Using the BEVI to Assess Individual Experience to Enhance International Programming

Abstract

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.

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

“…Common quantitative procedures assessing the impact of international experience are highlighted. Descriptive statistics were either reported using the survey platform's automated reporting function (Grant et al., 2021) or discerned from changes between the pre‐ and post‐survey results (Choi et al., 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).…”