Global Perspective Inventory (GPI) Four Year Summary
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- Ami Lucinda Chase
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1 Global Perspective Inventory (GPI) Four Year Summary Executive Summary Seniors display higher levels of global competence than freshmen in all of the GPI scales except for the interpersonal social responsibility scale. Study-abroad participants display higher levels of global competence than freshmen and seniors in all of the GPI scales. Freshmen met or outperformed the national averages for freshmen in all of the GPI scales except for intrapersonal affect. Seniors met or outperformed the national average for seniors in the following GPI scales: intrapersonal identity and interpersonal social interaction. Study-abroad participants outperformed the national averages for all public doctoral institutions in all GPI scales except for intrapersonal affect. Overview In 2009, the Academic Master Plan s Teaching and Learning Roadmap Committee (TLRC) was given the task of better preparing graduates of Texas A&M University (TAMU) for the 21st century. The TLRC developed a teaching and learning goal for the university that states, Students at Texas A&M University will achieve a set of university student learning outcomes [SLOs] through high-impact experiences that position them for a lifetime of success (TAMU, 2009, p. 1). Seven university-wide SLOs were developed for undergraduate students to attain prior to graduation. Two of these outcomes state that students will practice personal and social responsibility and demonstrate social, cultural, and global competence. The Global Perspectives Inventory (GPI) was selected to gather student data related to these two outcomes. Assessment projects like the GPI are essential to Texas A&M s compliance efforts with both the Texas Higher Education Coordinating Board (THECB) and the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). This report is a University-wide summary of the four-years of administration of the GPI. Instrument The GPI is a nationally recognized instrument designed to measure a student s global perspective. The GPI asks questions related to student cognitive, intrapersonal, and interpersonal development. The GPI instrument has 64 items including a few biographical items. It has been specifically designed to provide a self-report of a person's perspectives in three dimensions of global learning and development cognitive, intrapersonal, and interpersonal. Respondents record their views on the community and also report the level of involvement in twelve curricular and co-curricular activities. 1
2 The GPI instrument originally consisted of eight GPI scales. In 2011, a revision was made to the test and two scales were deleted (Well-being and Global Citizenship). The GPI now consist of six scales which are described in the section below. GPI Scales Cognitive Knowing Degree of complexity of one s view the importance of cultural context in judging what is important to know and value. Cognitive Knowledge Degree of understanding and awareness of various cultures and their impact on our global society and level of proficiency in more than one language. Identity Level of awareness of one s unique identity and degree of acceptance of one s ethnic, racial, and gender dimensions of one s identity. Affect Level of respect for and acceptance of cultural perspectives different from one s own and degree of emotional confidence when living in complex situations, which reflects an emotional intelligence that is important in one s processing encounters with other cultures. Interpersonal Social Responsibility Level of interdependence and social concern for others. Interpersonal Social Interaction Degree of engagement with others who are different from oneself and degree of cultural sensitivity in living in pluralistic settings Administrations For the last four years, Texas A&M University has sent an invitation to administer the GPI to all freshmen and senior students (College Station, Galveston, and Qatar campuses). Additionally, each year study abroad participants were invited to complete the GPI, Table 1. Table 2 provides a four-year summary of the GPI participation by college/campus, department, and classification. Table Texas A&M Student Participation Year Freshmen Seniors Study Abroad Total GPI Participants Texas A&M University Total
3 Table 2. College/Campus Sample College/Campus Agriculture and Life Sciences (N=504) Architecture (N=109) Dwight Look College of Engineering (N=870) Department Participation Within College/Campus Freshmen Seniors Study Abroad Agricultural Economics Agricultural Leadership, Education, and Communication Animal Science Biological and Agricultural Engineering Biochemistry & Biophysics College Interdisciplinary Entomology Ecosystem Science and Management Horticultural Sciences Nutrition & Food Science Plant Pathology and Microbiology Poultry Science Recreation, Park & Tourism Sciences Soil & Crop Sciences Wildlife and Fisheries Sciences Architecture Construction Science Landscape Architecture and Urban Planning Visualization College Interdisciplinary Aerospace Engineering Biomedical Engineering Chemical Engineering College Interdisciplinary Computer Science and Engineering Civil Engineering Electrical and Computer Engineering Engineering Technology and Industrial Distribution Industrial and Systems Engineering Mechanical Engineering Materials Science and Engineering Nuclear Engineering Petroleum Engineering College/ Campus % of Sample 13% 3% 22% 3
4 Education and Human Development (N=283) Geosciences (N=82) Liberal Arts (N=766) Mays Business School (N=408) Science (N=258) College Interdisciplinary Educational Administration and Human Resource Development Educational Psychology Health & Kinesiology Teaching, Learning and Culture Atmospheric Sciences College Interdisciplinary Geography Geology and Geophysics Anthropology College Interdisciplinary Communication Economics English Hispanic Studies History International Studies Philosophy and Humanities Performance Studies Political Science Psychology Sociology Accounting College Interdisciplinary Finance Information and Operations Management Management Marketing Biology Chemistry College Interdisciplinary Mathematics Physics % 2% 19% 10% 6% 4
