To Understand You, I Need to Know Me:

Abstract

Due to Covid-19 and the inaccessibility of study abroad for some students, we successfully tested an alternative for building intercultural effectiveness -- a glocal classroom (GC) pedagogy highlighting assessment as learning. Over a 15-week course, the GC replicated the work context and job demands of expert global leaders and developed global skills via activities and simulations. Pre-posttest measures of the Intercultural Effectiveness Scale (IES) found significant improvement in all dimensions. Students with prior international experience had higher pre-test results in the world orientation and relationship development dimensions; however, students without study abroad experience approximated those results in their post-test assessment, apparently as a result of the GC. Quantitative and qualitative findings suggest that assessment, self-awareness, self-directed PDPs, well-designed simulations, receiving and giving extensive feedback, and reflection can be effective methods for moving the needle on intercultural competencies without a physical international experience.

Assessing transformative learning in international education: Critiques and new directions based on a systematic review of literature

“…The topics for quantitative studies are distinguished by the measurement constructs. Different instruments are used to assess international volunteering (Lough & Mcbride, 2014), global citizenship (Mule et al., 2018), intercultural sensitivity (Lyubovnikova et al., 2015), intercultural effectiveness (Dunn‐Jensen et al., 2021), intercultural development (Akdere et al., 2021), cultural awareness (Chwialkowska, 2020), global perspective (Hudson & Tomás Morgan, 2019), and environmental citizenship (Tarrant et al., 2014; Tarrant & Lyons, 2012). Notably, these studies assessed constructs related to TL, instead of TL itself.…”

“…In other words, TL is not treated as the measurement focus per se. Instead, specific constructs measured by these studies include intercultural competence or sensitivity (Akdere et al., 2021; Dunn‐Jensen et al., 2021; Iseminger et al., 2020; Lyubovnikova et al., 2015) and global or environmental citizenship (Choi et al., 2012; Hudson & Tomás Morgan, 2019; Lough & Mcbride, 2014; Mule et al., 2018; Tarrant et al., 2014; Tarrant & Lyons, 2012).…”

“…Regression analyses were used to assess the impact factors of program design on areas of learner development or on the extent of transformation (Lough & Mcbride, 2014; Lyubovnikova et al., 2015; Stone et al., 2017). Various group‐comparison techniques, including t ‐tests, ANOVA, and MANOVA, were used to compare learning outcomes across time (Akdere et al., 2021; Dunn‐Jensen et al., 2021; Tarrant & Lyons, 2012), student groups (Savicki & Price, 2021), and topics (Tarrant et al., 2014). Structural equation modeling was used to identify the factors that maximize the potential of TL (Chwialkowska, 2020) or to test the relationship between features of a global learning program and student development in desired areas (Hudson & Tomás Morgan, 2019; Mule et al., 2018).…”

The Asian Conference on the Social Sciences 2023: Official Conference Proceedings

“…One of the ways to increase intercultural competence is by studying abroad (Dunn-Jensen et al, 2021). The Institute of International Education Open Doors 2022 Report on International Education Exchange states that the number of Americans studying abroad increased each year for the last twenty years before the pandemic.…”