Qualitative methods to assess intercultural competence in higher education research: A systematic review with practical implications

A number of methods have been recorded in the literature with regard to assessing intercultural competence, but extant reviews tend to focus on self-report instruments in which students' re-sponses can be easily quantified. To address the gap, this paper provides an overview of quali-tative methods used to assess students' intercultural competence in higher education research. Based on 34 studies, 25 qualitative assessment methods have been identified and captured in a newly-developed typology. Results show that (1) the majority of qualitative methods to assess intercultural competence were writing-based and 'expressive' in nature; (2) the assessment results were mainly analysed in a 'thematic' or 'scalar' manner; and (3) very little assessment took place among STEM majors. These results are further discussed and problematized to provide implica-tions for developing and assessing intercultural competence in higher education research and curriculum.

Automated summary

This paper provides an overview of qualitative methods used to assess students' intercultural competence in higher education research, revealing the dominant use of writing-based and expressive methods. The implications for developing and assessing intercultural competence in higher education research and curriculum are discussed.