Research and Publications

Harvey, T.A. (2013). Facilitating Intercultural Development during Study Abroad: A Case Study of CIEE’s Seminar on Living and Learning Abroad

This study examines a relatively new phenomenon in study abroad: the practice of intervening in students’ intercultural learning during their experience abroad. This mixed-methods case study not only examines the outcomes of participation in the Seminar on Living and Learning Abroad, but it also explores the process involved in facilitating students’ intercultural development through such a course. The researcher visited two sites where the Seminar was being taught—one in Western Europe and one in Africa— in fall 2010, where she observed several sessions of the Seminar, interviewed the instructors multiple times, and interviewed the participants. The primary data sources include these observations and interviews, in addition to interviews with the Seminar administrators at CIEE’s headquarters and students’ pre-/post-test scores from the Intercultural Development Inventory (IDI).

2013

Mixed-Method

International Education

2011-2015

Keywords:

Methodological Approach:

Karcher, E. L., Wandschneider, E., & Powers, W. J. (2013). Emerging issues and sustainability in international agriculture: A study abroad program to Vietnam. NACTA Journal, 57(3a), 69-73.

The study's intent was to understand the impact of a three-week study abroad program on nine participants enrolled in the Animal Science program. Out of the 9 participants, 4 were students, 4 were educators from the extension center, and one faculty member. All the participants underwent pre-departure training and were provided mentoring support during their study abroad. Participants were also allowed to interact with locals and learn about the Vietnamese culture. All the students took pre and post-IDI. The results of the pre and post-IDI indicated that students DO scores were at minimization for both pre and post-test, and PO scores were at acceptance for both the pre and post-assessment. Some of the key reasons identified for minimum change in IDI score are length of the study abroad program was very short and also the post IDI was conducted just after three after the return that might not have provided enough time to the participants to reflect on their experiences.

2013

Quantitative

STEM

2011-2015

Keywords:

Methodological Approach:

Wang, J. (2013). Moving towards ethnorelativism: A framework for measuring and meeting students' needs in cross-cultural business and technical communication. Journal of technical writing and communication, 43(2), 201-218

The study intended to design a curriculum to improve students' intercultural competence enrolled in business and technical education program. The pre and post-IDI was used to assess the intercultural competence level of the students. Forty-four students took the pre-IDI, and scores of the IDI revealed that students were in the minimization with a score of 87.65. Based on scores, the instructor created a two-week course and teaching goals focused on creating cultural self-awareness, appreciating cultural differences, and developing skills to adapt to other cultures. Further, 35 students completed the post-IDI. The result of the post-IDI revealed that DO score increased by 1.03 points, and the post-DO score was 88.68. The study concluded that two weeks of intercultural training helped students to move on to the IDC. Therefore, the study results are promising, and the study also emphasized that curriculum integration is much more economical and easy to implement than study abroad.

2013

Quantitative

Business, Management, & Leadership

2011-2015

Keywords:

Methodological Approach:

Sample, S. G. (2013). Developing intercultural learners through the international curriculum. Journal of Studies in International Education, 17(5), 554-572.

This study was conducted in a School of International Studies (SIS) in California, United States. The students enrolled in an SIS program are required to take a pre-IDI in their first year. During their enrollment in the SIS program, students learn about various topics and engage in an international curriculum designed to help students develop intercultural skills. Most students in the SIS program also participated in study abroad and completed the post-IDI upon their return from study abroad. Moreover, students were required to write reflections based on their experiences. The study's results demonstrated that DO scores of the students increased from pre to post-IDI. The reflection paper analysis also revealed that students understood other cultures and values. The study also compared the score of SIS students with study abroad experience university students who have neither studied abroad nor was part of the interdisciplinary, international curriculum. The study's results demonstrated that SIS students demonstrated a significant increase in DO scores over non-SIS university students. The study concluded that engaging students in planned intercultural curriculum help students develop intercultural competence.

2013

Mixed-Method

International Education

2011-2015

Keywords:

Methodological Approach:

Rust, K., & Morris, C. (2012, September). Intercultural competency development in conjunction with a short term study away experience: Changes in undergraduate students. In Proceedings of 18th International Business Research Conference.

The study compared the impact of two student groups 1) study abroad and enrolled in intercultural studies and 2) only participated in the study abroad program. 20 students participated in a study abroad initiative. Out of 20 students, five students participated in study abroad, while 15 students participated in study abroad and were enrolled in a major or minor in intercultural studies. The study abroad program was ten days long. Students enrolled in intercultural studies major completed 38 semester hours of course work, and students pursuing a minor in intercultural studies completed 20 semester hours of course work. The IDI was used to assess the intercultural learning gains of the students. The study's results demonstrated that overall, all 20 students gained 15.80 points from their pre to post-IDI scores. Five students who just did study abroad also demonstrated a gain of 4.81 points in their DO scores.13 students who completed a minor in intercultural studies demonstrated a gain of 23.23 points in the DO; they moved from minimization to acceptance as a group. The two students who completed a major in intercultural studies demonstrated a decrease in DO from pre to post by 5 points. But it is important to note that these were in acceptance before going to study abroad, and they remained in acceptance after the study abroad. Overall, the study demonstrated the impact of a structured curriculum and study abroad on students' intercultural competence.

2013

Quantitative

International Education

2011-2015

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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