Research & Publications

The Intercultural Development Inventory® is used in a variety of research applications by independent IDI Qualified Administrator researchers. Explore our searchable index of publications to learn more about how the IDI has been used.

Our goal is to provide a complete database of articles related to the IDI. Do you have an IDI publication that you would like to share with us? Please let us know!

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Lash, M., Madrid Akpovo, S., & Cushner, K. (2022). Developing the intercultural competence of early childhood preservice teachers: preparing teachers for culturally diverse classrooms. Journal of Early Childhood Teacher Education, 43(1), 105-126.
The study assessed the intercultural competence of early childhood teacher students enrolled in a midwestern university. The study focused on two groups of teachers: Group 1 consisted of 43 students. All 43 students were enrolled in a 5 semester-long early childhood education program. Students participated in various intercultural activities throughout their program and also took a pre-IDI in the first year of the program and post-IDI in their final year. The results of the study demonstrated a statistically significant increase in the DO scores for the students as they progressed through the program. The other set of students, Group 2, were nine students enrolled in an early childhood program for eight months, and they also participated in a study abroad trip for three weeks in Nepal. The pre and post-IDI results did not demonstrate any significant increase in the DO scores of the students. There was a marginal increase in the DO scores, but the scores were not significant. The study concluded that bringing in intercultural change in an individual is a long-term process. Also, it requires commitment from the end of the participant and the instructor. Therefore extended programs with interculturally competent instructors are required to help students develop intercultural competence.
2022
Quantitative
Teacher Development
Since 2021
Keywords:
idi
Methodological Approach:
t-test
Eigenmann, P., & Bürki, J. (2022). Diverse Intercultural Competence Assessments at a Swiss University of Applied Sciences. CCBC 2022, 257.
The study emphasized the importance of creating an interculturally trained workforce. The study was exploratory in nature and aimed to conduct a needs analysis for intercultural training programs. The study was conducted in the context of a business school. Therefore, 33 staff/faculty members and 147 students participated. The staff/faculties were divided into two groups FGGM Business School (n=10) and International Officers (n=23). Students were also divided into three groups BSc International Business administration (n=76), BSc Business Information Technology (n=22), and BSc Business Administration (n=49). All the participants were required to take the IDI assessment; the staff was in-person debriefed, whereas the students were required to complete an online debrief session. The results of the IDI demonstrated the DO score of the two faculty groups FGGM Business School (DO=100.6) and International Officers (DO=98). Whereas the three student groups demonstrated lower, DO scores, BSc International Business administration (DO=89), BSc Business Information Technology (DO= 83.6), and BSc Business Administration (DO=90). Further, it was also observed that none of the faculty members were in denial; in the case of FGGM, 30% were in polarization, 40% in minimization, and 30% in acceptance, whereas in the case of international Officers, 21.7% were in polarization, 69.6% in minimization and 8.7% in acceptance. Similarly, in the student groups, it was observed that most students were in either minimization or polarization, while some were in denial. It was also interesting to note that for the student group BSc International Business administration, 1.3 percent of students were in adaptation. The result of this study provided a baseline idea of the intercultural competence level of staff/faculties and students enrolled in the business management program. It also demonstrated the need for developing and implementing effective intercultural initiatives to train faculty/staff and students and move forward towards creating a global workforce.
2022
Quantitative
Business, Management, & Leadership
Since 2021
Keywords:
idi
Methodological Approach:
descriptive-statistics
Bittinger, M., Jin, L., & Dou, X. K. (2022). From Pre-Freshman Abroad to Freshman On-Campus: Examining Intercultural Competence Development Through an Extended Journey. Frontiers: The Interdisciplinary Journal of Study Abroad, 34(1), 61-96.
The study focused on the role of a structured curriculum in helping students develop intercultural competence. The participants of this study are pre-freshman students who studied abroad and later joined Purdue as first-year students and were on campus. All the students participated in various activities, readings, and exercises that helped the students to develop an understanding of culture before the study abroad program. During the study abroad program, students went to Peru and were exposed to the Peruvian culture, had the opportunity to stay with host families, and participated in various cross-cultural activities and reflections. After coming back, students participated in an eight-week program. The data was collected from 2017 to 2019. All the students took a pre, mid and post-IDI. The DO scores for all three cohorts demonstrated an increase in the scores. There was a statistically significant increase from i) pre to mid-test, ii) mid to post-test, and iii) pre to post-tests for all the three cohorts. Further thematic analysis was conducted, and the following themes emerged: Enhancing attitudes of openness and curiosity, increasing knowledge of cultural worldview frameworks, improving verbal and nonverbal communication skills and increasing cultural self-awareness, increased confidence and action-taking on intercultural interactions when beginning college. Overall the pre-freshman experience helped the students to develop intercultural sensitivity and competence.
