2003): 421–43. http://dx.doi.org/10.1016/s0147-1767(03)00032-4.
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박주희 and Jean-kyung Chung. "A Validation Study for theIntercultural Development Inventory(IDI)." 한국심리학회지: 사회및성격 22, no. 1 (February 2008): 1–21. http://dx.doi.org/10.21193/kjspp.2008.22.1.001.
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Anderson, Phillip H., and Leigh Lawton. "Intercultural Development: Study Abroad Vs. On-Campus Study." Frontiers: The Interdisciplinary Journal of Study Abroad 21, no. 1 (August 15, 2011): 86–108. http://dx.doi.org/10.36366/frontiers.v21i1.305.
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This article presents a study based on a semester-long study abroad program in an English-speaking country. Some researchers have called for improved assessment of study abroad programs, while others suggest establishing a minimum standard for every program, including qualitative and quantitative measures. Therefore, if the goal is to assess whether improved intercultural development occurred as a result of students studying abroad, then this study’s results offer support that both the GPI and the IDI can fulfill this role.
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Zhang, Jingzhu. "Test Review: The Intercultural Development Inventory manual." Journal of Psychoeducational Assessment 32, no. 2 (February 20, 2014): 178–83. http://dx.doi.org/10.1177/0734282913505075.
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Mendleson, Jack L., Allen L. Bures, Donald L. Champion, and J. Kendall Lott. "Preliminary Development of the Intercultural Tolerance Scale." Psychological Reports 80, no. 3 (June 1997): 867–76. http://dx.doi.org/10.2466/pr0.1997.80.3.867.
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This article addresses intercultural tolerance, the need to measure that construct, and the development of a new diagnostic inventory, the Intercultural Tolerance Scale. Issues discussed include background, development, and preliminary test reliabilities and validities.
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Altshuler, Lisa, Nan M. Sussman, and Elizabeth Kachur. "Assessing changes in intercultural sensitivity among physician trainees using the intercultural development inventory." International Journal of Intercultural Relations 27, no. 4 (July 2003): 387–401. http://dx.doi.org/10.1016/s0147-1767(03)00029-4.
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Kim, Jeong-Mee. "A Pilot Study for Standardization of K-IDI(Korean Infant Development Inventory)." Korean Journal of Early Childhood Special Education 16, no. 4 (December 25, 2016): 61–80. http://dx.doi.org/10.21214/kecse.2016.16.4.61.
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Jankowski, Peter J. "A Construct Validation Argument for the Intercultural Development Inventory." Measurement and Evaluation in Counseling and Development 52, no. 2 (November 26, 2018): 75–89. http://dx.doi.org/10.1080/07481756.2018.1497428.
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Michael Paige, R., Melody Jacobs-Cassuto, Yelena A. Yershova, and Joan DeJaeghere. "Assessing intercultural sensitivity: an empirical analysis of the Hammer and Bennett Intercultural Development Inventory." International Journal of Intercultural Relations 27, no. 4 (July 2003): 467–86. http://dx.doi.org/10.1016/s0147-1767(03)00034-8.
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Hammer, Mitchell R. "Additional cross-cultural validity testing of the Intercultural Development Inventory." International Journal of Intercultural Relations 35, no. 4 (July 2011): 474–87. http://dx.doi.org/10.1016/j.ijintrel.2011.02.014.
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Greenholtz, Joe. "Assessing Cross-cultural Competence in Transnational Education: The Intercultural Development Inventory." Higher Education in Europe 25, no. 3 (October 2000): 411–16. http://dx.doi.org/10.1080/713669273.
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Zayac, Ryan M., Sydney Miller, Wolfgang Lenhard, Amber Paulk, and Kirby Chrysler. "Short-Term Study Abroad in Psychology: Effects of a Cultural Scavenger Hunt on the Development of Intercultural Competence." Teaching of Psychology 48, no. 1 (September 24, 2020): 32–40. http://dx.doi.org/10.1177/0098628320959922.
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Steadily increasing ethnic and cultural diversity in the United States has led employers to see intercultural competence as a valuable and necessary trait for those entering the workforce, including students studying psychology. One high-impact practice that may increase students’ multicultural awareness is study abroad. The current research examined the effectiveness of a cultural scavenger hunt offered during two short-term study abroad programs to increase participants’ intercultural competencies. Cultural competence was assessed in Study 1 ( N = 10) using the Miville-Guzman Universality-Diversity Scale–Short Form. Results indicated a statistically significant increase across all subscales. In Study 2 ( N = 16), the Cross-Cultural Adaptability Inventory was utilized. Results from Study 2 demonstrated statistically significant improvements in the Emotional Resilience subscale. These findings suggest that a cultural scavenger hunt may assist participants in actively engaging in the local culture and facilitate the initial development of intercultural competencies.
