Exploring and Assessing Intercultural Competence - Center for ...
Exploring and Assessing Intercultural Competence - Center for ...
Exploring and Assessing Intercultural Competence - Center for ...
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- what comparisons can be made based on length of sojourn?<br />
- based on previous cross-cultural experiences?<br />
- based on monolingual vs. bilingual or multilinguals?<br />
- specific development in each area of KASA?<br />
- what other etic-emic comparisons can be made?<br />
- what specific changes occurred in world view?<br />
3) General correlations among mentors (self)<br />
- comparisons by gender?<br />
- by age group?<br />
- development in each specific area of KASA?<br />
- what etic-emic comparisons can be made?<br />
- what changes occurred in world view?<br />
Additional questions <strong>and</strong> areas of interest to explore are:<br />
1) Assertions<br />
- which assertions might coalesce (e.g., 3, 4, 5 & 7)?<br />
- how should assertions be reframed or restated?<br />
- what new assertions might be added?<br />
<strong>Exploring</strong> <strong>and</strong> <strong>Assessing</strong> <strong>Intercultural</strong> <strong>Competence</strong><br />
2) ICC attributes<br />
- which attributes might cluster or coalesce?<br />
- is there a hierarchy or order of importance?<br />
- are attributes viewed the same from etic <strong>and</strong> emic points of view?<br />
3) Language/communication<br />
- how does language/communication transcend/affect other attributes?<br />
- what is the role of language to ICC development in general?<br />
- how to use <strong>and</strong> relate communicative styles to this area (Part V)?<br />
4) Etic-emic<br />
- how do volunteer <strong>and</strong> mentor assessments compare?<br />
5) Assertion 6 (Service programs offer unique opportunities <strong>for</strong> sojourners <strong>and</strong> hosts, beyond<br />
traditional educational exchanges)<br />
- needs more in<strong>for</strong>mation? or eliminate?<br />
6) The AIC instrument<br />
- per<strong>for</strong>m an item analysis to determine which items to keep, eliminate, or combine<br />
- revise <strong>and</strong> shorten the instrument accordingly<br />
Finally, several more charts <strong>and</strong> graphs may be helpful to further illustrate some of the<br />
in<strong>for</strong>mation above; <strong>for</strong> example, charts of:<br />
- selected assertions<br />
- correlations of attainment of host language proficiency levels with ICC development<br />
- correlations of length of stay with the attainment of ICC abilities<br />
- comparisons <strong>and</strong> contrasts between British volunteers <strong>and</strong> Swiss volunteers<br />
- impacts on alumni life choices<br />
- impact of alumni on others (the multiplier effect)<br />
<strong>Center</strong> <strong>for</strong> Social Development<br />
Washington University in St. Louis<br />
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