2022
Mixed-Method
STEM
Since 2021
Keywords:
study-abroad
Methodological Approach:
paired-t-test, thematic-analysis-of-various-documents
Krishnan, L. A., & Jin, L. (2022). Long-Term Impact of Study Abroad on Intercultural Development. Perspectives of the ASHA Special Interest Groups, 7(2), 560-573.
The study measured the long-term impact of the study abroad program on students in speech and audiology at a Midwestern university. The students were recruited from the pool of students who participated in the study abroad program from 2015 to 2019. The students were contacted via email, messages, etc. A total of 40 students participated in the study abroad program from 2015 through 2019. Of 40 students, 36 agreed to participate in this current study. The pre-post IDI scores were retrieved, and students took an IDI to evaluate the long-term impact of studying abroad on intercultural competence. Also, they completed an open-response questionnaire that helped to understand the reasons that led to the long-term impact of the study abroad program. The paired sample t-test was conducted, and the results indicated a significant difference between pre-study abroad IDI and long-term IDI scores. Still, there was no significant difference between post- study abroad IDI and long-term IDI scores. The study also demonstrated a significant impact of diverse clinical experience on long-term study abroad (linear regression was conducted). Further, a qualitative analysis was conducted on the student responses. The themes that emerged were Increased self- and awareness of other cultures, Increased curiosity and openness, Enhanced competence in clinical work, and Lifelong learning. The overall study demonstrated the effectiveness of the study abroad program on long-term intercultural competence learning gains.
2022
Mixed-Method
Healthcare
Since 2021
Keywords:
study-abroad
Methodological Approach:
t-test, qualitative-analysis
Sierra-Huedo, M. L., & Nevado-Llopis, A. (2022). Promoting the Development of Intercultural Competence in Higher Education Through Intercultural Learning Interventions. Revista Electrónica Educare, 26(2), 1-21.
The intent of the study was to understand how students enrolled in translation and intercultural communication course at a Spanish University develop intercultural competence (IC). The sample size for the study was 14 first-year students. The study used a mixed-method approach. Therefore, students were required to complete the IDI assessment and were interviewed (the results of the pre-interview are not discussed in the article). After completing the IDI assessment and interview, all 14 students participated in a semester-long course and a semester-long study abroad. After completing the course and studying abroad, students took the Post IDI Assessment and were again interviewed. The results of the pre-post IDI have descriptively analyzed the results demonstrated that there was an increase in DO scores by 4.45 points. In the pretest 29% (Polarization), 57% (Minimization) and 14% (Acceptance) but for the posttest 22% (Polarization), 64% (Minimization) and 14% (Acceptance). One student exceptionally demonstrated an increase of 28.38 points and moved from Minimization to Acceptance. The results of the thematic analysis revealed that: students found training and IDI assessment valuable in helping them develop IC. They found the training very useful when they were in a study abroad program as they could apply the disciplinary knowledge to applied situations. The majority of students also agreed that the course helped them to reflect on their past intercultural experiences, and they found the course very useful.
