evaluating and measuring international-mindedness dr. richard harwood / cem / durham university
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Evaluating and measuring international-mindedness Dr. Richard Harwood / CEM / Durham University. CEM. Assessment Ability, attainment, attitudes Reporting Baseline Predictions Progress Evidence for education, social and health outcomes. International-mindedness. - PowerPoint PPT PresentationTRANSCRIPT
Evaluating and measuring international-mindedness
Dr. Richard Harwood / CEM / Durham
University
CEM• Assessment• Ability, attainment, attitudes• Reporting
– Baseline– Predictions– Progress
• Evidence for education, social and health outcomes
International-mindedness• definition of ‘international-mindedness’ [‘global consciousness’]
• How can it be communicated?
• How does it manifest itself and develop as students mature?
• How can it be nurtured and assessed?
Three Driving Ideas to Remember – CIS, 8th edn.
InternationalismMission-driven Vision-led
Student Learning and Well- being
Capturing and assessing international-mindedness
Capturing and assessing international-mindedness
Moving Beyond the ‘Five Fs’
Fashion
Flags
Festivals
Food
Fieldtrips
Capturing and assessing international-mindedness
Capturing and assessing
international-mindedness
FoodFashion
Language
Festivals
Visual Arts Performing
Arts
Flags
Beliefs ValuesPerceptionsAssumptions Rules
ExpectationsNorms Thought
ProcessesLearning Styles
Time-Orientation Status
Gender RolesSpace-OrientationNon-Verbal
Communication
Notions of:
• Beauty• Self• Modesty• Courtesy• Aging• Friendship• Cleanliness
The Cultural I ceberg
Factors viewed from
multipleperspectives
that help embed global
citizenship
iS Journal Vol. XXX, No. 1Nov. 2010
Looking beneath the tip of the iceberg: cultural intelligence in international education
Chapter on the ‘Artof Failure’
‘Choking’ and‘Panicking’
intrinsic andextrinsic learning
Capturing and assessing international-mindedness
• Explore the notion of what it means to be a ‘good national and international citizen’ – origins – danger of ‘cultural colonialism’
• Need to consider a broader and deeper definition of culture than traditional/conventional views of culture defined by nationality, geography and history.
• Distinction between ‘awareness’ and ‘attitude’ – awareness can function entirely at a cognitive level, whereas attitude conveys a sense of action that stems from the affective domain and includes commitment.
A possible definition:
International-mindedness (global consciousness) is a person’s capacity to transcend the limits of a worldview informed by a single experience of nationality, creed, culture or philosophy and recognise in the richness of diversity a multiplicity of ways of engaging with the world
Profiling ‘international-mindedness’
The framework, given the working title of ‘Me and My World’, covers the five areas (or strands) represented as shown:
World ViewsThis strand explores the way students think of (and interactwith) their peers, the local community, their host country and the wider world. It encourages awareness of cultural and ethnicdiversity, tolerance and acceptance.• Awareness of different religions worldviews and their impact on
society• Consideration of different political ideals and systems• Multiculturalism, cosmopolitanism, citizenship and nationality• Migration and political asylum – impact on home communities• ‘First nationals’ and ethnicity
Capturing and assessing international-mindedness
matrix of the types of evidence
evidence that could contribute to the evaluation and help draw up the ‘surveys’
Levels of relevance
Content from different areas – e.g. Islam
Syllabuses used
School –philosophy,delivery,accreditation
Personal –student development, tutoring
Curriculum –exemplars used in courses
Reporting International Mindedness
• Measures for your own students• How does everyone else in the sample respond?• How do my students’ measures compare?• Are my students’ results significant?
Your school’s percentage
The total sample’s percentage
The colour of the bar indicates significance
Measure the impact of an International Mindedness Intervention
• Measure your students’ attitudes (baseline chart)• Carry out the intervention• After a suitable period of time, re-measure your students’ attitudes
(progress chart)• Look for changes in responses and note significance
Can help you to:• Know what works• Apply for funding• Fulfil aims of mission statement• Meet accreditation criteria
Pre-Intervention Baseline Post Intervention
Intervention
Charts can be split by (for example):
• Gender• Culture• Home Country• British Council Schools• Native Language
Capturing and assessing international-mindedness