Research and Publications

He, Y., Lundgren, K., & Pynes, P. (2017). Impact of short-term study abroad program: Inservice teachers' development of intercultural competence and pedagogical beliefs. Teaching and teacher education, 66, 147-157.

The study investigated the impact of studying abroad on twelve K-12 teachers. The teachers were recruited for the study. The study abroad program had three components:1) pre-departure course, 2) study abroad for 4 weeks in China, 3) curriculum design and delivery component. Teachers took an online course prior to the departure where they were exposed to Chinese culture and learned some language skills. During the study abroad, teachers attended Chinese cultural seminars and language classes and had some field experiences in elementary, middle, and high school. They also observed Chinese teachers in the classroom and got the opportunity to teach one class to Chinese students. Post arrival in the US, teachers developed a new curriculum based on the knowledge they gained during their study abroad and shared their findings with the community. Teachers took a pre and post-IDI, and the results demonstrated that DO scores increased from 96.27 to 104.89 after the trip. The study also conducted a pre/post program survey with an intent to understand cultural knowledge, intercultural attitude, and intercultural skills. Teachers rated themselves low (in pre-survey) on cultural knowledge, such as understanding of the Chinese language, culture, customs, etc. But the results of the post-survey indicated larger gains in mentioned constructs. Overall study concluded the effectiveness of structured study abroad initiative on teachers.

2017

Mixed-Method

Teacher Development

2016-2020

Keywords:

Methodological Approach:

Paras, A., & Mitchell, L. (2017). Assessing intercultural competence in experiential learning abroad: Lessons for educators. Experiential Learning & Teaching in Higher Education, 1(1), 45-64.

The study was conducted to understand the impact of study abroad programs on students. In this study, students went on a study abroad program to India for four weeks. Prior to the program, students participated in a pre-departure seminar. Students took a pre-IDI while they were attending a two-week-long pre-departure seminar. They also completed 12 reflections. In the next phase, students went on a four-week study abroad program to India, where they were guided by an instructor and also did 4 reflections. Upon arrival, students took the post-IDI assessment. The results of the study revealed that out of 13 students, 7 students improved significantly on their DO scores as they moved from pre to post-test. 4 students did not have any statistically significant change in their DO scores, and two students regressed back on the IDI continuum. The study also used written reflection in combination with IDI to understand student intercultural competence. The study concluded that participating in study abroad programs do not necessarily help students to become interculturally competent, and there are multiple institutional and personal factors that play an important role in helping students to develop intercultural competence.

2017

Mixed-Method

International Education

2016-2020

Keywords:

Methodological Approach:

Krishnan, L. A., Masters, C., Holgate, H., Wang, C., & Calahan, C. A. (2017). Structured study abroad enhances intercultural competence. Teaching and Learning in Communication Sciences & Disorders, 1(1), 5.

The study was conducted to understand the impact of study abroad programs on the students enrolled in the Department of Speech, Language, and hearing sciences. The objective of the program was to help students develop intercultural competence. 30 female and 1 male student participated in the program over the period of three years. 2014 (control group) consisted of 12 students. 2015 (E1 group): consisted of 9 students, 8 female, and 1 male. 2016 (E2) consisted of 10 female students. Control group students only participated in a pre-post IDI, but they did receive very minimum cultural intervention, such as they read a book, writing a report, and having a class discussion. They also learned greetings in Nyanja. But they did not receive individual debriefing. They went to Zambia for their study abroad. Experiment groups E1 and E2 received multiple cultural interventions and individual debriefing prior to going on their study abroad trip to Zambia. Paired t-test was conducted there was no significant difference in the pre-post DO for the Control group. But there was a significant increase in the DO scores for both E1 and E2. Moreover, 5 participants in the control group demonstrated a gain in DO score after their trip. Whereas 9 participants in E1 and 12 participants in E2 demonstrated an increased DO score. Further one-way ANOVA was conducted to evaluate if there was any significant difference in the three groups. The results demonstrated that students in the Control group demonstrated significantly lower DO scores than E1 and E2. But there was no significant difference between E1 and E2. Further inductive thematic analysis was conducted for E1 and E2 based on their written reflection. The following themes emerged based on the analysis: 1) Learning and 2) Emotional Experience.

2017

Mixed-Method

Healthcare

2016-2020

Keywords:

Methodological Approach:

Lokkesmoe, K. J., Kuchinke, K. P., & Ardichvili, A. (2016). Developing cross-cultural awareness through foreign immersion programs: Implications of university study abroad research for global competency development. European Journal of Training and Develop

This study's intent was to evaluate the impact of foreign immersion on students enrolled in accounting, business, human resources, and agriculture. Forty students from the top four US and Brazilian universities participated in the study. Students were provided intensive pre-departure training, language training, support during study abroad, and opportunities for cultural immersion. Out of 40 students, 35 completed pre and post-IDI; out of these 35 students, 19 were from Brazil, and 16 were from the US. Students took a pre-and-post IDI the results demonstrated that the student's PO score was in acceptance and DO score in minimization for both pre and post-tests. The qualitative analysis was conducted, and reflections of the students were analyzed, and the following themes emerged: growth in academic and professional development, understanding of new cultures and developing new perspectives, developing language proficiency, networking opportunities, and cultural and social adjustment. The study demonstrated that students' IDI scores did not demonstrate an increase in intercultural competence, but self-reflections demonstrated that students learned from other cultures. Therefore there is a requirement to develop customized training programs for students in each stage of IDI that would help students to develop the required level of intercultural competence.

