Our research shows that intentionally designed programs that incorporate global and intercultural competence into the curriculum (intervention) outperform programs that have limited global and intercultural components (some intervention) and those who are conducted in the “business as usual” format (no intervention). STEP-Abroad programs with interventions have more than double the increase on intercultural competence development as compared to results for similar programs at other institutions. Read more about it here.
The dashboards below include information about global and intercultural assessment results on a variety of global engineering programs.
Results are based on the Intercultural Development Inventory (IDI).