Global Perspective Inventory (GPI)
Four Year Summary
Executive Summary
Seniors display higher levels of global competence than freshmen in all of the GPI scales except
for the interpersonal social responsibility scale. Study-abroad participants display higher levels
of global competence than freshmen and seniors in all of the GPI scales.
Freshmen met or outperformed the national averages for freshmen in all of the GPI scales except
for intrapersonal affect.
Seniors met or outperformed the national average for seniors in the following GPI scales:
intrapersonal identity and interpersonal social interaction.
Study-abroad participants outperformed the national averages for all public doctoral institutions
in all GPI scales except for intrapersonal affect.
Overview
In 2009, the Academic Master Plan’s Teaching and Learning Roadmap Committee
(TLRC) was given the task of better preparing graduates of Texas A&M University (TAMU) for
the 21st century. The TLRC developed a teaching and learning goal for the university that states,
“Students at Texas A&M University will achieve a set of university student learning outcomes
[SLOs] through high-impact experiences that position them for a lifetime of success” (TAMU,
2009, p. 1). Seven university-wide SLOs were developed for undergraduate students to attain
prior to graduation. Two of these outcomes state that students will “practice personal and social
responsibility” and “demonstrate social, cultural, and global competence.” The Global
Perspectives Inventory (GPI) was selected to gather student data related to these two outcomes.
Assessment projects like the GPI are essential to Texas A&M’s compliance efforts with both the
Texas Higher Education Coordinating Board (THECB) and the Southern Association of Colleges
and Schools Commission on Colleges (SACSCOC). This report is a University-wide summary of
the four-years of administration of the GPI.
Instrument
The GPI is a nationally recognized instrument designed to measure a student’s global
perspective. The GPI asks questions related to student cognitive, intrapersonal, and interpersonal
development. The GPI instrument has 64 items including a few biographical items. It has been
specifically designed to provide a self-report of a person's perspectives in three dimensions of
global learning and development—cognitive, intrapersonal, and interpersonal. Respondents
record their views on the community and also report the level of involvement in twelve
curricular and co-curricular activities.
1
The GPI instrument originally consisted of eight GPI scales. In 2011, a revision was
made to the test and two scales were deleted (Well-being and Global Citizenship). The GPI now
consist of six scales which are described in the section below.
GPI Scales
Cognitive Knowing – Degree of complexity of one’s view the importance of cultural context in
judging what is important to know and value.
Cognitive Knowledge – Degree of understanding and awareness of various cultures and their
impact on our global society and level of proficiency in more than one language.
Intrapersonal Identity – Level of awareness of one’s unique identity and degree of acceptance
of one’s ethnic, racial, and gender dimensions of one’s identity.
Intrapersonal Affect – Level of respect for and acceptance of cultural perspectives different
from one’s own and degree of emotional confidence when living in complex situations, which
reflects an “emotional intelligence” that is important in one’s processing encounters with other
cultures.
Interpersonal Social Responsibility – Level of interdependence and social concern for others.
Interpersonal Social Interaction – Degree of engagement with others who are different from
oneself and degree of cultural sensitivity in living in pluralistic settings.
2010-2014 Administrations
For the last four years, Texas A&M University has sent an email invitation to administer
the GPI to all freshmen and senior students (College Station, Galveston, and Qatar campuses).
Additionally, each year study abroad participants were invited to complete the GPI, Table 1.
Table 2 provides a four-year summary of the GPI participation by college/campus, department,
and classification.
