Details of latest worldwide consensus global competence research since first publications
Hunter, C.K. & Hunter, W.D. (2021) (White Paper Coming Soon)
Peer-reviewed seminal research yielded a worldwide consensus definition and model for the term global competence across the education-workforce continuum
Hunter, W. D., White, G. P., & Godbey, G. C. (2006). What Does It Mean to be Globally Competent? Journal of Studies in International Education, 10(3), 267-285.
Distinguishes between research conducted by Deardorff and the model of intercultural competence and the research conducted by Hunter and the Global Competence Model™
Deardorff, D. K. & Hunter, W. D. (2006). Educating Global-Ready Graduates. International Educator, 15(3), 72 – 83.
Explains the rationale for the seminal research on global competence—a paradigm shift due to globalization—and that future economic success demands that students of the 21st century develop new skills for the global workforce, which necessitates global education reform
Hunter, W. D. (2004). Got Global Competency? International Educator, 13(2) 6-12.
Seminal doctoral research yielded a worldwide consensus definition and model for the term global competence across the education-workforce continuum
Hunter, W. D. (2004). Knowledge, Skills, Attitudes, and Experiences Necessary to Become Globally Competent. [Doctoral dissertation, Lehigh University]. ProQuest.
Selected Publications Utilizing GCA Research and Assessment
The GCAA® measured global competence growth of Yale University students participating in a short-term study abroad experience for immersive language learning
Schenker, T. (2019). Fostering Global Competence through Short-Term Study Abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 31(2), 139–157.
Texas A&M University based their reaccreditation plan on the Global Competence Model™, demonstrated student growth with the GCAA®, and called for global workforce readiness
Kaushik, R., Raisinghani, M. S., Gibson, S, & Assis, N. (2017). The Global Aptitude Assessment Model: A Critical Perspective, American Journal of
Management, 17 (5), 81-86.
A multicultural living learning community at the University of Sydney used the GCAA® to develop residents’ global competence as part of a global leadership program
Kunda, B. (2017). Engendering Systemic and Cultural Leadership Practices in Residential College Communities: The Global Leadership Program at International
House, the University of Sydney. The Australian and New Zealand Student Services Association, 25(2), 71–74.
Participants in the University of Maryland global leader program used the GCAA® to identify individual growth areas and to create personalized global leadership development plans
Niehaus, E.K., O’Rourke & M.A., Ostick, D.T. (2012). Global Leadership Development Plans: Engaging Students as Agents in Their Own Development. Journal of
Leadership Studies, 6(2), 116-122.
Study abroad supports global competence development, as mobilized students scored significantly higher on the GCAA® in all cultural knowledge, interpersonal skills, and attitudes dimensions of the Global Competence Model™ than students who did not study abroad