The study was conducted in the context of family studies. Participants of the study are the undergraduate students enrolled in a family studies program. The study used a control group and an experiment group. Students in the control (n=39, Fall 2018) did not participate in a service learning (SL) project. Students in the ex[eriment group (n=45, Spring 2019), participated in a SL project. The results of the study revealed that students in the control group did show some increase in their ICL but the growth was not statistically significant. Where as students in the experiment group showed a statistically significant increase in the ICL. Also, students in the experiment group participated in five different SL activities, students who participated in the SL project that focussed on adults showed a significant increase in the ICL. Overall the study shows the impact of SL projects.

The study was conducted in a Mid-Western University. The intent of the study was to assess the impact of study abroad program on the intercultural learning gains of the students. The participants of the study were 34 students who were enrolled in marketing course. The course prepared the students for the study abroad. The pre-departure component of the course helped the students to understand the culture of Belize, students were required to complete pre-readings, were also involved in various reflection activities and also completed the pre-IDI assessment. Followed by the pre-departure students participated in a 8 days long study abroad trip to Belize during the study abroad students were provided opportunity to experience the local culture. Upon completion of the study abroad trip students kept helping the companies in Belize for creating marketing materials. Students took their Post-IDI. The results of the study revealed that the intercultural learning of the students increased from pre-test to post test. The increase was significant students moved from lower Minimization to center of the Minimization. Overall the results of the study indicated that intententially structured curriculum helped the students to develop interculturally.

The study assessed the intercultural competence of early childhood teacher students enrolled in a midwestern university. The study focused on two groups of teachers: Group 1 consisted of 43 students. All 43 students were enrolled in a 5 semester-long early childhood education program. Students participated in various intercultural activities throughout their program and also took a pre-IDI in the first year of the program and post-IDI in their final year. The results of the study demonstrated a statistically significant increase in the DO scores for the students as they progressed through the program. The other set of students, Group 2, were nine students enrolled in an early childhood program for eight months, and they also participated in a study abroad trip for three weeks in Nepal. The pre and post-IDI results did not demonstrate any significant increase in the DO scores of the students. There was a marginal increase in the DO scores, but the scores were not significant. The study concluded that bringing in intercultural change in an individual is a long-term process. Also, it requires commitment from the end of the participant and the instructor. Therefore extended programs with interculturally competent instructors are required to help students develop intercultural competence.

The study emphasized the importance of creating an interculturally trained workforce. The study was exploratory in nature and aimed to conduct a needs analysis for intercultural training programs. The study was conducted in the context of a business school. Therefore, 33 staff/faculty members and 147 students participated. The staff/faculties were divided into two groups FGGM Business School (n=10) and International Officers (n=23). Students were also divided into three groups BSc International Business administration (n=76), BSc Business Information Technology (n=22), and BSc Business Administration (n=49). All the participants were required to take the IDI assessment; the staff was in-person debriefed, whereas the students were required to complete an online debrief session. The results of the IDI demonstrated the DO score of the two faculty groups FGGM Business School (DO=100.6) and International Officers (DO=98). Whereas the three student groups demonstrated lower, DO scores, BSc International Business administration (DO=89), BSc Business Information Technology (DO= 83.6), and BSc Business Administration (DO=90). Further, it was also observed that none of the faculty members were in denial; in the case of FGGM, 30% were in polarization, 40% in minimization, and 30% in acceptance, whereas in the case of international Officers, 21.7% were in polarization, 69.6% in minimization and 8.7% in acceptance. Similarly, in the student groups, it was observed that most students were in either minimization or polarization, while some were in denial. It was also interesting to note that for the student group BSc International Business administration, 1.3 percent of students were in adaptation. The result of this study provided a baseline idea of the intercultural competence level of staff/faculties and students enrolled in the business management program. It also demonstrated the need for developing and implementing effective intercultural initiatives to train faculty/staff and students and move forward towards creating a global workforce.

The study focused on the role of a structured curriculum in helping students develop intercultural competence. The participants of this study are pre-freshman students who studied abroad and later joined Purdue as first-year students and were on campus. All the students participated in various activities, readings, and exercises that helped the students to develop an understanding of culture before the study abroad program. During the study abroad program, students went to Peru and were exposed to the Peruvian culture, had the opportunity to stay with host families, and participated in various cross-cultural activities and reflections. After coming back, students participated in an eight-week program. The data was collected from 2017 to 2019. All the students took a pre, mid and post-IDI. The DO scores for all three cohorts demonstrated an increase in the scores. There was a statistically significant increase from i) pre to mid-test, ii) mid to post-test, and iii) pre to post-tests for all the three cohorts. Further thematic analysis was conducted, and the following themes emerged: Enhancing attitudes of openness and curiosity, increasing knowledge of cultural worldview frameworks, improving verbal and nonverbal communication skills and increasing cultural self-awareness, increased confidence and action-taking on intercultural interactions when beginning college. Overall the pre-freshman experience helped the students to develop intercultural sensitivity and competence.