1. Creating the Global Student: Increasing Global Competency and Career Preparation of Students in a University International Certificate Program Yuanyuan Wang, Keith Trahan Cara Ciminillo, Cynthia Tananis Collaborative for Evaluation and Assessment Capacity (CEAC) University of Pittsburgh American Evaluation Association San Antonio, November 12-2010

2. Outline Introduction Literature review Research methods Findings Discussion Conclusion

3. 3 The University Center for International Studies (UCIS) The University Center for International Studies (UCIS): A leading institution in international scholarship and education worldwide Four area studies centers are designated by the federal government as National Resource Center: the Asian Studies Center, the Center for Latin American Studies, the Center for Russian and East European Studies, and the European Studies Center The design of the UCIS: A framework supporting the University of Pittsburgh’s multidisciplinary international programs Does not give degrees but award certificate of attainment to candidates for academic degrees

4. 4 UCIS Certificate Programs UCIS certificate programs to undergraduate and graduate students African Studies Program Asian Studies Center European Union Center of Excellence and European Studies Center Global Studies Program Center for Latin American Studies Center for Russian & East European Studies Certificate Program in International Business The requirement of UCIS certificate Foreign language training Multidisciplinary area studies

5. 5 Focus of Our Study The target of our study: currently enrolled college students pursuing international certificates offered by six UCIS centers The research questions of our study: How does student participation in an international certificate program increase their global competency? How does student participation in an international certificate program impact their career preparation? Focus areas: Connect the impact of students’ certificate program experiences with: Global competency and Career preparation

6. 6 Literature Review Lack of foreign language competency and understanding of other parts of the world in the U.S. compared with other nations (Hamayan, 1986; Schultz, 2001; O'Connell and Norwood, 2007 ) National security and global markets demand foreign language skills and international knowledge (Committee for Economic Development, 2006) Higher education can do a lot to meet the challenges (Modern Language Association, 2007) Title VI of Higher Education Act serves as a catalyst for language or area studies initiative in higher education (O'Connell and Norwood, 2007)

7. 7 How are Students’ Global Competency increased by the University International Certificate Program? The definition of global competency The acquisition of in-depth knowledge and understanding of international issues, an appreciation of and ability to learn and work with people from diverse linguistic and cultural backgrounds, proficiency in a foreign language, and skills to function productively in an interdependent world community (National Education Association, 2010).

8. 8 How are Students’ Global Competency increased by the University International Certificate Program? International experience and foreign language capability enable the college students to be considered “globally competent” and/or a “global ready graduate (Hunter, White, and Godbey, 2006). Area studies program and foreign language study in colleges and universities strengthen education for international understanding and global competency (Barker, 2000). Study abroad, substantive instruction about other societies and cultures, and foreign language education seem most germane to the creation of a general global competency (Lambert, 1993).

9. 9 How are Career Preparation Enhanced by the University International Certificate Program? US federal agencies are in greater need of personnel with foreign language proficiency, particularly in less commonly taught languages (US General Accounting Office, 2002). Individuals possessing a combination of foreign language and cultural knowledge, and knowledge and skills in another professional area acquire a competitive advantage over others without language capability (Grosse, 2004; Inman, 2009). Foreign language study develops tangible advantages, such as communication skills, in the job market (Weatherford, 1986). The cognitive aspects of foreign language learning have contributed to an individual’s critical thinking skills and creativity development (Bialystok, 2001; Bialystok, et al., 2005).

10. 10 Research Methods On-line student survey Components of the survey: student characteristics, student satisfaction, international experience, foreign language capacity, global competency, and career preparation. Survey population: currently enrolled college students pursuing international certificates offered by six UCIS centers 714 out of 1268 students took the survey

11. 11 Research Methods (Continued) Pre-post comparison in the following aspects of global competence: Knowledgeable about how history shaped the global problems of today Knowledgeable about contemporary global issues Understand how social forces impact current global issues Knowledgeable about international humanities Knowledgeable about other languages and cultures Understand how the process of globalization affect national interests Understand the complexities of intercultural relationships ……………. The impact of the university certificate program on global competence (Pre-post comparison) Improvement in the following knowledge and ability to career opportunity: Knowledge of a second language Knowledge and understanding of cultures other than your own Knowledge and understanding of international issues Knowledge of technical and professional practices in other countries Ability to work with people whose beliefs, values, and worldviews differ from your own Ability to lead a group Ability to work on a team …………………. The impact of the university certificate program on career preparation

12. 12 Findings Respondent Characteristics – Gender, race, and nationality – International certificate students are pursuing – Students’ current school/college – Degree program in which students are The impact of the university certificate program on students’ global competence – All students, disaggregated center, and disaggregated degree The impact of the university certificate program on career preparation – All students, disaggregated center, and disaggregated degree

13. 13 Findings: Characteristics

14. 14 Findings: Characteristics (Continued)

15. 15 Findings: Characteristics (Continued) Of the 713 total respondents – 69.6% (n=496) are pursuing degrees within the School of Arts and Sciences – 69.3% (n=489) are pursuing bachelor’s degrees – 11.2% (n=79) are pursuing master’s degrees – 19.5% (n=138) are pursuing doctorate degrees

16. 16 Findings: The Impact of Certificate Program on Global Competency - All Students

