scholarly journals Utilizing the Intercultural Development Inventory® to develop intercultural competence

SpringerPlus ◽  
2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Julie A Kruse ◽  
Judy Didion ◽  
Kathy Perzynski
Keyword(s):  
Intercultural Competence ◽  
Intercultural Development ◽  
Intercultural Development Inventory

scholarly journals Building an Inclusive Campus: Developing Students’ Intercultural Competencies Through an Interreligious and Intercultural Diversity Program

2018 ◽  
Vol 48 (3) ◽  
pp. 43-64
Author(s):  
Amy Rose Green ◽  
Adriana Tulissi ◽  
Seth Erais ◽  
Sharon Lynn Cairns ◽  
Debbie Bruckner
Keyword(s):  
Secondary Students ◽  
Personal Growth ◽  
Intercultural Competence ◽  
Intercultural Development ◽  
Intercultural Development Inventory ◽  
Post Secondary ◽  
Intercultural Competencies ◽  
Quantitative Results ◽  
Intercultural Engagement ◽  
Insight Into

Post-secondary institutions are increasingly recognizing the need to foster intercultural competence (ICC) in students; however, the ways in which these institutions can do so has not been fully explored. The purpose of the current mixed methods study was to investigate changes in post-secondary students’ ICC (N = 35) following participation in an interreligious and intercultural diversity program, based upon changes in students’ scores on the Intercultural Development Inventory (IDI). A thematic analysis of post-program questionnaires was used to triangulate the data and provide more insight into changes experienced by participants. Quantitative results revealed significant increases in students’ overall ICC, and significant decreases in the discrepancy between students’ perceived ICC and their actual ICC. Qualitative results revealed five overall themes: (1) shifting perspectives, (2) enhancing intercultural engagement skills, (3) connecting, (4) inspiring action, and (5) personal growth. Implications for research and practice are discussed.

scholarly journals Building Intercultural Competence Through Intercultural Competency Certification Of Undergraduate Students

2013 ◽  
Vol 10 (1) ◽  
pp. 15-22
Author(s):  
Maria G. Fabregas Janeiro ◽  
Ricardo Lopez Fabre ◽  
Jose Pablo Nuno de la Parra
Keyword(s):  
Undergraduate Students ◽  
Intercultural Competence ◽  
Initial Level ◽  
Intercultural Sensitivity ◽  
Developmental Model ◽  
Intercultural Development ◽  
Intercultural Development Inventory ◽  
Comprehensive Plan ◽  
Intercultural Competency ◽  
Travel Abroad

The Intercultural Competency Certificate (CCI in Spanish) designed for the Universidad Popular Automa del Estado de Puebla (UPAEP University) is a theory based comprehensive plan to develop undergraduate students intercultural competence. This Certificate is based in the Developmental Model of Intercultural Sensitivity (DMIS) developed by Milton Bennett (1993) and will be assessed by the Intercultural Development Inventory (IDI) v.3 developed by Bennett & Hammer (Hammer, 2009; Hammer, Bennett, & Wiseman, 2003). The main purpose of the Intercultural Competency Certificate is to develop students intercultural competence at least to the acceptance level of the DMIS continuum. To achieve this goal, the students will have to develop of necessary knowledge, skill and attitudes (Deardorff, 2006). This Certificate proposes to develop attitudes, knowledge and skills through certain activities as learning a new language, take international classes, reflect about intercultural differences, interact with people from other cultures, travel abroad and receive coaching by a professional who will guide them through tailor-make experiences according to the initial level of intercultural competence, measured by the IDI v.3 at the beginning of the Certification.

scholarly journals Rethinking Race, Ethnicity, and the Assessment of Intercultural Competence in Higher Education

2021 ◽  
Vol 11 (3) ◽  
pp. 110
Author(s):  
Gemma Punti ◽  
Molly Dingel
Keyword(s):  
Higher Education ◽  
Intercultural Competence ◽  
Assessment Tool ◽  
Intercultural Development ◽  
Intercultural Development Inventory ◽  
Student Body ◽  
Intercultural Relationships ◽  
Class Differences ◽  
Critical Skills ◽  
Cultural Assessment