Table 1. 2010-2014 Texas A&M Student Participation
Year
Freshmen
Seniors
Study Abroad
Total GPI
Participants
2010-2011
422
620
177
1219
2011-2012
314
409
111
834
2012-2013
360
408
233
1001
2013-2014
362
459
131
952
Texas A&M
University Total
1458
1896
652
4006
2
Table 2. College/Campus Sample
College/Campus
Agriculture and
Life Sciences
(N=504)
Architecture
(N=109)
Dwight Look
College of
Engineering
(N=870)
Department Participation Within
College/Campus
Agricultural Economics
Agricultural Leadership, Education,
and Communication
Animal Science
Biological and Agricultural
Engineering
Biochemistry & Biophysics
College Interdisciplinary
Entomology
Ecosystem Science and Management
Horticultural Sciences
Nutrition & Food Science
Plant Pathology and Microbiology
Poultry Science
Recreation, Park & Tourism Sciences
Soil & Crop Sciences
Wildlife and Fisheries Sciences
Architecture
Construction Science
Landscape Architecture and Urban
Planning
Visualization
College Interdisciplinary
Aerospace Engineering
Biomedical Engineering
Chemical Engineering
College Interdisciplinary
Computer Science and Engineering
Civil Engineering
Electrical and Computer Engineering
Engineering Technology and
Industrial Distribution
Industrial and Systems Engineering
Mechanical Engineering
Materials Science and Engineering
Nuclear Engineering
Petroleum Engineering
Freshmen Seniors
Study
Abroad
College/
Campus % of
Sample
1
20
6
7
37
22
34
33
2
7
18
9
14
10
13
3
1
13
6
1
3
2
13
8
6
12
24
6
10
12
38
30
4
20
3
18
10
18
2
15
1
1
7
7
6
2
3
-8
6
5
9
10
2
3%
10
1
37
25
30
7
36
36
46
10
2
32
29
64
-43
58
35
7
5
15
16
15
-3
18
9
22%
5
48
9
7
44
-16
12
20
66
-22
29
5
21
1
6
5
13%
3
Education and
Human
Development
(N=283)
Geosciences
(N=82)
Liberal Arts
(N=766)
Mays Business
School
(N=408)
Science
(N=258)
College Interdisciplinary
Educational Administration and
Human Resource Development
Educational Psychology
Health & Kinesiology
Teaching, Learning and Culture
Atmospheric Sciences
College Interdisciplinary
Geography
Geology and Geophysics
Anthropology
College Interdisciplinary
Communication
Economics
English
Hispanic Studies
History
International Studies
Philosophy and Humanities
Performance Studies
Political Science
Psychology
Sociology
Accounting
College Interdisciplinary
Finance
Information and Operations
Management
Management
Marketing
Biology
Chemistry
College Interdisciplinary
Mathematics
Physics
36
72
16
4
25
1
1
39
-8
3
-12
8
-20
10
27
5
14
15
4
5
25
22
11
122
---
1
71
1
6
14
12
8
10
6
48
25
39
7
33
92
6
4
40
81
29
56
23
26
1
11
4
2
8
8
1
8
1
8
8
15
3
10
67
2
-25
27
6
42
29
9
--
26
13
--72
20
1
24
13
25
20
67
11
2
19
4
6
11
17
1
-6
1
7%
2%
19%
10%
6%
4
Veterinary
Medicine and
Biomedical
Sciences
(N=206)
Texas A&M
Galveston
(N=184)
Undergraduate
Studies
(N=205)
Did Not Disclose
(N=131)
College Interdisciplinary
131
61
14
General Academics
Maritime Administration
Marine Biology
Marine Engineering
Marine Sciences
Marine Transportation
Marine Systems
General Studies
25
7
50
5
7
5
3
128
4
18
28
8
6
4
4
--
1
1
8
----2
Blinn TEAM
75
--
--
Student ID Missing
38
73
20
5%
5%
5%
3%
Texas A&M
University
76 Departments
1458
1896
652
100%
(N=4006*)
*Note. This sample number does not match the demographic characteristics sample due to
missing demographic data for participants who did not provide their correct student identification
number.
Findings
This section provides the presentation of the findings. Once descriptive statistics were
determined, analysis of variance was conducted to compare the means scores of the three groups.
ANOVA was used to determine whether there was a statistically significant difference in global
competence based on classification. Post hoc (Tukey) tests were conducted to further analyze the
nature of statistically significant findings. These tests specify between which classification(s) the
statistically significant finding(s) lie.
Sample and Demographics
1458 freshmen completed the GPI: 562 males and 896 females.
1896 seniors completed the GPI: 755 males, 1133 females, and 8 did not disclose their gender.
652 study abroad participants completed the GPI: 237 males, 415 females; 21 freshmen, 57
sophomores, 178 juniors, 317 seniors, 72 graduate students, and 7 other.
