evaluation report_cartwright porter

Running head: HESSELBEIN EVALUATION PLAN 1

Hesselbein Student Leadership Summit Evaluation Plan

Matthew Cartwright and Kamaria Porter

Loyola University Chicago

HESSELBEIN EVALUATION PLAN 2

Table of Contents

Introduction………………………………………………………………………………………..3 Program History…………………………………………………………………………………...3 Program Description………………………………………………………………………………5 Program Foundation………………………………………………………………………5 Program Objective………………………………………………………………………...6 Program Structure…………………………………………………………………………7 Program Activities………………………………………………………………………...8 Program Stakeholders……………………………………………………………………..9 Intercultural Competence………………………………………………………...………10 Connecting Intercultural Competence to the Summit ……………………………...……12 Logic Model……………………………………………………………………………………...13 Inputs…………………………………………………………………………………….14 Outputs…………………………………………………………………………………...14 Outcomes………………………………………………………………………………...15 Assumptions and External Factors……………………………………………………….15 Evaluation Approach…………………………………………………………………………….16 Quantitative Methods…………………………………………………………………………….17 Instrument Design………………………………………………………………………..19 Survey Pilot Test…………………………………………………………………………21 Survey Distribution………………………………………………………………………22 Statistical Analysis……………………………………………………………………….23 Qualitative Methods……………………………………………………………………………...24 Design and Participants…………………………………………………………………..24 Instrument Protocol and Testing…………………………………………………………26 Implementation Procedures……………………………………………………………...27 Qualitative Analysis……………………………………………………………………...27 Displaying Results……………………………………………………………………….30 Summary of Evaluation Plan Limitations………………………………………………………..30 Budget and Timeline……………………………………………………………………………..31 Next Steps………………………………………………………………………………………..32 References………………………………………………………………………………………..33 Appendices……………………………………………………………………………………….35

A- Brochure.......................................................................................................................35 B- Schedule………………………………………………………………………………37 C- Application……………………………………………………………………………41 D- Leadership Plan………………………………………………………………………45 E- Logic Model…………………………………………………………………………..49 F- Mentoring Community Sample……………………………………………………….50 G- Civic Engagement Project Plan………………………………………………………52 H- Survey Matrix………………………………………………………………………...54 I- Pre-Test………………………………………………………………………………..60 J- Post-Test……………………………………………………………………………….63 K- Survey Email…………………………………………………………………………67 L- Interview Email……………………………………………………………………….68


M- Consent Form………………………………………………………………………...69 N- Demographic Survey…………………………………………………………………71 O- Interview Protocol……………………………………………………………………73 P- Interview A Priori Construct.........................................................................................77 Q- Document A Priori Construct………………………………………………………...78 R- Quotes Display………………………………………………………………………..79 S- Budget………………………………………………………………………………...80 T- Timeline………………………………………………………………………………81


The Hesselbein Student Leadership Summit, managed by the Hesselbein Global

Academy for Student Leadership and Civic Engagement at the University of Pittsburgh in

Pennsylvania, provides a substantive training and mentoring experience for accomplished

student leaders from across the globe (See Appendix A). Presentations, dialogues, and

engagement projects provide the students the opportunity to work with their mentors to connect

leadership theory and philosophy to practice. As the summit looks to improve, there is

significant opportunity to evaluate the efficacy of the program’s various components on formal

and informal learning outcomes identified by the academy stakeholders. Specifically, there is

anecdotal evidence that the summit, with its diverse and international student body, promotes the

enhancement of intercultural competence (A. Miller-McGraw, personal communication,

September 20, 2013). This outcome, not formally stated, necessitates inquiry to identify if

cultural competence is or is not occurring because of the summit. Subsequently, the findings

will the findings will explicate how intercultural competence happens and provide support to

adopt it as a formal learning outcome.

Program History

To increase the institution’s local, national, and global footprint, University of Pittsburgh

administrators and faculty identified student leadership development as an opportune area given

higher education’s role to educate and to prepare future leaders (Astin & Astin, 2000). Further,

the administrators viewed the creation of the program as an opportunity to connect with the

surrounding community. Through the use of experiential learning, a leadership program could

address community issues and allow for students and the university to give back. As a result, the

Hesselbein Global Academy for Student Leadership and Civic Engagement was established in

2008 through a partnership with Frances Hesselbein, a respected contributor to the field of


leadership development and a University of Pittsburgh alumna. Hesselbein served as a

consultant who assembled a group of various thought leaders and colleagues to assist the

university team in transforming their idea of a leadership program into a reality.

These founders constructed a mission and vision rooted in developing leaders through

dynamic training, mentoring, and civic engagement opportunities, thereby preparing them to

meet the critical, global challenges of tomorrow. This framework guided the formation of the

academy’s signature program, the Hesselbein Student Leadership Summit. With limited

resources available, the founders identified a series of small summits as a low-cost approach to

begin engaging student leaders in leadership development. Unfortunately, substantial funding

was and continues to be an issue, therefore requiring the academy to focus its resources to one

annual summit. Since the university currently provides all of the direct funding, program leaders

have expressed concern about the long term sustainability of the program. Therefore, the

program is in need of strategies to be distinct from other leadership education programs and

demonstrate its value. By exploring and clarifying the intercultural learning outcomes, this

evaluation will assist stakeholders explain the programs unique effects to funders and potential

participants.

Program Description

Program Foundation

The summit’s foundation rests on Kouzes and Posner’s (2007) five practices of

exemplary leadership found in the student leadership practices inventory (LPI), an instrument

used to measure students leadership capacities. The five practices include the following: model

the way, inspire a shared vision, challenge the process, enable others to act, and encourage the

heart. The authors contended that leadership is about behavior and is available to everyone,


which is evidenced in the first practice – model the way. The practice is behavior bound and

asserts that an individual’s actions are what earn respect, not titles. Further, the model

emphasizes that leadership is relatively developmental because individuals can learn, enhance,

and act upon the practices and associated behaviors.

Though students do not complete the LPI during the summit, the self-reflection and goal-

making processes they are encouraged to complete, detailed later, integrate the exemplary

leadership practices. As an underpinning concept, exemplary leadership gives structure to the

summit experience. The model allows students to identify specific goals and actions to achieve

in order to meet the expectations of exemplary leadership presently and in the future.

Unfortunately, this foundation does not discuss how different cultural contexts shape how

students perceive leadership, nor does it account for the impact of the cross cultural contact that

is central to the summit’s mission. As a result, intercultural competency is not currently

evaluated.

Program Objective

The summit, which recently completed its fifth year, espouses 5 core values (integrity,

diversity, excellent, innovation, and collaboration) and is structured around 6 learning objectives:

Students will advance and enhance their leadership skills through interaction with

experienced and ethical leaders.

Students will use critical thinking skills to address challenges offered by civic

engagement sites.

Students will develop an action plan to improve their community and/or campus.

Students will develop a collaborative network of thought leaders.


Students will have the opportunity to apply theoretical concepts in innovative yet

practical ways.

Students will gain greater self-awareness by exploring their unique intellectual,

psychological, and ethical character.

Program Structure

Every July, fifty students attend an intensive four-day leadership development experience

(see Appendix B for full schedule). To apply, students complete an application (see Appendix

C) that is reviewed by the program manager, Angela Miller-McGraw. The student selection

process is competitive and includes criteria such as current campus and community leadership

experience and a personal understanding of leadership as a process that extends beyond

positional power. To maximize the impact of one annual summit, it was determined that student

participants must be primarily drawn from outside of the university. With a focus of preparing

students for global challenges, the program needed participants from a variety of backgrounds

and countries who could provide a national and global perspective on leadership. As a result,

students from various states (e.g., Texas, Iowa, and South Dakota) and countries (e.g., South

Africa, Kenya, and India) fill the majority of spaces; five spots are reserved for University of

Pittsburgh students.

To promote the sharing of diverse ideas, Miller-McGraw groups students from various

backgrounds. For instance, one group from the class of 2013 consisted of students from Texas,

Pennsylvania, Delhi, Sioux City, and Antwerp. Once nine groups are constructed, the program

manager begins paring them with a mentor who acts as a resource and coach throughout the four-

day event. These volunteers are prominent leaders in business, government, and community


organizations. The global diversity of the summit and mentoring communities supports

investigating possible connections to intercultural competence.

Program Activities

The schedule for the summit boasts four learning strategies (mentoring relationships,

civic engagement site projects, social interaction, and instructions and interactive presentations)

that provide students the ability to connect leadership theory and philosophy to practice. Further,

the activities actualize the academy’s vision of engaging students in a transformative process that

prepares them to be leaders in a changing and challenging world. At the summit, participants

engage in content and activities between eight and 12 hours a day. Most of the events, occurring

on the University of Pittsburgh campus, involve various presentations by the mentors who

support the students throughout the weekend. The presentations offer a variety of perspectives

on leadership and situate the students to the dynamic idea of leadership.

To prepare for the summit, students are encouraged to complete a leadership plan (see

Appendix D) before their arrival. The plan follows the exemplary leadership framework

previously described. The document includes a description of each leadership practice and two

to three related questions for the students to answers. For example, within the enabling others to

acts practice, students are asked to reflect on how they assume authority as a leader without

setting themselves apart from others. Once students have completed the practices-related

questions, they end their reflection by developing an action plan. The action plan assists students

in defining specific steps to take to accomplish their goals in life, setting the groundwork for

ongoing self-reflection. Students have the opportunity to meet informally with a coach to work

through the plan and refine it based on new learning experienced. The summit schedule,


however, is full of activities that limit the ability to formally rework and complete a plan with the

coach.