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Zerzová, Jana. "Intercultural competence of first year students of English at the Faculty of Education, Masaryk University: a report of research." Journal of Language and Cultural Education 4, no. 2 (May 1, 2016): 3–26. http://dx.doi.org/10.1515/jolace-2016-0013.
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Abstract The article presents the initial stage of research conducted at the Department of English Language and Literature at the Faculty of Education, Masaryk University in Brno. The aim of the research is to examine the departmental students’ intercultural competence (IC) at the beginning of their studies (autumn 2011), compare it with their level of IC at the end of their studies (autumn 2016) and investigate the influences that played a role in their IC development. In this paper, only the initial stage of the research is presented, i.e. examining the students’ IC at the beginning of the studies. The Intercultural Development Inventory®, version 3, was used for the purposes of the research. Since this instrument is not currently being used for academic or corporate purposes in the Czech (or Slovak) Republic, a secondary aim of the article is to introduce it to the wider academic community. The results indicate that students tend to overestimate their level of IC, and find themselves in ethnocentric stages of intercultural development at the beginning of their university studies.
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Balanaieva, Oksana V., Hanna M. Salashchenko, Kateryna V. Shurupova, Anastasiia O. Devos, and Alla I. Romanchuk. "Development of Skills of Intercultural Communication in the Process of Studying at Higher Educational Institutions." International Journal of Higher Education 9, no. 7 (August 7, 2020): 243. http://dx.doi.org/10.5430/ijhe.v9n7p243.
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The article proves that the need for the development of intercultural communication skills in the learning process is due to external causes of globalization and internal requirements of the modern ethnocultural situation in Ukraine, as well as the needs of pedagogical science, which takes into account global development trends: anthropocentrism, search for value orientations and new worldview, the need for acquisition of intercultural interaction skills that ensure competitiveness in the global community. According to the author, the skills of intercultural communication of future specialists are characterized by the integrity of formation of personal qualities and abilities, the ability to switch from one culture-specific code to another, taking into account their differences, flexibly vary communication strategies and tactics, maintain a positive attitude; choice of verbal and non-verbal means. In this regard, the author proposed the idea of using Web 2.0 in the formation of intercultural communication skills. Experimental application of a special method of working with educational Internet resources based on Web 2.0 technologies was tested in the Practical English academic course. It was found that the use of Web 2.0 in the development of intercultural communication skills in the process of studying at higher educational institutions opens up a wide range of opportunities for educational practice: the use of free electronic resources used for educational purposes; independent creation of network content; interpersonal interactions of the subjects of the educational process. To analyse the results obtained and objectively consider the dynamics of changes in the level of development of intercultural communication skills, control and measuring materials selected were the assignments of the Level 6 Certificate of General Language Proficiency (CAE Advanced) and a test to determine the level of development of learning strategies - the Strategy Inventory for Language Learning (SILL) Version 7.0. It was found that the use of educational Internet resources based on Web 2.0 technologies activates the professionally significant qualities of future specialists, the ability to carry out intercultural communication, expands the horizons of the worldview and the sphere of professional activity to the maximum possible extent, professional mobility, which is a condition and basis of professionalism and mastery. The proposed methods, techniques and technologies can be used regardless of the foreign language and have transnational significance.
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Dimitrijevic, Bojana, Danijela Petrovic, and Bruno Leutwyler. "Teachers’ implicit beliefs about the students of the Roma and the Hungarian cultural group." Zbornik Instituta za pedagoska istrazivanja 49, no. 1 (2017): 55–76. http://dx.doi.org/10.2298/zipi1701055d.
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Research has shown that the beliefs about cultural, ethnic or racial diversities among students are vital for the effective work of teachers. Hence, in this paper, we aim at determining: (1) in what ways the teachers perceive and interpret the school situation that includes the students from a minority cultural group (Roma and Hungarian), i.e. what kinds of beliefs they express in the given situation; (2) whether there are any differences in the way in which teachers, within the same stadium of development of intercultural sensitivity, perceive the given situation. The sample included class teachers whose score on the Intercultural Development Inventory pointed to intercultural sensitivity in accordance with the stadium of minimisation (seventeen teachers) and polarisation (six teachers). The Critical Incident Technique (CI) was applied in the study, in two parallel forms: with a Hungarian and a Roma student. Thematic analysis yielded seven topics, four of which occurred only in the CI with a Roma student: Disrespecting school as an institution, Abuse of minority status, Separation from the class and Typical children?s motives. The comparison of teachers? statements depending on the CI version and the developmental phase indicate that the specificity of a cultural group in question affects the expressed beliefs about this group, regardless of teachers? intercultural sensitivity.
