Developing technical competency through cross-campus intercultural student collaboration: An undergraduate assessment.
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| Title: | Developing technical competency through cross-campus intercultural student collaboration: An undergraduate assessment. |
|---|---|
| Authors: | Loureiro, Jose1 jose.loureiro@curtin.edu.au, Bawa, Sherry1, Brennan, Andrew1 |
| Source: | International Journal of Assessment Tools in Education. 2026, Vol. 13 Issue 2, p412-430. 19p. |
| Subject Terms: | *Multicultural education, *Educational evaluation, *Digital literacy, *Learning, *Group work in education, Group formation, Cultural competence |
| Geographic Terms: | Australia |
| Reviews & Products: | Microsoft Excel (Computer software) |
| Abstract: | Cross-campus collaborative assessments have become an integral feature of internationalised undergraduate curricula, particularly in large, digitally mediated courses. This study explores undergraduate students' perceptions of intercultural collaboration and technical skill development in a cross-campus data analytics assessment at an Australian university. Grounded in social constructivism, intercultural competence theory, and the Technology Acceptance Model, the assessment required first-year commerce students to work in diverse teams using Microsoft Excel to address an authentic real-world business scenario. Survey data were collected from 172 students across campuses in Australia, Mauritius, Malaysia, Singapore, and fully online cohorts. Quantitative analysis employed factor analysis, reliability tests, ANOVA, and regression modelling. Results showed positive perceptions of intercultural collaboration (M = 3.65) and technical skill development (M = 3.86). Differences emerged across campuses, with students in Singapore and Mauritius reporting stronger intercultural engagement, while technical skill development was more strongly predicted by English proficiency than by campus location. These findings suggest that language ability plays a critical role in shaping students' confidence with technical tasks, whereas intercultural engagement is more closely linked to the campus context. The study highlights the importance of structured group formation, scaffolding, and inclusive practices to ensure equitable learning experiences across culturally diverse cohorts. The study contributes to internationalised higher education by offering evidence-based guidance for designing collaborative, cross-campus assessments, highlighting the importance of structured group formation and inclusive support strategies that strengthen both intercultural learning and digital literacy. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Assessment Tools in Education is the property of International Journal of Assessment Tools in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194891505 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Developing technical competency through cross-campus intercultural student collaboration: An undergraduate assessment. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Loureiro%2C+Jose%22">Loureiro, Jose</searchLink><relatesTo>1</relatesTo><i> jose.loureiro@curtin.edu.au</i><br /><searchLink fieldCode="AR" term="%22Bawa%2C+Sherry%22">Bawa, Sherry</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Brennan%2C+Andrew%22">Brennan, Andrew</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Assessment+Tools+in+Education%22">International Journal of Assessment Tools in Education</searchLink>. 2026, Vol. 13 Issue 2, p412-430. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Multicultural+education%22">Multicultural education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Group+work+in+education%22">Group work in education</searchLink><br /><searchLink fieldCode="DE" term="%22Group+formation%22">Group formation</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+competence%22">Cultural competence</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink> – Name: SubjectProduct Label: Reviews & Products Group: Su Data: <searchLink fieldCode="PS" term="%22Microsoft+Excel+%28Computer+software%29%22">Microsoft Excel (Computer software)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Cross-campus collaborative assessments have become an integral feature of internationalised undergraduate curricula, particularly in large, digitally mediated courses. This study explores undergraduate students' perceptions of intercultural collaboration and technical skill development in a cross-campus data analytics assessment at an Australian university. Grounded in social constructivism, intercultural competence theory, and the Technology Acceptance Model, the assessment required first-year commerce students to work in diverse teams using Microsoft Excel to address an authentic real-world business scenario. Survey data were collected from 172 students across campuses in Australia, Mauritius, Malaysia, Singapore, and fully online cohorts. Quantitative analysis employed factor analysis, reliability tests, ANOVA, and regression modelling. Results showed positive perceptions of intercultural collaboration (M = 3.65) and technical skill development (M = 3.86). Differences emerged across campuses, with students in Singapore and Mauritius reporting stronger intercultural engagement, while technical skill development was more strongly predicted by English proficiency than by campus location. These findings suggest that language ability plays a critical role in shaping students' confidence with technical tasks, whereas intercultural engagement is more closely linked to the campus context. The study highlights the importance of structured group formation, scaffolding, and inclusive practices to ensure equitable learning experiences across culturally diverse cohorts. The study contributes to internationalised higher education by offering evidence-based guidance for designing collaborative, cross-campus assessments, highlighting the importance of structured group formation and inclusive support strategies that strengthen both intercultural learning and digital literacy. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Assessment Tools in Education is the property of International Journal of Assessment Tools in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.21449/ijate.1798514 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 412 Subjects: – SubjectFull: Multicultural education Type: general – SubjectFull: Educational evaluation Type: general – SubjectFull: Digital literacy Type: general – SubjectFull: Learning Type: general – SubjectFull: Group work in education Type: general – SubjectFull: Group formation Type: general – SubjectFull: Cultural competence Type: general – SubjectFull: Australia Type: general – SubjectFull: Microsoft Excel (Computer software) Type: general Titles: – TitleFull: Developing technical competency through cross-campus intercultural student collaboration: An undergraduate assessment. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Loureiro, Jose – PersonEntity: Name: NameFull: Bawa, Sherry – PersonEntity: Name: NameFull: Brennan, Andrew IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 21487456 Numbering: – Type: volume Value: 13 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Assessment Tools in Education Type: main |
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