Examining liberal arts colleges achievement of student learning outcomes for a global perspective: an innovation gap analysis study

2012-07-31A global perspective reflects the knowledge, attitudes, and behaviors that students should know or be able to do in order to succeed as citizens in a global environment (Olson, Evans, & Shoenberg, 2007). The American Council on Education’s concept of comprehensive internationalization provides an integrative approach that ties institutional strategies and initiatives to global learning outcomes (Olson, Green, & Hill, 2005). Marymount College, a small liberal arts college in Southern California undergoing transformative change to a four-year institution, established, as a new learning outcome, that graduates achieve global awareness as measured by indicators that represent The American Council’s concept. To achieve this outcome for graduates, Marymount recognized that faculty must be prepared to provide learning experiences that meet the goal. The purpose of this case study was to apply an innovation gap analysis process (Clark & Estes, 2008; Smith & Ragan, 2005) to assess Marymount’s faculty perception of their engagement and preparedness to incorporate learning experiences and new pedagogy that will lead to the student achievement of global awareness. ❧ Using quantitative methods, faculty at Marymount College participated in two surveys. In the first survey, 35 faculty identified the 10 most important characteristics of global awareness drawn from The American Council’s framework. In the second survey, 46 faculty rated their knowledge and skills, motivation, and organizational needs to incorporate the most important characteristics they identified in their curriculum. ❧ Using descriptive and correlational statistics, the results of the second survey indicated that, relative to other constructs, faculty perceived that they possessed the knowledge and motivation to teach the identified global awareness concepts; however, they felt less supported by the organization to implement the curriculum. The results led to analysis of the largest gaps in each category, which were then specifically addressed for solutions and implementation plans, as well as a process for formative and summative evaluation. ❧ The major implication of the study is that when these issues were clarified, Marymount was positioned to make critical decisions as to whether its student learning outcomes will be successfully achieved as a result of teaching and learning experiences. Another implication is that the study demonstrates that when innovation is carefully planned, there exists a unique window of opportunity to set improvement processes in place to achieve the organizational goal. More importantly, Marymount College is positioned to close the self-perceived faculty gaps in knowledge and skills, motivation, and organizational support. If these areas are analyzed, addressed, and closed now, they may not become barriers to meeting the institutional learning outcome for baccalaureate graduates to develop a global perspective. When students do not achieve a global perspective, it may leave them ill prepared to live and compete in today’s global markets and in a world of diminishing national borders. A well-developed global perspective may influence students to live successfully in a diverse and changing society