This qualitative study aims to explore the limitations of using a cultural assessment tool in higher education with the goal of preparing students to thrive in a highly demanding, diverse, and global community. Colleges and universities are potentially important sites of cross-cultural and cross-racial engagement and socialization, and cultural competence is arguably one of the critical skills that many higher education institutions are embracing to prepare students for our diverse, but increasingly polarized, global society. In particular, this study discusses the use of the intercultural development inventory (IDI), a cultural assessment tool that has not been validated in the U.S. for racial, ethnic, or social class differences, and which leaves out the role of structural inequalities in intercultural relationships. Findings reveal that interview data from black, indigenous, and people of color (BIPOC) did not align with their IDI results and that the tool dismisses the complex experiences of BIPOC students. These findings jeopardize the tool’s purpose and validity. Finally, this study reveals the importance of educating students about structural competence to improve empathy and understanding of a diverse student body.

scholarly journals Comparison of pre-intervention IDI results from STEM and non-STEM undergraduate students

2020 ◽  
Vol 4 (2) ◽  
pp. 113-124 ◽  
Author(s):  
Anne M Lucietto ◽  
Liza Russell
Keyword(s):  
Undergraduate Students ◽  
Intercultural Competence ◽  
International Travel ◽  
Published Data ◽  
Intercultural Development ◽  
Intercultural Development Inventory ◽  
Stem Majors ◽  
Mathematics Majors ◽  
Stem Students ◽  
And Mathematics

The emphasis on intercultural competence is more prevalent in STEM (Science, Technology, Engineering and Mathematics) majors as the world shifts towards a more globalized economy. When entering higher education, students have differing levels of cultural interaction due to varying peer interaction, family experiences, international travel, and social media experiences. The Intercultural Development Inventory (IDI) has been used to develop an understanding of how students view others and the level of skills they have to interact and adapt to other cultures. Using published data focused on pre-intervention assessment, researchers compared it to data obtained from STEM students preparing for an international experience and studies that already exist to learn more about both student populations and to gain an appreciation of their cultural competencies. As institutions look to prepare their students for jobs in a global workplace, an understanding of where STEM students place according to the IDI in comparison to their non-STEM peers may aid educators wishing to focus on developing these skills in their students. The results of the comparison between Purdue STEM students and other non-STEM students showed STEM students fell into more ethnocentric levels of intercultural competence. This may be explained by the traditionally male-dominated nature of STEM majors, as males have been shown to fall in more ethnocentric orientations.

scholarly journals Intercultural Competence Gains from Study Abroad in India

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Lata Lata ◽  
Horane Diatta-Holgate ◽  
Charles Calahan
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Intercultural Competence ◽  
Intervention Group ◽  
Destination Country ◽  
Control Group ◽  
Intercultural Development ◽  
Intercultural Development Inventory ◽  
Group Score ◽  
Study Abroad Program

Participation in a study abroad program to Zambia with intentional intercultural activities embedded in the course curriculum has been shown to enhance cultural competence as measured by the Intercultural Development Inventory (IDI®) (Krishnan, Masters, Holgate, Wang & Calahan, 2017). The purpose of this study was to assess whether a new program to India, developed using a. similar model, was effective in increasing student intercultural competence and to compare student outcomes with the previous program to evaluate possible differences in outcomes related to the destination country. Participants included 21 students who participated in the SLHS in India study abroad program, and 20 students who have not travelled abroad. Quantitative data included a pre- and post-program administration of the IDI® for both groups. Qualitative data included pre-departure and final reflection papers completed by participants in the intervention group. Results indicated a significant increase in intercultural competence in the intervention group and no change in score in the control group participants. The increase in group score is similar to increases seen in students who had travelled to Zambia. Results indicate that an intensive, service learning study abroad program can be a mechanism for students to enhance intercultural competence, possibly regardless of destination country.

