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Brad Farnsworth

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Title: Social and Ethical Issues in Strategy and Business Key questions! Author: Bo Kyung Kim Last modified by: Michael Reed Created Date: 11/20/2008 4:35:12 PM – PowerPoint PPT presentation

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Title: Brad Farnsworth


1
Assessing student learning in international
environments
  • Brad Farnsworth
  • Director, CIBE
  • University of Michigan

2
The working group
3
Why a working group?
  • Ensures performance measures apply to many
    institutions and programs
  • Shares costs of consultant (Alec Levenson,
    University of Southern California)
  • Shares work load
  • Clear objectives and central coordination keep
    transaction and monitoring costs to a minimum

4
Why the focus on study abroad?
  • STSA programs growing rapidly
  • Build on work by FEA, ACE, FIPSE
  • Stepping stone for developing tools for other
    experiential learning programs
  • Narrow focus essential for generating a
    manageable set of indicators

5
We measure satisfaction, not learning outcomes
  • 95 of institutions surveyed measure student
    satisfaction
  • 40 measure gains in language proficiency
  • Fewer than 1/3 assess academic achievement or
    personal development
  • Fewer than 10 measure career-related outcomes
  • 15 measure gains in intercultural proficiency

Source IIE/NAFSA survey of study abroad
programs (2000)
6
Our objectives
  • Analytical rigor
  • Realistic design staff time, funding, student
    response rates
  • Better programs
  • Recognition of program value on our own campuses
  • Disseminate best practices to non-Title VI
    institutions
  • Satisfy new Title VI emphasis on evaluation

7
Generating the performance indicators
  • Focus on measurable student learning outcomes
    tied directly to the Title VI legislation
  • Review of similar projects undertaken by ACE
    (through FIPSE grant), third-party vendors, and
    other business schools.
  • Literature review from international human
    resource management field
  • Working group participants and stakeholders
    (including deans)
  • Refinement and revision at September 2008
    workshop

8
Performance indicators Personal growth
  • The student has experienced personal growth and
    development.
  • The student has a greater tolerance for
    unfamiliar, confusing, or ambiguous situations.
  • The student can demonstrate a commitment to
    continuous, life-long learning about
    international business, including language
    skills.
  • Whats international about A?

9
Performance indicators Cultural competence
  • The student can demonstrate behavioral and
    communications skills appropriate for the host
    country culture.
  • The student has gained a critical, comparative
    view of his or her own culture.
  • The student has adaptive skills that can be
    applied to multiple cultures.
  • Where is language study?

10
Performance indicators Applications for business
  • The student can analyze a business problem from
    multiple cultural perspectives.
  • The student can demonstrate knowledge of the host
    country business environment.
  • The student has chosen a job that is related to
    the study abroad experience through language,
    location, or content.
  • The student has increased his/her social and
    professional network.
  • Couldnt G and H be part of academic work?

11
Some conclusions on methodologies
  • Skepticism toward standardized tests
  • But we developed some quantitative questions of
    our own
  • Skepticism toward the portfolio model
  • But we developed qualitative, open-ended
    questions that can be scored by a
    non-professional
  • We liked scenarios for testing cross-cultural
    competence, but training and experience is needed
    to write them
  • Direct observation by a trained professional is
    ideal, but most programs dont even have on-site
    directors

12
Applying the methodologies
A. Growth and development Scaled and open-ended questions, focus on demonstrated behaviors
B. Tolerance for ambiguity Written scenarios, scaled and open-ended questions
C. Life-long learning commitment Self-report, six months after end of program
D. Cultural skills for host country Written scenarios, open-ended questions
E. Comparative view of own culture Open-ended questions
F. Adaptive skills for multiple cultures Scaled questions
G. Analyze problems using culture In-class assignments
H. Knowledge of host country Written scenarios, in-class assignments
I. Career choice Survey response
J. Social and professional network Single self-report question
13
Sample scenario for indicators D, G, H
  • Morgan was excited about his new job in China.
    After studying the Chinese language for many
    years and working in the telecommunications
    industry in the US, he was assigned to run the
    wholly-owned subsidiary of an American
    conglomerate.
  • Working out of the Beijing office as General
    Manager, he had complete responsibility for the
    firms human resource policies. He learned that
    his employees did not have any financial
    incentives in place to reward good performance.
    After a few months, he implemented a system of
    annual bonuses and salary raises that were based
    on annual performance reviews.
  • After one year, he concluded that the new policy
    was a failure. Some Chinese employees were
    working a little harder, but most of them were
    showing the same behaviors and attitudes as
    before. He had seen this policy work wonders in
    the US, and he was confused and frustrated by the
    Chinese reaction.

Adapted from Wang (2000). See also Brislin
(1994, 1999).
14
Next steps
  • Implementation at participating schools (Duke,
    Hawaii, Wisconsin have preliminary results)
  • Schools beginning to specialize in indicators and
    methodologies
  • Expand to include study tours, consulting
    projects, service learning, research projects
    abroad
  • Planning for next Title VI funding cycle
  • Design dissemination activities
  • Next meeting in July 2009
  • Contact Brad Farnsworth (bradleyd_at_umich.edu) for
    updates and details
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