Measuring the Cross-Cultural Adaptability of a Graduate Student Team from a Global Immersion Experience

Cultural competency skills for health and human services providers is important because of the growing diverse populous. Experiential learning through global immersion may promote these skills.

Using a non-randomized cohort design, there were two groups of unmatched graduate students. One reviewed an online educational module and participated in campus activities and an experience in Malawi; the other reviewed the module only. The students were assessed pre- and post-immersion using a measure of cross-cultural adaptability, a component of cultural competency skills.

Comparing total scores on the Cross-Cultural Adaptability Inventory (CCAI™), pre-immersion (baseline), there was no significant difference between the groups. Comparing both groups' total scores pre/post-immersion, there was a significant difference. There was a significant difference for the experimental group between the pre/post-immersion total scores but not for the control group. Comparing both groups'post immersion, there was a significant difference between the groups. Comparing both groups' component scores, there was a significant difference in the Emotional Resilience and Perceptual Acuity variables for the experimental group but not for the control group. Comparing both groups' component scores, there was no significant difference in the Personal Autonomy and Flexibility Openness variables.

Participation in a 6-week global immersion experience compared to education only made a greater change in the development of cross-cultural adaptability for a graduate student team.