5
Table 3. International Student Breakdown
International Student Status
Count
Percentage of Sample
Not an International Student
3772
94.2%
International Student
212
5.3%
Did Not Respond
22
0.5%
4006
100%
Count
Percentage of Sample
Multiple Ethnicities
216
5.4%
African/African American/Black
82
2.0%
Asian/Pacific Islander
247
6.2%
European/White
2811
70.2%
Hispanic/Latino
502
12.5%
Native American
10
0.3%
I Prefer Not to Respond
138
3.4%
Texas A&M University
4006
100%
Texas A&M University
Table 4. Ethnicity Breakdown
Ethnicities
6
Results
The results in Table 5 reveal the descriptive statistics for each GPI scale by classification
(freshmen, seniors, study abroad participants). Mean scores for each GPI scale operates on a 5point Likert-type scale.
Table 5.
Descriptive Statistics by Classification
95% Confidence Interval
for Mean
N
Cognitive
Study Abroad
Knowing
Mean
Std.
Std.
Lower
Upper
Deviation
Error
Bound
Bound
Min
Max
652 3.7759
.44807
.01755
3.7414
3.8104
2.29
5.00
Freshmen
1458 3.5164
.48861
.01280
3.4913
3.5415
2.00
4.86
Seniors
1896 3.6477
.49837
.01145
3.6252
3.6701
1.57
5.00
Total
4006 3.6208
.49521
.00782
3.6054
3.6361
1.57
5.00
652 3.7718
.56236
.02202
3.7285
3.8150
1.60
5.00
Cognitive
Study Abroad
Knowledge
Freshmen
1458 3.6008
.61529
.01611
3.5692
3.6324
1.40
5.00
Seniors
1896 3.6638
.64324
.01477
3.6348
3.6928
1.20
5.00
Total
4006 3.6585
.62307
.00984
3.6392
3.6778
1.20
5.00
652 4.2201
.45662
.01788
4.1850
4.2552
2.00
5.00
Intrapersonal
Study Abroad
Identity
Freshmen
1458 4.1308
.50481
.01322
4.1049
4.1567
1.60
5.00
Seniors
1896 4.2009
.49018
.01126
4.1788
4.2229
1.00
5.00
Total
4006 4.1785
.49156
.00777
4.1633
4.1937
1.00
5.00
652 3.9487
.39963
.01565
3.9179
3.9794
2.67
4.88
Intrapersonal
Study Abroad
Affect
Freshmen
1458 3.8001
.52560
.01377
3.7731
3.8271
1.60
5.00
Seniors
1896 3.8916
.53145
.01221
3.8676
3.9155
1.00
5.00
Total
4006 3.8676
.51293
.00810
3.8517
3.8835
1.00
5.00
652 3.8378
.55754
.02183
3.7949
3.8807
1.80
5.00
Interpersonal
Study Abroad
Social
Freshmen
1458 3.7466
.60558
.01586
3.7155
3.7777
1.00
5.00
Responsibility
Seniors
1896 3.7405
.61368
.01409
3.7129
3.7682
1.00
5.00
Total
4006 3.7586
.60280
.00952
3.7399
3.7772
1.00
5.00
652 3.7003
.46818
.01834
3.6643
3.7363
2.29
4.86
Interpersonal
Study Abroad
Social
Freshmen
1458 3.4276
.61756
.01617
3.3959
3.4594
1.00
5.00
Interaction
Seniors
1896 3.5105
.61855
.01421
3.4827
3.5384
1.00
5.00
Total
4006 3.5113
.60314
.00953
3.4926
3.5299
1.00
5.00
7
The results in Table 6 reveal the ANOVA for the GPI scales by classification. The ANOVA
resulted in statistically significant (p <.05) differences in all of the GPI scales. A post-hoc test
was necessary to further understand the nature of the statistically significant results.
Table 6
ANOVA for GPI Scales by Classification
Sum of Squares
Cognitive Knowing
Cognitive Knowledge
Intrapersonal Identity
Intrapersonal Affect
Between Groups
df
Mean Square
32.949
2
16.474
Within Groups
949.209
4003
.237
Total
982.158
4005
13.270
2
6.635
Within Groups
1541.558
4003
.385
Total
1554.828
4005
5.391
2
2.696
Within Groups
962.342
4003
.240
Total
967.734
4005
12.014
2
6.007
Within Groups
1041.691
4003
.260
Total
1053.705
4005
4.918
2
2.459
.362
Between Groups
Between Groups
Between Groups
Interpersonal Social
Between Groups
Responsibility
Within Groups
1450.352
4003
Total
1455.270
4005
33.499
2
16.750
.356
Interpersonal Social
Between Groups
Interaction
Within Groups
1423.407
4003
Total
1456.907
4005
F
Sig.
