Outcomes Assessment in the Internationalization of Higher Education

Taking Advantage of a Multicultural Campus: Impact of At-Home Intercultural Initiatives on Japanese Students’ Skills and Future Goals

“…Moreover, even though all the models mentioned above provide great insight into numerous dimensions of internationalization or intercultural competence, it has been pointed out that a conceptual framework of assessment should not be implemented on its own, but rather aligned with the circumstances, mission, and goals of the assessed institution (Deardorff & van Gaalen, 2012). This is particularly relevant when considering internationalization not as a goal in itself, but as a means to achieve institutional goals (Deardorff & van Gaalen, 2012).…”

“…Deardorff and van Gaalen’s (2012) Logic Model of assessment of internationalization at higher education institutions, based on broader, action-oriented categories, thus emerges as a more flexible and impartial framework of assessment, which can be tailored to Eastern institutions and their specific goals. According to the Logic Model, a four-step process assessment consisting of inputs/resources, activities/components, outputs, and outcomes of internationalization, allows for institutions to measure the long-term impact of internationalization based on their own individual strategies and goals, thus avoiding being bound to preset lists of “successful indicators” of internationalization, which may or may not apply to the institution being assessed.…”

Development of Intercultural Competence as a Result of Internationalization-at-Home Initiatives in Japan's Top Global Universities

“…However, few of these models are tailored to universities and their internationalization process, and even fewer take into consideration Eastern approaches to internationalization or globally competent graduates. It has also been pointed out that it is essential for the institutional context to be taken into consideration and that assessment should begin with a review of institutional mission statement and goals (Sternberger, Pysarchik, Yun, and Deardorff 2009;Deardorff and van Gaalen 2012).…”

Global Citizenship Education

“…With an understanding of the skills and competencies necessary, universities must intentionally enhance their students' intercultural sensitivity and intercultural competence. They have a serious responsibility in preparing students to be agents of change; therefore, more institutions are embarking on the journey of preparing graduates to face the challenges of this evolving world, raising their awareness of the importance of effectively navigating across cultural difference to generate a positive impact in this interconnected society (Deardorff, ).…”