Qualitative methods to assess intercultural competence in higher education research: A systematic review with practical implications |
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| Institution: | 1. Department of Preventive Dentistry, Periodontology and Cariology, University Medical Center Göttingen, Germany;2. Division of Medical Education Research and Curriculum Development, Study Deanery of University Medical Center Göttingen, Germany;3. Department of Cardiology and Pneumology, University Medical Center Göttingen, Germany;4. Institute for Medical Education, University Hospital Bonn, Germany;1. Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong, China;2. Facultad de Psicología y Educación, Universidad de Deusto, Bilbao, Spain;3. IKERBASQUE, Basque Foundation for Science, Bilbao, Spain;4. Department of Psychology and Educational Sciences, KU Leuven, Belgium;1. School of Education, University of Wollongong, Australia;2. Early Start, University of Wollongong;3. University of Rome “Foro Italico”, Rome, Italy;4. Institute of Sport Science, University of Bern, Bern, Switzerland;5. Department of Psychology, Education & Child Studies, Erasmus University Rotterdam, the Netherlands;6. Department of Kinesiology, Iowa State University, United States;1. University of Queensland, Brisbane, Australia;2. Social Ventures, Australia;1. Catholic University of Applied Sciences Munich (KSH München), Campus Benediktbeuern, Don-Bosco-Str. 1, 83671, Benediktbeuern, Germany;2. State Institute for Early Childhood Research and Media Literacy (ifp Bayern), Mildred-Scheel-Str. 4, 92224, Amberg, Germany;3. Ludwig-Maximilians-Universität, Leopoldstr. 13, 80802, Munich, Germany;4. State Institute for Early Childhood Research and Media Literacy (ifp Bayern), Winzererstr. 9, 80797, Munich, Germany |
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| Abstract: | A number of methods have been recorded in the literature with regard to assessing intercultural competence, but extant reviews tend to focus on self-report instruments in which students' responses can be easily quantified. To address the gap, this paper provides an overview of qualitative methods used to assess students' intercultural competence in higher education research. Based on 34 studies, 25 qualitative assessment methods have been identified and captured in a newly-developed typology. Results show that (1) the majority of qualitative methods to assess intercultural competence were writing-based and ‘expressive’ in nature; (2) the assessment results were mainly analysed in a ‘thematic’ or ‘scalar’ manner; and (3) very little assessment took place among STEM majors. These results are further discussed and problematized to provide implications for developing and assessing intercultural competence in higher education research and curriculum. |
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| Keywords: | Intercultural competence Intercultural communication Assessment Higher education Global competence |
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