Global Perspective Inventory (GPI) Report

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1 Global Perspective Inventory (GPI) Report Executive Summary display higher levels of global competence than freshmen in all of the GPI scales except for the interpersonal social responsibility scale. Study-abroad participants display higher levels of global competence than freshmen and seniors in all of the GPI scales. outperformed the national averages for freshmen in all of the GPI scales. met the national average for seniors in the following GPI scales: interpersonal social responsibility. Study-abroad participants outperformed the national averages for all public doctoral institutions in all of the GPI scales. Introduction The Global Perspectives Inventory (GPI) 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 instrument has 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, study abroad participants from the previous academic year were invited to complete the GPI. The next section will explain the six GPI scales. 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. 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. 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 1

2 reflects an emotional intelligence that is important in one s processing encounters with other cultures. Level of interdependence and social concern for others. Degree of engagement with others who are different from oneself and degree of cultural sensitivity in living in pluralistic settings. Findings This section provides the presentation of the findings. 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 400 freshmen completed the GPI: 117 males and 283 females. 442 seniors completed the GPI: 172 males and 270 females. 261 study abroad participants completed the GPI: 84 males, 177 females, 5 freshman, 19 sophomores, 63 juniors, 109 seniors and 62 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 operates on a 5- point Likert-type scale. 2

3 Table 1 Descriptive Statistics by Classification N Mean Std. Std. 95% Confidence Interval for Min Max Deviation Error Mean Lower Bound Upper Bound Knowing Total Knowledge Total Identity Total Affect Total Total Total 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 with the exception of the intrapersonal identity scale. A post-hoc test was necessary to further understand the nature of the statistically significant results. 3

4 Table 2 ANOVA for GPI Scales by Classification Sum of Squares df Mean Square F Sig. Between Groups Knowing Knowledge Identity Affect Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups 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 the scores of freshmen and each of the other classifications (seniors and study-abroad) in the following GPI scales: cognitive knowing and intrapersonal affect. Further, there was a statistically significant difference between freshmen and study abroad participants in the following GPI scales: cognitive knowledge and interpersonal social interaction. There was a statistically significant difference (p <.05) in cognitive knowing, intrapersonal affect, interpersonal social responsibility, and interpersonal social interaction between seniors and study-abroad participants. 4

5 Table 3 Post Hoc Test for Significant ANOVA Results Dependent Variable Knowing Knowledge Identity Affect (I) Participant (J) Participant Mean Std. Sig. 95% Confidence Interval Difference (I-J) Error Lower Bound Upper Bound * * * * * * * * * * * * * * * * * * * *

6 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 s Compared to National s at Public Doctorate Institutions GPI Scale Knowing Knowledge Identity Affect Inter. Inter. Texas A&M National Public Doctorate Texas A&M National Public Doctorate Texas A&M Study Abroad National Public Doctorate Overall

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