69.476
.000
17.230
.000
11.213
.000
23.083
.000
6.787
.001
47.105
.000
The results of the Tukey post-hoc test in Table 7 further illustrate the nature of the statistically
significant results. There was a significantly significant difference (p < .05) between the scores
of freshmen and seniors in all of the GPI scales except for interpersonal social responsibility.
Further, there was a statistically significant difference between freshmen and study abroad
participants in all of the GPI scales.
There was a statistically significant difference (p < .05) between seniors and study-abroad
participants in all of the GPI scales except for intrapersonal identity.
8
Table 7
Post Hoc Test for Significant ANOVA Results
Dependent
Variable
Cognitive
Knowing
(I) Participant Type
Study Abroad
Seniors
Study Abroad
Seniors
Intrapersonal
Identity
Study Abroad
Seniors
Intrapersonal
Affect
Study Abroad
.000
.2057
.3133
.12823
*
.02211
.000
.0764
.1801
Study Abroad
-.25951
*
.02294
.000
-.3133
-.2057
Seniors
-.13129
*
.01696
.000
-.1711
-.0915
-.12823
*
.02211
.000
-.1801
-.0764
Freshmen
.13129
*
.01696
.000
.0915
.1711
Freshmen
.17096
*
.02924
.000
.1024
.2395
Study Abroad
.10796
*
.02817
.000
.0419
.1740
Study Abroad
-.17096
*
.02924
.000
-.2395
-.1024
Seniors
-.06300
*
.02162
.010
-.1137
-.0123
Study Abroad
-.10796
*
.02817
.000
-.1740
-.0419
Freshmen
.06300
*
.02162
.010
.0123
.1137
Freshmen
.08928
*
.02310
.000
.0351
.1434
.01924
.02226
.663
-.0330
.0714
Study Abroad
-.08928
*
.02310
.000
-.1434
-.0351
Seniors
-.07005
*
.01708
.000
-.1101
-.0300
Study Abroad
-.01924
.02226
.663
-.0714
.0330
Freshmen
.07005
*
.01708
.000
.0300
.1101
Freshmen
.14856
*
.02403
.000
.0922
.2049
.05711
*
.02316
.037
.0028
.1114
Study Abroad
-.14856
*
.02403
.000
-.2049
-.0922
Seniors
-.09145
*
.01777
.000
-.1331
-.0498
Study Abroad
-.05711
*
.02316
.037
-.1114
-.0028
Freshmen
.09145
*
.01777
.000
.0498
.1331
Freshmen
.09119
*
.02836
.004
.0247
.1577
.09726
*
.02733
.001
.0332
.1613
-.09119
*
.02836
.004
-.1577
-.0247
.00608
Seniors
Freshmen
Seniors
Interpersonal
Social
Responsibility
.02294
Seniors
Freshmen
Study Abroad
Seniors
Freshmen
Study Abroad
Seniors
Seniors
Interpersonal
Social
Interaction
Study Abroad
.02097
.955
-.0431
.0552
Study Abroad
-.09726
*
.02733
.001
-.1613
-.0332
Freshmen
-.00608
.02097
.955
-.0552
.0431
Freshmen
.27267
*
.02809
.000
.2068
.3385
.18978
*
.02707
.000
.1263
.2533
Study Abroad
-.27267
*
.02809
.000
-.3385
-.2068
Seniors
-.08289
*
.02077
.000
-.1316
-.0342
-.18978
*
.02707
.000
-.2533
-.1263
.08289
*
.02077
.000
.0342
.1316
Seniors
Freshmen
Seniors
Sig.
95% Confidence Interval
Lower
Upper
Bound
Bound
*
Seniors
Freshmen
Std.
