Taylor Universitys Intercultural Inventory Analysis

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Taylor Universitys Intercultural Inventory
Analysis
Presented by Heather Bartlett, Gretchen Richards,
and Katie VanDyke July 16, 2008
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The Taylor University Intercultural Inventory
(TUII)

• Purpose
• TUII measures the intercultural development
• that occurs in a student due to an
• intercultural experience
• Description
• Includes demographics section
• Includes 130 questions
• Uses a likert scale from strongly disagree (1) to
  strongly agree (6)

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The Taylor University Intercultural Inventory
(TUII)

• Development
• Conducted a thorough literature review and an
  examination of all previous surveys measuring
  intercultural experiences
• Found significant categories and variables
  relating to intercultural development
• Generated questions within the framework of
  Personal Development Connections and Cognitive
  Understanding Levels
• Created unique questions regarding spiritual
  development

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Intercultural Developmental Scales

• Targets the following areas called Intercultural
  Developmental Scales (IDS)

Cognitive Understanding Levels
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Reliability of the TUII

• Strong Reliability
• One Test Administration Method
• Cronbachs Alpha coefficient- .933 (N67) and
  .965 (N419)
• Two Test Administration Method
• Test retest reliability coefficient- .915 (N38)

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Validity of the TUII

• Strong Validity
• Construct validity
• (Known-Group Difference Method)
• Discriminates between levels of intercultural
  experience (none, low, medium, high)
• Discriminates between pre- and post-test
  performance (i.e. Irish Studies Program)
• Discriminates between gender
• Content validity
• Established through the literature review and
  review of previous surveys

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Taylor Universitys Intercultural Inventory

• The TUII is a reliable and valid instrument
• It can be used in several ways
• Understand and assess the holistic intercultural
  development of students due to intercultural
  experiences
• Analyze the specific developmental benefits of
  intercultural programs (i.e. Irish Studies
  Program)
• Compare intercultural programs through
  collaboration between CCCU schools (i.e. Orvieto)

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Study Abroad IDS Analysis
For this study an analysis was conducted
comparing the students who studied abroad in the
fall of 2007 with control groups of freshmen and
senior students who had no intercultural
experience. The results showed a statistically
significant increase in each of the 23
Intercultural Developmental Scales (IDS) for
those students who studied abroad, and in 20 of
the 23 subscales there was a practically
significant change in the students intercultural
development due to their study abroad experience.
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Study Abroad Pre and Post
An analysis was conducted on the fall 2007 study
abroad group comparing the students before and
after their intercultural experience. The results
showed a statistically significant increase in 16
of the 23 Intercultural Developmental Scales. All
of the Knowledge and Intrapersonal Growth scales
were significant, while none of the intercultural
Attitude questions were significantly different.
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Taylor University Common Learning Objectives
Analysis

• Common Learning Objectives
• Critical Thinking
• Spiritual Activity
• Competent Communication
• Aesthetic Literacy
• Civic Mindedness
• Responsible Stewardship
• Lifelong Learning

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Taylor University Common Learning Objectives
Analysis

• Purposes
• To discover the degree that students are
  developing Taylor Universitys educational Common
  Learning Objectives through their intercultural
  study abroad experiences by comparing their pre
  and post scores on the Taylor University
  Intercultural Inventory (TUII).
• To compare the relative influence of going on a
  study abroad program with a freshman control
  group before entering Taylor University and a
  control group of seniors at Taylor University who
  have never gone on a study abroad experience in
  regard to Taylor Universitys educational Common
  Learning Objectives using the (TUII).

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Taylor University Common Learning Objectives
Analysis

•    Purpose 1 Results
•   We found that 4 out of the 7 of Taylors
  educational Common Learning Objectives developed
  significantly within students who studied abroad
  in the Fall of 2007.
•  
• Three of these four common learning objective
  areas showed practical significance. Spiritual
  Activity (Eta2 .29) Civic Mindedness(Eta2 .26 )
  Aesthetic Literacy (Eta2 .35)

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Taylor University Common Learning Objectives
Analysis

• There was a significant difference between
  students Pre and Post inventory scores on the
  TUII found for the objectives of Critical
  Thinking (plt.01), Spiritual Activity (p lt.001),
  Civic Mindedness (p lt.001), and Aesthetic
  Literacy(p lt.001).

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Taylor University Common Learning Objectives
Analysis

•           Purpose 2 Results
• We found that when comparing the control groups
  and students who had an intercultural experience
  in the Fall of 2007, that all of the 7 Common
  Learning Objectives were found significantly
  different (plt.001).