The reflection process can also prepare students for the primary activity of the summit –

the civic engagement project. The project involves each group collaborating with an area

business or organization to assist it in overcoming a challenge. The sites identify the most

pressing issue that requires investigation, understanding though that the project might not

produce perfect or immediately actionable results. The civic project allows the teams to apply

their new and previous leadership expertise to a real, practical scenario. The program ostensibly

acts as a university ambassador in the community, thereby helping the university meet its goal of

increasing its footprint.

Additionally, each student group has the opportunity to dialogue with an area leader who

possesses expertise relevant to their civic engagement project. Students attend a dinner with the

experts, often at their houses, on the eve of their project. For example, a previous student

group’s task was to develop a communications plan for a local organization. To gain needed

insight into the field, the group met with a vice chancellor who is responsible for public relations

at the university. While the group mentor supports and coaches the group through the process,

the expert provides requisite information pertinent to the field in which the students are engaging

to help in the completion of the project.

Program Stakeholders

The primary program stakeholders are the program manager, the vice provost and dean of

students, the university, and the advisory board, which consists of Frances Hesselbein. An

important additional set of stakeholders are the students who participate in the program, given

their essential role in the success of the academy and summit; without them, there would be no


program. As the steward of the program, the program manager, Miller-McGraw, is a critical

decision maker in the planning and implementation of the summit. Miller-McGraw’s daily

oversight gives her significant purview into the operations of the program, making her a primary

stakeholder with whom the results and recommendations of an evaluation would affect. Further,

the vice provost and dean of students is the senior leader with administrative oversight of the

program. In this role, Dr. Kathy Humphrey has the capacity to advocate for the academy to the

university, which is providing the necessary funding to maintain the summit. This power of

funding therefore makes the university a key stakeholder. The university created the academy

with a distinct purpose: To increase the university’s national and international presence in the

field of student leadership development. Finally, the advisory board is a key stakeholder given

its purpose to maintain the quality of the program and to ensure its sustainability.

Intercultural Competence

This program evaluation will investigate how the presentations, activities, and

interactions embedded within the Hesselbein Leadership Academy contribute to the development

of intercultural competence in student participants. Intercultural competence, an amalgam of

intercultural maturity, intercultural sensitivity, multicultural competence, and global perspective

taking, describes the development of knowledge, attitudes, and behaviors that promote

interaction and cooperation across diverse cultural backgrounds (Deardorff, 2011). Developing

intercultural competence is a continuous process aided by learning, self-reflection, and

engagement (Deardorff, 2011).

Intercultural competence is comprised of three interconnected dimensions: cognitive,

intrapersonal, and interpersonal development (Braskamp, Braskamp, & Engberg, 2013; King &

Baxter Magolda, 2005). The cognitive dimension describes how students think about and


process issues of diversity, international issues, and global citizenship (Braskamp et al., 2013;

King & Baxter Magolda, 2005). Cultural knowledge, awareness of global issues, and interaction

with diverse people disrupts students’ allegiance to rigid social categories and stereotypes

(Dovidio, Gaertner, & Kawakami, 2003). As students replace external social categories and

stereotypes with actual experiences with different people, their knowledge and judgments

reflects a complex understanding of cultural differences (Dovidio et al., 2003; King & Baxter

Magolda, 2005).

The intrapersonal dimension encompasses how students view their social identity, values,

and beliefs about others (King & Baxter Magolda, 2005). Intercultural maturity traces the

growth from externally defined conceptions of personal identity and beliefs, to personalized

perspectives of diverse others (Dovidio et al., 2003; King & Baxter Magolda, 2005). Growth in

this dimension includes acceptance of difference without fear of threat, reduction of bias, and

self-reflection of one’s cultural background in the context of broader social and global realities

(King & Baxter Magolda, 2005). Intrapersonal outcomes of intercultural learning describe

students who demonstrate openness to diversity, respect for diverse cultural perspectives, and

level of emotional maturity when approaching other cultures (Braskamp et al., 2013).

As students grow in the interpersonal dimension, they acquire the motivation and skills to

work interdependently with diverse others (Braskamp et al., 2013; King & Baxter Magolda,

2005). Students develop from basing their actions on self-serving rationales, to broader values

rooted in a commitment to social responsibility (Braskamp et al.,2013). Intercultural

competence aids cooperative, civil, trusting, and open interactions across cultural differences

Connecting Intercultural Competence to the Summit


The goal of the Hesselbein Student Leadership Summit to develop ethical, global citizens

to lead on critical issues throughout the world aligns with the outcomes of intercultural

competence. Programs and interventions directed toward intercultural competence gains range

from service learning, cultural immersions through education abroad, and courses focused on

global issues (Deardorff, 2011). The Hesselbein Student Leadership Summit represents a

movement toward “internalization at home” by intentionally bringing together international and

domestic students for programs that encourage relationship building, intercultural learning, and

cooperation (Deardorff, 2011, p. 71). The global diversity of the participants combined with

multiple opportunities for students to learn about different cultures through interaction, the

Hesselbein Summit may prompt intercultural learning.

Intergroup contact theory offers a lens to conceptualize and measure how the interactions

at the Hesselbein Student Leadership Summit affect intercultural competence. Allport’s contact

hypothesis, posits to improve relationships and affect between different social groups,

interactions should be characterized by equal status among participants, cooperation, pursuit of

common goals and, the approval of contact by authorities (Dovidio et al., 2003). Equal status is

particularly important within the nature of the contact experience. Competitiveness between

individuals or groups typically reinforces stereotypes and negative affect. Equal status flows

from “cooperative interdependence” (Dovidio et al., 2003, p. 9) where students work together

towards a goal and all benefit from success. Dovidio et al (2003) stressed the importance of

forming personal acquaintance and friendships through contact to improve intergroup relations.

Personalized interactions contradict stereotypes, diminishing the usefulness of rigid social

categories and reducing bias (Dovidio et al., 2003). Intergroup contact connects to intercultural

development through increasing cultural knowledge, contradicting stereotypes with meaningful


interaction, raising consciousness and empathy toward social injustices faced by others, and

promoting future interactions across difference (Dovidio et al., 2003).

Investigations of intergroup contact, leadership skills, and cultural awareness reveal all

students benefit from interaction with difference. Antonio (2001) investigated the effect of

cross-cultural interaction on student acquisition of cultural knowledge and leadership skills.

Antonio (2001) found students who frequently interacted across race through heterogeneous

friend groups displayed greater commitment to diversity, cultural knowledge, and increased

leadership ability. Additionally, students with few diverse friendships increased their leadership

ability measures due to the greater challenge and dissonance caused by interracial interaction

(Antonio, 2001). Therefore, short-term interactions across cultural difference, such as the

Hesselbein Student Leadership Summit, can produce greater leadership skills and intercultural

learning.

Logic Model

Key learning methods connected to intercultural competence outcomes include exposure

to content infused with global perspectives and interaction with peers from diverse cultural

backgrounds (Deardorff, 2011). Enlightenment methods increase the participant’s intercultural

knowledge and sensitivity toward people from different socio-cultural backgrounds (Dovidio,

Gaertner, Stewart, Esses, ten Vergert, & Hodsn, 2004). Contact methods promote acceptance,

lessen anxiety of interacting with different others, and facilitate the creation of inclusive social

categories (Dovidio et al., 2004). As illustrated in the logic model (see Appendix E), the

Hesselbein Student Leadership Summit incorporates both enlightenment and contact delivery

methods through interactive presentations from global leaders and sustained, meaningful


interaction through mentoring communities (see Appendix F for example community),

dialogues, and the civic engagement project (see Appendix G for sample project plan).

Inputs

The Hesselbein Student Leadership Summit creatively combines the resources and talent

of the University of Pittsburgh, community partners, and exemplary global leaders to promote

leadership development and intercultural learning. The program receives funding primarily from

the University of Pittsburgh, private donations, and in-kind donations of time from speakers and

professional mentors. With one full-time staff member, the program manager Miller-McGraw,

and oversight from the Provost, the program relies on volunteers consisting of nine professional

mentors, a leadership plan coach, and civic engagement partners who donate their expertise and

time. The program covers student housing, a portion of their travel costs, meals, and activities.

Outputs

Program activities combine enlightenment and intergroup contact methods to prompt

leadership development and intercultural learning. Enlightenment processes expand student

content-based knowledge of different cultures to combat stereotypes and encourage engagement

with diversity (Dovidio et al., 2004). During the Hesselbein Summit, students attend a series of

interactive presentations on leadership from diverse professional mentors. Through these

presentations and speeches, students gain multiple perspectives on leadership, personal stories,

and backgrounds on global issues.

The majority of program activities facilitate contact between the 50 student participants,

professional mentors, leaders in the Pittsburgh community and civic engagement sites. The

presentations from professional mentors are interactive, offering students the chance to share

stories and discuss leadership experiences. The mentoring communities provide a consistent


group to discuss cultural differences and form cooperative relationships. The dinner dialogues

additionally expose students to diverse leaders in Pittsburgh and offer them the opportunity to

discuss critical issues. The civic engagement project brings students in contact with community

and business leaders and furthers the relationships within the mentoring communities. Students

must apply their enhanced skills from the summit and collaborate with their team to solve a

problem at their civic engagement site. These activities reflect the aspects of intergroup contact

in upholding the equal status of students as learners, encouragement of cooperation without

competition through the civic engagement project, support from the University of Pittsburgh and

adult leaders, and mentoring communities that foster personal contact and friendships.

