Issues and limitations in measuring intercultural learning Matthew Hall and Kathryn Ainsworth.

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Presentation transcript:

Issues and limitations in measuring intercultural learning Matthew Hall and Kathryn Ainsworth

Outline of presentation Why use instruments to measure intercultural learning? Instruments used in the Crocus project –Cultural Intelligence Scale –Intercultural Development Inventory Limitations in measuring intercultural learning

Why use instruments? To increase understanding of intercultural competence To assess the effectiveness of intercultural training/interventions To provide feedback To formulate/facilitate ongoing development needs As a heuristic tool i.e. for guiding learning and self-reflection, not for assessment of student learning As a benchmark for development

Instruments Cultural Intelligence Scale (Van Dyne, Ang & Koh 2008) Intercultural Development Inventory (Hammer et al, 2003) Multicultural Personality Questionnaire (Van Der Zee and Van Oudenhoven, 2000) Culture Shock Inventory (Reddin, 1994) Cross-Cultural Adaptability Inventory (Kelly & Meyers, 1999) Intercultural Conflict Style Inventory (Hammer, 2005) Intercultural Sensitivity Inventory (Bhawuk & Brislin, 1992)

Using the Cultural Intelligence Scale in the Crocus study abroad evaluation survey –Pre-departure and post-study abroad (average on scale 1 to 7)

Intercultural Development Inventory Defines intercultural competence as “the capability to shift cultural perspective and appropriately adapt behavior to cultural difference and commonalities. This capability is conceptualised in terms of a range of orientations along the Intercultural Development Continuum (IDC) of intercultural competence.”

Intercultural Development Continuum – based on the Developmental Model of Intercultural Sensitivity (Bennett, 1993)

Limitations? How do we know we are measuring the right thing? Is intercultural development a linear process? Does intercultural competence vary according to context? Can intercultural learning be self-assessed? Can intercultural behaviour be separated from ‘other behaviour’? Can we learn anything from group results, or are instruments only meaningful at an individual level?