Global Perspectives Inventory COB 2013 Report The Global Perspectives Inventory (GPI) measures students' global perspectives development in three general domains: a cognitive domain of "How Do I Know?" an intrapersonal domain of "Who Am I?" and an interpersonal domain of "How Do I Relate?" Global perspectives, then, is the student s ability to consider multiple perspectives (cognitive), to understand himself or herself in a way that is value based and authentic (intrapersonal), and to respectfully and openly relate to others, including those who are dissimilar from the student (interpersonal). Six empirically validated scales assess the student s personal development of a global perspective as he or she interacts with the campus environment. The person x environment interaction considers cognitive, intrapersonal, and interpersonal development across three levels of the campus environment: community, curriculum, and co-curricular activities. Braskamp and Braskamp (2013) used these scales to test 48,000 students in more than 140 private and public 4-year colleges and universities. They found that scores on all six scales were lowest in freshmen. Scores increased each year, and the greatest difference in scores was observed between freshmen and sophomores. Assessment of Global Perspectives: There were 89 MBA Business students who completed the survey. This sample was almost evenly divided into males (49%) and females (51%). They were mostly European/White (52%), but Asian (38%) was also a largely represented. Additionally, 89% of these students reported being a Business and Law major. Nine students reported "Other," and 1 student reported being a Communication and Journalism major. About half of these students were Graduate Students (51%), but this sample also included Seniors (33%), Juniors (14%), 1 Sophomore, and 2 Freshmen. About 44% of the students had studied abroad, and GPA scores were almost evenly spilt between A or A+ (14%), A- (27%), B+ (22%), B (29%), C (7%), and D (1%). About 25%
of these students were transfer students, and 43% of them were not American students. Eighteen students participated in the Living Learning Program. PERSONAL DEVELOPMENT OF A GLOBAL PERSPECTIVE THE PERSON Cognitive The GPI has 2 subscales for each of the 3 abilities. The cognitive domain's subscales are Cognitive-Knowing and Cognitive-Knowledge. Cognitive knowing considers how the students approach thinking and learning, that is, whether culture is considered when judging information. Cognitive knowledge measures what the students know and understand about the global world. 1. Cognitive-Knowing. The Cognitive-Knowing subscale focuses on how well the student considers multiple perspectives and cultural context when judging information. It does this in 7 items, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). a. "I take into account different perspectives before drawing conclusions about the world around me" This item had the highest response rate, and 82% said that they agree or strongly agree with this statement. b. "I consider different cultural perspectives when evaluating global problems." 84% said that they agree with this statement. c. "I rarely question what I have been taught about the world around me." 40% of the students said they disagree or strongly disagree with it; it is reverse scored.
Cognitive-Knowing had some of the lowest scores (M = 3.38) compared to the other scales. The students scores overall on Cognitive-Knowing were lower than the national averages from both Public Doctorate and 4 Year Colleges. Scale Mean Public Doctorate 4 Year College Cognitive- Knowing 3.38 3.56 3.62 1. Cognitive-Knowledge. In 5 items, the Cognitive-Knowledge subscale measures the "degree of understanding and awareness of various cultures and their impact on our global society and level of proficiency in more than one language." It also uses a 1 (Strongly Disagree) to 5 (Strongly Agree) scale. a. " I can discuss cultural differences from an informed perspective." 89% said that they agree to this statement. b. "I understand how various cultures of this world interact socially." 74% of the students said that they agree or strongly agree with this statement. The Cognitive-Knowledge (M = 3.83) scores were higher than the national averages. Therefore, these students state that they understand other cultures and do so better than other students across the nation. Scale Mean Public Doctorate 4 Year College Cognitive- Knowledge 3.83 3.62 3.59 In summary, the College of Business students scores were slightly lower than their peers nationally with regard to cognitive knowing and slightly higher in cognitive knowledge.