2016

Mixed-Method

Business, Management, & Leadership

2016-2020

Keywords:

Methodological Approach:

Xu, Y., Hao, C., & Huennekens, M. E. (2016). Effects of a multicultural perspectives course on teacher candidates’ intercultural competence. Journal for Multicultural Education.

The study investigated the impact of a graduate-level multicultural education course on teacher candidates. The course enrolled 25 students and focused on race, ethnicity, gender, linguistics, etc. The course was taught in an active learning format, allowing students to discuss and work on group projects. The course assignment included presentations about cultural heritage, book reviews, literature reviews, and creating a lesson plan. As a part of the final evaluation, students were supposed to present a poster based on their intercultural learning research. Participants for this study were 21 students who participated in the pre-IDI assessment and 14 who took the post-IDI. The analysis of the IDI results revealed that students demonstrated a gain of 7.02 points in the DO scores and 3.54 points for the PO scores, but it is essential to note that the gain was not significant for the DO scores. But there was a significant increase in PO scores and acceptance stage. Moreover, the study explored the relationship between intercultural sensitivity scores and cultural background. Multiple regression was conducted, and the participants' two factors, gender and education level were significant predictors of intercultural sensitivity. The study concluded that structured programs and initiatives are essential to train teachers on intercultural competence.

2016

Quantitative

Teacher Development

2016-2020

Keywords:

Methodological Approach:

White Paper

Validity

Graduate Program

Physical Therapy

Nursing

Learning Communities

First Year Students

High Impact Practices

Anti-Racism

World Language Learning

Curriculum Revision

Learning and Development

Employee Engagement

Managers

COIL

Engineering Course

UN Sustainable Development Goals

Course Curriculum

Interior Design Curriculum

Interior Design Education

Interior Design

Horse Industry

Short-Term Study Abroad

Perseverance

Equity

Reconciliation

Justice

Pilgrimage

Intercultural Leadership

Preservice Teachers

Diverse Learners

Agricultural Education

Service Learning

Nutrition

CBMCC

Tertiary Education

Multicultural Education

Critical Race Theory

Diversity Education

Dilemma

Disorienting

Mentorship

Transformative Learning

Military

Linguistics

Internationalization of School Education

Assessment

Secondary School

International Pupil Mobility

Autobiography of Intercultural Encounters

Peru

Culturally Responsive School Leadership

Doctoral Students

Leadership

Staff

Languages

Autobiography

Diversity

Multiculturalism

Reflective Writing

International Education

Intercultural Development

Intercultural Development Continuum (IDC)

Face-to-Face Learning

Virtual Learning

Healthcare

Undergraduate Students

STEM Education

Coaching

Intercultural Development Plan (IDP)

IDI Guided Development

Ethics Position Questionnaire

Higher Education

SILC

Quasi-Experimental Design

Comfort Providing End-of-Life Care

ICL

STEM

Inventory For Assessing the Process of Cultural Competence among Healthcare Professionals-Student Version© (IAPCC-SV)

Disposition To Forgive Scale

NEP (New Ecological Paradigm)

LSS

Frommelt Attitudes Toward Care of the Dying

Reflections

MAKSS-R

myCAP

Group Discussion

Upper Class-Men

CCSE

Experiential Learning

Creative Action Methodology

Religious Orientation Scale-Revised

Spiritual Assessment Inventory

Materialism Scale

Quest Scale

Differentiation of Self Inventory-Revise

Intercultural Learning (ICL)

Engineering

Speech Therapy

Role of Institution/Instructor

Research Synthesis

Dependent Sample T-Tests

Independent Sample T-Test

Journal Entries

Student Narratives

Narrative Analysis

Skills Survey-Revised (MAKSS-R)

Student Learning Outcomes

Course Design

Paired Sample t-Test

Enneagram

Intercultural Conflict Style (ICS) Inventory

Written Reflections

Independent T-Test

Phenomenology

Two-Sample t-Test

One-Tailed Test

Case Study

N/A

Thematic Analysis of Various Documents

IDI Instrument

Two-Way Analysis of Variance

Focus Group

Semi-Structured Interviews

CHI SQUARE

ANCOVA

Herman Brian Dominence Instrument

Intervention

Regression Analysis

Experiment and Control Groups of UG Students

IDI Survey

Pre-Post IDI Survey

Analysis of Variance

Technical Action Research

Qualitative Analysis

Content Analysis

Thematic Analysis

Interviews

Study Abroad

ACC&U Rubrics for Scoring Written Responses

Independent Sample T-Test and Thematic Analysis

Pre-Post Assessment

Pre-Post-Test Design

ANOVA Two Way and Correlation

Multiple Regression

Descriptive

Descriptive Statistics

Descriptive Statistics and Content Analysis

Descriptive Statistics and Small Scale Methodological Approach

Correlation

ANOVA

Descriptive Statistics and Thematic Analysis

Paired T-Test

SAGS

Pre-Interviews

Critical Thinking Test Scale

ANOVA One-Way

Quantitative

T-Test

IDI

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