The study was conducted to assess the effectiveness of the two instruments Intercultural Development Inventory® (IDI) and Inventory for Assessing the Process of Cultural Competence among healthcare professionals-Student Version© (IAPCC-SV) in the measuring cultural competence for Doctor of Physical Therapy (DPT) students. The participants of the study are First Year Students (n=78) and Third Year students (n=82). The assessment for the First Year Students were conducted within four weeks of start of the program and for the Third Year students it was conducted four weeks prior to the graduation. The results of study showed that there was significantly low association between three construct scores of Cultural Knowledge, Skill, and Desire with IDI PO scores. Also there was low association between as well as the IAPCC-SV total, and the constructs of Cultural Knowledge and Skill with the IDI DO scores. Overall there was significantly low relationship between constructs of IDI and IAPCC-SV. The study concluded that the  both the instruments measures different constructs of the cultural competence therefore instruments showed a low significant relationship IDI and IAPCC-SV scores.

The study was conducted to assess the intercultural learning gains of the undergraduate design students enrolled in avirtual exchange program. The students from a US university and an from an University in Mexico were participants of the study. Students from both the univerisities formed teams and they were required to solve a common design problem. The students also took a pre-post IDI assessment. The results of the study showed that there was decrese in the DO scores of the students from pre to post test. Students were at 87.45 ( Minimization at the pre) and post DO was at Polarization - Reversal 83.31. The study concluded that it is important to conduct a well thought out curriclum for the students focussed on intercultural learning.

The study investigated the impact of the pre-departure training on the intercultural learning gains of the students. The study was conducted in the Japanese context. The study used Kirkpatricks Evaluation Model to assess the intercultural learning gains of the students. The study used IDI assessment pre and post, showcase portfolios and Surveys to assess the intercultural learning gains of the students. The students were grouped into two categories transfer focussed and non-transfer focussed. The results of the study indicated that students in the transfer focussed group and non-transfer focussed indicated a significant increase in the intercultural learning. Students in both the groups moved from Polarization to the center of Minimization. But students in transfer focussed grouped showed higher level of intercultural learning gains than non-transfer students. Also 50% of the transfer students showed increase in Critical Behavior based on the portfolio analysis. Overall the study concludes that students KirkPatricks evaluation model can be used in the designing pre-training for study abroad. The study also illustrates that mindful training can lead to increase in intercultural training and achieve the study abroad learning outcomes.

The study was conducted in the context of family studies. Participants of the study are the undergraduate students enrolled in a family studies program. The study used a control group and an experiment group. Students in the control (n=39, Fall 2018) did not participate in a service learning (SL) project. Students in the ex[eriment group (n=45, Spring 2019), participated in a SL project. The results of the study revealed that students in the control group did show some increase in their ICL but the growth was not statistically significant. Where as students in the experiment group showed a statistically significant increase in the ICL. Also, students in the experiment group participated in five different SL activities, students who participated in the SL project that focussed on adults showed a significant increase in the ICL. Overall the study shows the impact of SL projects.

The study was conducted in a Mid-Western University. The intent of the study was to assess the impact of study abroad program on the intercultural learning gains of the students. The participants of the study were 34 students who were enrolled in marketing course. The course prepared the students for the study abroad. The pre-departure component of the course helped the students to understand the culture of Belize, students were required to complete pre-readings, were also involved in various reflection activities and also completed the pre-IDI assessment. Followed by the pre-departure students participated in a 8 days long study abroad trip to Belize during the study abroad students were provided opportunity to experience the local culture. Upon completion of the study abroad trip students kept helping the companies in Belize for creating marketing materials. Students took their Post-IDI. The results of the study revealed that the intercultural learning of the students increased from pre-test to post test. The increase was significant students moved from lower Minimization to center of the Minimization. Overall the results of the study indicated that intententially structured curriculum helped the students to develop interculturally.