Outcomes

To observe the effect the Hesselbein Summit has on intercultural competence, we will

measure the cognitive, intrapersonal, and interpersonal learning outcomes. Student growth in the

cognitive dimension is characterized by the acquisition of cultural knowledge, the ability to

integrate multiple global perspectives, reduction of bias and stereotypes, and a complex

understanding of one’s cultural background in the context of global diversity. The intrapersonal

dimension includes acceptance of cultural difference, positive affect towards diverse others,

greater self-awareness, and internally based definitions of identity. Interpersonal gains in

intercultural competence lead to cooperation among diverse others, action based on an

appreciation of diversity, the development of personal contacts and friendships at the summit,

and continued collaboration with diverse peers from the program and in their home communities.

Assumptions and External Factors

Prompting intercultural competence gains in student participants largely depends on the

openness of participants, amount of cross-cultural interactions, and the quality of those


interactions. In the mentoring communities, active participation, open communication, and

collaboration promote intercultural learning. Additionally, presentations from professional

mentors should be engaging, expand social knowledge, and challenge student thinking about

leadership, personal identity, and social categories. The presentations should also allow space

for students to share stories to broaden the scope of cultural knowledge exchanged in the

sessions. Further, the different civic engagement sites and problem presented offers new

challenges to the program every year.

Intercultural development in participants may also stem from various sources and

experiences external to the activities of the program. Courses focusing on global issues, world

history, or multiculturalism may influence how students approach intercultural issues prior to

attending the summit. Previous experiences such as study abroad programs, international service

projects, and life experiences could have helped students develop intercultural competence. To

discover how the summit may influence these outcomes, this evaluation will measure these

external influences.

Evaluation Approach

To assess the intercultural competence outcomes of the Hesselbein Summit, this

evaluation will investigate how the inputs, participants, program activities, particularly

opportunities for intergroup contact, contribute to acquisition of knowledge, attitudes, and skills

associated with intercultural competence. As a formative evaluation, this evaluation aims to

validate casual observations of intercultural learning and aid stakeholders in communicating how

intercultural outcomes are achieved. To develop a holistic understanding of student growth, this

evaluation plan will use a mixed methods approach. Quantitative methods will allow us to


discover whether intercultural growth potentially occurred within the participant pool, while

qualitative methods will contextualize the findings by using students’ voices and summit stories.

As intercultural competence becomes a valued learning outcome in higher education, the

Hesselbein Student Leadership Summit has the potential to contribute and lead in shaping

student leaders with global perspectives. To validate and bolster the intercultural learning, this

evaluation will investigate how students grow in knowledge, affect, and behaviors related to

intercultural competence. A potential challenge of this evaluation stems from intercultural

competence not overtly being considered in the program design. Additionally, previous cross-

cultural experiences and knowledge of participants may influence their measures along these

outcomes. Therefore, it will be difficult to definitely attribute intercultural development gains to

the summit activities alone. Nevertheless, the combination of the program’s mission, the global

diversity of its participants, and interaction-based activities align with the developmental

dimensions of intercultural competence and may serve as an added incentive for students to

choose this leadership program over another with less diversity. As an outcome based

evaluation, this approach will offer limited information on which activities and learning

processes contribute to intercultural development. Initial findings of connections to specific

activities can serve as future evaluation focuses for the Hesselbein Summit to continually

improve the program. This formative evaluation can assist key stakeholders in thinking how to

enhance the summit to promote intercultural competence and better market the program to

students and potential donors.

Quantitative Methods

This evaluation seeks to discover whether students participating in the Hesselbein

Student Leadership Summit develop intercultural competence. In addition, the evaluation will


help to identify activities and learning processes that aid intercultural learning during the summit.

Therefore, we have designed the quantitative methods portion to answer two questions:

Do students participating in the Hesselbein Student Leadership Summit exhibit gains in

intercultural competence?

What activities and learning processes contribute most to intercultural learning during

the summit?

To discover if and how intercultural learning occurs, we will employ a longitudinal,

quasi-experimental design that samples accepted participants of the 2014 Hesselbein Student

Leadership Summit. To provide the broadest picture of intercultural development among

participants, this evaluation will employ a census approach to sampling, aiming to capture

responses from all 50 students. The number of participants is manageable enough to contact,

engage, and remind all students to participate in the survey. Stakeholders are primarily

interested in finding evidence of intercultural development among participants, making the use

of a control group unnecessary. Even though a single group design is most appropriate for

stakeholder’s needs, it limits our ability to definitively attribute possible intercultural growth to

the program alone (Wholey, Hatry, & Newcomer, 2010). In absence of randomized participant

selection or a comparison group design (Wholey et al., 2010), evaluators will gather information

about student experiences, demographics, and external factors which may relate to intercultural

competence to control for these elements and clarify, as much as possible, the impact of the

program.

In order to measure intercultural learning fomented by the summit, we will use a pre- and

post-test design (see Appendix H for survey matrix; Creswell, 2009). Students will take the pre-

test survey (see Appendix I) consisting of 41 questions before coming to the summit and a


modified post-test (Appendix J) of 50 survey questions after the program. In reading questions

around intercultural learning on the pre-test, students could be primed to match their responses to

learning outcomes on the post-test (Creswell, 2009). Accounting for testing bias, we will

administer the pre-test in late May when students learn of their acceptance to the summit.

Instrument Design

Outcomes. To answer central evaluation questions, the survey instrument will measure

changes in intercultural competence between the pre and post-test, examine how major activities

and learning processes contributed to intercultural gains, and explore how differences in student

background and cross-cultural experiences influenced results. The initial 18 questions of the pre-

and post-test will focus on intercultural learning outcomes. For guidance on topic-appropriate

questions and structure, we consulted surveys designed to measure intercultural learning,

multicultural competence, and global perspective taking (Wholey et al., 2010). The Global

Perspective Inventory (GPI) from Braskamp et al. (2013) provided useful questions to assess

intercultural learning. The GPI measures how people grow simultaneously along three

intertwined dimensions of cognitive, intrapersonal, and interpersonal development (Braskamp et

al., 2013). The cognitive domain illuminates both what subjects know about diverse cultures and

how they process diverse cultural information (Braskamp et al., 2013). In the intrapersonal

domain, the GPI measures how subjects view their identity, attitudes toward other groups, and

the sources of information used to base their judgments (Braskamp et al., 2013). Social

responsibility motivations and level of engagement with diversity are measured by the

interpersonal domain (Braskamp et al., 2013). The GPI domains of cognitive, intrapersonal, and

interpersonal development align with outcomes we hope to investigate in this evaluation. In

crafting the questions we used wording from the General Form of the GPI (Braskamp et al.,


2013), adapted questions to match our learning outcomes, and created original questions. Using

a 5-point Likert scale from strongly agree to strongly disagree, students will register their level

of agreement with 18 statements related to cognitive, intrapersonal, and interpersonal

intercultural learning dimensions.

External Factors/Assumptions. The structure of the General Student Form of the GPI

also allows researchers to account for external factors such as curricular, co-curricular, and

informal interaction with culturally diverse people and content, gender, race, ethnicity, country

of origin, maturity, and level of engagement, and general perceptions of university community

(Braskamp et al., 2013). The Hesselbein Summit includes diverse students with a variety of

leadership and life experiences, therefore we asked about pre-summit intercultural experiences in

addition to demographic questions. Section two includes 12 questions prompting students to

report previous exposure to intercultural content or experiences through previous course work,

school major, co-curricular experiences, and informal interactions. The pre-test concludes with a

comprehensive student background section of 11 questions designed to capture their level of

comfort with group interaction, general involvement on and off campus, and demographic

questions including gender, age, country of origin, racial identity, and whether the participant is

an international student at a US college or university. International students, who are exposed to

a different culture daily and frequently asked to explain their cultural background, may present

an atypical case deserving special attention.

To investigate how program activities and learning process contribute to intercultural

competence, we have two sections asking students to report how they engaged each activity and

the quality of interaction they experienced during the summit. In section two of the post-test we

use 20 questions to prompt participants to rate the major program activities, including


presentations, mentoring communities, dinner dialogues, civic engagement project, and free

time, along four aspects of intercultural engagement: intergroup contact, social knowledge,

personal reflection, and social re-categorization. These four areas will inform how students

interacted with diverse others and processed cultural information throughout the summit, helping

us pinpoint key activities related to intercultural competence. In section 3 there are 20 questions

to discover how students perceived the diversity of the summit, collaborated with others, and the

depth of the relationships forged during the program. Information collected here will help us

understand how student engagement mediates intercultural learning outcomes.

Survey Pilot Test

Before the survey is finalized, it will be pilot tested to ensure it flows logically and avoids

bias language (Schuh, 2009). To garner feedback from individuals that closely resemble the

aforementioned evaluation population, recent alumni of the leadership program will be contacted

and asked to review the survey. Recent alumni are defined as students who participated in the

program one year ago (i.e., the program class of 2013). Simply stated, this group represents a

proxy for future participants because they experienced the same program with which the

incoming students will engage.

The recent alumni group has 50 potential reviewers, which provides a substantial pool

from which to solicit feedback. To secure alumni input, Miller-McGraw, a recognizable name

for the group, will share the survey via an email attachment. Alumni will be asked to review the

survey for organization and question structure, including ambiguous and bias wording. The goal

is to receive comments from at least 10 alumni from diverse backgrounds, recognizing that it is

not realistic to expect all 50 to provide thoughts given the likelihood they have other priorities.

The diverse composition of program classes requires diligent solicitation of feedback on behalf


of the evaluators to ensure myriad perspectives are considered. To gain representative feedback,

alumni with various racial, nationality, and gender identities should comprise the final set of

respondents. Feedback results will be reviewed by the evaluators, with input from Miller-

McGraw, and the survey will be adjusted accordingly.

Survey Distribution

The survey will be web-based and distributed via email (see Appendix K) to manage

costs and time for data input. The pre-test survey will be administered in late May as a link

attached to the acceptance email and described as part of the tasks (i.e., leadership plan

development) that students are required to complete before their arrival. Email reminders will be

sent every week, with the final two weeks before the summit dedicated to personal

communication from Miller-McGraw requesting that the pre-work, including the survey, be

completed. It is through this process that survey completion will likely reach 100%.

