九州地区

教育システム情報学会

2017年度学生研究発表会

Developing a Global Mindset in Higher Education:
Designs for Blended LearningPeter W. ROUX*1 Katsuaki SUZUKI*2, Ryuichi MATSUBA*3, Yoshiko GODA*4*1Saga University & Graduate School of Instructional Systems (GSIS), Kumamoto University*2,3,4 Graduate School of Instructional Systems (GSIS), Kumamoto University
e-mail: peteroux@cc.saga-u.ac.jp

Abstract This paper reports on the design of a blended learning course aimed at the development of a global mindsetof students at a Japanese university. Principles of instructional design were utilized to combine theoretical andpractical learning in a framework to develop the cultural intelligence (CQ) of students in preparation for study abroad.
The course format was characterized by synchronous and asynchronous online activities and further supported by inclass, group-and/or person-centered activities with an emphasis on experiential learning. Cultural competencies,
expressed in the form of knowledge, attitudes and self-perceived intercultural skills were measured. We present alimited set of qualitative results to reflect learner engagement and to consider the blended learning format.
Keywords blended learning; global mindset; cultural intelligence (CQ); instructional design; experiential learningorganizations.
To investigate the development of CQ, we utilized
blended learning to design and implement an undergraduate
course at a Japanese university. Blended learning is
expected to become predominant in future education, which
Dzubian & Moskal (6) describes as “a pedagogical approachthat combines the effectiveness and socialization
opportunities of the classroom with the technologicallyadvanced possibilities of the online environment…”

1. Introduction
To craft a successful career path, graduates today needa range of skills that may go well beyond their chosen fieldof study. Among these, the recent notion of a global mindset
has emerged as a central idea in describing what might berequired from 21st century workers. In Japan, recent
programs to cultivate graduates with a global mindset havebeen introduced Ministry of Education, Culture, Sports,
Science and Technology (MEXT) (1) These aim tointernationalize local universities by demanding aparticular attention to developing global citizens through avariety of programs.
Considering the digital and educational requirementsof our current age, Kedia & Mukherji(2) suggests a twopillared model of knowledge and skill that connects threeoverlapping bases to describe a global mindset: (1) masteryovertechnology,
informationsystems
andtelecommunications; (2) an understanding of the sociopolitical factors of the different countries in which theorganization operates; and (3) an appreciation of the role ofculture and cross-cultural issues that impact decisionmaking.
Lovvorn & Chen (3) suggest that a global mindset canbe developed through a cultivation of cultural intelligence(CQ). CQ is a four-factor concept that is defined by the
Cultural Intelligence Center (4) as: “… a malleable
capability that can be enhanced by multi-culturalexperiences, training and self-awareness programs, traveland education”. Livermore (5) defines it simply as acapability to function effectively across a variety of culturalcontexts that includes ethnicities, generations and2. The study
To cultivate global citizens in higher education, thisstudy explores how a blended learning format support thedevelopment of CQ in a group of Japanese undergraduates.

Cultural competencies, expressed in the form ofknowledge, attitudes and self-perceived intercultural
skills were tracked and noted during the course.
2.1 Methods and Procedures
We applied a previously developed framework (Roux& Suzuki (7)) to a blended learning environment. This
framework theoretically integrates three relevant fields:
instructional design (ID), experiential learning and CQ
theory. Drawing on the framework’s embedded theories,
we designed a 15-week course for a face-to-face (F2F)
environment equipped with PC’s and WiFi. The course
included significant portions of online activity(synchronous & asynchronous) and the outline is presentedin Table 1.
Three components were used as a foundation for theblended learning format: (1) learning content, (2)

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九州地区

教育システム情報学会

assessment/evaluation and (3) research. We focus here on
the qualitative feedback received during assessment &evaluation. These were obtained using Google forms in theF2F setting, as part of 4 online reviews that included ‘freecomment’ sections. We reasoned that this free feedback asclass reflection would be compatible with the notion of CQ
development and could give an indication of course
progress and efficacy.

2017年度学生研究発表会(1) Emergent themes from the student feedback show
relatively high incidences for learning observations,cultural learning and self-perceived intercultural skilldevelopments. This finding of overlapping elements
show potential for deeper analysis and discovery.
(2) Content analysis of the student feedback indicate thatstudents engaged thoughtfully and on a personally
meaningful level with the contents and process of thecourse. This is taken as a positive preliminary
indication of support for our framework and theblended learning design.

Table 1. Course outline: Developing a global mindset
through blended learningTextbook (8 chapters)
Classroom worksheetsMini-lectures
Online media, surveys,
Learning
feedback
content
International
Virtual
Exchange (IVE) Project
Flipped methods: textbook
reading / audio andcomprehension

4 online review quizzes
Assessment/
13 online class feedback
Evaluation
surveys
CQ ScaleResearchOnline surveys/feedback
IVE Project
Adapted from Roux & Suzuki (8)Blended Learning Environment

4. Conclusion
Preliminary findings from a blended learning course show
qualitative support for an ID framework to develop CQ.
Future research will aim to repeat this course for thepurposes of refinement and further data collection to further
investigate the development of CQ through ID.

5. References(1) Japanese Ministry of Education, Culture, Sports,
Science & Technology (MEXT)
http://www.mext.go.jp/(2) Kedia, B. L., & Mukherji, A. (1999). Global
managers: Developing a mindset for global
competitiveness. Journal of World Business, 34(3),230–251.
(3) Lovvorn, A. S., & Chen, J.S. (2011). Developing a
Global Mindset: The Relationship between anInternational Assignment and Cultural Intelligence.
International Journal of Business and Social Sciences,2(9), 275–283.
(4) Cultural Intelligence Center (2018).
https://culturalq.com/(5) Livermore, D. (2011). The Cultural Intelligence
Difference Special E-book Edition: Master the One
Skill You Can’t Do Without in Today’s GlobalEconomy. New York: AMACOM.
(6) Dziuban, C. D., Hartman, J. L., & Moskal, P. (2004).
Blended learning. Research Bulletin Educause Center
for Applied Research (ECAR).
(7) Roux, P. W., & Suzuki, K. (2017a). Designing Online
Instruction for Developing Cultural Intelligence (CQ):
A Report from a Classroom-Based Workshop.
International Journal for Educational Media andTechnology, 11 (1), 87–96.
(8) Roux, P. W., & Suzuki, K. (2017b). Designing Online
Instruction for developing Cultural Intelligence (CQ):Intercultural journeys in a blended learningenvironment. In: Proceedings of the 14th International
Conference on Media in Education 2017. Japan
Association for Educational Media Study.

2.2 Results
A selection of qualitative feedback results from thefour online reviews (N=13) were taken from the ‘freecomment’ section of the survey and analyzed to investigate
in which ways cultural competencies emerged (if at all).
The following themes emerged from student reflections,with distributions as shown in Figure 2: cultural learning &knowledge, perceptions & attitudes, self-perceived
intercultural skill developments, learning observations,other, and Nil.

Figure 1. Feedback analysis: Themes & Occurrence rate

3. Findings

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