Using the BEVI to Assess Individual Experience to Enhance International Programming


  • Jacie Grant Purdue University
  • Kris Acheson Purdue University
  • Elizabeth Karcher Purdue University



BEVI, Intercultural Competence, Student Development, Study Abroad


Success in diverse educational and work environments requires intercultural competence, positive attitudes towards difference, and willingness to interact across cultures. Consequently, study abroad participation has increased as universities aim to internationalize; yet, we lack clear evidence of study abroad providing students with skills and attitudes the programs intend to develop. This case study (n=11) documents the implementation of intercultural learning activities throughout a semester long course and a 9-day trip to Vietnam. Researchers anticipated positive development in critical thinking, openness, and environmental concern measured by the Beliefs, Events, and Values Inventory. Overall the average group scores did not increase; however, in a more detailed analysis interesting patterns emerged within the data in regard to unintended learning outcomes, impact of individual differences in identity, and preparedness for learning. The data suggest potential curriculum changes and additional resources to support student needs.


Download data is not yet available.

Author Biographies

Jacie Grant, Purdue University

Jacie Grant is the BOSC (Business Operations & Supply Chain) Training Lead at Cargill, Dayton, VA. She completed both her undergraduate and master’s degrees in Animal Sciences from Purdue University. Her background in cultural communication, international studies, and travel provided a foundation for her master’s degree in intercultural learning through study abroad programs. Jacie’s food production background and master’s research are highly valuable in her leadership role onboarding, engaging, and retaining employees at the production facility as well as building local, community relationships and partnerships.

Kris Acheson, Purdue University

Dr. Kris Acheson is Director of Purdue University’s Center for Intercultural Learning, Mentorship, Assessment and Research with a courtesy faculty appointment in the Brian Lamb School of Communication. A former US Fulbright Scholar (Honduras, 2015), she has 17 years of classroom teaching experience in intercultural communication, language instruction, and teacher training and has published extensively on the development and assessment of intercultural competence.

Elizabeth Karcher, Purdue University

Dr. Elizabeth Karcher is an Associate Professor in Animal Sciences and is the Undergraduate Programs Coordinator for the department. She teaches a variety of courses and has developed study abroad programs on animal production and environmental challenges in Europe and Asia. Her research focuses on the development of innovative experiential learning platforms to enhance student learning.


Acheson, K., and S. Schneider-Bean. (2020). Representing the intercultural development continuum as a pendulum: Addressing the lived experiences of intercultural competence development and maintenance. European Journal of Cross-Cultural Competence and Management, 5(1), 42. DOI:

Acheson, K., Dirkx, J., Wiley, J., Ullum, C., Kapadia, S., and Bhuyan, D. (in press, 2020). Operationalizing transformation of the self in high impact learning: Methodological considerations. In C. Shealy (Ed.), The Globally Sustainable Self. Oxford University Press.

Acheson, K., Dirkx, J., and Shealy, C. (in press, 2019a). Assessing transformative learning. In E. Kostara, A. Gavrielatos, and D. Loads (Eds.), Transformative learning theory and praxis: New perspectives and possibilities. Taylor and Francis.

Acheson, K, Finley, A., Hickman, L., Sternberger, L., and Shealy, C. (in press, 2019b). Formative, adaptable, and interdisciplinary innovations in assessment: Beliefs, Events, and, Values Inventory (BEVI), VALUE Rubrics, and Cultural Controllability Scale (CCS). In S. A. Nolan, C. Hakala, & R. E. Landrum (Eds.), Assessment: Individual, institutional, and international approaches. Washington, DC: American Psychological Association.

Bedenlier, S., Kondakci, Y. and Zawacki-Richter, O. (2018). Two Decades of Research Into the Internationalization of Higher Education: Major Themes in the Journal of Studies in International Education (1997-2016). Journal of Studies in International Education, 22(2), 108–135. DOI:

BEVI. (2018).

Brown, B. (2016). A case study analysis of minority students' negotiation of STEM, racial/ethnic, and graduate student identities. ProQuest Dissertations & Theses.

Byker, E. J., and Putman, S. M. (2019). Catalyzing Cultural and Global Competencies: Engaging Preservice Teachers in Study Abroad to Expand the Agency of Citizenship. Journal of Studies in International Education, 23(1), 84–105. DOI:

Cranton, P., and Taylor, E. W. (2012). Transformative learning theory: Seeking a more unified theory. In E. W. Taylor & P. Cranton (Eds.), Handbook of transformative learning: Theory, research, and practice, 1st edition (pp. 3–20). Hoboken, NJ: John Wiley & Sons.

Deng, Y., Chang, L., Yang, M., Huo, M., and Zhou, R. (2016). Gender Differences in Emotional Response: Inconsistency between Experience and Expressivity. PLOS ONE, 11(6), e0158666. DOI:

Dewey, D. P., Belnap, R. K., and Steffen, P. (2018). Anxiety: Stress, Foreign Language Classroom Anxiety, and Enjoyment During Study Abroad in Amman, Jordan. Annual Review of Applied Linguistics, 38, 140–161. DOI:

Dixson, D., and Worrell, F. (2016). Formative and Summative Assessment in the Classroom. Theory Into Practice, 55(2), 0-14. DOI:

Earl, L. M. (2003). Assessment as learning: Using classroom assessment to maximise student learning. Thousand Oaks: Corwin Press.

Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press.

Guskey, T. R. (2003). How classroom assessments improve learning. Educational Leadership, 60(5), 6-11.

Iyer, C. (2013). Assessing and engaging beliefs and values in a learning community of U.S. and international students: Implications and applications from the Forum BEVI Project. (Unpublished doctoral dissertation). James Madison University, Harrisonburg, VA.