scholarly journals Building an Inclusive Campus: Developing Students’ Intercultural Competencies Through an Interreligious and Intercultural Diversity Program

2019 ◽  
Vol 48 (3) ◽  
pp. 43-64
Author(s):  
Amy Rose Green ◽  
Adriana Tulissi ◽  
Seth Erais ◽  
Sharon Lynn Cairns ◽  
Debbie Bruckner
Keyword(s):  
Secondary Students ◽  
Personal Growth ◽  
Intercultural Competence ◽  
Intercultural Development ◽  
Intercultural Development Inventory ◽  
Post Secondary ◽  
Intercultural Competencies ◽  
Quantitative Results ◽  
Intercultural Engagement ◽  
Insight Into

Post-secondary institutions are increasingly recognizing the need to foster intercultural competence (ICC) in students; however, the ways in which these institutions can do so has not been fully explored. The purpose of the current mixed methods study was to investigate changes in post-secondary students’ ICC (N = 35) following participation in an interreligious and intercultural diversity program, based upon changes in students’ scores on the Intercultural Development Inventory (IDI). A thematic analysis of post-program questionnaires was used to triangulate the data and provide more insight into changes experienced by participants. Quantitative results revealed significant increases in students’ overall ICC, and significant decreases in the discrepancy between students’ perceived ICC and their actual ICC. Qualitative results revealed five overall themes: (1) shifting perspectives, (2) enhancing intercultural engagement skills, (3) connecting, (4) inspiring action, and (5) personal growth. Implications for research and practice are discussed.

Internationalization and Intercultural Learning

2016 ◽  
pp. 54-88 ◽  
Author(s):  
Kyra Dawne Garson
Keyword(s):  
Intercultural Competence ◽  
Quantitative Data ◽  
Intercultural Development ◽  
Intercultural Development Inventory ◽  
Learning And Development ◽  
Intercultural Learning ◽  
Academic Environments ◽  
Academic Settings ◽  
Curricular Revision ◽  
Upper Level

This chapter presents the findings of a mixed-method study that sought to measure upper level students' intercultural development and their perceptions of intercultural learning in academic settings. Quantitative data was provided by participants (n=178) completing the Intercultural Development Inventory (IDI) and was analyzed to determine which demographic variables influenced IDI scores. Focus groups provided qualitative data to understand students' experiences learning in multicultural, academic environments. The results show significant overestimation of intercultural competence in the sample, which taken together with the student voice, provide a snapshot of intercultural learning and development across the disciplines. The findings clearly indicate a need for intentional pedagogy and curricular revision in order to prepare graduates as professionals and citizens in increasingly multicultural and globalized contexts.

scholarly journals Intercultural competence of first year students of English at the Faculty of Education, Masaryk University: a report of research

2016 ◽  
Vol 4 (2) ◽  
pp. 3-26
Author(s):  
Jana Zerzová
Keyword(s):  
Intercultural Competence ◽  
English Language ◽  
Slovak Republic ◽  
Academic Community ◽  
First Year ◽  
Intercultural Development ◽  
Intercultural Development Inventory ◽  
First Year Students ◽  
Initial Stage ◽  
Faculty Of Education

Abstract The article presents the initial stage of research conducted at the Department of English Language and Literature at the Faculty of Education, Masaryk University in Brno. The aim of the research is to examine the departmental students’ intercultural competence (IC) at the beginning of their studies (autumn 2011), compare it with their level of IC at the end of their studies (autumn 2016) and investigate the influences that played a role in their IC development. In this paper, only the initial stage of the research is presented, i.e. examining the students’ IC at the beginning of the studies. The Intercultural Development Inventory®, version 3, was used for the purposes of the research. Since this instrument is not currently being used for academic or corporate purposes in the Czech (or Slovak) Republic, a secondary aim of the article is to introduce it to the wider academic community. The results indicate that students tend to overestimate their level of IC, and find themselves in ethnocentric stages of intercultural development at the beginning of their university studies.

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