Darla Deardorff

Duke University | DU

This chapter details UNESCO Story Circles, a concrete tool for developing and practicing key intercultural competencies. UNESCO Story Circles have been used successfully around the world in a wide variety of contexts and can be foundational for intercultural dialogue and for bridging divides.

What does success in the internationalization of higher education look like in a constantly changing world? How is successful internationalization defined? What is the evidence of such success for students? How can institutions go beyond documenting numbers to assessing actual changes that occur as a result of internationalization efforts? This cha...

Ten years ago, the world was quite a different place with the devastation of a 7.0 magnitude earthquake in Haiti, the exuberance of the 2010 Winter Olympics in Vancouver, the release of the first iPad, the launch of Instagram, and the beginning of Arab Spring. Fast forward to 2020 and not only is it the 10th anniversary of the Journal of Internatio...

Culture matters—especially in leadership in the twenty‐first century. This chapter explores the context and frameworks for developing intercultural competence for successful leadership.

How do cultural and educational exchanges affect relations between the populations of rival states and societies? Before this question can be answered, it is important to step back and explore foundational theories that contribute to a deeper understanding of the complexities of issues underlying such exchanges. As the issue of cultural and educati...

Global competence is the capacity to examine local, global and intercultural issues, to understand and appreciate the perspectives and world views of others, to engage in open, appropriate and effective interactions with people from different cultures, and to act for collective well-being and sustainable development. This paper presents the concept...

Cross‐cultural competence is a complex concept generally defined by a set of attitudes, knowledge, and skills one needs to be successful in engaging with difference. Though terminology varies based on discipline and context (e.g., intercultural competence, cultural intelligence, intercultural sensitivity, global competence), cross‐cultural competen...

This chapter begins by outlining five prevailing myths that tend to surround the practice of education exchange. It goes on to argue that the main implication of these myths is that for any organization involved in international educational exchange, intentionality in preparing, sending and debriefing participants from such experiences is the key t...

This chapter provides readers with a foundation for understanding the assessment process as it relates to intercultural outcomes by discussing tool educators can use to frame assessment efforts for gauging students? cultural competence. It provides a general overview of assessment processes within intercultural learning and examines principles asso...

Due to the growing trend in higher education accountability, many postsecondary institutions are now measuring student learning outcomes, including ones related to global or intercultural learning (de Wit, 2009; Deardorff & van Gaalen, 2012; Green, 2012; Egron-Polak & Hudson, 2014). However, a closer look is required at those assessment efforts whi...

Given the increasing demand for interculturally competent graduates and employees, it is incumbent upon the Tuning community to incorporate intercultural competence into Tuning Frameworks. With the growing diversity in the world today, beyond national diversity, intercultural competence cuts across disciplines, subjects, and contexts. This essay hi...

This chapter explores guiding principles in using measures to assess intercultural competence, in particular, the clear articulation of goals and objectives and the rationale for a multimeasure, multiperspective approach. It also discusses other key issues in assessment of intercultural competence including the lifelong process of developing interc...

Institutions of higher education have placed increasing importance on internationalising their curricula over the past 10 years. At Duke University, a private university in the southern United States, these efforts have led to a unique partnership between the Romance Studies Department and the Duke Global Health Institute (DGHI) that focuses on a c...

p>There is an increased focus in recent years on outcomes assessment in international education. What makes for good assessment? This article explores some key principles and guiding questions to explore as higher education institutions strengthen their efforts in assessment.</p

Given the current debates around “rethinking” internationalization, this article discusses emerging themes from discussions among 184 Senior Internationalization Officers (SIOs) surveyed by the Association of International Education Administrators in October 2011. These perspectives of senior international leaders at higher education institutions a...

What is the purpose of higher education, and what role does the internationalization of education play in achieving this purpose? Indeed, what does successful internationalization of higher education mean? What is the evidence of such success? Within higher education, more and more attention is being given to discussing the results of international...

Intercultural competence and related global learning outcomes are increasingly becoming a priority for postsecondary institutions to assess. This chapter discusses the complexities of assessing this outcome.

In the interconnected world of the UN Decade of Education for Sustainable Development, the ability of higher-education institutions to contribute to and benefit from international research undertakings, sustainable-development-project activity, and capacity-building endeavors requires transnational involvement. While the potential benefits are many...

Student outcomes assessments are important in communicating the value of international education to key stakeholders. This interactive session will explore tools and methods for assessing student outcomes in international education and study abroad, and for communicating the findings.

This study seeks to determine a definition and appropriate assessment methods of inter-cultural competence as agreed on by a panel of internationally known intercultural scholars. This information is validated by a sample of higher education administrators and can be used by administrators in identifying and assessing intercultural competence as a...

How do we assess international education? How do we move beyond outputs (numbers) to assessing meaningful outcomes? Explore key points in assessing student outcomes in international education and learn specifically what can be done in assessing student outcomes in study abroad as well as on campus.

Keywords: Delphi technique, higher education administration, Delphi, internationalization, assessment, intercultural, cross-cultural, competence, outcomes, global competence, international education. Thesis (Ed. D.)--North Carolina State University. Includes bibliographical references (p. 206-219). Includes vita.