Although not research, the Global Studies Curriculum is aligned with the constructs behind the BEVI assessment tool; thus, it might be of interest to those perusing this Collection. For more information, please go to A Customizable Learning Experience That Prepares Students For An Interconnected World – CoreCollaborative International.

Dr. Shalyse Iseminger discusses the difference that identity makes in online versus face to face classes.

Shalyse I Iseminger (2023). Comparing the Effects of Social Identities: What the BEVI Tells Us About the Difference that Identity Makes in Online Versus Face-to-Face Classes. (Version 2.0). https://hubicl.org/publications/120/2

From the abstract: "In this article, we summarize the theoretical crosswalk between Hoggan and the BEVI, offer statistical evidence of construct validity for the BEVI as a measure of TL, and provide guidance for interpreting TL scores."

Wiley, J. L., Wiley, K. R., Intolubbe-Chmil, L., Bhuyan, D., & Acheson, K. (2021). A new depth-based quantitative approach to assessing Transformative Learning. The Journal of Transformative Education, special issue on Assessing Transformative Learning.

From the abstract: "Communicating across Cultures (CaC) is an undergraduate course that exists to achieve the goal of equipping students to effectively work in multicultural environments. Students’ worldviews, beliefs, and values shape their experience with the course materials and potentially impact the degree to which they achieve the intended learning outcomes.The objective of this study was to determine which aspects of students’ identities are most salient to their experiences in CaC. The Beliefs, Events, and Values Inventory (BEVI), a psychometric instrument that illuminates how the self is structured, was administered as a pre-/post-test at the beginning and end of the Fall 2017 and Spring 2018 semesters."

Iseminger, S., Morris, P., Acheson, K., & Kelly, C. (2020). The effects of social identities on student learning outcome attainment. International Journal for Scholarship of Teaching and Learning, 14(1), Article 12, 1-13.

Data is presented from 3 administrations of the BEVI (pretest, posttest, and delayed posttest) in an evaluation of the 2018-19 Global Dialogues Program at Purdue University.

Starr, L., Acheson, K., & Ham, T. (2019). Purdue University College of Science Global Dialogues program: 2018-19 program assessment. HubICL Research Repository.  https://hubicl.org/publications/75/1

From the introduction: "...a central proposition of the current study is that the impact of international, multicultural and transformative learning must be understood and measured at the level of identity, with all of its depth-based complexity."

Wang, F., Pait, K., Acheson, K., Sternberger, L., Staton, R., & Shealy, C. (2020). BEVI assessment of global identity: Implications and applications for international, cross-cultural, and transformative learning. In J. Frawley & G. Russell-Mundine (Eds.), Cultural competence in higher education: Dilemmas, policies, and practice. Springer.

From the abstract: "This case study (n=11) documents the implementation of intercultural learning activities throughout a semester long course and a 9-day trip to Vietnam. Researchers anticipated positive development in critical thinking, openness, and environmental concern measured by the Beliefs, Events, and Values Inventory. Overall the average group scores did not increase; however, in a more detailed analysis interesting patterns emerged within the data in regard to unintended learning outcomes, impact of individual differences in identity, and preparedness for learning."

Grant, J.L., Acheson, K., & Karcher, E. L.. (2021). Using the BEVI to assess individual experience to enhance international programming. Frontiers: Interdisciplinary Journal of Study Abroad. 33(1): 129-142.

From the abstract: "In this study, the BEVI was administered at a highly internationalized university in Latin America. Noteworthy findings include significant gender and English language proficiency differences, homogeneity of perspective on some BEVI scales, and little evidence of change over time. Analysis of quantitative data revealed connections between student beliefs and the local context as well as important implications for university practices and policies."

Acheson, K., & Kelly, C. (2021). Understanding student values and identity: Benchmarking institutional initiatives with the Beliefs, Events, and Values Inventory (BEVI). Internationalisation of Higher Education - Policy and Practice, Section B 2.14, 65-95.

Acheson, K, Finley, A., Hickman, L., Sternberger, L., & Shealy, C. (2020). Interdisciplinary innovations in assessment:  Beliefs, Events, and, Values Inventory (BEVI), VALUE Rubrics, and Cultural Controllability Scale (CCS). In S. A. Nolan, C. Hakala, & R. E. Landrum (Eds.), Assessment: Individual, institutional, and international approaches. Washington, DC: American Psychological Association.

Please see chapter 8, Demonstrating the value of values-based education: What we’ve learned about learning from the Beliefs, Events and Values Inventory (BEVI).

Acheson, K., Bhuyan, D., Brewster, L., Burgess, J., Dirkx, J., Grande, S., Kapadia, S., Kenny, A., Kouwenaar, K., Lovat, T., Ma, J., Ma, W., Nakamura, Y. T., Nielsen, T., Nishitani, H., Pang, G., Raab, C., Shealy, C., Staton, R.,...Wiley, J. (2023). Demonstrating the value of values-based education: What we’ve learned about learning from the Beliefs, Events and Values Inventory (BEVI). Chapter 8 in T. Lovat & R. Toomey (Eds.), International research handbook on values education and student wellbeing (2nd ed.). (pp. 1-29). Springer.