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Grant, Jacie, Kris Acheson, and Elizabeth Karcher. "Using the BEVI to Assess Individual Experience to Enhance International Programming." Frontiers: The Interdisciplinary Journal of Study Abroad 33, no. 1 (February 26, 2021): 129–42. http://dx.doi.org/10.36366/frontiers.v33i1.491.
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Success in diverse educational and work environments requires intercultural competence, positive attitudes towards difference, and willingness to interact across cultures. Consequently, study abroad participation has increased as universities aim to internationalize; yet, we lack clear evidence of study abroad providing students with skills and attitudes the programs intend to develop. This case study (n=11) documents the implementation of intercultural learning activities throughout a semester long course and a 9-day trip to Vietnam. Researchers anticipated positive development in critical thinking, openness, and environmental concern measured by the Beliefs, Events, and Values Inventory. Overall the average group scores did not increase; however, in a more detailed analysis interesting patterns emerged within the data in regard to unintended learning outcomes, impact of individual differences in identity, and preparedness for learning. The data suggest potential curriculum changes and additional resources to support student needs.
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Herlina, Uray. "Profil Komunikasi Antarbudaya Mahasiswa Bimbingan dan Konseling." JOMSIGN: Journal of Multicultural Studies in Guidance and Counseling 1, no. 2 (September 14, 2017): 123. http://dx.doi.org/10.17509/jomsign.v1i2.6287.
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Communication is an essential tool for humans in fulfil the necessities of life and to attain the purpose of it. Communication and culture are two things that can not be separated like two sides of a coin. Studying communication means learn the culture, and viceversa. The purpose if this research to describe the profile of intercultural communication to students. The instrument that used was the inventory Guttman scale. Respondents of this research are students of IKIP PGRI Pontianak from every level of I, III, and V semester, with the total number of respondents are 66 people. The results showed in generally that the profile of intercultural communication among students has been good, where the cognitive, affective and psychomotor of student in every level of semester and ethnic are not much different. Hopefully this research can bethe foundation ofthe development of communication skills counseling on student guidance and counseling. Proper communication will bring success in relationship counseling for counselors and clients who come from different cultures.
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Izydorczyk, Bernadetta, Ha Truong Thi Khanh, Małgorzata Lipowska, Katarzyna Sitnik-Warchulska, and Sebastian Lizińczyk. "Psychological Risk Factors for the Development of Restrictive and Bulimic Eating Behaviors: A Polish and Vietnamese Comparison." Nutrients 13, no. 3 (March 11, 2021): 910. http://dx.doi.org/10.3390/nu13030910.
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The aim of this paper is to identify psychological factors which are culture specific or common predictors for restrictive and bulimic behaviors towards eating for young women raised in different cultures. The study included 661 young women from Poland (n = 233) and Vietnam (n = 428). Subjects filled-in the Eating Disorders Inventory (EDI-3) and the Multidimensional Body-Self Relations Questionnaire-Appearance Scales (MBSRQ-AS), and body measurements were collected to calculate anthropometric indices. Women form Vietnam were less satisfied with their appearance than were their Polish peers, but Vietnamese showed a lower level of preoccupation with being overweight and fear of obesity. Intercultural differences indicate that Vietnamese women show greater intensities for psychological variables, connected with restrictive and bulimic eating behaviors, verified in the research model: low self-esteem, personal alienation, interpersonal insecurity, interpersonal alienation, emotional dysregulation, interoceptive deficits, perfectionism and asceticism, and anxiety.
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Reo, Rick A. "The learning design components of a global collaborative classroom between lebanon and mason." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g84p48.
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The poster presents an informational visualization of the key design components and the team teaching strategies for a Global Collaborative Classroom (GCC) awarded by the Office of Global Strategies for delivery during Fall 2016. The GCC we have planned involves a six-week, four-phased, fully online group project between University of Balamand, Lebanon and GMU that is designed to expose students to international perspectives on instructional technology topics and engage them in highly interactive learning activities for the six-week period. The collaborative classroom centers on the development of an instructional technology integration product such as a lesson, tutorial, or e-learning module, and involves global learning outcomes that foster student examination of systematic cultural issues impacting technology integration in various educational settings. In addition to knowledge-based global outcomes, there are affective global outcomes attained through multi-cultural learning activities that emphasize experiential, collaborative learning and intercultural communication. A global skills instrument will be used to assess student intercultural skills development. In summary, the poster will be organized to include sections that visually describe the following GCC components: 1) course and student details, 2) GCC design goals, strategies, assignments, 3) global learning outcomes implementation, 4) global skills inventory integration, 5) four-phased, group project learning design, 6) technology integration, and 7) team teaching approach.
