Assessing the Effects of Semester-Length Study Abroad with the Miville-Guzman Universality-Diversity Scale

Authors

DOI:

https://doi.org/10.36366/frontiers.v36i3.769

Keywords:

Assessment, (cross-)cultural competencies, Miville-Guzman Universality-Diversity Scale, M-GUDS, UDO

Abstract

There is a vibrant literature dedicated to evaluating the effects of international education experiences on the students who participate in them. While much discourse centers on the development of “(inter) cultural competencies,” research on assessment suggests that these competencies develop over a longer period of time than most abroad programs last, hindering educators’ ability to attribute their development to these programs. In this paper, we present the results of our research from two semesters of our program. We collected quantitative and qualitative data relative to students’ Universal-Diverse Orientation (UDO). The quantitative data was gathered through the short version of the Miville-Guzman Universality-Diversity Scale (M-GUDS-S). For qualitative data, we relied on open-ended questions and reflective journaling assignments. We found statistically significant quantitative changes in both semesters. The qualitative data reflected and helped explain these changes. We discuss the implications of these results for future research.

Abstract in Italian

Esiste una vivace letteratura dedicata alla valutazione degli effetti delle esperienze educative internazionali sugli studenti che vi partecipano. Mentre gran parte del dibattito è incentrato sullo sviluppo di “competenze (inter)culturali”, la ricerca valutativa suggerisce che queste competenze si sviluppino in un periodo di tempo più lungo rispetto alla durata della maggior parte dei programmi all’estero, ostacolando la capacità degli educatori di attribuire a questi programmi i cambiamenti misurati. In questo articolo presentiamo i risultati della nostra ricerca raccolti durante due dei semestri del nostro programma. Abbiamo raccolto dati quantitativi e qualitativi relativi all’Orientamento Universale-Diverso (UDO) degli studenti. I dati quantitativi sono stati raccolti attraverso la versione breve della scala Miville-Guzman Universality-Diversity (M-GUDS-S). Per i dati qualitativi, abbiamo fato riferimento ai compiti assegnati agli studenti che prevedevano un diario e domande a risposta aperta. Abbiamo riscontrato cambiamenti quantitativi statisticamente significativi in ​​entrambi i semestri. I dati qualitativi hanno confermato tali risultati e hanno aiutato a spiegare i cambiamenti. Le implicazioni di questi risultati per future ricerche saranno discusse.

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Author Biographies

Zachary Nowak, The Umbra Institute

Zachary Nowak has worked in study abroad since 2005, in roles as varied as Student Services Assistant, US University Relations, and Director of The Umbra Institute in central Italy. He received his PhD in 2018 and is interested in cultural geography and pedagogy; he has recently been doing research on the assessment of study abroad. 

Jacopo Bernardini, The Umbra Institute

Jacopo Bernardini is one of the Umbra Program Coordinators. He holds a PhD in Social and Political Theory and Research and has worked for six years as a Postdoctoral Researcher of Sociology and Methodology of Social Research at the Faculty of Political Science of the University of Perugia. He has published several academic articles and books on Age and Life Cycle, Transition to Adulthood, Generational Conflicts, and the Information Age.

Paola Cascinelli, Arcadia University

Paola Cascinelli is the director of the Italian branch of Arcadia University and teaches organizational behavior in multicultural contexts. She has been involved in training for personal, social, and organizational development. She has a passion for the Mediterranean and its potential, carefully looking at the interaction between the countries that overlook the white sea. Since the beginning of her career, Paola has undertaken independent research, connecting the theoretical debate with her professional life.

Amanda Fontana, ISI Abroad

Amanda Fontana is an Admissions Specialist in ISI Abroad’s Boston Office. She is pursuing a Global Master’s of Arts in International Education at SIT Graduate Institute. She was an intern at The Umbra Institute working with the Community Engagement and Student Services departments and is now an Enrollment Management and Institutional Relations Assistant for ISI Abroad. She holds a BA in African American and African studies from The Ohio State University. She is passionate about the future of Americans studying abroad and becoming global citizens.

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Published

2024-11-22

How to Cite

Nowak, Z., Bernardini, J., Cascinelli, P., & Fontana, A. (2024). Assessing the Effects of Semester-Length Study Abroad with the Miville-Guzman Universality-Diversity Scale. Frontiers: The Interdisciplinary Journal of Study Abroad, 36(3), 115–139. https://doi.org/10.36366/frontiers.v36i3.769

Issue

Vol. 36 No. 3 (2024): November 2024

Section

Research Articles

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Copyright (c) 2024 Zachary Nowak, Jacopo Bernardini, Paola Cascinelli

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