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 |
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| Language: | English |
| Authors: | Jose Loureiro (ORCID |
| 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 |
| 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. |
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| ISSN: | 2148-7456 |
