The Bentley Global Experience Initiative

An Application of Assessment Data towards Pedagogical Development


  • Iris Berdrow Bentley University
  • Samir Dayal Bentley University
  • Shawn Hauserman Bentley University
  • Natalie Schlegel Bentley University
  • Lauren Schuller Bentley University



global learning, assessment, intercultural effectiveness, curriculum design, international education


Since 2009, Bentley University has engaged in assessment of intercultural effectiveness in undergraduate students.  The instrument used was the Intercultural Effectiveness Scale, which measures six dimensions using a self-report instrument. The longitudinal data analysis showing results in correlation and causation indicated that while international education experiences have a significant positive effective on Global Mindset, they do not indicate a positive significant effect on other dimensions of intercultural effectiveness (Berdrow, Woolford, Skaletsky, Bird; 2020). In 2018, Bentley University engaged in a curriculum design process to re-envision its undergraduate core curriculum.  Taking the opportunity to apply lessons from the assessment of intercultural effectiveness, a component of the new design was the Global Experience. This paper briefly outlines the assessment initiative and the curriculum design outline, with an emphasis on the creation of the Bentley Global Experience Initiative, a comprehensive program supporting faculty and students. 


Download data is not yet available.

Author Biographies

Iris Berdrow, Bentley University

Dr. Iris Berdrow is a tenured associate professor of management and Director of the MBA program at Bentley University (Waltham, MA, USA), has taught at Harvard University Summer School (Cambridge, MA, USA), as well as internationally in France, Germany, Austria, Scotland and Morocco.  She holds an MBA and Ph.D. with a concentration in Organizational Behavior and International Management from the Richard Ivey School of Business, University of Western Ontario, London, Canada.  Her research interests are in intercultural effectiveness, globally oriented pedagogy, effective assessment, employee competencies and competency based education.  Iris is published in MIT Sloan Management Review, Strategic Management Journal, Long Range Planning and the Journal of World Business, among others.  She is coauthor of Bases of Competence: Skills for Lifelong Learning and Employability (Evers, Rush & Berdrow, 1998).  

Samir Dayal, Bentley University

Dr. Samir Dayal is Professor of English and Media Studies at Bentley University.  He holds a Ph.D. from the University of Wisconsin-Madison.  His research interests are in Film Studies; Globalization; South Asian Studies; Psychoanalysis; Cultural Studies; Postcolonial Literature, Film & Culture.  He is a member of the Board for Society for the Psychological Study of the Arts (PSYART); Editorial Board Member, PSYART Journal; Member,
Development Committee, Advanced Placement Exam: English Literature Advisory Board, 2010-2015; Assistant Chief Reader, Advanced Placement Exam Reading for English Literature; and member of The Society for Multi-Ethnic Studies: Europe and the Americas.

Shawn Hauserman, Bentley University

Shawn Hauserman is an Adjunct Lecturer of Management and Associate Director of the Center for Service-Learning and Engaged Learning at Bentley University.  Shawn holds an MBA from Bentley University, and a 
Masters from Gonzaga University .  His research interests are in Human Trafficking and Global Slavery Ethical Supply Chain Management Comic Books and Graphic Novels as Educational Resources.

Natalie Schlegel, Bentley University

Natalie Schlegel is Director of International Education at Bentley University in Waltham, Massachusetts. She oversees international partnerships and a diverse portfolio of education abroad programs that serve approximately 700 students annually, positioning Bentley as a leading institution for undergraduate participation and mid-length duration in study abroad, according to the Institute for International Education's OpenDoors report.   Natalie earned a BA in Economics and Spanish from Vanderbilt University, and an MBA from Bentley University.  She is a member of NAFSA’s Trainer Corps and the Workshop Dean for the Managing the Education Abroad Office workshop. 

Lauren Schuller, Bentley University

Lauren Schuller is Associate Director of International Education at Bentley University.  She holds an MA in Higher Education Administration from Boston College and a BA in Spanish from UMass - Amherst.  


Arhar, Joanne M. (1997). The effects of interdisciplinary teaming on students and teachers. In Judith L. Irvin (Ed.), What Current Research Says To The Middle Level Practitioner, (pp. 49-56). Columbus, OH: National Middle School Association. ED 427 847.

Astin, A. (1985). Achieving Educational Excellence. Jossey-Bass.

Beane, James A. (1997). Curriculum Integration: Designing The Core Of Democratic Education. New York: Teachers College Press.