2022
Mixed-Method
Languages
Since 2021
Keywords:
intercultural-competence, role-of-institution/instructor, study-abroad
Methodological Approach:
pre-interviews, idi-instrument, intervention, post-interview, descriptive-statistics, thematic-analysis
Coaching
Coaching
Intercultural Development Plan (IDP)
Intercultural Development Plan (IDP)
IDI Guided Development
IDI Guided Development
Ethics Position Questionnaire
Ethics Position Questionnaire
Higher Education
Higher Education
SILC
SILC
Quasi-Experimental Design
Quasi-Experimental Design
Comfort Providing End-of-Life Care
Comfort Providing End-of-Life Care
ICL
ICL
STEM
STEM
Inventory For Assessing the Process of Cultural Competence among Healthcare Professionals-Student Version© (IAPCC-SV)
Inventory For Assessing the Process of Cultural Competence among Healthcare Professionals-Student Version© (IAPCC-SV)
Disposition To Forgive Scale
Disposition To Forgive Scale
NEP (New Ecological Paradigm)
NEP (New Ecological Paradigm)
LSS
LSS
Frommelt Attitudes Toward Care of the Dying
Frommelt Attitudes Toward Care of the Dying
Reflections
Reflections
MAKSS-R
MAKSS-R
myCAP
myCAP
Group Discussion
Group Discussion
Upper Class-Men
Upper Class-Men
CCSE
CCSE
Experiential Learning
Experiential Learning
Creative Action Methodology
Creative Action Methodology
Religious Orientation Scale-Revised
Religious Orientation Scale-Revised
Spiritual Assessment Inventory
Spiritual Assessment Inventory
Materialism Scale
Materialism Scale
Quest Scale
Quest Scale
Differentiation of Self Inventory-Revise
Differentiation of Self Inventory-Revise
Intercultural Learning (ICL)
Intercultural Learning (ICL)
Engineering
Engineering
Speech Therapy
Speech Therapy
Role of Institution/Instructor
Role of Institution/Instructor
Integration of Intercultural Learning In Nursing
Integration of Intercultural Learning In Nursing
Gratitude Questionnaire
Gratitude Questionnaire
IDI and Reflection Papers
IDI and Reflection Papers
IDI
IDI
Semester Long Study Abroad
Semester Long Study Abroad
VR
VR
Virtual Exchange
Virtual Exchange
Exploratory Study
Exploratory Study
IDI Study Abroad
IDI Study Abroad
Inter-Religious and Intercultural Diversity Program
Inter-Religious and Intercultural Diversity Program
Impact of Professional Development
Impact of Professional Development
Freshman
Freshman
Curriculum Integration
Curriculum Integration
Impact of Study Abroad
Impact of Study Abroad
Living Learning Community (LLC)
Living Learning Community (LLC)
Teacher Education
Teacher Education
Audiology
Audiology
EPICS
EPICS
Intercultural Mindset
Intercultural Mindset
Intercultural Competence
Intercultural Competence
Intercultural Sensitivity
Intercultural Sensitivity
Intercultural Learning
Intercultural Learning
Intercultural Competence Among Nursing Students
Intercultural Competence Among Nursing Students
Pre-Training
Pre-Training
Study Abroad
Study Abroad
Thematic Analysis of Various Documents
Thematic Analysis of Various Documents
IDI Instrument
IDI Instrument
Two-Way Analysis of Variance
Two-Way Analysis of Variance
Focus Group
Focus Group
Semi-Structured Interviews
Semi-Structured Interviews
CHI SQUARE
CHI SQUARE
ANCOVA
ANCOVA
Herman Brian Dominence Instrument
Herman Brian Dominence Instrument
Intervention
Intervention
Regression Analysis
Regression Analysis
Experiment and Control Groups of UG Students
Experiment and Control Groups of UG Students
IDI Survey
IDI Survey
Pre-Post IDI Survey
Pre-Post IDI Survey
Analysis of Variance
Analysis of Variance
Technical Action Research
Technical Action Research
Qualitative Analysis
Qualitative Analysis
Content Analysis
Content Analysis
Thematic Analysis
Thematic Analysis
Interviews
Interviews
Study Abroad
Study Abroad
ACC&U Rubrics for Scoring Written Responses
ACC&U Rubrics for Scoring Written Responses
Independent Sample T-Test and Thematic Analysis
Independent Sample T-Test and Thematic Analysis
Pre-Post Assessment
Pre-Post Assessment
Pre-Post-Test Design
Pre-Post-Test Design
ANOVA Two Way and Correlation
ANOVA Two Way and Correlation
Multiple Regression
Multiple Regression
Descriptive
Descriptive
Descriptive Statistics
Descriptive Statistics
Descriptive Statistics and Content Analysis
Descriptive Statistics and Content Analysis
Descriptive Statistics and Small Scale Methodological Approach
Descriptive Statistics and Small Scale Methodological Approach
Correlation
Correlation
ANOVA
ANOVA
Descriptive Statistics and Thematic Analysis
Descriptive Statistics and Thematic Analysis
Paired T-Test
Paired T-Test
SAGS
SAGS
Pre-Interviews
Pre-Interviews
Critical Thinking Test Scale
Critical Thinking Test Scale
ANOVA One-Way
ANOVA One-Way
Quantitative
Quantitative
T-Test
T-Test
IDI
IDI
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