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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
Language: English
Authors: Jose Loureiro (ORCID 0000-0003-4643-1781), Sherry Bawa (ORCID 0000-0002-3346-4691), Andrew Brennan (ORCID 0000-0003-3187-001X)
Source: International Journal of Assessment Tools in Education. 2026 13(2):412-430.
Availability: International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://dergipark.org.tr/en/pub/ijate
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Study, Foreign Countries, College Freshmen, Business Education, Technology Uses in Education, Educational Technology, Student Attitudes, Comparative Education, Language Role, Language Proficiency, Cross Cultural Studies, Electronic Learning, Group Instruction, Cultural Differences
Geographic Terms: Australia, Mauritius, Malaysia, Singapore
ISSN: 2148-7456
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.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1515673
Database: ERIC
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  Data: Developing Technical Competency through Cross-Campus Intercultural Student Collaboration: An Undergraduate Assessment
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  Data: <searchLink fieldCode="AR" term="%22Jose+Loureiro%22">Jose Loureiro</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4643-1781">0000-0003-4643-1781</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sherry+Bawa%22">Sherry Bawa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3346-4691">0000-0002-3346-4691</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrew+Brennan%22">Andrew Brennan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3187-001X">0000-0003-3187-001X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Assessment+Tools+in+Education%22"><i>International Journal of Assessment Tools in Education</i></searchLink>. 2026 13(2):412-430.
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  Data: International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://dergipark.org.tr/en/pub/ijate
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink><br /><searchLink fieldCode="DE" term="%22Mauritius%22">Mauritius</searchLink><br /><searchLink fieldCode="DE" term="%22Malaysia%22">Malaysia</searchLink><br /><searchLink fieldCode="DE" term="%22Singapore%22">Singapore</searchLink>
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  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.
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      – Text: English
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        PageCount: 19
        StartPage: 412
    Subjects:
      – SubjectFull: Undergraduate Study
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Freshmen
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      – SubjectFull: Business Education
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Cross Cultural Studies
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      – SubjectFull: Cultural Differences
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      – SubjectFull: Australia
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      – SubjectFull: Mauritius
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      – SubjectFull: Malaysia
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      – SubjectFull: Singapore
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    Titles:
      – TitleFull: Developing Technical Competency through Cross-Campus Intercultural Student Collaboration: An Undergraduate Assessment
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