Using the BEVI to Assess Individual Experience to Enhance International Programming

Autor/inn/en	Grant, Jacie; Acheson, Kris; Karcher, Elizabeth L.
Titel	Using the BEVI to Assess Individual Experience to Enhance International Programming
Quelle	In: Frontiers: The Interdisciplinary Journal of Study Abroad, 33 (2021) 1, S.129-147 (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4568
Schlagwörter	Cultural Awareness; Intercultural Communication; Study Abroad; International Education; Student Attitudes; Case Studies; Attitude Change; Learning Activities; Critical Thinking; Self Concept; Individual Differences; Summative Evaluation; Formative Evaluation; Scores; Values; Measures (Individuals); Outcomes of Education; Curriculum Development; Educational Change; College Students; Sociocultural Patterns; Social Emotional Learning + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Studies abroad; Auslandsstudium; Internationale Erziehung; Schülerverhalten; Case study; Fallstudie; Case Study; Attitudinal change; Einstellungsänderung; Lernaktivität; Kritisches Denken; Selbstkonzept; Individueller Unterschied; Wertbegriff; Messdaten; Lernleistung; Schulerfolg; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Collegestudent; Soziokulturelle Theorie
Abstract	Success in diverse educational and work environments requires intercultural competence, positive attitudes towards difference, and willingness to interact across cultures. Consequently, study abroad participation has increased as universities aim to internationalize; yet we lack clear evidence of study abroad providing students with skills and attitudes the programs intend to develop. This case study (n=10) documents with a mixed methods tool the changes in student attitudinal data after participation in a semester long course with incorporated intercultural learning activities and a 9-day trip to Vietnam. Researchers anticipated positive development in critical thinking, openness, and environmental concern measured by the Beliefs, Events, and Values Inventory (BEVI). Overall, the average group scores did not increase; however, in a more detailed analysis, interesting patterns emerged within the data regarding unintended learning outcomes and variation in the data reflective of individual differences in identity and preparedness for learning. The findings illustrate how quantitative methods can function even with a small N, demonstrate the importance of synthesizing formative and summative assessment practices, and suggest potential curriculum changes and additional resources to support student needs. (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