Transcript Global Perspective Inventory (GPI)

Enhancing a
Global
Perspective on
Campus
Larry A. Braskamp
[email protected]
Two Emerging Major Challenges
for Higher Education

Vocational focus that includes and/or
– Career preparation
– Calling in life
Association of American Colleges and Universities
Narrow Learning is Not Enough—
The Essential Learning Outcomes

Knowledge of Human Cultures
and the Physical & Natural World
 Intellectual and Practical Skills
 Personal and Social Responsibility
 Integrative and Applied Learning
Global Perspective
Inventory (GPI)
What is Global Perspective?
A global perspective is the capacity for a person to
think with complexity taking into account multiple
perspectives, to form a unique sense of self that is
value based and authentic, and to relate to others
with respect and openness especially with those
who are not like her.
 Developing a global perspective is just that—a
process of self reflection resulting in an integrated
self of thinking, feeling, and relating to others.

What is Global Perspective?
A worldview – how one views oneself in
the world
 A global perspective includes both a
domestic focus on multicultural education
and diversity and an internationalization
focus that includes global trends and
relationships among nations.

What is Global Perspective?

Based on
– Intercultural sensitivity (Bennett, 1986, 1993)
– Identity formation (Chickering & Reisser, 1993)
– Intercultural competence (Deardorff, 2004)
– Individual diversity development (Chavez et al., 2003)
– Intercultural maturity (King & Baxter Magolda, 2005)
– Intercultural consciousness (Landreman, 2004)
– Faith development (Parks, 2000)
– Relational leadership model (Komives et al., 2007)
Relationship with Intercultural
Competence
Transformational process toward enlightened
global citizenship that involves intercultural
adroitness (behavioral aspect focusing on
communication skills), intercultural awareness
(cognitive aspect of understanding cultural
differences), and intercultural sensitivity (focus
on positive emotions toward cultural difference)
Source: Deardorff, Journal of Studiers in International Education, Fall,
2006
Relationship with Intercultural
Maturity
Development in all three dimensions (cognitive,
intrapersonal, interpersonal) proceed “both within and
across three dimensions of maturity … as college
students become increasingly capable of understanding
and acting in ways that are interculturally aware and
appropriate”(p. 547). Those for whom development in
one or more dimensions does not provide an adequate
basis for coping with the complex life tasks they face
often report being overwhelmed” (p. 574).
Source: King and Magolda, Journal of College Student Development, 2005
What is Global Perspective?
Author
Cognitive
Intrapersonal Interpersonal
Bennett
Cognitive
Affective
Behavior
Chen & Starosta Cognitive/
Awareness
Affective/
Sensitivity
Behavior/
Adroitness
Chavez et al.
Cognitive/
Mind
Affective/
Heart & Spirit
Behavioral/
Body
King & Baxter
Magolda
Cognitive/
Epistemological
Intrapersonal/
Identity
Interpersonal/
Moral
Landreman
Cognitive/
Epistemological
Intrapersonal/
Interpersonal
Kegan
Cognitive
Intrapersonal
Interpersonal
Parks
Forms of
Knowing
Forms of
Dependence
Forms of
Community
Komives et al.
Knowing
Being
Doing
Identity & Emotion
What is Global Perspective?
Cognitive
Intrapersonal
Interpersonal
-- A multidimensional, developmental process.
Global Perspectives Inventory
Construct and Scales
Communications
focus: skill &
knowledge
acquisition
Education focus:
development

Cognitive
– Knowing (development)
– Knowledge (acquisition)

Intrapersonal
– Identity (development)
– Affect (acquisition)

Interpersonal
– Social responsibility
(development)
– Social interaction
(acquisition)
Global Perspectives Inventory
Construct and Scales
COGNITIVE

Cognitive Scales
– Knowing
 In different settings what is right and
wrong is simple to determine.
 Cultural differences make me question
what is really true.
– Knowledge
Intrapersonal
Interpersonal
 I am informed of current issues that
impact international relations.
 I am proficient in more than one
language.
Global Perspectives Inventory
Construct and Scales

Intrapersonal Scales
– Identity
Cognitive
 I see myself as a global
citizen..
 I have pride in my ethnic
and cultural roots.
– Affect
INTRAPERSONAL
Interpersonal
 I am confident that I can
take care of myself in a
completely new situation.
 I get offended often by
people who do not
understand my culture.
Global Perspectives Inventory
Construct and Scales
Cognitive

