Qualitative methods to assess intercultural competence in higher education research: A systematic review with practical implications

Jiahui Jess LUO, Cecilia Ka Yuk CHAN

Research output: Contribution to journalArticlespeer-review

10 Citations (Scopus)

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. Copyright © 2022 Elsevier Ltd. All rights reserved.

Original languageEnglish
Article number100476
JournalEducational Research Review
Volume37
Early online dateJul 2022
DOIs
Publication statusPublished - Nov 2022

Citation

Luo, J., & Chan, C. K. Y. (2022). Qualitative methods to assess intercultural competence in higher education research: A systematic review with practical implications. Educational Research Review, 37, Article 100476. https://doi.org/10.1016/j.edurev.2022.100476

Keywords

  • Intercultural competence
  • Intercultural communication
  • Assessment
  • Higher education
  • Global competence

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