Measuring intercultural sensitivity: The intercultural development inventory
TL;DR: The Intercultural Development Inventory (IDI) as mentioned in this paper is a 50-item, paper-and-pencil measure of intercultural competence, which was developed to measure the orientations toward cultural differences described in the DMIS, including three ethnocentric orientations, where one's culture is experienced as central to reality (Denial, Defense, Minimization), and three ethnorelative orientations where one is experienced in the context of other cultures (Acceptance, Ad aptation, Integration).
About: This article is published in International Journal of Intercultural Relations.The article was published on 2003-07-01. It has received 1463 citations till now. The article focuses on the topics: Intercultural competence & Cross-cultural competence.
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TL;DR: In this paper, the authors used the Intercultural Development Inventory (IDI) to assess the extent to which a short-term, faculty-led study abroad program can affect the cross-cultural sensitivity of student learners.
546 citations
01 Jan 2004
TL;DR: In this article, the authors tried to explain why some people seemed to get a lot better at communicating across cultural boundaries while other people didn't improve at all, and they thought that if they could explain why this happened, trainers and educators could do a better job of preparing people for cross-cultural encounters.
Abstract: After years of observing all kinds of people dealing (or not) with cross-cultural situations, I decided to try to make sense of what was happening to them. I wanted to explain why some people seemed to get a lot better at communicating across cultural boundaries while other people didn’t improve at all, and I thought that if I were able to explain why this happened, trainers and educators could do a better job of preparing people for cross-cultural encounters.
459 citations
TL;DR: The study revealed significant relationships between independent variables representing learner characteristics and program features and the intercultural and target language learning of students in the U.S. as mentioned in this paper presented an analysis that concentrates on the conclusion that student learning and certain independent variables support the argument that students learn most effectively abroad given proactive learning interventions.
Abstract: The Georgetown Consortium Project derived from Georgetown University's Office of International Programs along with several partner institutions. The large-scale and multi-year study was developed to understand components about U.S. student learning abroad. Of the three broad conclusions, the study revealed significant relationships between independent variables representing learner characteristics and program features and the intercultural and target language learning of students abroad. This article presents an analysis that concentrates on this conclusion. The relationships between student learning and certain independent variables support the argument that students learn most effectively abroad given proactive learning interventions.
365 citations
TL;DR: In this article, a review article synthesises the research literature about these concepts around three questions: What is intercultural competence? How can it be developed? And how can it can be measured?
Abstract: Researchers from a range of disciplines have been theorising and empirically examining intercultural competence and intercultural education for decades. This review article synthesises the research literature about these concepts around three questions: What is intercultural competence? How can it be developed? And how can it be measured? Our aim is to provide an overview of current theories and empirical findings, as well as to show gaps in the literature.
338 citations
TL;DR: In this article, the authors examined international students' experiences in academic and sociocultural settings through qualitative interviews, and found that international students deal with academic challenges, social isolation, and cultural adjustment.
Abstract: International students’ enrollment in higher education in the US has expanded considerably in the last decades. In this study, international students’ experiences were examined in academic and sociocultural settings. Through qualitative interviews, the findings revealed that international students deal with academic challenges, social isolation, and cultural adjustment. Specifically, academic challenges included communication with professors, classmates, and staff. Consequently, they have to deal with social isolation when engaging in different group activities. Culturally, they need to confront the different ways of thinking and doing in the US. In order to overcome these challenges, students have adopted resources that mainly are derived from the university to overcome these challenges. Thus, as demonstrated in this study, having a better understanding of these students’ academic challenges, university faculty and staff can recognize students’ needs and effectively offer supportive campus resources and services. The university needs to be prepared to meet students not only academically but also socially and culturally. This study also suggests that some preparations need to be made by the university that will embrace international students upon their arrival.
326 citations
Cites background from "Measuring intercultural sensitivity..."
...[6] discovered that “as one’s experience of cultural difference become more complex and sophisticated, one’s potential competence in intercultural relationship increases” (page 423)....
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References
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TL;DR: In this article, the authors discuss the uses of literature and open coding techniques for enhancing theoretical sensitivity of theoretical studies, and give guidelines for judging a grounded theory study.
Abstract: Introduction Getting Started Theoretical Sensitivity The Uses of Literature Open Coding Techniques for Enhancing Theoretical Sensitivity Axial Coding Selective Coding Process The Conditional Matrix Theoretical Sampling Memos and Diagrams Writing Theses and Monographs, and Giving Talks about Your Research Criteria for Judging a Grounded Theory Study
28,999 citations
Book•
01 Jan 1967
TL;DR: In this paper, the discovery of grounded theory is discussed and grounded theory can be found in the form of a grounded theory discovery problem, where the root cause of the problem is identified.
Abstract: The discovery of grounded theory , The discovery of grounded theory , کتابخانه مرکزی دانشگاه علوم پزشکی تهران
22,245 citations
Book•
01 Jan 1981TL;DR: In this paper, the basic theory of Maximum Likelihood Estimation (MLE) is used to detect a difference between two different proportions of a given proportion in a single proportion.
Abstract: Preface.Preface to the Second Edition.Preface to the First Edition.1. An Introduction to Applied Probability.2. Statistical Inference for a Single Proportion.3. Assessing Significance in a Fourfold Table.4. Determining Sample Sizes Needed to Detect a Difference Between Two Proportions.5. How to Randomize.6. Comparative Studies: Cross-Sectional, Naturalistic, or Multinomial Sampling.7. Comparative Studies: Prospective and Retrospective Sampling.8. Randomized Controlled Trials.9. The Comparison of Proportions from Several Independent Samples.10. Combining Evidence from Fourfold Tables.11. Logistic Regression.12. Poisson Regression.13. Analysis of Data from Matched Samples.14. Regression Models for Matched Samples.15. Analysis of Correlated Binary Data.16. Missing Data.17. Misclassification Errors: Effects, Control, and Adjustment.18. The Measurement of Interrater Agreement.19. The Standardization of Rates.Appendix A. Numerical Tables.Appendix B. The Basic Theory of Maximum Likelihood Estimation.Appendix C. Answers to Selected Problems.Author Index.Subject Index.
16,435 citations
01 Jan 1978
13,810 citations
"Measuring intercultural sensitivity..." refers background or methods in this paper
...The sample size approached the sample requirement recommended by Nunnally (1978) of 300 respondents for scale testing....
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...The sample size exceeds the sample requirement recommended by Nunnally (1978) of 300 respondents for scale testing....
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...For individual diagnostic purposes, it was decided that the scale’s reliability should be 0.70 (Nunnally, 1978) or higher (DeVellis, 1991)....
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