Kahn, H. E., and Agnew, M. (2017). Global Learning Through Difference: Considerations for Teaching, Learning, and the Internationalization of Higher Education. Journal of Studies in International Education, 21(1), 52–64. DOI:

Krishnan, L. A., Masters, C., Calahan, C., and Holgate, H. (2017). Structured Study Abroad Enhances Intercultural Competence. Teaching and Learning in Communication Sciences & Disorders, 1(1). DOI:

Kuh, G. D. (2008). High impact educational practices: What they are, who has access to them and why they matter. Washington, DC: Association of American Colleges and Universities.

Laliberté, N., and Waddell, C. (2017). Feeling Our Way: Emotions and the Politics of Global Citizenship in Study Abroad Programming. Frontiers: The Interdisciplinary Journal of Study Abroad, 29(2), 79-93. DOI:

Lambert Snodgrass, L., Morris, P., and Acheson, K. (2018). Assessing the intercultural sensitivity of students in an agriculture diversity and social justice course. Multicultural Education Review, 10(4), 292-309. DOI:

Lee, J. and K. Negrelli. (2018). Cultural identification, acculturation, and academic experience abroad: A case of a joint faculty-led short-term study abroad program. Journal of International Students, 8(2): 1152-1072. DOI: 10.5281/zenodo.1250417

Lilley, K., Barker, M., Harris, N. (2017). The Global Citizen Conceptualized: Accommodating Ambiguity. Journal of Studies in International Education, 21(1), 6–21. DOI:

Lonsdale, C. (2015). Engaging the "Othered": Using Zines to Support Student Identities. Language Arts Journal of Michigan, 30(2), 7-16. DOI:

Mawer, M. (2017). Approaches to Analyzing the Outcomes of International Scholarship Programs for Higher Education. Journal of Studies in International Education, 21(3), 230–245. DOI:

Mezirow, J. (1978). Perspective transformation. Adult Education, 28, 100-110. DOI:

Passarelli, A. M. and Kolb, D. A. (2012). Using experiential learning theory to promote student learning and development in programs of education abroad. In M. Vande Berg, R.M. Paige, and K.H. Lou (Eds.), Student Learning Abroad (Ch. 6, pp. 137-161). Sterling, VA: Stylus Publishing.

Purdue University Office of the Provost (2019). Expected Outcomes. Retrieved from

Rahm, J. (2016). Stories of learning, identity, navigations and boundary crossings in STEM in non-dominant communities: New imaginaries for research and action. Cultural Studies of Science Education, 11(1), 61-75. DOI:

Roy, P., Wandschneider, E., and Steglitz, I. (2014). Assessing Education Abroad Outcomes: A Review of the BEVI, IDI, and GPI. White Paper. East Lansing: Michigan State University Office of Study Abroad.

Savicki, V. and Cooley, E. (2011). American Identity in Study Abroad Students: Contrasts, Changes, Correlates. Journal of College Student Development 52(3), 339-349. DOI:

Savicki, V. (2013). The Effects of Affect on Study Abroad Students. Frontiers: The Interdisciplinary Journal of Study Abroad, 22, 131-147. DOI:

Savicki, V., Brewer, E., Whalen, B., and EBSCOhost. (2015). Assessing study abroad: Theory, tools, and practice (First ed.). Sterling, VA: Stylus.

Shealy, C. N. (2004). A model and method for “making” a Combined-Integrated psychologist: Equilintegration (EI) Theory and the Beliefs, Events, and Values Inventory (BEVI). Journal of Clinical Psychology, 60(10), 1065–1090. DOI:

Shealy, C. N. (2005). Justifying the Justification Hypothesis: Scientific-humanism, Equilintegration (EI) Theory, and the Beliefs, Events, and Values Inventory (BEVI). Journal of Clinical Psychology, 61(1), 81–106. DOI:

Shealy, C. N. (Ed.). (2016). Making sense of beliefs and values: theory, research, and practice. New York: Springer Publishing Company.

Stringfield, S., Stone, J. R. (2017). The Labor Market Imperative for CTE: Changes and Challenges for the 21st Century. Peabody Journal of Education, 92(2), 166–179. DOI:

Stuart, D.K. (2012). Taking stage development theory seriously, implications for study abroad. In M. Vande Berg, R.M. Paige, and K.H. Lou (Eds.), Student Learning Abroad (Ch. 3, pp. 61-89). Sterling, VA: Stylus Publishing.

United States Department of Labor (USDOL). (2017). Women’s Bureau. Data and Statistics. Retrieved from

University of Illinois Office of the Provost (2019). Illinois Student Learning Outcomes. Retrieved at

Vande Berg, M., Paige, R. M. and Hemming Lou, K. (Eds.). (2012). Student learning abroad: what our students are learning, what they’re not, and what we can do about it (1. ed). Sterling, Va: Stylus Publ.

Wandschneider, E., Pysarchik, D. T., Sternberger, L. G., Ma, W., Acheson, K., Baltensperger, B., Good, R.T., Brubaker, B., Baldwin, T. Nishitani, H., Wang, F. Reisweber, J., and Hart, V. (2015). The Forum BEVI Project: Applications and Implications for International, Multicultural, and Transformative Learning. Frontiers: The Interdisciplinary Journal of Study Abroad, 25, 150-228. DOI:

Wielkiewicz, R. M. and Turkowski, L. W. (2010). Reentry Issues Upon Returning From Study Abroad Programs. Journal of College Student Development 51(6), 649-664. DOI:




How to Cite

Grant, J., Acheson, K., & Karcher, E. (2021). Using the BEVI to Assess Individual Experience to Enhance International Programming. Frontiers: The Interdisciplinary Journal of Study Abroad, 33(1), 129–142.