During the welcome session, Miller-McGraw will inform students that a second survey

will be distributed during the afternoon of the final day of the summit. Students will have two

weeks to complete the survey. However, Miller-McGraw and summit mentors will encourage

students to complete the survey prior to their departure. Computers will be available during

breaks and free time. Prompting students to complete the survey during their time at the summit

will help garner a higher response rate. Nevertheless, to allow sufficient time for students to

reflect on the questions and provide accurate answers, they will not be pressured or required to

complete the survey before they leave the summit. Further, to facilitate securing a 100%

completion rate, Miller-McGraw and mentors will follow-up directly with students during the

following two weeks. The expectation is that the recognizable and, hopefully, credible name

reaching out to them will resonate with students and motivate them to complete the survey.


Statistical Analysis

Once data is received, descriptive and inferential statistical analyses will be conducted.

As a basic level, descriptive statistics will be used to create a picture of respondents’

demographics, including personality traits and general campus involvement. Further, descriptive

statistics will provide an understanding of the degree to which participants encountered

intercultural experiences (e.g., multicultural course, interactions with diverse others) prior to the

program. Finally, when reviewing the outcome questions, descriptive analysis will provide an

overall outline of where responses primarily fell on the 5-point Likert scales. To analyze the

data, frequency distributions will be used to describe nominal questions (e.g., age, race) and

measures of central tendency will be utilized to describe continuous, Likert scale questions (e.g.,

level of agreement with various statements). A mix of charts and tables will be used to share the

descriptive findings. For instance, demographic details can be clearly communicated via pie

charts with associated percentages. The chart will visually describe the composition of the

student cohort. Conversely, measures of central tendency across various Likert scales will be

shared in table format. Given the likely number of variables measured, a table provides

sufficient space to organize the findings for a comprehensive review. However, the stakeholders

will ultimately provide direction on the level of detail that is needed (Wholey et al., 2010)

A variety of methods will be utilized for the inferential analysis. For example, a paired

sample T-test will describe how the group of students changed from pre-test to post-test.

Further, an analysis of variance (ANOVA) will compare respondents’ pre- and post-test scores of

the intercultural learning outcomes across the various demographic characteristics of students,

with primary attention paid to nationality. The comparison between outcomes and nationality is

of particular interest because it can describe if significant differences exist between students of


different nations. This finding could inform program content or the makeup of mentoring

groups. Finally, a multiple regression analysis of post-test data will describe how the various

activities (independent variable) of the program influenced the scores of each intercultural

learning outcome (dependent variable). This method will also illustrate which activities, in

which order (i.e., examining the standardized beta coefficients; Huck, 2012), are significant in

predicting the learning outcomes. Further, a regression analysis provides the ability to control

for variables, such as students’ involvement on campus and prior multicultural experiences, to

isolate which are significant in impacting intercultural learning (Huck, 2012). Line charts and

bar charts will primarily be used to communicate the inferential statistical analyses. Charts will

allow for the findings to be communicated in a digestible, visual manner that is user friendly

(Wholey et al., 2010). For instance, a bar chart can visually communicate a pre-/post-test change

quickly and easily.

Qualitative Methods

Design and Participants

Qualitative methods will be utilized to further elucidate if and how the summit activities

might contribute to students’ intercultural competence. The methods will capture multiple

perspectives, assisting the evaluators in creating a holistic understanding of the students’

experiences and potential growth from the summit. Specifically, semi-structured interviews will

be used to add more specificity to how students experienced activities by enabling them to share

their individual meaning-making stories (Creswell, 2009). Given summit participants live all

over the world, a focus group is not feasible. Further, an interview allows for candid responses

from participants (Wholey et al., 2010), which is beneficial if the interview participant chooses

to discuss interactions with other students and would not feel comfortable doing so in a group


setting. Additionally, document review of students’ leadership plans will augment information

gleaned from the interviews and provide insight into how students define leadership and its role

in their lives with their own language (Creswell, 2009; Wholey et al., 2010). Finally, the

methods will enable the evaluators to explore at what level, if at all, students’ understanding of

leadership connects to diversity and cultural competence.

Stratified purposeful sampling (Schuh & Associates, 2009) will be employed to ensure

participant representation from three groups: domestic students who identify as White, domestic

students of color, and international students from universities abroad. Using this sampling

method allows for the opportunity to examine how the activities affected students from different

cultural, national, and racial backgrounds. Further, the potential emergence of differences and/or

similarities among the groups could inform how program stakeholders adjust the summit in the

future.

A request to participate in a 45-minute Skype interview will be sent via email (see

Appendix L) to all survey respondents, with the goal of securing two students from each group

and a balanced representation of gender identities. If we are unable to meet our participation

goal initially, subsequent dedicated emails will be targeted to students within underrepresented

groups. Conversely, if any of the sampling groups become overrepresented, we will reply to let

the additional respondents know we have achieved our desired number of participants and will

contact them if we need further information. Similar to the quantitative approach,

communication will originate from Miller-McGraw and summit mentors. Again, the expectation

is that the recognizable names will help to motivate students to voluntarily participate.

Instrument Protocol and Testing


To guide the interviews, a semi-structured protocol will be used. This structure will

inform the interviewer of the content to be covered while providing the freedom to explore

unforeseen responses (Wholey et al., 2010). An opening script will be used to outline the

purpose of the interview, the content to be covered, and the confidentiality of the process. To

maintain confidentiality, participants will use a pseudonym that can be referenced during

analysis. Further, the consent form (see Appendix M) will be reviewed and time will be

provided for any questions regarding its content. Finally, participants will be asked to complete

a demographic survey (see Appendix N) to be used during analysis.

The proposed protocol (see Appendix O) flows from asking students to describe their

previous leadership experiences and why they chose the Hesselbein Summit, to investigating

students’ experiences with summit activities, and finally to questioning students on their

definition of leadership and diversity. To facilitate discussion, students will be asked to refer to

the leadership plan they completed prior to their attendance at the summit; the plans will be

provided from the institute’s records, should the student no longer have a copy. Evaluators will

also reference this document during analysis, which is described later.

The protocol will be shared with recent program alumni to ensure questions are worded

appropriately (i.e., are clear, unbiased, open-ended, and not leading) and will resonate with

students. To streamline alumni involvement, the interview protocol will be shared concurrently

with the survey. Similar to the survey instrument testing, interview testing with alumni provides

significant opportunity to garner feedback from a group that serves as a proxy for the students

that will be interviewed. Further, the evaluators will engage colleagues not associated with the

summit but who have knowledge of intercultural competence measurement to gain feedback on

the clarity of the interview questions. These individuals will be experts who can comment on the


validity of the questions and whether they will ultimately help us answer our evaluation question.

Moreover, since the colleagues are not connected to the summit, they will provide an unbiased,

objective perspective of the interview and its content.

Implementation Procedures

Collection of qualitative data will occur after the summit concludes; giving students time

to reflect on their experiences. Semi-structured interviews via Skype will be conducted between

mid-August and late September to capture rich, introspective data from students before demands

of course work deter full participation. As an alternative, the option to participate in the

interview by phone will be provided. Prior to the interview, participants will receive a consent

form detailing the purpose of the research, focal points of questions, information on their rights,

and efforts to ensure confidentiality in the analysis and reporting phases. In addition, should

Skype be the interview method, student participants will receive detailed instructions on setting

up a Skype account, using videophone features, and the username of evaluators. Students will

email the signed consent form with their Skype account name to evaluators before the interview.

Interviews will be conducted by one evaluator who will record audio from the conversation and

take field notes. Evaluators will transcribe interviews to be used with field notes and the student

leadership plan documents for qualitative analysis.

Qualitative Analysis

To analyze and interpret the qualitative data, we will use a grounded approach based on

our working program theory of connecting the summit’s diverse participant population and

intercultural interactions during activities as important processes for developing intercultural

competence. Using interviews and student leadership plan documents, our interpretive analysis

will present evidence of possible intercultural learning, identify the program activities most


associated with growth, and describe external factors that potentially mediated intercultural

development. Therefore, we developed an a priori code construct (see Appendix P) with initial

descriptive codes based on important learning processes, external factors, and outcomes from our

working program theory (Wholey et al., 2010). The a priori code construct functions as a

starting point from which evaluators will develop and modify descriptive codes based on

reviewing the data (Wholey et al., 2010). The interview protocol is designed to invite students to

share their experiences at the Hesselbein Summit of intercultural interactions, moments of

sharing or learning cultural knowledge, and how program activities or external experiences

might have contributed to their intercultural development. Student self-reflections of their

intercultural experiences and growth will add context and strength to quantitative results.

Qualitative data analysis also aids in our understanding of how the diversity of the

summit connects to intercultural learning. Sampling from students of color, international

students, and students who identify as white will help evaluators and stakeholders observe if and

how social and cultural identity mediates experiences. The descriptive code “Identity” will track

if students described or attributed interactions, learning, or reactions to their social or cultural

identity. Moreover, using attributive codes of the interview participant’s gender, age, status in

school, international or domestic student status, and race, we will be able to observe how

students from different nationalities and social identities experienced the summit and potentially

developed intercultural competence (Wholey et al., 2010).

Document analysis using student reflections will layer and deepen our qualitative

analysis. Crafting a leadership plan is an optional pre-program activity in which students

respond to a structured questionnaire regarding their view of leadership and social responsibility,

how they interact with followers or team members, and the personal goals motivating their


leadership. The document mostly captures pre-program attitudes and self-reported behaviors.