Although they report some degree of understanding of various cultures (cognitive knowledge), they may have difficulty taking multiple perspectives into account when judging information (cognitive knowing). Students might benefit from more consideration of multiple approaches to thinking and learning. Intrapersonal The intrapersonal domain considers how self-aware the students are of their strengths and values and how well the students integrate these strengths into their daily lives. The two subscales for the intrapersonal dimension are: Intrapersonal-Identity and Intrapersonal-Affect. 1. Intrapersonal-Identity. The Intrapersonal-Identity scale measures how aware the student is of his or her identity and how accepting the student is of his or her own ethnicity, race, and gender. It is a 6 item scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). a. "I have a definite purpose in my life." 93% of the students agreed or strongly agreed with this statement. b. "I know who I am as a person." 89% of the students either agreed or strongly agreed with this statement, and no one disagreed or strongly disagreed. Intrapersonal-Identity (M = 4.17) had the highest scores compared to the other scales, but it was similar to the 4 Year College and Public Doctorate universities. These students seem to know who they are and accept themselves. Scale Mean Public Doctorate 4 Year College Intrapersonal- Identity 4.17 4.15 4.09
2. Intrapersonal-Affect. The Intrapersonal-Affect scale measures the level of respect a student has for different cultural perspectives as well as the student s emotional confidence when living in complex situations. It is an 8 item scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). a. "I feel threatened around people from backgrounds very different from my own." Only 18% of the students either agreed or strongly agreed. b. "I am sensitive to those who are discriminated against." 75% of the students either agreed or strongly agreed with this statement. c. "I often get out of my comfort zone to better understand myself." 59% of the students either agreed or strongly agreed with this statement. Intrapersonal-Affect scores (M = 3.69) were slightly lower than the national averages. Scale Mean Public Doctorate 4 Year College Intrapersonal- Affect 3.69 3.82 3.79 In summary, the College of Business students score about the same as peers nationally with regard to intrapersonal global awareness. Although they report knowing who they are (identity), they may have difficulty in accepting other cultures and being emotionally confident in complex situations (affect). Interpersonal The interpersonal domain measures a student s level of interdependence and social concern for others as well as the level of intentional personal engagement with others from different social
and cultural backgrounds. Its subscales are Interpersonal- Social Responsibility and Interpersonal-Social Interaction respectively. 1. Interpersonal-Social Responsibility. The Interpersonal- Social Responsibility scale measures how concerned the student is for others and how interdependent the student is with others. It is a 5-item scale with scores ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). a. "I think of my life in terms of giving back to society." 69% of the students either agreed or strongly agreed with this statement. b. "I put the needs of others above my own personal wants." 59% of the students either agreed or strongly agreed with this statement. Interpersonal-Social Responsibility (M = 3.63) was similar to both national averages. Therefore, not only do these students care about other people and actively help other people, but they also do so about the same as the average student across the nation. Scale Mean Public Doctorate 4 Year College Interpersonal- Social Responsibility 3.63 3.69 3.69 2. Interpersonal-Social Interaction. The Interpersonal-Social Interactions scale measures how much the student engages with people who are different from the student and how culturally sensitive he or she is. It is a 7-item scale with scores ranging from 1 (Strongly Disagree) to 5 (Strongly Agree).
a. "I am open to people who strive to live lives very different from my own life style." 80% of the students agreed or strongly agreed with this statement. b. "I enjoy when my friends from other cultures teach me about out cultural differences." 89% of the students agreed or strongly agreed with this statement. c. "Most of my friends are from my own ethnic background." 62% of the students either agreed or strongly agreed with this statement. d. I prefer to work with people who have different cultural values from me 53% of the students agreed or strongly agreed with this statement. e. People from other cultures tell me that I am successful at navigating their cultures. 63% of the students gave a neutral response to this item. Interpersonal-Social Interaction (M = 3.55) was similar to both national averages. Scale Mean Public Doctorate 4 Year College Interpersonal- Social Interaction 3.55 3.55 3.51 In summary, the College of Business students score equal to their peers nationally with regard to interpersonal global awareness. They are concerned for and are interdependent with others (social responsibility) and are culturally sensitive and engage with others who are different from them. However, a full perspective requires a look at the environment as well as the person.
Summary THE PERSON developing a global perspective Scores from COB students reflect national findings from students at public schools in America on several of the scales. Their sense of personal identity, social responsibility, and social interactions reflected the national norms. They report having more cognitive knowledge of other cultures when compared against national norms. What our students may lack is an ability to use their knowledge of different cultures to make decisions about or to judge the quality of information. Compared to national averages, they also may lack acceptance of other cultures and emotional confidence when living in complex situations. Thus, we must look not only at the person but also at the student s environment. According to national findings, the following three factors, in order of influence, correlate positively with higher scores on the global perspectives inventory: 1. COMMUNITY - A POSITIVE VIEW OF THE CAMPUS COMMUNITY 2. CO-CURRICULAR - COMMUNITY SERVICE AND LEADERSHIP PROGRAMS 3. CURRICULUM - DIALOGUE AMONG DIVERSE STUDENTS, FOR- CREDIT SERVICE LEARNING COURSES, MULTICULTURAL COURSES ADDRESSING DIVERSITY ISSUES The next section addresses variables related to the student s academic ENVIRONMENT:
PERSONAL DEVELOPMENT OF A GLOBAL PERSPECTIVE ENVIRONMENT 1. COMMUNITY A POSITIVE VIEW OF THE CAMPUS COMMUNITY In 6 questions, the GPI measures Community. This is how the students perceive the campus's character and identity, the community's supportive nature, and the students' development of their strengths and talents. It is measured using a 1 (Strongly Disagree) to 5 (Strongly Agree) scale. Students agree with statements that reflect community and belonging. Students scores are mostly similar to national averages. For example: a. "I understand the mission of my college/university." 74% of the students said that they either agreed or strongly agreed with this statement. The mean, however, was 3.89 (SD =.66) and was slightly lower than the national averages. Mean Public Doctorate 4 Year College 3.89 3.94 3.96 b. "I am both challenged and supported at my college/university." 79% of the students said that they either agreed or strongly agreed with this statement. For this item, the mean was 3.99 (SD =.80), and it was similar to the national averages. Mean Public Doctorate 4 Year College 3.99 4.06 4.11 c. "I have been encouraged to develop my strengths and talents at my college/university." 77% of the students either agreed or strongly agreed with this statement. The mean was 3.94 (SD =.84), and it was lower than the 4 Year Colleges but similar to the Public Doctorate Universities.