5 Veterinary Medicine and Biomedical Sciences (N=206) Texas A&M Galveston (N=184) Undergraduate Studies (N=205) Did Not Disclose (N=131) Texas A&M University (N=4006*) *Note. This sample number does not match the demographic characteristics sample due to missing demographic data for participants who did not provide their correct student identification number. Findings College Interdisciplinary % General Academics Maritime Administration Marine Biology Marine Engineering Marine Sciences Marine Transportation Marine Systems General Studies Blinn TEAM Student ID Missing % 76 Departments % This section provides the presentation of the findings. Once descriptive statistics were determined, analysis of variance was conducted to compare the means scores of the three groups. ANOVA was used to determine whether there was a statistically significant difference in global competence based on classification. Post hoc (Tukey) tests were conducted to further analyze the nature of statistically significant findings. These tests specify between which classification(s) the statistically significant finding(s) lie. Sample and Demographics 1458 freshmen completed the GPI: 562 males and 896 females seniors completed the GPI: 755 males, 1133 females, and 8 did not disclose their gender. 652 study abroad participants completed the GPI: 237 males, 415 females; 21 freshmen, 57 sophomores, 178 juniors, 317 seniors, 72 graduate students, and 7 other. 5% 5% 5
6 Table 3. International Student Breakdown International Student Status Count Percentage of Sample Not an International Student % International Student % Did Not Respond % Texas A&M University % Table 4. Ethnicity Breakdown Ethnicities Count Percentage of Sample Multiple Ethnicities % African/African American/Black % Asian/Pacific Islander % European/White % Hispanic/Latino % Native American % I Prefer Not to Respond % Texas A&M University % 6
7 Results The results in Table 5 reveal the descriptive statistics for each GPI scale by classification (freshmen, seniors, study abroad participants). Mean scores for each GPI scale operates on a 5- point Likert-type scale. Table 5. Descriptive Statistics by Classification 95% Confidence Interval for Mean Std. Std. Lower Upper N Mean Deviation Error Bound Bound Min Max Cognitive Knowing Study Abroad Freshmen Seniors Total Cognitive Knowledge Identity Affect Interpersonal Social Responsibility Interpersonal Social Interaction Study Abroad Freshmen Seniors Total Study Abroad Freshmen Seniors Total Study Abroad Freshmen Seniors Total Study Abroad Freshmen Seniors Total Study Abroad Freshmen Seniors Total
8 The results in Table 6 reveal the ANOVA for the GPI scales by classification. The ANOVA resulted in statistically significant (p <.05) differences in all of the GPI scales. A post-hoc test was necessary to further understand the nature of the statistically significant results. Table 6 ANOVA for GPI Scales by Classification Sum of Squares df Mean Square F Sig. Cognitive Knowing Between Groups Within Groups Total Cognitive Knowledge Between Groups Within Groups Total Identity Between Groups Within Groups Total Affect Between Groups Within Groups Total Interpersonal Social Responsibility Interpersonal Social Interaction Between Groups Within Groups Total Between Groups Within Groups Total The results of the Tukey post-hoc test in Table 7 further illustrate the nature of the statistically significant results. There was a significantly significant difference (p <.05) between the scores of freshmen and seniors in all of the GPI scales except for interpersonal social responsibility. Further, there was a statistically significant difference between freshmen and study abroad participants in all of the GPI scales. There was a statistically significant difference (p <.05) between seniors and study-abroad participants in all of the GPI scales except for intrapersonal identity. 8
9 Table 7 Post Hoc Test for Significant ANOVA Results 95% Confidence Interval Dependent Variable (I) Participant Type (J) Participant Type Mean Difference (I-J) Std. Error Sig. Lower Bound Upper Bound Cognitive Study Abroad Freshmen * Knowing Seniors * Freshmen Study Abroad * Seniors * Seniors Study Abroad * Freshmen * Cognitive Study Abroad Freshmen * Knowledge Seniors * Freshmen Study Abroad * Seniors * Seniors Study Abroad * Freshmen * Identity Affect Interpersonal Social Responsibility Interpersonal Social Interaction Study Abroad Freshmen * Seniors Freshmen Study Abroad * Seniors * Seniors Study Abroad Freshmen * Study Abroad Freshmen * Seniors * Freshmen Study Abroad * Seniors * Seniors Study Abroad * Freshmen * Study Abroad Freshmen * Seniors * Freshmen Study Abroad * Seniors Seniors Study Abroad * Freshmen Study Abroad Freshmen * Seniors * Freshmen Study Abroad * Seniors * Seniors Study Abroad * Freshmen * *. The mean difference is significant at the 0.05 level. 9
10 External Comparisons The results in Table 8 reveal the 4 year averages for each participant group from Texas A&M University compared to national averages for other public doctorate institutions. Table 8 Texas A&M s Compared to National s at Public Doctorate Institutions GPI Scale Cognitive Knowing Cognitive Knowledge Identity Affect Inter. Social Responsibility Inter. Social Interaction Texas A&M Freshmen National Freshmen Texas A&M Seniors National Seniors Texas A&M Study Abroad Texas A&M Overall National Public Doctorate Overall Additionally, Table 9 displays the averages for each participant group from Texas A&M University across the 4 years of GPI administration. Summary Additional department-level reports were provided to the designated liaisons. Colleges and departments can use this information to determine the next steps involved in improving student learning. Moving forward, these results will be used as baseline data for assessment projects. During the academic-year, college/campus assessment liaisons will discuss the overall effectiveness of the GPI and recommend modifications and improvements. 10
11 Table 9. Texas A&M s for the four years of GPI Administration GPI Scale Cognitive Knowing Cognitive Knowledge Identity Affect Inter. Social Responsibility Inter. Social Interaction Freshman Seniors Study Abroad Total TAMU Total* TAMU Total* TAMU Total* TAMU Total* Well-Being Global Citizenship *TAMU Total indicates the mean score across all years for each student standing within each GPI scale. 11
12 References Texas A & M University. (2009). Teaching and Learning Roadmap Committee Report. Retrieved from Texas A & M University, Teaching-Learning Roadmap Committee Charge Web site: 12
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