Research and Publications

POLYÁK, I., KÉRY, D., & TARDOS, K. (2012). Measuring and Developing Intercultural Competence of University Faculty.

The study was conducted at International Business School (IBS) in Hungary, and the study's objective was to assess the intercultural competence of the university faculty. To assess the initial intercultural competence level of the faculties, an IDI assessment was conducted. Further, based on the results, a one-year training program was created to help faculties develop intercultural competence. The results of the IDI assessment demonstrated that the primary orientation based on DO score for the faculties was at Minimization. The PO scores demonstrated that faculties perceived themselves in the acceptance stage. Further, looking closely at the scores demonstrated that 80% of faculties were within the minimization and just 20% at acceptance. The study's results helped the institution develop a program to foster intercultural sensitivity among the faculty members at IBS.

2012

Quantitative

Business, Management, & Leadership

2011-2015

Keywords:

Methodological Approach:

Halm, M. A., Evans, R., Wittenberg, A., & Wilgus, E. (2012). Broadening cultural sensitivity at the end of life: an interprofessional education program incorporating critical reflection. Holistic Nursing Practice, 26(6), 335-349

The study focused on helping nursing students broaden their cultural sensitivity regarding end-of-life beliefs and practices. The study used multiple instruments to measure the perception of end-of-life beliefs and practices. The study also used IDI to measure the intercultural sensitivity of the nursing students. Twenty-four students participated in a pre-post IDI assessment, and the assessment results demonstrated that the team's perceived orientation was in acceptance, whereas the developmental orientation remained in Minimization. There was no significant difference in the pre-, and post-test DO scores. Other instruments used in the study were: Frommelt Attitudes Toward Care of the Dying, Comfort Providing End-of-Life Care, an instrument used to measure the team's satisfaction with the cultural sensitivity program. Some of the study's key findings are that intercultural sensitivity measured by IDI remained the same even after the intervention, and attitudes toward caring for dying remained constant pre and post-test. Comfort for providing care for end-of-life care improved significantly after the intervention. Overall, the study concluded that implementing transformational education requires conscious effort from educators. Still, it also requires the learner to critically reflect and immerse in intercultural situations to develop cultural sensitivity.

2012

Quantitative

Healthcare

2011-2015

Keywords:

Methodological Approach:

Sandage, S. J., & Harden, M. G. (2011). Relational spirituality, differentiation of self, and virtue as predictors of intercultural development. Mental Health, Religion & Culture, 14(8), 819-838

The study examined the relationship between spirituality, virtue, differentiation of self, and intercultural development. Participants in this study are 174 master-level students 55.7% are female and 44.3% are male. As a part of the study, students completed the following questionnaire IDI, Disposition to Forgive Scale, Gratitude Questionnaire, Spiritual Assessment Inventory, Religious Orientation Scale-Revised, Quest Scale, Differentiation of Self Inventory-Revised. The data were analyzed using multiple regression. The results of the study demonstrated that quest religiosity, differentiation of self, and gratitude were positively associated with intercultural development. Moreover, intercultural development was negatively associated with spiritual grandiosity. Also, intercultural development was not correlated with intrinsic religiosity and forgiveness.

2011

Quantitative

Psychology

2011-2015

Keywords:

Methodological Approach:

Pedersen, P. J. (2010). Assessing intercultural effectiveness outcomes in a year-long study abroad program. International Journal of intercultural relations, 34(1), 70-80.

The study assessed the impact of study abroad on three groups of psychology students. The study consisted of 45 students divided into three groups. Group 1 consisted of 16 students who participated in study abroad in England and were also enrolled in a group Dynamics course. Group 2 consisted of 16 students who went to study abroad in England but were not part of the course and group 3 consisted of 13 students who did not do study abroad and stayed back in their home country. The students in Group 1 and Group 2 were engaged in multiple courses at US and British University during their study abroad. But it is important to note that Group 1 students participated in the Group Dynamics course that helped students to engage in culturally immersive assignments and guided reflection. Whereas students in Group 3 stayed back at home. All the students participated in a pre and post-IDI assessment. The results of the assessment revealed that students in Group 1 demonstrated a significant increase in DO scores from pre to post, where Groups 2 and 3 showed a marginal increase in DO scores. Also, it was interesting to observe that students in Group 1 who had prior travel experience or did not have prior travel experience demonstrated higher DO scores from pre to post. It was also noted that students who did not travel showed a greater increase in DO from pre to post. For the Group 2 students, the DO scores marginally decreased for students who had prior travel experience, and there was an increase in DO scores for the students who had no prior travel experience. Overall the study demonstrates the impact of a structured curriculum along with studying abroad in helping students develop intercultural sensitivity.

2010

Quantitative

Psychology

2006-2010

Keywords:

Methodological Approach:

Rexeisen, R. J., & Al‐Khatib, J. (2009). Assurance of learning and study abroad: A case study. Journal of Teaching in International Business, 20(3), 192-207.

The study was conducted to measure the impact of studying abroad on the environmental reasoning, intercultural learning, and environmental attitudes of undergraduate students enrolled in a business program. The study used the following scales: IDI, New Ecological paradigm (NEP), Ethics position questionnaire (EPQ), and materialism scale. A total of 60 students participated in the study. All students completed EPQ, Materialism scale and a demographic questionnaire. Further students were randomly divided into two groups one group completed NEP pre and post and the other group completed IDI pre and post. 19 students who completed both pre and post-assessment were used as a matched pair for this study. The results of IDI demonstrated that DO scores increased from 93.45 to 103.48 from pre to post. Also, the increase was significant and meaningful. Further for the NEP only there was a significant increase in exemptionalism so there was modest support that study abroad helped students to develop a positive attitude toward the environment. With materialism, a correlation was conducted and it was found that Denial/Defense, Reversal, and Minimization were correlated with becoming less materialistic. The study concluded that studying abroad helped students to develop interculturally and also develop a positive attitude towards the environment.

2009

Quantitative

Business, Management, & Leadership

2006-2010

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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