Open AccessTo Understand You, I Need to Know Me:
Author(s) -
Linda M. DunnJensen,
Joyce S. Osland,
Pamela Wells
Publication year - 2021
Publication title -
frontiers
Language(s) - English
Resource type - Journals
eISSN - 2380-8144
pISSN - 1085-4568
DOI - 10.36366/frontiers.v33i1.520
Subject(s) - psychology , context (archaeology) , glocalization , study abroad , test (biology) , intercultural communication , pedagogy , medical education , mathematics education , political science , medicine , geography , paleontology , archaeology , globalization , biology , law
Due to Covid-19 and the inaccessibility of study abroad for some students, we successfully tested an alternative for building intercultural effectiveness -- a glocal classroom (GC) pedagogy highlighting assessment as learning. Over a 15-week course, the GC replicated the work context and job demands of expert global leaders and developed global skills via activities and simulations. Pre-posttest measures of the Intercultural Effectiveness Scale (IES) found significant improvement in all dimensions. Students with prior international experience had higher pre-test results in the world orientation and relationship development dimensions; however, students without study abroad experience approximated those results in their post-test assessment, apparently as a result of the GC. Quantitative and qualitative findings suggest that assessment, self-awareness, self-directed PDPs, well-designed simulations, receiving and giving extensive feedback, and reflection can be effective methods for moving the needle on intercultural competencies without a physical international experience.