Berdrow, I. & Bird, A.W.. (2018) Development and Assessment of Intercultural Effectiveness: A Learner-Centered Approach. Journal of Education, Sage, Thousand Oaks, CA: Vol. 198, Iss 2, pp. 136-145. DOI:

Berdrow, I., Hightower, C. and Cartwright, C.. (2020 Under Review) Learner Centered Assessment and Development: Three Levels of Perspectives on Instructional Design and Learner Outcomes.

Berdrow, Iris, Allan Bird, Sam Woolford & Maria Skaletsky. (2020 Under Review) “Intercultural Effectiveness: Do International Education Experiences Move the Needle?”

Berg, D.M. (2020) Preparing Student for the “Next” Global: The Responsibilities and Tools of International Business Education. Academy of International Business Insights. V.20 (1): pp. 24-27. DOI:

Buchan, N.R., Ravlin, E.C., and Ozturk, O.D. (2020) Changes in Globalization: How Should IB Education Respond? Academy of International Business Insights. V.20 (1): pp. 15-19.

Drake, S. M. (1993). Planning integrated curriculum: The call to adventure. Association for Supervision and Curriculum Development, Alexandria, VA.

Gaudelli, W., and Laverty, M.J. (2015) Education and Culture, Purdue University Press, V31 (2), pp. 13-26

Hruby, J., Calixto, C.V., and Mukhi, U. (2020) Conceptualizing the Responsible Learning Framework for International Business Faculty Development. Academy of International Business Insights. V.20 (1): pp. 10-15.Leeman, Y. and Ledoux, G. (2005) Teachers on intercultural education, Teachers and Teaching, 11:6, pp. 575-589, DOI: 10.1080/13450600500293258 DOI:

Levintova, K., Smith, S., Cruise, R., Berdrow, I., Boudon, L., Paracka, D. & Worley, P. (2020) Have Interest, Will NOT Travel: Multi-Institutional Study of Unexpected Reasons of Why Students Opt Out of Study Abroad. In Nina Namaste & Amanda Sturgill (eds), Mind the Gap: Integrating Learning at Home and Abroad. Stylus Publishing, Inc.

Mezirow, J., Taylor, E. W., & Associates. (2009). Transformative Learning in Practice: Insights from Community, Workplace, and Higher Education. San Francisco, CA: John Wiley & Sons.

National Association for Core Curriculum. (2000). A Bibliography Of Research On The Effectiveness Of Block-Time, Core, And Interdisciplinary Team Teaching Programs. Kent, OH.

O’Hara, M. & Leicester, G. (2012) Dancing at the Edge: Competence, Culture and Organization in the 21st Century. Triarchy Press: Devon, UK.

Paige, R. M. (Ed.). (1993). Education for the intercultural experience. Nicholas Brealey Publishing.

Schmidt-King, A. (2020) The Renewed Relevancy of High-Impact Practices (HIP): Doubling Down on our HIP Identity in Support of Responsible IB Education. Academy of International Business Insights. V.20 (1): pp. 20-23. DOI:

Tagg, J. (2012): Why Does the Faculty Resist Change? Change: The Magazine of Higher Learning, 44:1, 6-15 DOI:

Vande Berg M. , (2016) Intercultural learning through education abroad: Theories, processes and practices. Webinar: Institute for Cross-Cultural Teaching and Learning 21 January 2016.

Vars, Gordon F. (1996). Effects of interdisciplinary curriculum and instruction. In Peter S. Hlebowitsh & William G. Wraga (Eds.), Annual Review of Research For School Leaders (pp. 147-164). Reston, VA: National Association of Secondary School Principals and Scholastic Publishing.

Vars, Gordon F. (1997). Effects of integrative curriculum and instruction. In Judith L. Irvin (Ed.), What Current Research Says To The Middle Level Practitioner (pp. 179-186). Columbus, OH: National Middle School Association. ED 427 847.

Vars, Gordon F. & Beane, James A. (2000) Integrative Curriculum in a Standards-Based World.

ERIC Clearinghouse on Elementary and Early Childhood Education, ED441618 Champaign IL.




How to Cite

Berdrow, I., Dayal, S., Hauserman, S., Schlegel, N., & Schuller, L. (2021). The Bentley Global Experience Initiative: An Application of Assessment Data towards Pedagogical Development. Frontiers: The Interdisciplinary Journal of Study Abroad, 33(1), 43–62.