17. 17 Findings: The Impact of Certificate Program on Global Competency - Disaggregated Center

18. 18 Findings: The Impact of Certificate Program on Global Competency - Disaggregated Degree

19. 19 Findings: The Impact of Certificate Program on Career Preparation - All Students

20. 20 Findings: The Impact of Certificate Program on Career Preparation - Disaggregated Center

21. 21 Findings: The Impact of Certificate Program on Career Preparation - Disaggregated Degree

22. 22 Discussion: Statistics Analysis Statistics tests for global competency – Statistics test results (paired t test) support findings. CompetenciesMean Scores BeforeAftertSig. How history shaped the global problems of today 2.373.1519.576.000 Contemporary global issues2.343.0918.349.000 how social forces impact current global issues2.353.1418.696.000 International humanities2.302.8613.696.000 Other languages and cultures2.513.2415.271.000 How the process of globalization affect national interests 2.263.0016.021.000 Complexities of intercultural relationships2.463.1616.041.000 How policy decisions on international issues are made 1.922.5114.834.000 Seeing issues from another person’s perspective2.903.4013.160.000 Engage in academic research2.433.1115.861.000 Compare my culture with others2.723.3815.168.000

23. 23 Discussion: Statistics Analysis (Continued) Statistics tests for career preparation – Statistics test results (one-way ANOVA and MANOVA) support findings. Improved knowledge and ability in ….. Mean Scores ASCCLASREESEUC and ESCCPIBGSPFSig. A second language3.163.153.253.163.153.25.253.939 Cultures other than your own3.293.353.373.223.473.31.798.551 International issues3.143.163.173.423.383.413.349.005 Technical and professional practices in other countries 2.502.362.512.652.872.422.867.014 Work with different people2.993.042.973.043.363.272.784.017 Lead a group2.472.362.452.622.892.592.745.018 Work on a team2.632.502.612.693.132.773.624.003 Draw conclusions from data2.782.703.012.933.002.982.300.044 Manage time wisely2.722.602.892.853.062.792.237.049 Access information from a variety of external sources 2.922.833.123.003.043.021.511.185 Succeed in an academic or professional career that involves working with complex information 2.842.773.133.073.132.933.454.004

24. 24 Discussion: Statistics Analysis (Continued) Statistics tests for career preparation – Statistics test results (one-way ANOVA and MANOVA) support findings. Improved knowledge and ability in ….Mean Scores Bachelor’sMaster’sDoctoralFSig. A second language3.362.652.8228.606.000 Cultures other than your own3.423.033.1811.588.000 International issues3.293.143.152.456.087 Technical and professional practices in other countries 2.542.442.391.388.251 Work with different people3.172.862.926.597.001 Lead a group2.592.412.274.778.009 Work on a team2.752.592.396.202.002 Draw conclusions from data2.86 2.84.026.974 Manage time wisely2.862.772.418.551.000 Access information from a variety of external sources 2.953.032.92.338.713 Succeed in an academic or professional career that involves working with complex information 2.932.922.89.082.922

25. 25 Conclusion Findings support the literature that the university certificate program increases student global competency and career preparation. Statistical analysis provides additional avenue to reinforce the consistency of findings. Limitations of this study Survey respondents are not stratified Threat to external validity Implications for future study Testify the representativeness of survey respondents Gain the perspectives of program administrators

26. References Bialystok, E. (2001). Bilingualism in development: Language, literacy and cognition. Cambridge: Cambridge University Press. Bialystok, E., Craik, F. I. M., Grady, C., & Chau, W. (2005). Effect of bilingualism on cognitive control in the Simon task: Evidence from MEG. NeuroImage, 24 (1), 40-49. Barker, C. M. (2000). Education for international understanding and global competency. Carnegie Corporation of New York. Committee for Economic Development (2006). Education for global leadership: The importance of international studies and foreign language education for U.S. economic and national security. Washington, D.C. General Accounting Office (2002). Foreign languages: Human capital approach needed to correct staffing and proficiency shortfalls. Washington D.C. Grosse, C. U. (2004). The competitive advantage of foreign languages and cultural knowledge. The Modern Language Journal, (88) 3, 351-373.

27. Hamayan, E. (1986). The need for foreign language competency in the United States. ERIC Digest. Hunter, B., White, G. P., and Godbey, G. (2006). What does it mean to be globally competent? Journal of Studies in International Education, 10 (3), 267-285. Inman, M. E. (2009). How foreign language study can enhance career possibilities. Eric Educational Reports. Lambert, R. (1993). International education and international competence in the United States. European Journal of Education, 28(3), 309-325. Modern Language Association (2007). Foreign language and higher education: New structures for a changed world. New York. National Education Association (2010). Global competence is a 21 st century imperative. Washington, D.C. O'Connell, M. E. and Norwood, J. L. (2007). International education and foreign languages: Keys to securing America’s future. National Research Council.

28. Schultz, R. A. (2001). Foreign language education in the United States: Trends and challenges. K-12 Foreign Language Education, 6(1). University Center for International Studies, can be retrieved from: http://www.ucis.pitt.edu/main/http://www.ucis.pitt.edu/main/ Weatherford, H. J. (1986). Personal benefits of foreign language study. ERIC Digest.