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Khuja, Hateem al, and Kaj Björkqvist. "Attitudes towards People and Things from Other Cultures (APTOC): Development of a Scale that Measures Intercultural Competence of Syrians Who Reside in Germany." European Journal of Social Science Education and Research 7, no. 1 (February 10, 2020): 51. http://dx.doi.org/10.26417/ejser.v7i1.p51-58.
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The aim of the study was to develop and validate a scale that measures the level of intercultural competence of Syrians who reside in Germany in order to shed light on patterns and behaviours that are practiced by them in a different culture. The starting point was Cushner’s 32-item Inventory of Cross-cultural Sensitivity, which in its original form includes 5 subscales. Based on Cushner’s ICCS, a 20-item scale, here referred to as Attitudes towards People and Things from Other Cultures (APTOC), was constructed and tested with 308 respondents. After factor and internal consistency analyses, the 20-item scale APTOC was reduced to a 15-item scale consisting of 3 subscales, namely Openness to Other Cultures (5 items, alpha = .73), Global Mindset (5 items, alpha = .83) and Narrow Mindset (5 items, alpha = .70). It is recommended to conduct similar procedures following the same approach when choosing a different population than Syrians who reside in a European nation.
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Batkhina, A. A., and N. M. Lebedeva. "Рredictors of behavioral strategy choice among Russians in intercultural conflict." Social Psychology and Society 10, no. 1 (2019): 70–91. http://dx.doi.org/10.17759/sps.2019100105.
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The article describes the main results of the study investigating the predictors of the behavioral strategy choice among Russians in an imaginary conflict with a representative of the North Caucasus ethnic groups. The theoretical and methodological basis of the research includes the dual concern model, the refined theory of personal values by S. Schwartz and the concept of intergroup anxiety by W. Stefan and C. Stefan. As the predictors of the behavioral strategy choice in a conflict, following personal values were considered: Openness to change, Conservation, Self-Transcendence and Self-Enhancement. The role of intergroup anxiety was tested as a moderator affecting the link between values and behavior in the conflict. Cultural identity and self-esteem were considered as control variables. The study involved 214 ethnic Russians living in Russia (73 men, 141 women, age M = 31.96, SD = 10.21). Respondents were involved in the study helping by “snowball” method. The following methods were used: Organizational Conflict Inventory by M. Rahim in the modification of J. Oetzel, PVQ-R by S. Schwartz, the intercultural communication apprehension scale by J. Neulep and D. McKrosky, and the certain scales from the MIRIPS questionnaire. The results of the path analysis showed that the choice of the competing is positively related to the values of Self-Enhancement and is negative with the values of Self-Transcendence. The choice of collaborating strategy has a positive relation with the values of Self-Transcendence and Openness to change. The choice of an avoiding strategy is positively related to the values of Conservation and intergroup anxiety. The choice of the accommodating did not reveal a significant influence of values but this strategy is in positive connection with cultural identity and in a negative connection with self-esteem. Intergroup anxiety is a moderator of the relationship between the value of Openness to change and the collaborating strategy. The obtained results can be used in the development of recommendations in the field of intercultural communication and in the settlement of intercultural conflicts.
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Stürmer, Stefan, and Alison E. F. Benbow. "Psychological Foundations of Xenophilia: Understanding and Measuring the Motivational Functions of Exploratory Cross-Cultural Contact." Personality and Social Psychology Bulletin 43, no. 11 (August 2, 2017): 1487–502. http://dx.doi.org/10.1177/0146167217722555.
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Two multipart studies (total N = 1,638) were conducted to introduce and test a functional perspective on exploratory cross-cultural contact. Studies 1a and 1b addressed the lack of standardized measures and developed a psychometrically valid inventory of six individual motivational functions: knowledge and understanding, value expression, professional advancement, social development, personal-, and group-image concerns. Studies 2a and 2b produced experimental evidence that different environments offer differing “fulfillment opportunities” such that the motivating potential of a distinct contact function results from a function by environment fit. First, participants were more persuaded by and wanted to visit a cultural center more when it matched their motivational functions (Study 2a). Second, participants showed a preference to choose an intercultural interaction partner with a higher potential over a partner with a lower potential to fulfill their primary cross-cultural contact motivation (Study 2b, preregistered). Theoretical and practical implications of this perspective are discussed.