However the last item, completed after the summit, inquires what the student learned about their

leadership style, personal identity, and beliefs. Using an a priori coding construct (see Appendix

Q), evaluators will track how students defined leadership, described their approaches to leading,

and connected goals to socially responsible values pre- and post-program. By triangulating

responses from interviews, pre-program questionnaire, and post-program reflections in document

analysis, we bolster the accuracy and utility of our findings (Wholey et al., 2010).

To increase rigor and reliability, evaluators will disclose personal identities, check the

consistency of coding between evaluators, and employ member checking (Schuh & Associates,

2009; Wholey et al., 2010). Both evaluators are personally and professionally invested in

promoting intercultural competence, openness to diversity, and socially responsible action. In

our report we will disclose the identities that may produce biases in our interpretation of the data,

including race, gender, sexual identity, and national origin (Schuh & Associates, 2009). Using

Nvivo with a priori codes, both evaluators will first code interview transcripts and documents

from three participants, meet to discuss levels of agreement, and work to clarify code definitions

to increase reliability of our interpretations (Wholey et al., 2009). Using agreed upon codes and

definitions, evaluators will divide the remaining coding work to increase the timeliness of our

reporting to stakeholders (Wholey et al., 2013). In effort to recognize the contribution of student

interview participants and increase trustworthiness of our qualitative data, evaluators will prepare

brief summaries of the initial findings for participants to review and give feedback as a form of

member checking (Schuh & Associates, 2009).

Displaying Results


In the evaluation report, we want to highlight student voice and demonstrate how

students characterized their experiences at the summit. Evaluators will use powerful student

quotations throughout the manuscript to enliven descriptions of the program, activities,

outcomes, and results. We will create two figures to emphasize results related to our research

questions: whether intercultural competence is an outcome of the summit and how do the

activities promote development. First, a chart (see Appendix R) will display meaningful quotes

and list program activities related to developmental outcomes of intercultural competence.

Second, a holistic program map will illustrate how participants, activities, and learning processes

connect to each other and the outcomes. Student quotes, program narrative, figures, and program

theory mapping will provide rich and engaging data to stakeholders about if and how the

Hesselbein Summit contributes to the intercultural development in student participants.

Summary of Evaluation Plan Limitations

As mentioned throughout the plan, there are several limitations to the evaluation, which

we have attempted to address through our methodologies. First, the single-group design limits

the degree of attribution of students’ intercultural growth to the summit and its activities. To

address this, we will collect background information on students’ previous intercultural

experiences. Further, we will gather qualitative information to garner deeper understanding of

how activities and the summit experiences might have contributed to students intercultural

growth. Second, the results are limited to the summit and cannot be generalized to other

programs or population. Third, administering a pre-test survey on intercultural development

might prompt students to direct their answers in the post-test toward the desired outcomes,

illustrating the potential for response bias. To control for response bias, the surveys will be

administered several weeks apart. Additionally, qualitative findings will be utilized to


investigate students’ possible change over time. Finally, evaluator bias might skew qualitative

data interpretation. To counter this, evaluators will disclose their identities and personal

investment in promoting intercultural competence at the onset. Further, we will involve

interviewed students in the data interpretation via member checking.

Budget and Timeline

The total recommended budget for this evaluation is $1,170. The cost covers essential

analysis expenditures, such as transcribers, SPSS statistical software, and NVivo qualitative

software. The remaining budget covers incentives to compensate summit alumni for their

willingness to test survey and interview protocols, as well as to encourage student participation

in the interview. Additional evaluation elements (e.g., evaluators, Skype accounts) do not have

an associated cost.

We estimate the evaluation will occur over a one year time period. The evaluation will

begin with survey and interview protocol pilot testing from March 2014 through April 2014.

After alumni feedback is incorporated, the pre-test will be administered from May 2014 through

mid-July 2014; the summit occurs the third week of July. The post-test will be distributed and

interview candidates will be solicited immediately upon the summit completion until early-

August 2014. Quantitative analysis will occur between early-August and mid-October 2014.

Interviews will be conducted from mid-August until early-September 2014. Qualitative data

analysis, including participant member checking, will span from mid-September through the end

of December 2014. Evaluators will then compile results and create a final report during January

2015 to share with primary stakeholder, Miller-McGraw. Upon integration of any initial

feedback, the results will be presented to wider stakeholders (i.e., institute advisory board) in

March 2015.


Next Steps

Once the evaluation is completed and results are analyzed, a report will be prepared for

stakeholders that highlights suggested summit modifications. For example, pending results, we

might suggest the formalization of an intercultural competence learning outcome. The outcome

could then be utilized in summit marketing and recruitment strategies.

To continue understanding the summit’s connection to intercultural competence, we

recommend additional future study. A few suggestions include:

Evaluate the summit’s current leadership theory foundation to understand if it is best for

facilitating intercultural development;

Field the study again once the summit modifications have occurred to understand if

students’ intercultural gains surpass the prior year’s measures;

Incorporate a control group (e.g., University of Pittsburgh international students and

domestic students who are involved in other leadership development programs) to

attempt to understand causal relationship between Hesselbein Summit activities and

intercultural competence domains;

Employ a longitudinal study focused on original evaluation participants to understand if

they maintained intercultural competence beyond the summit.

This evaluation report in conjunction with suggested areas of further study will allow the

Hesselbein Student Leadership Summit to fulfill its mission to produce leaders who are prepared

to face global challenges. Further, the information gathered will enable stakeholders to

distinguish the summit from other national/international leadership programs, ensuring it remains

a destination for college student leaders from around the globe.


References

Antonio, A. L. (2001). The role of interracial interaction in the development of leadership skills

and cultural knowledge and understanding. Research in Higher Education, 42(5), 593-

617.

Astin, A. W., & Astin, H. S. (2000). Leadership reconsidered: Engaging higher education in

social change. Battle Creek, MI: W. K. Kellogg Foundation.

Braskamp, L.A., Braskamp, D.C., & Engberg, M.E. (2013). Global Perspective Inventory (GPI):

Its purposes, construction, potential uses, and psychometric characteristics. Global

Perspective Institute Inc. Retrieved from http://grp.central.edu

Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed method approaches

(3rd edition). Thousand Oaks, CA: Sage Publications.

Deardorff, D. K. (2011). Assessing intercultural competence. New Directions for Institutional

Research, (149), 65-79.

Dovidio, J. F., Gaertner, S. L., & Kawakami, K. (2003). Intergroup contact: The past, present,

and the future. Group Processes & Intergroup Relations, 6(1), 5-21.

Dovidio, J. F., Gaertner, S. L., Stewart, T. L., Esses, V. M., ten Vergert, M., & Hodson, G.

(2004). From intervention to outcome: Processes in the reduction of bias. In W. G.

Stephen & W. P. Vogt (Eds.), Education programs for improving intergroup relations:

Theory, research, and practice. Multicultural education series (pp. 243–265). New York,

NY: Teachers College Press.

Huck, S.W. (2012). Reading statistics and research (6th edition). Boston, MA; Pearson.

King, P. M., & Baxter Magolda, M. B. (2005). A developmental model of intercultural maturity.

Journal of College Student Development, 46(6), 571-592.


Kouzes, J. M., & Posner, B. Z. (2007). The leadership challenge. San Francisco, CA: Jossey-

Bass.

Posner, B. Z. (2004). A leadership development instrument for students: Updated. Journal of

College Student Development, 45 (4), 443-456.

Posner, B. Z., & Kouzes, J. M. (1988). Development and validation of the leadership practices

inventory. Educational and Psychological Measurement, 48 (2), 483-496.

Schuh, J.H. & Associates (2009). Assessment methods for student affairs. San Francisco, CA:

Jossey-Bass.

Wholey, J. S., Hatry, H. P., & Newcomer, K. E. (2010). Handbook of practical program

evaluation (3rd edition). San Francisco, CA: Jossey-Bass.


Appendix A


Appendix B


Appendix C


Appendix D

My Exemplary Leadership Plan

Leadership is Everyone’s Business In a world beset by an unending series of challenges, there is no lack of opportunities for aspiring leaders to step up and make a difference. From health education to the arts, domestic violence, to social justice programs, and relief efforts that reach around the world to eradicate poverty and illiteracy, exemplary leaders are advancing their mission-driven work and benefiting millions of individuals, families, communities, and systems that depend on their aid. In organizations large and small, rural and urban, faith-based and secular, people at every level are coming together to enrich the human experience. And leading the charge are leaders whose passion, courage, and deep-seated belief in the power of their convictions drive home the lesson that leadership is everyone’s business.

1. How might you describe your own approach to leadership? What emerges as most important to you as you conceptualize what leadership means to you?

1. Model the Way To model effectively the behavior they expect from others, leaders must first be clear about their guiding principles. They must clarify values. Leaders find their own voices, and then they clearly and distinctively give voice to their values. Exemplary leaders know that it’s their behavior that earns real respect. As Frances Hesselbein states, “Leadership is a matter of how to be, not how to do.” Eloquent speeches about common values may inspire for the moment but are not enough to build and sustain credibility—the foundation of leadership and the quality people look for and most admire in a leader. In simple daily acts, effective leaders set an example for others as they Model the Way—from the stories they tell, the way they allocate their time, and the language they use to the recognitions, rewards, and measurement tools they choose. In putting this essential practice into action, leaders build commitment by affirming and communicating shared values that all can embrace and engaging others in achieving common goals.

2. When stepping into a leadership position, how do you identify your individual values and goals? How do they differ from those of the group? How are they similar?

3. What is YOUR purpose as a leader? (What are you going to do to make a difference in your generation? As William Arruda put in his book Career Distinction: Stand out by Building Your Brand, “If you were at your funeral, what would people say about you and your accomplishments?”).

