Exploring and Assessing Intercultural Competence - Center for ...

C. Other
Exploring and Assessing Intercultural Competence
The fact that the study was conducted in languages other than English constituted both a
strength and weakness. It was a strength because most other studies have been conducted in
English; we need to learn more about what transpires in other languages. The major study cited
earlier of the Canadian Development Agency regarding the performance of technical advisors
(both English- and French-speakers) in various countries where still other languages were in use,
is weakened by the fact that interviews and questionnaires were all completed only in English
(and, as a sociolinguist, I am keenly aware of the impact that the language medium has on the
results obtained). Clearly, we need studies conducted elsewhere, by others, and in their own
languages, but this also comes at a cost. We recognized this and attempted to minimize the
downside even while experiencing disappointment with the performance of one of our MOs.
8. Data Compilation and Organization
Before compiling any data, completed forms were coded to protect the identity of respondents: a
B or S indicated country of origin, followed by A for alumni, V for volunteer, MV for Mentor
evaluations of volunteers, and MS for Mentor self-evaluations, followed by a separate number for
each form. Hence, the 8 British respondents ranged from BA1 through BA8 and Swiss alumni
were coded with an S + A + number so that the 20 respondents ranged from SA1 through SA20.
In contrast, British Volunteers and Swiss Volunteers were coded as BV or SV, Mentors
evaluating volunteers as MV, and Mentors evaluating themselves as MS. Since volunteers and
mentors completed forms twice (at beginning and end of service), their final evaluations had the
additional letters (FE) as a prefix; for example: (FEBV 8) or (FEMS5).
To begin the compilation process, a blank survey form was first reproduced on a web-based
survey developed through Perseus Express, .
Data from completed forms were then entered into the master Perseus form in each category. The
result was an electronic composite ready for transfer into a second program designed to facilitate
statistical analyses – the SPPS or Statistical Package for Social Sciences. At this point, data were
now ready for quantitative analysis, discussed in the next section.
Qualitative data, on the other hand, required some additional preliminary steps given that
information was given by respondents in their native tongues: For this reason, data were initially
compiled by local RAs who then translated and forwarded data summaries in English to Vermont.
The translated data were treated first as sub-sets by country and category of participants (alumni,
volunteers, mentors) and subsequently compiled and analyzed where needed as composite
international samples that eventually provided the responses to our research questions.
Presentation and discussion of qualitative data follows the quantitative section and is found in
section 10 below.
Center for Social Development
Washington University in St. Louis
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