TY - JOUR AU - Cartwright, Chris AU - Stevens, Michael AU - Schneider, Katharina PY - 2021/02/26 Y2 - 2024/03/28 TI - Constructing the Learning Outcomes with Intercultural Assessment: A 3-Year Study of a Graduate Study Abroad and Glocal Experience Programs JF - Frontiers: The Interdisciplinary Journal of Study Abroad JA - Frontiers VL - 33 IS - 1 SE - Micro-Level Studies DO - 10.36366/frontiers.v33i1.521 UR - https://frontiersjournal.org/index.php/Frontiers/article/view/521 SP - 82-105 AB - <div>Constructing the learning outcomes and designing the optimal learning&nbsp;environment are&nbsp;valuable practices in teaching and learning endeavors. Doing so for intercultural learning&nbsp;requires a deft balance of learner inputs and instructional acumen. Assessment of&nbsp;intercultural competence is an essential component since it offers</div><div>learners and instructors&nbsp;insights on where students are, where they wish to grow, and the success of treatment</div><div>outcomes. In this&nbsp;study of practice, we examine three years of pre-post mixed-method&nbsp;intercultural assessment data, along with teaching and learning practices and outcomes, to&nbsp;gain insights into how this work of instructional design for intercultural competence can&nbsp;succeed.&nbsp;We also provide suggestions for improvements. The learners were 203 MBA&nbsp;students from the U.S. Pacific Northwest who were enrolled in either a short-term study abroad program or a “glocal” learning experience course. Learners were assessed using the Inter</div><div>cultural Effectiveness Scale (IES) and the AAC&amp;U VALUE Rubric on Intercultural&nbsp;Knowledge and Competency (IKAC). Results support&nbsp;the criticality of intentional instructional&nbsp;course design based on intercultural assessment data for improved intercultural&nbsp;competency development.</div> ER -