2. Inspire a Shared Vision Without willing followers, there can be no leaders. And Inspire a Shared Vision is the practice that sets leaders apart from other credible people. Leaders engage others in tying their personal dreams to the aspirations of the group to create a shared vision. Only then will these followers commit their talents, time, and energy to working together to achieve greatness. Passion to make a difference drives leaders to gaze across the horizon of time and imagine the unique opportunities to come. With no signposts or road maps, exemplary leaders boldly


communicate their hopes and dreams, and together with their teams’ desires, forge a united purpose that pulls everyone toward a shared sense of destiny. Leaders breathe life into visions, through vivid language and an expressive style, and uplift others with their infectious enthusiasm and excitement. ‧How have you inspired and encouraged individuals to stand behind you and work passionately toward a common goal?

‧How do you assert yourself as a leader in a group of individuals with credentials rivaling your own?

‧What is YOUR vision? (Think about one area of your life, career, or organization to which you belong that you would like to see improved. This is your Vision.)

3. Challenge the Process Great leaders are great learners. And challenge is the crucible for greatness. Exemplary leaders are pioneers at taking the initiative in searching for innovative ways to improve their own work, that of their teams, and their organizations. Rejecting the status quo, they experiment and take risks, treating the inevitable mistakes as important learning opportunities and creating a safe environment in which others can learn from failures as well as from successes. They “get out of

the box” as they actively seek out and recognize good ideas—from anyone, from anywhere—and take the lead in challenging the system to adopt those products, processes, services, or systems that improve the way things get done. The work of leaders is change, and making a commitment to Challenge the Process requires a willingness to take action every day: to look outward for innovative ways to improve, to experiment and take risks, to constantly generate small wins—making it easy for the team to succeed in making progress—and to continually learn from experience.

‧When is it necessary to take risks and make changes? How do you justify taking these risks? ‧How can you make a change and remain positive through a period of uncertainty? How do you measure progress through such a period?

4. Enable Others to Act Exemplary leaders know they can’t do it alone. Leadership is a team effort, not a solo expedition.

And only solid trust and strong relationships can transform shared visions into reality. Helping others to see themselves as capable and powerful—to nurture positive self-esteem—is key to mastering the art of mobilizing others in joining the journey toward a common destination. When leaders involve others in decision making and goal setting, and build teams with spirit, cohesion, and a true sense of community, they make it possible for teamwork, trust, and empowerment to flourish. Leaders strengthen everyone’s capacity with shared goals and shared roles that bind people together in collaborative pursuits. Leaders share power and information as well as build the capabilities and capacities of others to be successful. Leaders act as coaches and teachers, giving people challenging tasks, clearing away obstacles, and supporting others with the tools they need to be successful. By fostering collaboration, building trust, and facilitating relationships, leaders Enable Others to Act with increased self-determination and competence. ‧As a leader, how do you assume authority without setting yourself apart from others? ‧As a new and young leader to an organization, how do you earn credibility? How do

you motivate experienced individuals to believe in change and your ability to lead?


5. Encourage the Heart When striving for excellence, especially in time of great change, people can become physically and emotionally exhausted. They can become frustrated and disenchanted and are tempted to give up. Exemplary leaders know that getting extraordinary things done in organizations is hard work, and yet they rise to inspire others with courage and hope. Leaders make sure that people understand in their hearts that what they do matters. They expect the best, share the spotlight and credit for a job well done, celebrating others’ accomplishments in personal and meaningful ways. Leaders Encourage the Heart by putting into action the principles and essential practices that support our basic human need to be appreciated for who we are and for what we do. In big ways and small—from marching bands and t-shirts to simple and heartfelt thank-yous—leaders recognize contributions by showing appreciation for individual excellence and celebrate the values and victories by creating a spirit of community.

‧What do you do to generate and maintain group morale? How high do you place morale on a list of group values? ‧How do you encourage and motivate those that are previously disenchanted, or afraid, to follow YOU, a new leader, into the unknown?

Action Plan Questionnaire This action plan exercise is meant to get you thinking about how to define a path towards an objective or goal. Whether it is in the corporate sector, the social sector, education, or in the military, an action plan plays a crucial role in ensuring success. Without a plan, your actions, and the actions of your teammates, will lack focus and it will take you longer to reach your objectives. As a leader, it is up to you to take that first step, that first action, towards achieving a goal or reaching an objective. This questionnaire will assist you in defining the specific steps, or actions that you plan to take towards accomplishing a particular goal in some facet of your life (i.e.: a new job assignment, graduating from graduate school, completing a project within your community or university, etc.). Keeping in mind the preceding leadership framework, please answer the following series of questions to create your own comprehensive leadership action plan.

1. What outcome do you aspire to achieve? Or, what is your goal or objective that you are striving to achieve?

2. Define your MOST IMPORTANT goals. 3 short term goals (within the next year), 3 intermediate goals (within the next two to five years), and 3 long term goals (greater than five years).

3. In one sentence, define the mission statement for your goal. (This should be a brief phrase that encompasses the values, vision, and purpose of the actions you take towards your goal. It should be one sentence that you can always refer to and remember why you are doing what you are doing).

4. What are your strengths relative to this goal? What are your areas of opportunity?


5. Who will be on your team supporting your mission? Is there anyone, or anything, that you will need on your team in order to achieve your desired outcome?

6. Do you have a target audience? If so, who is your target audience? Who ultimately benefits from your actions?

7. Create a timeline utilizing the backwards planning method (Start at your desired outcome and work back to where you are in this present day). This will be your calendar to keep you focused, on target, and allow you time to continuously reassess where you stand relative to your intermediate and overall goals.

8. What is one thing that you can do TODAY to take a first step towards that goal? Every morning, you need to wake up and think to yourself, what is one thing that I can do today to work towards achieving my goals. If you can do this, your action plan will be effective. Remember, your action plan is only effective so long as action is taken.

9. (To be completed at the end of the conference.) What have you learned about yourself as a leader since attending the Summit? Has anything that you previously thought about yourself as a leader changed since attending the Summit?


Appendix E


Appendix F

Hesselbein Student Leadership Summit 2013:

Mentoring Community and Leadership Coach

Coach: Anthony S. Fountain Senior Vice President of Business Operations URS Corporation Oak Ridge, TN

Anthony S. Fountain is the vice president, chief financial officer and business manager of the

East Tennessee Technology Park Project for URS Corporation. He has over 36 years of financial,

business and project leadership experience in banking and corporate finance and on Department

of Energy, Department of Defense, and commercial nuclear projects, including engineering,

procurement, construction, research and development, manufacturing, and plant startups. He has

served in senior management positions on numerous government and corporate contracts such as

the Yucca Mountain Project in Las Vegas, NV; the West Valley Demonstration Project; the

Westinghouse Defense Electronics Group in Baltimore, MD; and the Washington Group

International in Princeton, NJ. Fountain earned his Bachelor of Arts and certificate of accounting

from the University of Pittsburgh and has been a dedicated and active member of the Pitt Alumni

Association African American Alumni Council for which he formerly served as the president. He

has served on numerous non-profit boards including the Oak Ridge Public Schools Education

Foundation, the American Red Cross of Central New Jersey, and the Washington Group

Foundation.

José Bolivar, Guatemala University of St. Thomas, Houston, TX Junior, Business Administration and Finance Cathleen Bonge, Bethlehem, PA


University of Pittsburgh, Pittsburgh, PA Sophomore, Marketing and Finance Aditya Singh, India Ramanujan College, University of Delhi, New Delhi, India Graduate Student, Finance and Marketing Kelci Teut, Sioux City, IA Morningside College, Sioux City, IA Senior, English and Spanish Monica Wabuke, Kenya University of Antwerp, Antwerp, Belgium Graduate Student, Development Evaluation and Management


Appendix G

University of Pittsburgh

Hesselbein Global Academy for Student Leadership and Civic Engagement

Student Leadership Summit Community Engagement Day

Introduction: The Hesselbein Global Academy has selected fifty dynamic student leaders from college campuses throughout the world to receive advanced leadership training from ten distinguished professional mentors. The students are paired in groups of four or five with one professional mentor guiding their experience. These accomplished student leaders and professional mentors aim to apply what they learn towards solving a specific organizational problem on Monday, July 22 from 9:00/9:30am-2:30pm. The organization will identify the problem that the students and the professional mentor will try to solve and for which they would provide feedback on to the organization. They will be able to work independently at the organization, would only need a meeting space for six people, and will need a 30-minute lunch break and/or a space where they could eat if they were to order in or eat on site. A suggested schedule might include:

Learn about the organization’s mission and meet the staff (15 minutes)

Review problem and/or proposed project with the staff (30 minutes)

Students and professional mentors work on project (2.5 hours)

Students and professional mentors present to staff on proposed solution (30 minutes)

Project Plan Worksheet—Email to Angela Miller McGraw, [email protected], by Monday, July 15. Please provide detailed responses to the following areas. Feel free to be elaborate on any area below and/or to attach additional information. You may expand on the areas to accommodate your written responses. Name/Website of Organization: Contact Person(s) at Organization (include mailing address, phone number, and email): Driving or walking directions from William Pitt Union-3959 Fifth Avenue: Lunch locations nearby (within walking distance of agency):


Organizational Mission, Values, and/or Partners: Organizational Constituents and/or Audience: Problem Statement: (Be as specific as possible by including the nature of the problem, organizational restrictions, time constraints, and what you hope to achieve by solving this problem) Proposed Project: Supplemental Materials: (articles, annual report, digital photos and/or video) Students’ majors and/or areas of interest that best fit the project (if you have recommendations


