Transcript Using the Intercultural Development Inventory as an

Using the IDI to Measure the Impact of Saint
Mary’s College Study Abroad Programs
Elaine Meyer-Lee
Saint Mary’s College
NAFSA 2006
[email protected]
http://www.saintmarys.edu/~cwil/php/inter
cultural.learning/IILOutcomes.php
Study Abroad at Saint Mary’s College
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Catholic Women’s Liberal Art (about 1600 students)
20% of students study abroad
8 semester options
9 short-term options
Assessment Methods/Design
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Longitudinal Research Design
• Pre-test/Post-test (some grad follow-up)
• Procedures – 70% response rate so far
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Control Group
• 30 First-year students
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Focus Group
• Study Abroad Re-entry Course
• Written reflection and Kolb’s LSI
Slide Available Online:http://www.coe.int/T/E/North-South_Centre/Programmes/3_Global_Education/c_GENE/GENE%20Webpage%20-%20(3)%20Hesse%20article.asp
IDI Worldview Profile: Pre-Abroad
Significant findings from Pre-Post
Match Data (n=60)
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Growth in Acceptance/Adaptation Scale on post test (0.01
level on paired T-tests)
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Correlations:
• Change in Minimization Scale-Universalism Cluster was correlated
with specific program (0.05 level, see box plots and graph)
• Students on programs with more cultural immersion (4/5 vs. 3
on Engle & Engle’s scale) showed LESS growth in resolution on
the Reversal Scale on average (0.01 level on paired T-tests)
• Students with more previous experience abroad showed more
growth in resolution on Reversal Scale on average (0.05 level)
• Students with more years in college showed more growth in
resolution on the Encapsulated Marginality Scale (0.05 level)
Box plot of Change in
Minimization Scale by Program
4.00
3.00
M Scale Change
2.00
1.00
0.00
-1.00
-2.00
-3.00
AUS
FRA
INDIA
IRE
MEX
rate_code
NSMC
ROME
SEV
Minimization Scale: Mean Change in
Pre-Post Test by Program Structure
0.06
0.0383
mean change
0.04
0.02
0
-0.02
Level 3
Level 4/5
-0.04
-0.06
-0.08
-0.0734
Based on Engle& Engle Cultural Immersion Levels
Issues from Preliminary Results
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Given low Minimization scores (3rd scale)
• Catholic beliefs ….We’re all God’s children
(universalism), or
• Underlying common humanity (similarity)
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Does the IDI truly measure a
developmental process?
Is it legitimate to use an overall
developmental score instead of subscales?
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Intercultural
Development
Inventory:
?
Intercultural
Development
Inventory:
 Standardized
instrument
? Requires qualifying
training to administer
 Ability to compare
study abroad program
outcomes with
domestic intercultural
programs
? Highly proprietary
? Labor- and costintensive for large
scale use