Global Perspective Inventory (GPI) - Pilot Report
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1 Global Perspective Inventory (GPI) - Pilot Report Introduction The Global Perspectives Inventory is a nationally recognized instrument designed to measure a student s global perspective. The GPI asks questions related to student cognitive, intrapersonal and interpersonal development. The GPI is a survey of 64 items including a few biographical items. It has been specifically designed to provide a self-report of a person's perspectives in three dimensions of global learning and development--cognitive, intrapersonal, and interpersonal. Respondents record their views on the community and also report the level of involvement in twelve curricular and co-curricular activities. All freshmen and seniors (College Station, Galveston, and Qatar campuses) were ed an invitation to complete the GPI, 10,000 freshmen (U1) and 12,500 seniors (U4). Additionally, 2,300 study abroad participants from the previous academic year were invited to complete the GPI. GPI Scales Knowing Degree of complexity of one s view the importance of cultural context in judging what is important to know and value. Knowledge Degree of understanding and awareness of various cultures and their impact on our global society and level of proficiency in more than one language. Intrapersonal Identity Level of awareness of one s unique identity and degree of acceptance of one s ethnic, racial, and gender dimensions of one s identity. Intrapersonal Affect Level of respect for and acceptance of cultural perspectives different from one s own and degree of emotional confidence when living in complex situations, which reflects an emotional intelligence that is important in one s processing encounters with other cultures. Social Responsibility Level of interdependence and social concern for others. Social Interaction Degree of engagement with others who are different from oneself and degree of cultural sensitivity in living in pluralistic settings. Well-being Level of commitment to making difference in this world, working for the concerns of others, and having a purpose in life. Global Citizenship Level of understanding about cultural differences, identity as one who can interact with others from different cultures, and a self confidence in making a difference in this world. 1
2 Findings This section provides the presentation of the findings for the study. The purpose of this study was to determine if there is a significant difference in the scores from the 8 GPI scales based on classification (freshmen/seniors) and participation in study abroad. Once descriptive statistics were determined, analysis of variance was conducted to compare the means scores of the three groups. ANOVA was used to determine whether there was a statistically significant difference in global competence based on classification. Post hoc (Tukey) tests were conducted to further analyze the nature of statistically significant findings. These tests specify between which classification(s) the statistically significant finding(s) lie. Sample and Demographics 429 freshmen completed the GPI: 179 males and 227 females. 611 seniors completed the GPI: 215 males, 369 females and 2 other. 214 study abroad participants completed the GPI: 64 males, 150 females, 5 freshmen, 22 sophomores, 38 juniors, 123 seniors and 21 graduate students. Results The results in Table 1 reveal the descriptive statistics for each GPI scale by classification (freshmen, seniors, study abroad participants). Mean scores for each GPI scale operate on a 5- point Likert-type scale. Table 1 Descriptive Statistics by Classification 2
3 95% Confidence Interval for Mean N Mean Std. Deviation Std. Error Lower Bound Upper Bound Min Max Knowing Freshmen Seniors Study Abroad Total Freshmen Knowledge Upperclassmen Study Abroad Total Intrapersonal Freshmen Identity Seniors Study Abroad Total Intrapersonal Freshmen Affect Seniors Study Abroad Total Interpersonal Freshmen Social Seniors Responsib. Study Abroad Total Interpersonal Freshmen Social Seniors Interaction Study Abroad Total Well-Being Freshmen Seniors Study Abroad Total Global Citizenship Freshmen Seniors Study Abroad Total
4 The results in Table 2 reveal the ANOVA for the GPI scales by classification. The ANOVA resulted in statistically significant (p <.05) differences in each of the GPI scales other than Interpersonal Social Responsibility. A post-hoc test was necessary to further understand the nature of the statistically significant results. Table 2 ANOVA for GPI Scales by Classification Sum of Squares df Mean Square F Sig. Knowing Between Groups Within Groups Total Between Groups Knowledge Within Groups Total Intrapersonal Between Groups Identity Within Groups Total Intrapersonal Between Groups Affect Within Groups Total Interpersonal Between Groups Social Within Groups Responsib. Total Interpersonal Between Groups Social Within Groups Interaction Total Well-Being Between Groups Within Groups Total Global Between Groups Citizenship Within Groups Total The results of the Tukey post-hoc test revealed in Table 3 further illustrate the nature of the statistically significant results. There was a significantly significant difference (p <.05) between 4
5 the scores of freshmen and each of the other classifications (seniors and study-abroad) in each of the following GPI scales: cognitive knowing, intrapersonal identity, intrapersonal affect, wellbeing, and global citizenship. Further, there was a statistically significant difference between freshmen and study-abroad participants in cognitive knowing and interpersonal social interaction. There was a statistically significant difference (p <.05) in cognitive knowing, intrapersonal affect, interpersonal social interaction and global citizenship between seniors and study-abroad participants. Table 3 Post Hoc Test for Significant ANOVA Results Dependent Variable (I) Participant (J) Participant Mean Difference (I-J) Std. Error Sig. 95% Confidence Interval Lower Bound Upper Bound Knowing Freshmen Seniors * Study Abroad * Seniors Freshmen * Study Abroad * Study Abroad Freshmen * Seniors * Knowledge Intrapersonal Identity Intrapersonal Affect Freshmen Seniors Study Abroad * Seniors Freshmen Study Abroad Study Abroad Freshmen * Seniors Freshmen Seniors * Study Abroad * Seniors Freshmen * Study Abroad Study Abroad Freshmen * Seniors Freshmen Seniors * Study Abroad * Seniors Freshmen * Study Abroad *
6 Study Abroad Freshmen * Seniors * Interpersonal Freshmen Seniors Social Responsibility Interpersonal Social Interaction Study Abroad Seniors Freshmen Study Abroad Study Abroad Freshmen Seniors Freshmen Seniors Study Abroad * Seniors Freshmen Study Abroad * Study Abroad Freshmen * Seniors * Well-Being Freshmen Seniors * Study Abroad * Seniors Freshmen * Study Abroad Study Abroad Freshmen * Seniors Global Freshmen Seniors * Citizenship Study Abroad * Seniors Freshmen * Study Abroad * Study Abroad Freshmen * Seniors * *. The mean difference is significant at the 0.05 level. 6
7 External Comparisons The results in Table 4 reveal the averages for each participant group from Texas A&M compared to national averages for other public doctorate institutions. Table 4 Texas A&M averages compared to national averages Texas A&M National Average Texas A&M National Average Texas A&M GPI Scale Average Public Doctorate Average Public Doctorate Average Freshmen Freshmen Seniors Seniors Study Abroad Knowing 3.53 N/A 3.63 N/A 3.76 Knowledge Intra. Identity Intra. Affect Inter. Social Responsibility Inter. Social Interaction Well-Being Global Citizenship Summary Seniors display higher levels of global competence than freshmen in the following GPI scales: cognitive knowing, intrapersonal identity, intrapersonal affect, well-being, and global citizenship. Freshmen scored equal-to or higher than the national average on three of the GPI scales. Seniors scored higher than the national average on three of the GPI scales. Study-abroad participants display higher levels of global competence than freshmen in the following GPI scales: cognitive knowing, cognitive knowledge, intrapersonal identity, intrapersonal affect, interpersonal social interaction, well-being, and global citizenship. Study-abroad participants display higher levels of global competence than seniors in the following GPI scales: cognitive knowing, intrapersonal affect, interpersonal social interaction, and global citizenship. 7
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