Appendix H

Pre-test Outline

Outcomes Pre-program Experiences Demographics

Section I Section II Section III

Intercultural Cognitive

DevelopmentPrevious Intercultural Interactions Personality traits

Intercultural Intrapersonal

Development

Previous participation in courses

with diversity or global contentInvolvement on/off campus

Intercultural Interpersonal

Development

Previous participation in co-

curricular activities with diversity or

global content

General demographics

Post-test Outline

Outcomes Activity Engagement Quality of Interactions Demographics

Section I Section II Section III Section IV

Intercultural Cognitive

DevelopmentIntergroup Contact Diversity of the Summit General demographics

Intercultural Intrapersonal

DevelopmentSocial Knowledge Level of Collaboration

Intercultural Interpersonal

DevelopmentPersonal Reflection Relationships

Social Re-categorization


Pre-test Matrix

Subconstruct Questions Type Learning Outcome Question

1.1 I have an understanding of cultures outside of my own culture

1.2 I can discuss cultural differences from an informed perspective

1.3 I take into account different perspectives before drawing conclusions

about the world around me

1.4 I rely on stereotypes when engaging with diverse people

Students reflect complex understanding of their own cultural

background

1.5 When I notice cultural differences, my culture tends to have the better

approach

1.6 I am of accepting of people from different cultural backgrounds

1.7 I do not feel threatened emotionally when presented with multiple

perspectives

Students approach diverse others with respect1.8 I approach people from backgrounds very different from my own with

respect

1.9 I see myself as a global citizen

1.10 I am sensitive to those who are discriminated against

Students base their identity on internally based sources 1.11 I know who I am as a person

1.12 I think a diverse society is a good society

1.13 I think understanding diversity is needed to successfully lead

Students will work cooperatively 1.14 I work cooperatively with diverse peers

Students base actions on appreciation of cultural difference 1.15 My actions are motived by an appreciation of diversity

Students will be motivated to engage diversity1.16 I intentionally involve people from many cultural backgrounds in my

life

Students will develop personal contact and friendship with others1.17 I enjoy making friends with people who can teach me about cultures

different from my own

Section I: Outcomes

Students Acquire Cultural Knowledge

Intercultural

Cognitive

Development

Likert Scale (Strongly

Agree, Agree, Neutral,

Disagree, Strongly

Disagree)

Intercultural

Intrapersonal

Development



Disagree, Strongly

Disagree)

Students accept cultural difference without fear of threat

Students demonstrate greater self-awareness

Students value diversity

Students Integrate Multiple Cultural Perspectives in Their

Judgments

Intercultural

Interpersonal

Development



Disagree, Strongly

Disagree)


Subconstruct Questions Type Question

2.1 Most of my friends are from my own ethnic background

2.2 There are a variety of different cultures represented on my

campus

2.3 My work experiences have led me to interact with people from

diverse cultures

3.1 Mutlicultural course addressing race, ethnicity, gender, class,

religion, or sexual orientation

3.2 Service learning course

3.3 Course focused on significant global/international issues and

problems

3.4 Course that includes opportunities for intensive dialogue among

students with different backgrounds and beliefs.

4.1 Participated in events or activities reflecting a cultural heritage

different from your own

4.2 Participated in community service activities

4.3 Attended a campus event focused on international/global issues

4.4 Discussed current international event/crisis with other students



Disagree, Strongly

Disagree)

Ordinal Scale (0, 1, 2, 3, 4,

5 or more)

Likert Scale (Never, 1-2

times, 3-4 times, 5-6

times, 7 or more times)

Previous

participation in co-

curricular activities

with diversity or

global content

Previous

Intercultural

Interactions

Previous

participation in

courses with

diversity or global

content

Section II: Pre-program Experiences


5.1 I participate in service organization on my campus

5.2 I participate in sorority or fraternity on my campus

5.3 I participate in an identity based group (e.g., racial, sexual

orientation, religious)

6.1 I am comfortable in large group settings

6.2 It is difficult for me to start conversations with new people

6.3 I consider myself to be a natural leader

7. What is your age?

8. What is your gender identity?

9. What is your race?

10. What is your country of origin?

11. Are you an international student at an American university?

12. What is your status at your college/university?

Nominal/Ordinal

Section III: Demographics

Involvement

On/Off Campus

Never, Daily, Weekly,

Monthly, Bimonthly

Personality Traits



Disagree, Strongly

General

Demographics


Post-test Matrix

Subconstruct Questions Type Learning Outcome Question

1.1 I have an understanding of cultures outside of my own culture

1.2 I can discuss cultural differences from an informed perspective

1.3 I take into account different perspectives before drawing conclusions

about the world around me

1.4 I rely on stereotypes when engaging with diverse people

Students reflect complex understanding of their own cultural

background

1.5 When I notice cultural differences, my culture tends to have the better

approach

1.6 I am of accepting of people from different cultural backgrounds

1.7 I do not feel threatened emotionally when presented with multiple

perspectives

Students approach diverse others with respect1.8 I approach people from backgrounds very different from my own with

respect

1.9 I see myself as a global citizen

1.10 I am sensitive to those who are discriminated against

Students base their identity on internally based sources 1.11 I know who I am as a person

1.12 I think a diverse society is a good society

1.13 I think understanding diversity is needed to successfully lead

Students will work cooperatively 1.14 I work cooperatively with diverse peers

Students base actions on appreciation of cultural difference 1.15 My actions are motived by an appreciation of diversity

Students will be motivated to engage diversity1.16 I intentionally involve people from many cultural backgrounds in my

life

Students will develop personal contact and friendship with others1.17 I enjoy making friends with people who can teach me about cultures

different from my own

Students will continue to engage collaborative network of thought

leaders from the summit

1.18 I will continue to engage the network of participants, mentors, and

leaders from the summit

Intercultural

Interpersonal

Development



Disagree, Strongly

Disagree)

Intercultural

Cognitive

Development



Disagree, Strongly

Disagree)

Students Acquire Cultural Knowledge

Students Integrate Multiple Cultural Perspectives in Their

Judgments

Intercultural

Intrapersonal

Development



Disagree, Strongly

Disagree)

Students accept cultural difference without fear of threat

Students demonstrate greater self-awareness

Students value diversity

Section I: Outcomes



7.1 I think the participants of the summit represented diverse

cultural backgrounds

7.2 My mentor represented a different cultural background from my

own

7.3 My mentoring community included students from different

cultural backgrounds than my own

8.1 While with the mentoring community, I collaborated with

diverse others

8.2 During the civic engagement project I collaborted with diverse

others

9.1 I developed close personal relationships with diverse others

9.2 I believe I made lifelong friends at the summit

Level of

Collaboration

Relationships



Disagree, Strongly

Disagree)



Disagree, Strongly

Disagree)



Disagree, Strongly

Disagree)

Diversity of

Summit

Section III: Quality of Interactions

Subconstruct Questions Type Question Activity

2.1 Presentations from Mentors

3.1 Mentoring Communities

4.1 Dinner Dialogues

5.1 Civic Engagement

6.1 Free Time





6.2 Free Time





6.3 Free Time





6.4 Free Time

Social Re-

categorization



Disagree, Strongly

Disagree



Disagree, Strongly

Disagree

Section II: Activity Engagement

I had a conversation with someone from a culture different from my

own

I learned about a culture different from my own

I reflected on my personal cultural beliefs and values

My beliefs changed about a culture different from my own

Intergroup Contact



Disagree, Strongly

Disagree)

Social Knowledge



Disagree, Strongly

Disagree

Pesonal Reflection



10. What is your age?

11. What is your gender identity?


13. What is your country of origin?

14. Are you an international student at an American university?

15. What is your status at your college/university?

Section IV: Demographics

General

DemographicsNominal/Ordinal


Appendix I

Congratulations on your acceptance to the Hesselbein Student Leadership Summit. We look forward to seeing you in July. Prior to your arrival, we would like to learn more about you and your previous intercultural experiences. To remain a preeminent leadership program that attracts talented young leaders from across the globe, we are working to understand how participants develop while at the summit. The confidential information you provide in this survey will be used in an evaluation of the program and its activities. You will also receive a follow-up survey after the summit. Ultimately, this information will help us identify opportunities to improve the experience for future participants. This survey will take you approximately 10 to 15 minutes to complete. Please complete this survey along with all other pre-work provided (e.g., leadership plan) by July 15, 2014. We thank you for your participation.


Appendix J

Thank you for attending the Hesselbein Student Leadership Summit. We enjoyed seeing you! Prior to your arrival, we asked you to complete a short survey to learn more about you and your previous intercultural experiences. Now, we would like to learn about your summit experience. To remain a preeminent leadership program that attracts talented young leaders from across the globe, we are working to understand how participants develop while at the summit. The confidential information you provide in this survey will be used in an evaluation of the program and its activities. Ultimately, this information will help us identify opportunities to improve the experience for future participants. This survey will take you approximately 10 to 15 minutes to complete. Please complete this survey by August 5, 2014. We thank you for your participation.


Appendix K

From: Miller-McGraw, Angela

To: [Student Email Address]

Subject: Hesselbein Student Leadership Summit Survey

Dear [Student Name],

We were pleased to have you attend this year’s Hesselbein Student Leadership Summit. The

program continues to be an exciting educational opportunity for young leaders from across the globe. We hope you left feeling inspired and prepared to succeed as a leader on your campus and in your community. To remain a preeminent leadership program, we are currently performing an evaluation of the summit. Given your recent participation, you are an excellent candidate to share your experience and to provide needed feedback on a certain aspect of our program – its ability to help shape interculturally competent leaders. We ask that you complete a similar survey to the one you completed prior to your arrival at the summit. As you may recall, the survey, which is completely anonymous, will take approximately 10-15 minutes of your time. This small time commitment will help us better understand our program’s impact and improve it for future student leaders. If you have any questions or issues accessing the survey, please reply to this email and we will respond directly. Your participation is greatly appreciated by the Hesselbein staff, its community partners, and future summit participants. All the best, Angela


Appendix L

From: Miller-McGraw, Angela

To: [Student Email Address]

Subject: Hesselbein Student Leadership Summit Interview Participation

Dear [Student Name],

As a program dedicated to encouraging learning oriented leaders, the Hesselbein Student Leadership Summit is undergoing a program evaluation. We want to know how the global diversity and activities of the summit may have influenced your understanding of leadership.