Error
.25951
Freshmen
Seniors
Freshmen
Cognitive
Knowledge
(J) Participant Type
Mean
Difference (I-J)
Study Abroad
Freshmen
*. The mean difference is significant at the 0.05 level.
9
External Comparisons
The results in Table 8 reveal the 4 year averages for each participant group from Texas A&M
University compared to 2013-2014 national averages for other “public doctorate” institutions.
Table 8
Texas A&M Averages Compared to National Averages at Public Doctorate Institutions
GPI Scale
Texas
A&M
Average
National
Average
Freshmen Freshmen
Cognitive
Knowing
Cognitive
Knowledge
Intrapersonal
Identity
Intrapersonal
Affect
Inter. Social
Responsibility
Inter. Social
Interaction
Texas
A&M
Average
Texas
A&M
Average
National
Average
Seniors
Seniors
Study
Abroad
Texas
A&M
Average
National
Average
Public
Doctorate
Overall
Overall
3.51
3.45
3.65
3.70
3.79
3.62
3.57
3.57
3.57
3.66
3.68
3.76
3.66
3.63
4.15
4.07
4.19
4.15
4.22
4.18
4.16
3.75
4.05
3.83
4.18
3.96
3.87
4.13
3.79
3.66
3.73
3.77
3.86
3.76
3.79
3.47
3.42
3.51
3.33
3.66
3.51
3.27
Additionally, Table 9 displays the averages for each participant group from Texas A&M
University across the 4 years of GPI administration.
Summary
Additional department-level reports were provided to the designated liaisons. Colleges
and departments can use this information to determine the next steps involved in improving
student learning. Moving forward, these results will be used as baseline data for assessment
projects. During the 2013-14 academic-year, college/campus assessment liaisons will discuss the
overall effectiveness of the GPI and recommend modifications and improvements.
10
Table 9.
Texas A&M Averages for the four years of GPI Administration
GPI Scale
Freshman
20102011
20112012
20122013
Seniors
20112012
20122013
Study Abroad
20112012
20122013
Total
20132014
TAMU
Total*
20102011
20132014
TAMU
Total*
20102011
20132014
TAMU
Total*
20102011
20112012
20122013
20132014
TAMU
Total*
Cognitive
Knowing
3.53 3.47 3.51 3.55
3.52
3.62 3.65 3.65 3.68
3.65
3.75 3.81 3.80 3.74
3.78
3.61 3.61 3.63 3.64
3.62
Cognitive
Knowledge
3.60 3.59 3.57 3.64
3.60
3.68 3.67 3.65 3.64
3.66
3.74 3.74 3.80 3.79
3.77
3.66 3.65 3.66 3.66
3.66
Intrapersonal
Identity
4.12 4.14 4.15 4.12
4.13
4.25 4.20 4.19 4.14
4.20
4.23 4.13 4.23 4.26
4.22
4.20 4.17 4.18 4.15
4.18
Intrapersonal
Affect
3.64 3.71 3.74 4.12
3.80
3.77 3.87 3.83 4.13
3.89
3.90 3.92 3.98 3.99
3.95
3.75 3.82 3.83 4.11
3.87
Inter. Social
3.76 3.68 3.80 3.74
Responsibility
3.75
3.79 3.71 3.71 3.73
3.74
3.85 3.77 3.85 3.87
3.84
3.79 3.71 3.77 3.75
3.76
Inter. Social
Interaction
3.49 3.44 3.47 3.30
3.43
3.55 3.53 3.50 3.46
3.51
3.74 3.66 3.68 3.72
3.70
3.56 3.51 3.53 3.43
3.51
Well-Being
3.75
—
—
—
3.75
3.84
—
—
—
3.84
3.87
—
—
—
3.87
3.81
—
—
—
3.81
Global
Citizenship
3.54
—
—
—
3.54
3.70
—
—
—
3.70
3.84
—
—
—
3.84
3.67
—
—
—
3.67
*TAMU Total indicates the mean score across all years for each student standing within each GPI scale.
11
References
Texas A & M University. (2009). Teaching and Learning Roadmap Committee Report.
Retrieved from Texas A & M University, Teaching-Learning Roadmap Committee
Charge Web site: http://provost.tamu.edu/academic-master-plan/teaching-learningroadmap/documents/TLRCReport2009Jun19.pdf.
12