Promoting and Assessing Students' Intercultural Competence Development : the Role of Self-Reflection, Peer-Learning, and Multi-Method Assessment
|Other Titles:||Zur Förderung und Messung der interkulturellen Kompetenzentwicklung von Studierenden : die Rolle von Selbstreflexion, Peer-Learning und multi-methodischer Messung||Authors:||Binder, Nadine||Supervisor:||Kühnen, Ulrich||1. Expert:||Schreier, Margrit||2. Expert:||Chasiotis, Athanasios||Abstract:||
This doctoral dissertation describes a mixed methods, longitudinal research project seeking to add to our understanding of how higher education institutions can foster students' intercultural competence development more systematically. The focus of this project was on promoting intercultural competence as part of the formal curriculum for all students (i.e. domestic and international) using an evidence-based approach to course design. Evidence-based design is responsive to the target group and learning objectives, selects content and activities within the framework of relevant theories, and includes an evaluation stage (Stephan&Stephan, 2013). The evidence-based course design did not only draw upon existing theory and research, but also upon empirical data gathered from the target group in two studies (i.e. a mixed methods survey study, including a qualitative content analysis of studentsa subjective understanding of intercultural competence, and a focus group study). The resulting course design complemented faculty-led instruction with peer-led experiential workshops and reflective assignments which serve as both, a learning and an assessment tool. The course has been pilot-tested with a group of n=34 students at Jacobs University Bremen in spring 2016. The evaluation stage consisted of a formative evaluation, exploring benefits and challenges of the course design, as well as a summative evaluation, assessing students' intercultural competence development and to which extent the learning objectives of the course have been met. The formative evaluation has offered insights into the benefits and challenges of combining faculty- and peer-led instruction and the use of reflective papers as a learning and assessment tool. The summative evaluation has added to this and contributed to our understanding of how to assess intercultural competence as a learning outcome using a mixed methods approach that integrates direct and indirect evidence of students' intercultural learning.
|Keywords:||intercultural competence, intercultural learning, peer-learning, mixed methods, higher education||Issue Date:||17-Dec-2018||URN:||urn:nbn:de:gbv:46-00107085-15||Institution:||Universität Bremen||Faculty:||FB11 Human- und Gesundheitswissenschaften|
|Appears in Collections:||Dissertationen|
checked on Sep 27, 2020
checked on Sep 27, 2020
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