As a participant in the 2014 summit, we would like to invite you to participate in an evaluation about our program. We are interested in hearing about your experiences in the program in effort to continue delivering relevant and engaging activities for future students. We need student volunteers to participate in 45 minute interviews via Skype with a program evaluator. If you decide to participate, your identity will be kept confidential, any of your responses in reports or discussions will not be tied to your name or identifying features. Please contact our evaluators at [email protected] to participate.

You will be doing a great service to the program by participating in this research.

Thank you,

Angela


Appendix M

Informed Consent Form

Project Title: Hesselbein Student Leadership Summit Evaluation

Evaluators: Kamaria Porter and Matthew Cartwright

Introduction:

You are being asked to take part in an interview to assist the Hesselbein Leadership Institute understand how summit participants engage with activities and peers while at the summit. You are being asked to participate because you attended the Hesselbein Student Leadership Summit and completed a survey about your experience.

Please read this form carefully and ask any questions you may have before deciding whether to participate in the interview.

What is the purpose of this research?

Through interviews, we will gather information about your intercultural experiences at the summit.

Why are you being asked to be in the research?

You are invited to participate in this study because you attended the Hesselbein Summit.

What is involved in the research?

Participating in this research involves a 45 minute interview via Skype or by phone about your experiences, impressions, and reflections from the Hesselbein Summit. Specific stories, thoughts, feelings, and revelations during and after the program are important for us to understand for this research study. Your interview will be taped and audio recordings will be kept until accurate written notes have been made, then they will be destroyed.

Who will see my information and responses?

Your name, school name, and other identifying information will not be associated with your responses in subsequent reports from this research study. We will share with you a summary of themes and findings for your review. Your interview will be transcribed with a pseudonym, which will be used in reports to refer to any specific quotes or unique insights you provide.


Is my participation required by the Hesselbein Summit?

Your participation is completely voluntary and based on your willingness to share your experiences.

Are there any risks or benefits to my participation?

There are no foreseen risks in participating in this research study. The benefits include enrichment of the Hesselbein Summit for students and an opportunity for you to contribute to the diverse learning experiences.

You may also contact [email protected] and [email protected] if you have further questions or concerns.

You will be given a copy of this information to keep for your records.

Statement of Consent from the Subject:

I have read the above information. I have had all my questions and concerns answered. By signing below, I indicate my consent to be interviewed as part of the research. I understand audio recordings of me will be used in connection with the research study and those files will be destroyed after the research study is completed.

Signature:_______________________________________________

Printed name: ____________________________________________

Date: _________________


Appendix N

Demographic Survey

Project Title: Hesselbein Student Leadership Summit Evaluation Participant code:___________________ Please take a couple minutes to provide some demographic information. This document is confidential and will not be shared with other participants or others outside of the evaluation team or Hesselbein Leadership Institute.

1. What is your age? ________________

2. What is your gender identity? a. Male/Man b. Female/Woman c. Trans male/Trans man d. Trans female/Trans woman e. Genderqueer/Gender non-conforming f. Different identity (please state): _____________________


a. White/Caucasian b. African American c. Asian d. Pacific Islander e. Native American f. Multiracial g. Other__________________________________________

4. What is your age? ________

5. What is your country of origin?__________________________________

6. Are you an international student at an American college or university?

a. Yes b. No

7. What is your status at your college or university?


a. First Year b. Second Year c. Third Year d. Fourth Year e. Fifth Year f. Sixth Year or More

8. Please write your definition of leadership.

9. Please write your definition of diversity.


Appendix O

Interview Protocol

Project Title: Hesselbein Student Leadership Summit Evaluation Interview Purpose: To understand if and/or how students develop intercultural competence by engaging with activities and peers at the leadership summit. The information collected will be used to inform the summit’s learning outcomes.

Script

Hello, welcome and thank you for taking the time to speak with me. My name is [interviewer name]. Today, we’ll be having a conversation about your experience during Hesselbein Student Leadership Summit; our discussion should take about 45 minutes. We’ll be talking specifically

about the mentoring communities, mentor presentations, dinner dialogues, civic engagement projects, and your free time. We want to make sure you are comfortable sharing, so please rest assured that what we talk about here is shared in confidence. Similarly, we will not be attaching a name or other identifying information with your comments. We will be recording the conversation so we may easily and accurately recall what is shared. Here are copies of the consent form [interviewer distributes]. Please take a couple of minutes to read and sign the consent form. Any questions before we begin? Great, thank you!

We’re going to start today with some general questions about your involvement on your campus

and your decision to attend the Hesselbein Summit.

Rapport Builder

1. What kinds of leadership activities are you involved in on your campus?

General Summit Questions


2. Why did you choose the Hesselbein Summit?

a. Have you ever attended a leadership retreat or before?

3. Could you describe your experiences at the summit? Generally, what were your

impressions?

Activity-based Questions

Now, I’m going to ask you questions specifically about your experiences with different activities.

1. Of the activities you participated in, which one sticks out the most and why?

a. In what ways, if any, did this activity increase your knowledge about different

cultures? If so, how?

b. In what ways, if any, did this activity facilitate interaction with someone different

from you? If so, is there a story you could share?

2. Tell me about your interactions with others at the summit.

a. Did you create any relationships with fellow participants, mentors, etc.? If so,

how do you see these relationships impacting your growth as a leader, if at all?

3. Describe the types of conversations you had with others in the (insert activities

mentioned by participant)

a. What conversations, if any, left a lasting impression?

i. What was it about those conversations that impacted you?

ii. Did anything stand out about the discussions you had?

b. Did you have conversations about members’ cultural backgrounds?

i. If so, what was discussed? How did the topic impact you, if at all?

c. What did you like or dislike about the interactions?


4. In your interactions with others, did you find yourself explaining your cultural

background more or were you more often learning about someone else’s?

a. How did that experience make you feel?

b. Can you describe a specific instance where this type of interaction occurred?

Leadership Definition and Leadership Plan Questions

We asked you to bring a copy of your leadership plan with you today. Please take a few moments

to familiarize yourself with the content. We’re now going to spend a few minutes discussing it

and your definitions of leadership.

1. If you were to fill out the plan today, would you, if at all, change your responses? If so,

how? If not, why not?

a. Can you connect the changes you would make to anything specific at the summit?

If so, what activities, experiences, interactions, etc. influenced this change?

2. How did you define leadership?

a. In what ways, if any, did the summit influence this current understanding? If so,

how?

i. Were there any specific activities or interactions?

b. Did you have any expectations of the summit for your development as a leader? If

so, what were they and were they met?

Definitions of diversity

Now we’re going to transition to discussing the definition diversity that we asked you to write

down earlier.

5. How did you define diversity?

a. What experiences, if any, at the summit influenced this understanding?


6. Are these two concepts connected in any way for you? If so, how? If not, why not?

7. Are there any final things you would like to share about the summit and your

experiences?

a. Are there any improvements you would suggest for the summit?


Appendix P

Interview: A Priori Construct Coding Rubric

Construct Code Meaning Theme

INTERACTION Intercultural Interactions Student experiences of intercultural interaction

REACTION Affective Reactions Feelings associated with intercultural contact or content

KNOWLEDGE Intercultural Knowledge Sharing or receiving intercultural knowledge

IDENTITY Social/Cultural Identity Naming personal identity or identity of another as stimulus

for growth

ACTIVITY Program Activity Naming program activity as stimulus for growth

EXTERNAL Pre-Program or Outside Influence

Naming pre-program or outside activity as stimulus for

growth


Appendix Q

Document Review: A Priori Construct Coding Rubric

Construct Code Meaning Theme

DEFINITION Leadership Defined Student definition of leadership

SELF View of Self as Leader Student view of self as a leader

SOCRES Social Responsibility Goals Social responsibility behaviors, goals, and motivations for

leadership

INTERCULTURAL Intercultural Learning Naming of intercultural learning at summit

PROGRAM Program Effects Naming program activity as stimulus for growth

VALUE Value of Diversity/Intercultural Environment

Student assignment of value of intercultural learning, interaction,

relationship

EXTERNAL Pre-Program or Outside Influence Naming pre-program or outside activity as stimulus for growth


Appendix R

Student Voice Program Activity Intercultural Competence Outcome

Program Implications


Appendix S

Element Quantity CostSPSS Grad Packet 1 $100

NVivo Semester 1 $80

Interview Incentive ($15 Amazon gift card) 6 $90

Pilot Testing Incentive ($15 Amazon gift card) 10 $150

Transcription (4.5 hours) 6 $750

Qualtrics Online Survey Instrument 1 $0

Staff (Evaluators & Program Manager) 3 $0

Skype Accounts 2 $0

Total $1,170


Appendix T

Evaluation Step Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar

Pilot Test Survey & Interview

Protocol X X

Administer Pre-testX X X

Summit OccursX

Adminster Post-testX X

Solicit Interview ParticipantsX X

Analyze Quantitative ResultsX X X

Conduct InterviewsX X

TranscribingX X

Qualitative Analysis, Incl.

Member Checking of Results X X X X

Create ReportX

Incorporate Feedback from

Program Manager X

Share Final Report With All

Stakeholders X

2014 2015

evaluation report_cartwright porter

Documents