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Baker, Matt, Peng Lu, and Alexa Lamm. "Assessing the Dimensional Validity and Reliability of the University of Florida Critical Thinking Inventory (UFCTI) in Chinese: A Confirmatory Factor Analysis." Journal of International Agricultural and Extension Education 28, no. 3 (April 15, 2021): 41–56. http://dx.doi.org/10.5191/jiaee.2021.28341.
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The importance of assessing critical thinking has been emphasized extensively by numerous administrators and educators in higher education worldwide. In a contemporary agricultural sustainable development environment, agricultural students need to develop critical thinking to manage complex situations and to deal with controversial issues in international agriculture settings. From psychological points of view, thinking varies cross-culturally. In other words, people from different cultures think differently. With the increasing number of Chinese students studying in the U.S., educators need to be aware of the importance of supporting these Chinese students within the intercultural classroom environment. Thus, it is necessary to explore and understand the way Chinese students think to help them more easily adapt to a culturally diverse educational environment. The purpose of this study was to evaluate the validity and reliability of a Chinese version of the University of Florida Critical Thinking Inventory (UFCTI). The UFCTI measures critical thinking styles using two constructs: engagement and seeking information. Confirmatory Factor Analysis (CFA) was applied to examine the hypothesized measurement model based on the theoretical foundations of the original UFCTI (English version). The CFA findings indicated the UFCTI measurement model between the two versions is equivalent. Specifically, the results confirmed the two-factor measurement of critical thinking style: engagement and seeking information. The findings also indicated adequate validity and reliability for the UFCTI Chinese version
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Chávez Velásquez, Carlos Renato, Juan Carlos Carrasco Baquero, Christiam Aguirre Merino, and Polo Wilfrido Novoa Guaján. "Turismo Comunitario, Alternativa De Desarrollo Turístico Estudio De Caso: Producto Turístico Para La Comunidad Paquiestancia, Parroquia San José De Ayora, Cantón Cayambe, Provincia De Pichincha - Ecuador." European Scientific Journal, ESJ 12, no. 26 (September 30, 2016): 113. http://dx.doi.org/10.19044/esj.2016.v12n26p113.
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Ecuador has a variety of attractions that highlight the scenic beauty and diversity of flora and fauna, the warmth of its people and its cultural heritage has made of Ecuador a tourist destination that is worth to visiting and admiring. It is a tourist destination in constant growth that generates the need to create new tourism products, so community tourism is an option of tourism that integrate communities with visitors from an intercultural perspective, ensuring the proper use of tourist resources. This research proposes to carry out in a first stage the design of a community tourism product in the province of Pichincha, Paquiestancia community, through the inventory of natural and cultural attractions using the methodology of MINTUR 2004 and the INPC; 2011. Followed by the market study, analyzing the demand and supply in the sector, applying surveys after defining the sample for national and international tourists, in which was obtained the tastes and preferences of visitors, which allows designing tour packages according to their requirements. Finally for the operation of this product, were designed four packages, which intended to encourage and maintain traditions to the community, generating social, economic and environmental benefits for sustainable development.
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Majda, Anna, Joanna Zalewska-Puchała, Iwona Bodys-Cupak, Anna Kurowska, and Krystian Barzykowski. "Evaluating the Effectiveness of Cultural Education Training: Cultural Competence and Cultural Intelligence Development among Nursing Students." International Journal of Environmental Research and Public Health 18, no. 8 (April 11, 2021): 4002. http://dx.doi.org/10.3390/ijerph18084002.
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Background: Since 2012, education standards in medical faculties in Poland have allowed medical universities to introduce content related to multiculturalism. On the one hand, this creates a necessity to introduce new strategies, forms, and techniques of education aimed at the development of knowledge, skills, and attitudes in terms of multiculturalism. On the other hand, there is a need to evaluate their effects. The main goal of this study was to evaluate the cultural competence and cultural intelligence of master’s degree nursing students before the commencement of and two months after cultural education training in the form of the intercultural communication workshops included in the study program. Methods: The following questionnaires were used in the study: the Cross-Cultural Competence Inventory (CCCI) and the Cultural Intelligence Scale (CQS). Two consecutive classes (2019 and 2020) of master’s nursing students were tested twice (pre-test, post-test). The study was conducted at a leading medical university that educates nurses at a master’s level in Poland. In total, 130 master’s nursing students took part in this evaluative study: 64 individuals in 2019 (study 1) and 66 individuals in 2020 (study 2). Results: In comparison to the pre-test, the post-test showed that the surveyed students in both study 1 and study 2 obtained significantly higher overall results in terms of cultural intelligence (p = 0.001; p = 0.004, respectively) as well as in the behavioral (p = 0.001; p = 0.002) and cognitive (p = 0.001; p = 0.008, respectively) subscales. The cultural competence results were also higher overall, but the difference was insignificant. Conclusions: The study shows the efficiency of training/workshops in the development of culturally specific knowledge and cultural intervention skills. At the same time, it postulates the need to plan and organize cultural education programs in a form that aims to improve the development of culturally sensitive attitudes.