Mean Public Doctorate 4 Year College 3.94 4.07 4.13 d. "I feel I am a part of a close and supportive community of colleagues and friends." 66% of the students either agreed or strongly agreed with this statement. The mean was 3.78 (SD =.84) and was lower than the national averages. Mean Public Doctorate 4 Year College 3.78 3.94 3.96 e. I have a strong sense of affiliation with my college/university 63% of the students said they agreed or strongly agreed with this statement. The mean was 3.74 (SD =.79), and it was similar to the national averages. Mean Public Doctorate 4 Year College 3.74 3.68 3.72 2. CO-CURRICULAR COMMUNITY SERVICE AND LEADERSHIP PROGRAMS There are 6 items that measure Co-curriculum. These items assess the student's level of engagement in extra-curricular activities that develop global development. Such activities include, for example, community service and leadership programs. They use a 0 (Never) to 4 (Very Often) scale. Mostly, ASU Business students are similar to the national averages regarding co-curricular involvement such as leadership and community service, but, as noted below, the students scored higher and lower on some items, as well.
a. "Participated in leadership programs that stress collaboration and team work." 27% of the students report often having participated in such work, and another 29% of the students said they only "sometimes" engage in these activities. The average response for this item was 2.20 (SD = 1.26) and was slightly higher than the national average of all 4 Year Colleges. Mean 4 Year College 2.20 2.03 b. "Participated in community service activities." 33% of the students said they "sometimes" perform community service. The mean for this item was 1.64 (SD = 1.08) and was lower than the national average. Mean 4 Year College 1.64 2.08 c. "Discussed current events with other students." 54% of the students said they do this "often" or "very often." The mean for this item was 2.69 (SD =.83) and was higher than the national average. Mean 4 Year College 2.69 2.34
3. CURRICULUM DIALOGUE AMONG DIVERSE STUDENTS, FOR-CREDIT SERVICE LEARNING COURSES, MULTICULTURAL COURSES ADDRESSING DIVERSITY ISSUES The questions for this environmental factor measure how engaged the student is in certain types of courses and programs on the campus. Examples include service learning and studying abroad. Students respond to 8 items that tell how many times they had taken a course from 0 to 5 or more times. The curriculum scores produced mostly higher scores than the national averages. a. "Service-learning course" 40% of the students said that they never had a service-learning course. The mean was 1.04 (SD = 1.12) and was slightly higher than the national average. COE Mean 4 Year College 1.04.72 b. "Course that includes opportunities for intensive dialogue among students with different backgrounds and beliefs." 21% of these students said that they taken 2 courses like this, but another 28% said that they had taken 1 class like this. The average response was 2.19 (SD = 1.61) and was higher than the national average. COE Mean 4 Year College 2.19 1.42 c. "Multicultural course addressing issues of race, ethnicity, gender, class, religion, or sexual orientation."
15% of the students said that they had never taken a course like this. Another 24% said that they had only taken 1 course and 30% taking 2 courses. The mean for this item was 2.06 (SD = 1.46) was similar to the national average COE Mean 4 Year College 2.06 2.05 Summary THE ENVIRONMENT developing a global perspective All 3 Environment domains, including community, curriculum, and co-curricular activities, produced different results when compared to the national averages. Community scores from COE pre-internship students were mostly similar to the national findings from students at public schools in America. Their co-curricular scores were mostly equal to the national averages, as well, but several items were higher. The curriculum scores produced higher results than the national means. The students sometimes engage in extra-curricular activities that enhance their global perspective, and they are more likely to follow current events and interact with international students; on average, they have a neutral affinity for the campus community, and they sometimes take courses that increase their global perspective. Limitations of Pilot Study and Recommendations Demographic information shows that a small sample size was used for this pilot study. The standard deviation for many items was between 1 and 2 on a 5-point scale, indicating a wide range of responses. Additionally, the administration of the inventory via enrollment in a particular course invited participation by students at varying levels of their college careers. Thus, many factors could have affected scores. Current research findings indicate that direct, intentional, and informal interaction with diverse students helps students develop a global perspective. Study abroad programs increase GPI scores only when the experience includes direct engagement and deep conversation with individuals representing a variety of cultural perspectives. As the person interacts with the campus environment, a sense of belonging and community promotes cognitive, interpersonal, and intrapersonal development of global awareness. Faculty may wish to modify the community, co-curricular activities, and curriculum in ways that will capitalize on the strengths of curriculum and address possible issues with community.