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Taylor University Common Learning Objectives
Analysis

• Five of these 7 common learning objective areas
  showed practical significance. Critical thinking
  (Eta2 .29), spiritual activity (.Eta2 .36),
  aesthetic literacy (Eta2.26), civic mindedness
  (Eta2 .25), and lifelong learning (Eta2 .23)
  evidenced practical significance. This means
  that an intercultural experience at Taylor
  University has practical value for significantly
  increasing these common learning objectives.

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Taylor University Common Learning Objectives
Analysis

• The Seniors and Freshmen control groups were not
  found significantly different in any of the 7
  Common Learning Objectives. These results would
  indicate that the growth found in students who
  had a study abroad experience was not due to
  their general cognitive and emotional maturity
  but the intercultural experience itself.

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Taylor University Core Values Analysis

• Core Values
• Christ Centered
• Biblically Anchored
• Liberal Arts Grounded
• Whole Person Focused
• Vocationally Equipped
• Servant Leadership Motivated
• World Engaging

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Taylor University Core Values Analysis

• Purposes
• To discover the degree that students are
  developing Taylor Universitys Core Values
  through their intercultural study abroad
  experiences by comparing their pre and post
  scores on the Taylor University Intercultural
  Inventory (TUII).
• To compare the relative influence of
  participating in a study abroad program with a
  freshmen control group before entering Taylor
  University and a control group of seniors at
  Taylor University who have never studied abroad.

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Taylor University Core Values Analysis

• All seven of the Core Values increased from the
  pre to the posttest. Only one of them did not
  increase significantly.

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Taylor University Core Values Analysis

• The Fall 2007 Study Abroad groups intercultural
  experience had a practical bearing (Eta2 .29)
  on the students development of the universitys
  Core Values. There is a real practical value for
  the intercultural experience for accomplishing
  Taylors Core Values.

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Taylor University Core Values Analysis

• Purpose 2 Results
• Each of the Core Values was significantly greater
  (plt.001) for students who studied abroad compared
  with those who had no intercultural experience.
• The Fall 2007 Study Abroad groups intercultural
  experience had a practical bearing (Eta2 .26)
  on the students development of the universitys
  Core Values but not within the control groups.
  There is a real practical value for the
  intercultural experience for students developing
  Taylor Universitys Core Values.

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Taylor University Core Values Analysis
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Irish Studies Program Analysis

• To assess the growth, according to the IDS, of
  students who participated in the Irish Studies
  Program for the 2007-2008 school year. From
  before their experience to after.
• To evaluate the growth of the students after
  their trip as compared to a control group.
• To assess how the ISP students are growing in
  regards to Taylor Universitys Common Learning
  Objectives.
• To evaluate how the ISP students are growing in
  regards to the ISP Learning Objectives

Purposes
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Results
Combined Semesters IDS Pre and Post-Test
Analysis All of the Intercultural Developmental
Scales (IDS) increased from pre-test to post-test
except for the attitudes scales, which decreased
though not significantly. Of the 19 scales that
increased (83), 17 increased significantly. The
two scales that did not have a significant
increase were interpersonal knowledge and
spiritual awareness. There was also practical
significance found (.20 or above) for 21 of the
23 IDS (91).
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Results Continued
Combined Semesters and Control Group Comparison
on IDS Scores Of the 19 IDS that were compared
all were statistically significant at .000 level.
Eight of 23 IDS (35) were practically
significant (.20 or higher).
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Implications
The above results indicate that not only did the
ISP students grow significantly from before they
went on their trip to when they came back, but
their growth was significantly greater than those
students without intercultural experience.
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Results Continued
Combined Semesters on Taylor University Learning
Objectives Analysis Significant differences were
found between the pre and post-tests for 6 of the
7 objectives (86). There was practical
significance (.20 or higher) for 5 of the 7
objectives (71). The two that were not
practically significant were competent
communication and life-long learning.
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Irish Studies Learning Objectives

• Understanding the Country
• Perception Growth
• Self Learning
• Relational Growth

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Irish Studies Learning Objectives
Understanding the country
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Irish Studies Learning Objectives
Perception Growth
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Irish Studies Learning Objectives
Self Learning
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Irish Studies Learning Objectives
Relational Growth
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Results Continued
Combined Semesters on ISP Learning Objectives
Analysis All of the 18 questions had mean scores
on the post-test that were found to be higher
than the mean scores on the pre-test.
Significant differences were found between the
pre- and post-tests for 10 of the 18 questions
(56). Practical significance (.20 or higher)
was found for 14 of the 18 (78) of the
questions. The four that were not practically
significant were I have gained an understanding
of the music of another country, I have gained
practical experience from field service
opportunities, I have gained the ability to make
wise decisions in managing the resources I was
provided, and I have gained a reverence of God.
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Implications
This shows that The Irish Studies Program meets
and exceeds the Taylor University and ISP
learning objectives.
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Intercultural Developmental Scales