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.

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.

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.

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.

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.