Evaluation of STEM Program on Student Intercultural Development: Do Intercultural Interventions Work?

Jaiswal, Aparajita; Jin, Lan; Acheson, Kris

doi:10.1007/s10755-023-09691-4

Cited by 2 publications

(2 citation statements)

References 29 publications

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“…This case study highlights how the IDI results were used to inform the design and implementation of targeted interventions, such as group and individual debriefs, to support faculty and staff in their intercultural competence development journey. This aligns with previous research that has emphasized the importance of data-driven approaches and personalized support in fostering intercultural competence growth [44,52].…”

Section: Discussionsupporting

confidence: 90%

“…It is grounded theoretically in the Developmental Model of Intercultural Sensitivity (DMIS) proposed by Milton Bennett [41] which presents an evaluation of the transition from ethnocentrism (perceiving all other cultures relative to one's own culture) to ethnorelativism (one's own culture being understood in the context of all other cultures). The IDI has been used widely in the context of HEIs to assess the intercultural competence of the faculty and students, and the results have been used to develop programs to foster intercultural growth [44].…”

Section: Intercultural Development Inventorymentioning

confidence: 99%

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Transformative Pathways: Implementing Intercultural Competence Development in Higher Education Using Kotter’s Change Model

Kuffuor,

Aggrawal,

Jaiswal

et al. 2024

Education Sciences

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This study explores the efficacy of Kotter’s eight-step change model in fostering intercultural competence among faculty and staff within a large Midwestern public university. Recognizing the need for intercultural development in higher education, this research applies a structured change framework coupled with the Intercultural Development Inventory (IDI) assessment tool to guide the change process. The development of intercultural competence among faculty and staff is crucial for creating inclusive learning environments, as they play a pivotal role in modeling intercultural competence and fostering students’ skills necessary to navigate an increasingly diverse and interconnected world. This study employs an instrumental case study design, utilizing interviews, document analysis, and Intercultural Development Inventory (IDI) assessments to examine the change process over a three-year period. The findings demonstrate how each step of Kotter’s model was successfully adapted to drive organizational change and enhance intercultural competence among 639 faculty and staff members across 11 departments in the College of Agriculture. This study highlights the importance of creating a shared vision, empowering stakeholders, and anchoring changes in the institution’s culture and emphasizes the pivotal role of structured change management in achieving substantive improvements in intercultural learning environments. The insights and strategies presented can serve as a foundation for other higher education institutions seeking to implement similar initiatives and foster inclusive learning environments.

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Section: Discussionsupporting

confidence: 90%

Section: Intercultural Development Inventorymentioning

confidence: 99%

Transformative Pathways: Implementing Intercultural Competence Development in Higher Education Using Kotter’s Change Model

Kuffuor,

Aggrawal,

Jaiswal

et al. 2024

Education Sciences

Self Cite

View full text Add to dashboard Cite

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“I am not any Greater than you are” Cultivation of Humility in Higher Education through Mentoring

Kumar,

Prieto-Flores

2024

Innov High Educ

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This study investigated the experiences of college-student mentors to gain a nuanced understanding of ‘humility’ in higher education (HE) and to illuminate how it operates within mentoring dyads. Seventeen mentors, comprising both undergraduate (9) and graduate (8) students, were interviewed in this exploratory qualitative research. One-on-one semi-structured interviews were employed as the primary method of data collection. The analysis followed a deductive approach guided by the HEXACO (Honesty-Humility, Emotionality, Extraversion, Agreeableness, Conscientiousness, Openness) personality framework. While the mentors’ narratives are situated within the Indian context, the study appraises implications for the broader landscape of HE. The investigation shows that mentors viewed humility as essential. They demonstrated it by reflecting on their own humility, adjusting their behavior to guide mentees toward program goals effectively, and navigating relationships in a socio-culturally humble manner. Additionally, humility was also found to be instrumental in resolving conflicts and enhancing the quality of mentorship. The study fills a critical gap in HE and mentoring literature and underscores the role of humility in fostering generativity and socially responsible leadership among college-student mentors. The outcome also encourages HE institutions to leverage mentoring programs to cultivate humility in their students, preparing them holistically for the professional world by integrating personal growth with technical expertise.

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Evaluation of STEM Program on Student Intercultural Development: Do Intercultural Interventions Work?

Cited by 2 publications

References 29 publications

Transformative Pathways: Implementing Intercultural Competence Development in Higher Education Using Kotter’s Change Model

Transformative Pathways: Implementing Intercultural Competence Development in Higher Education Using Kotter’s Change Model

“I am not any Greater than you are” Cultivation of Humility in Higher Education through Mentoring

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