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Wu, J., A. Roedlach, T. Townley, and D. Munley. "The intercultural development inventory as a cultural competency and sensitivity measure for medical students opting into Project CURA, a student-run local and global service learning organization at Creighton University School Of Medicine." Annals of Global Health 82, no. 3 (August 20, 2016): 508. http://dx.doi.org/10.1016/j.aogh.2016.04.382.
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Whalen, Brian. "Introduction." Frontiers: The Interdisciplinary Journal of Study Abroad 18, no. 1 (August 15, 2009): v—vii. http://dx.doi.org/10.36366/frontiers.v18i1.250.
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At a recent conference I attended, a colleague stated that there was no education abroad research being conducted. In effect, he argued, we were a field without a research base to guide our program design and management. I heartily disagreed, countering that the field is producing an unprecedented amount of research of various types representing a wide range of disciplinary perspectives. The challenge, I said, was to expand our view of what we consider study abroad “research” to be. We work in a complex field that encompasses a tremendous range of issues and topics that invite analyses from multiple disciplines. Our challenge is more one of keeping up with reviewing all of this research and finding the time to analyze it and use it to improve programming.
This present volume of Frontiers, the nineteenth since the journal’s first volume was published in 1995, contains research that education abroad professionals can use to consider how best to inform decisions about program administration, pedagogies, and curricula. For example, in the lead article by Vande Berg, Paige, and Connor-Linton, the results of one of the most comprehensive projects ever to assess study abroad learning outcomes, “The Georgetown Consortium Project,” the authors suggest that the results point education abroad in the direction of designing and managing “structured interventions” that promote intercultural and target language learning in study abroad. The results from this landmark study will be cited for many years to come.
In keeping with the interdisciplinary nature of Frontiers, Stephanie Evan’s provides another perspective on education abroad through a scholarly review of African American women who have been influenced by study abroad. Her article, “African American Women Scholars and International Research: Dr. Anna Julia Cooper’s Legacy of Study Abroad,” details how Dr. Anna Julia Cooper, as well as other prominent women, were both impacted by study abroad and how they, in turn, impacted others. This historical research not only gives greater meaning and significance to the work of education abroad professionals by documenting these compelling stories, but also inspire the field to seek to expand access to study abroad for underrepresented students. Moreover, Evans presents practical ways in which she has designed and led her own study abroad programs utilizing her research, and in doing so helps us to think about how we might conduct similar kind of research that can inform our programming.
Other articles in this volume serve the same purpose of providing research that informs education abroad programming. Five articles present research studies that examine study abroad outcomes, a fast-growing area of education abroad research. These include two studies that use a new instrument for assessing global learning called the Global Perspectives Inventory, or GPI
(Braskamp, Braskamp and Merrill; and Doyle); a study of intercultural knowledge and competence in science students who study abroad (Bender, Wright and Lopatto); research on the influence that language courses taken prior to short-term study abroad (Duperron and Overstreet); and a study by Purdue University faculty and graduate students (Phillion, Malewski, Sharma, and Wang) of how preservice teachers participating in study abroad experience and interpret race, ethnicity, class and gender issues.
Frontiers has always encouraged research into the nature and purposes of study abroad, and in this volume a number of authors present theoretical perspectives to advance our thinking about and practice of study abroad. Fred Dervin’s provocative analysis of how we conceive of study abroad is based on his research on European (especially Finnish) student mobility. Readers will find that his “proteophilic model” of intercultural competencies covers familiar ground but in ways that push us to examine our practices anew. Martha Johnson conducts a “post” analysis of study abroad and in doing so reminds us that the world is a complex place that challenges both study abroad students and those who develop and manage programs. She helps us to identify our inherent biases so that we may redefine the ways we design and deliver our study abroad programs. Tracy Williams presents the reflective model of intercultural competency in her article, which offers a qualitative approach to assessment that is built into several structures of the three stages (pre-departure, abroad, returned) of the study abroad experience. Pagano and Roselle describe their experiential education model as a means to improve study abroad learning, one that views student intellectual development as a process that ideally moves from reflection to critical thinking to a final stage of what they describe as “refraction.” Another theoretical approach to study abroad is provided by Reilly and Senders in their proposal of what they call “critical study abroad.” They argue that study abroad as a field needs to reevaluate its assumptions in light of the global challenges that we face, and they propose several reference points for doing so. Finally, Soneson and Cordano use universal design theory to encourage the re-design of study abroad programs in order to provide more effective access to a greater number of students.