Interpersonal Scales
– Social Responsibility
 I work for the rights of others.
 Volunteering is not an important
priority in my life.
– Social Interaction
Intrapersonal
INTERPERSONAL
 I enjoy when my friends from other
cultures teach me about our cultural
differences.
 Most of my friends are from my own
ethnic background.
Correlations among the scales
Scale
Cognitive
Knowing
Cognitive
Knowledge
Intrapersonal
Identity
Intrapersonal
Affect
Interpersonal
Social
Responsibility
Interpersonal
Social
Interaction
Cognitive
Knowing
Cognitive
Knowledge
Intra
Identity
Intra
Affect
Inter
Soc Resp
Inter
Soc Inter
1.00
0.30
0.34
0.38
0.31
0.46
1.00
0.53
0.41
0.38
0.55
1.00
0.52
0.56
0.55
1.00
0.41
0.53
1.00
0.45
1.00
Scale mean by class and faculty
Cog
Knowing
Cog
Intra
Intra
Inter
Inter
Knowledge Identity Affect Soc Resp Soc Inter
Fresh
3.14
3.31
3.59
3.68 3.64
3.34
Soph
3.51
3.50
3.75
3.83 3.78
3.61
Junior
3.55
3.56
3.75
3.88 3.79
3.66
Senior
3.55
3.59
3.80
3.93 3.81
3.69
Fac/St
3.81
3.77
4.00
4.03 4.01
3.86
Differences between freshmen and
seniors by GPI scales
Mean Difference Between Freshmen and Seniors on GPI Scales
0.4
0.35
0.3
0.25
0.2
0.15
0.1
0.05
Interpersonal Interaction
Interpersonal
Responsibility
Intrapersonal Affect
Intrapersonal Identity
Cognitive Knowledge
0
Cognitive Knowing
Mean Difference
0.5
0.45
Differences of GPI scale means of
students with no and one and two
or more terms in service learning
35
30
25
20
15
No vs. 1 Term
10
No vs. > 2 Terms
5
In
te
ra
ct
ion
ns
ibi
lit
y
ct
re
sp
o
Af
fe
nt
ity
Id
e
led
ow
Kn
Kn
ow
in
ge
g
0
Differences of GPI scale means of
students with no and with one and
two or more terms in study abroad
80
70
60
50
40
30
20
10
0
No vs. 1 Term
In
te
ra
ct
ion
ns
ibi
lit
y
ct
re
sp
o
Af
fe
nt
ity
Id
e
led
ow
Kn
Kn
ow
in
ge
g
No vs. > 2 Terms
Changes after semester of study
abroad by GPI scale
40
35
30
25
20
15
10
5
0
K
Centers
CCA Spring 2008
CCA Fall 2008
w
no
in
g
ow
n
K
ge
d
le
Id
ity
t
en
ct
e
f
Af
po
s
re
n
it
l
i
sib
y
ion
t
ac
r
te
In
"I view myself as a Global Citizen" by Class
100
Percentage
80
60
40
20
18.6
21.1
23.2
25.7
36.6
9.1
48.5
50.4
46.8
46.2
42.2
Sophomores
Juniors
Seniors
Grad Stud
Faculty
37.5
0
Freshmen
Class
Agree
Strongly Agree
GPI Items Related to Well Being
I work for the rights of others.
I have a definite purpose in my life.
 My moral and ethical values closely reflect my family
traditions.
 Volunteering is not an important priority in my life (R).
 I see myself as a global citizen.
 I put my beliefs into action by standing up for my
principles.
 I constantly need affirmative confirmation about myself
from others (R).
 I consciously behave in terms of making a difference.
Source: Walker, NASPA, 2009


What is Global Citizenship?
I prefer complex rather than
straightforward interpretations of
debatable issues.
 I am informed of current issues that
impact international relations.
 I am developing a meaningful philosophy
of life.
 I intentionally involve people from many
cultural backgrounds in my life.

I am open to people who strive to live
lives very different from my own life style.
 I work for the rights of others.
 I consciously behave in terms of making a
difference.
 I think of my life in terms of giving back to
society.
 I see myself as a global citizen.

Sociocultural environment
of a college
Culture
 Curriculum
 Cocurriculum
 Communities within and beyond

Connecting desired ends with
means
MEANS
Culture Curriculum
ENDS
Cognitive
Intrapersonal
Interpersonal
CoCommunity
Curriculum
High Impact Activities
 First-Year Seminars and Experiences
 Common Intellectual Experiences
 Learning Communities
 Writing-Intensive Courses
 Collaborative Assignments and Projects
 “Science as Science Is Done”;
Undergraduate Research
 Diversity/Global Learning
 Service Learning, Community-Based
Learning
 Internships
 Capstone Courses and Projects
Principles of Use





Good assessment is not something that is done to
someone; good assessment begins with
commitment, not control.
Assessment always occurs within a context.
Our focus of assessment is on how and why
students grow and develop as a result of their
education.
“So, what’s the use?” is a key question to ask in
your planning and implementation of assessment.
Those closest to the action of fostering student
learning and development need to be highly
involved in the assessment
Principles of Use
Assessment is best viewed as “Sitting beside”
rather than “Standing over.”
 “High standards but not high standardization” is
the preferred strategy for evaluating student
learning and development.
 The most effective use of assessment is its role in
focusing discussion about issues, problems,
successes, challenges.
 Assessment/evaluation is telling a story that is
evidence based.
 Assessment is about caring, with users expecting
and willing to make adjustments based on what
they have learned from the assessment.

Additional Resources
Deardorff, Darla K. (Fall, 2006). Identification and Assessment of
Intercultural Competence as a Student Outcome of
Internationalization. Journal of Studies in International Education,
10, 241 – 266.
Olson, Christa L., Rhodri Evans, and Robert F. Shoenberg. (June 2007).
At Home in the World: Bridging the gap between internationalization
and multicultural education. Washington D C: American Council on
Education
King, Pat and Marcia Baxter Magolda. (2005). A developmental model
of intercultural maturity. Journal of college student development,
571-592.
Gpi.central.edu