Constructing the Learning Outcomes with Intercultural Assessment: A 3-Year Study of a Graduate Study Abroad and Glocal Experience Programs

Autor/inn/en	Cartwright, Chris; Stevens, Michael; Schneider, Katharina
Titel	Constructing the Learning Outcomes with Intercultural Assessment: A 3-Year Study of a Graduate Study Abroad and Glocal Experience Programs
Quelle	In: Frontiers: The Interdisciplinary Journal of Study Abroad, 33 (2021) 1, S.82-105 (24 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4568
Schlagwörter	Outcomes of Education; Study Abroad; Learning Experience; Instructional Design; Cultural Awareness; Measures (Individuals); Scoring Rubrics; Teaching Methods; Learning Processes; Masters Programs; Business Administration; Business Schools; Management Development; International Studies; Summer Programs; Check Lists; Assignments; Comparative Analysis; Student Evaluation; Foreign Students; Intercultural Communication; Graduate Students + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Studies abroad; Auslandsstudium; Lernerfahrung; Lesson concept; Lessonplan; Unterrichtsentwurf; Cultural identity; Kulturelle Identität; Messdaten; Scoring formulas; Auswertungsbogen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Magister course; Magisterstudiengang; Business economics; Betriebswirtschaft; Internationaler Studiengang; Sommerkurs; Checkliste; Assignment; Auftrag; Zuweisung; Schulnote; Studentische Bewertung; Interkulturelle Kommunikation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Constructing the learning outcomes and designing the optimal learning environment are valuable practices in teaching and learning endeavors. Doing so for intercultural learning requires a deft balance of learner inputs and instructional acumen. Assessment of intercultural competence is an essential component since it offers learners and instructors insights on where students are, where they wish to grow, and the success of treatment outcomes. In this study of practice, we examine three years of pre-post mixed-method intercultural assessment data, along with teaching and learning practices and outcomes, to gain insights into how this work of instructional design for intercultural competence can succeed. We also provide suggestions for improvements. The learners were 203 MBA students from the U.S. Pacific Northwest who were enrolled in either a short-term study abroad program or a "glocal" learning experience course. Learners were assessed using the Intercultural Effectiveness Scale (IES) and the AAC&U VALUE Rubric on Intercultural Knowledge and Competency (IKAC). Results support the criticality of intentional instructional course design based on intercultural assessment data for improved intercultural competency development. (As Provided).
Anmerkungen	Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: https://www.frontiersjournal.org/index.php/Frontiers
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01