Yet another form of research that has frequently appeared in Frontiers is represented in articles by John Lucas and William Moseley: perspectives from resident directors and faculty. Formerly resident director of the IES Abroad Barcelona Program, Lucas presents and analyzes case studies that together explore important topics and issues related to the mental health of students who study abroad. Both on-site and campus-based staff alike will appreciate the insights offered in this article. A faculty member at Macalester College, Moseley draws on his experience leading a study abroad program as a pre-tenured faculty member to present a case study of how study abroad opportunities may be leveraged to support the research goals of junior faculty. Faculty with an interest in study abroad, deans and provosts, and study abroad directors will find Moseley’s article useful for considering how pre-tenured faculty may become involved in study abroad programming and at the same time meet the demands of institutional research requirements.
Fourteen years ago, in my introduction to the first Frontiers volume, I wrote: “As we set out across the frontiers that have defined study abroad we cross into uncharted territory, but with a purpose that defines our path… the journey of encountering the frontiers of our field.” Since its founding Frontiers has remained true to this original purpose of seeking to expand our research approaches to and perspectives on study abroad. This current volume represents well how far the field of study abroad has come, and future volumes will no doubt take us further.
Brian Whalen, Editor
Dickinson College
The Forum on Education Abroad
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Krishnan, Lata, Lan Jin, and Charles Calahan. "Enhancing Intercultural Competence: Can it be done without Studying Abroad?" Teaching and Learning in Communication Sciences and Disorders 5, no. 2 (2021). http://dx.doi.org/10.30707/tlcsd5.2.1624983591.687169.
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Participation in intensive, immersive, service-learning study abroad programs with intentional intercultural activities embedded in the course curriculum has been shown to enhance cultural competence as measured via the Intercultural Development Inventory (IDI®) (Krishnan, Masters, Holgate, Wang & Calahan, 2017; Krishnan, Lin & Benson, 2020). The purpose of this study was to evaluate the relative impact of embedding intercultural learning activities on students’ intercultural competence when included in an on-campus course compared to a study abroad program. The intervention group consisted of 34 students enrolled in the on-campus course which incorporated intentional intercultural activities. Forty-one students who did not take the course comprised the control group. Comparison of the pre- and post-IDI® scores showed a significant increase in intercultural competence in the intervention group and no change in score in the control group participants. Qualitative data supported these findings. The increase in group mean score is slightly lower than group mean score increases in study-abroad students. Results indicate that incorporating intentional intercultural learning activities in an on-campus course can be an effective mechanism for students to enhance intercultural competence without travelling abroad.
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Lata, Lata, Horane Diatta-Holgate, and Charles Calahan. "Intercultural Competence Gains from Study Abroad in India." Teaching and Learning in Communication Sciences and Disorders 5, no. 2 (2021). http://dx.doi.org/10.30707/tlcsd5.2.1624983591.676961.
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Participation in a study abroad program to Zambia with intentional intercultural activities embedded in the course curriculum has been shown to enhance cultural competence as measured by the Intercultural Development Inventory (IDI®) (Krishnan, Masters, Holgate, Wang & Calahan, 2017). The purpose of this study was to assess whether a new program to India, developed using a. similar model, was effective in increasing student intercultural competence and to compare student outcomes with the previous program to evaluate possible differences in outcomes related to the destination country. Participants included 21 students who participated in the SLHS in India study abroad program, and 20 students who have not travelled abroad. Quantitative data included a pre- and post-program administration of the IDI® for both groups. Qualitative data included pre-departure and final reflection papers completed by participants in the intervention group. Results indicated a significant increase in intercultural competence in the intervention group and no change in score in the control group participants. The increase in group score is similar to increases seen in students who had travelled to Zambia. Results indicate that an intensive, service learning study abroad program can be a mechanism for students to enhance intercultural competence, possibly regardless of destination country.
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Kruse, Julie A., Judy Didion, and Kathy Perzynski. "Utilizing the Intercultural Development Inventory® to develop intercultural competence." SpringerPlus 3, no. 1 (July 1, 2014). http://dx.doi.org/10.1186/2193-1801-3-334.
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Whalen, Brian. "Introduction." Frontiers: The Interdisciplinary Journal of Study Abroad 17, no. 1 (December 30, 2008). http://dx.doi.org/10.36366/frontiers.v17i1.240.
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This volume of Frontiers contains articles covering a broad range of study abroad topics that I hope readers will find both stimulating and useful. Taken as a whole, this volume provides information and tools that can be used to improve and enhance study abroad programs.
Rexeisen, Anderson, Lawton, and Hubbard utilized the Intercultural Development Inventory (IDI) to assess the impact of a semester study abroad program on the development of cross-cultural sensitivity. Their article, “Study Abroad and Intercultural Development: A Longitudinal Study,” provides evidence that a student’s integration and adaptation to cultural experiences continue after a student returns home after study abroad. In general, this article supports the conclusion that study abroad has positive impact on the intercultural development of students. However, it also found that some of the gains found immediately after study abroad diminish over time.
In his article “Service-Learning in Context: An International Perspective,” Michael Woolf explores the definition and goals of service-learning and its value within a study abroad context. Drawing on his long experience in developing and managing study abroad programs, Woolf advocates for adopting several “strategic objectives” that emphasize the “learning” dimension of service-learning, including parity of esteem with other academic courses and academic credibility. He then argues for and outline approaches to defining learning objectives before offering conclusions about dangers and pitfalls as well as benefits to service-learning within the study abroad context.
Paus and Robinson present a general model of the determinants of study abroad participation and then apply it to isolate the factors that are most important at their home institution, Mount Holyoke College. Their model provides a tool to assess the effectiveness of some of the institutional policies for expanding study abroad participation, and to identify new areas for policy invention. Specifically, their analysis identifies parent and faculty encouragement as key determinants of a student’s study abroad decision. Based on their analysis, the authors discuss the specific role that faculty play to increase study abroad participation.
Nadine Dolby’s “Global Citizenship and Study Abroad: A Comparative Study of American and Australian Undergraduates,” examines how both Australians and Americans undergraduates negotiate their national and global identities in the context of study abroad. Dolby demonstrates the nuances of “global citizenship” as students experience and describe it, and argues for a more complex understanding of the dynamics of nation and globe, and for a paradigm of “global citizenship” grounded in critical self-awareness, mutual respect, and reciprocity. Based on her research, she proposes that global citizenship is inflected differently in diverse national contexts, as demonstrated by the contrasting experiences of the Americans and Australians abroad.’
Harrison and Voelker’s study assess the effectiveness of study abroad programs by identifying and evaluating the factors that contribute to students’ success. Their research, “Two Personality Variables and the Cross-cultural Adjustment of Study Abroad Students,” utilized self-assessments by semester study abroad students to examine the impact of both “emotional intelligence” and “entrepreneurial attitude orientation” on the student’s adjustment to their host culture. The results of the study indicated that sub-dimensions of emotional intelligence is significantly related to both general and interaction adjustment in a host culture, and that entrepreneurial attitude orientation is significantly related to interaction adjustment.
Hoff and Paige’s article, “A Strategies-Based Approach to Culture and Language Learning in Education Abroad Programming,” discusses the results of a study that researched the use of two study abroad guides by study abroad advisors, and resident directors in their pre-departure and on-site programming. The participants in this project were interviewed and discussed the challenges and successes in using the Maximizing Study Abroad Program Professionals Guide and the Students’ Guide. The article presents suggestions for using these guides effectively to impact student learning.
In their article, “Does Language Matter? The Impact of Language of Instruction on Study Abroad Outcomes,” Norris and Steinberg present their study of the impact of students taking courses in the target language versus those who take some or all of their courses in English. Mining data from nearly 50 years of study abroad programming, they conclude that each language environment has its distinctive merits, and that all yield benefits to participants. Drawing on a survey of over 17,000 IES alumni, their research helps us to recognize the value of the various study abroad models.
“Study Abroad and Career Paths of Business Students,” by Orahood, Woolf, and Kruze, assesses the impact of study abroad on business students’ post-graduation career paths by surveying alumni who were five to ten years into their careers. While the authors did not find a causal link showing that study abroad significantly impacts business students’ career paths, they did find that alumni consider the transferable skills (communication, flexibility, adaptation, etc.) that they gained while abroad are valuable life skills. The authors also sought to compare the career paths of alumni who studied abroad to those who did not. They found that, although business students who studied abroad tend to have a significantly greater interest in working for a company with an international component, the number of alumni who found work with international clients/customers was greater for those who did not study abroad.
Together these articles provide important insights and useful information about a number of important areas of study abroad. I would like to thank the authors of these articles as well as the many colleagues who served as manuscript reviewers for this volume.
I would also like to acknowledge the continued support of the institutional sponsors of Frontiers, especially Dickinson College, which has been the home of Frontiers for the past eight years. The sponsors make it possible for Frontiers to continue to serve the needs of the study abroad field and disseminate the journal widely.
Brian Whalen, Editor
Dickinson College
The Forum on Education Abroad