Using the BEVI in Aurora Competence Framework Evaluation

Using the BEVI in the Aurora Competence Framework John Style URV

THE STRUCTURE OF THE PRESENTATION Evaluating the Impact of Education What does the BEVI test? The Form of the Test The Results of the Test Equilintegration Theory and the EI Self Uses of the BEVI in Aurora

Evaluating the Impact of Education Is the student's subjective evaluation / questionnaire sufficient? Objective test Is it enough to evaluate only after the fact? Comparison before and after Surface validity Face validity Is it possible to compare with other programs and non- participating students? Yes/No?

Global Competencies measurement Visible part (Explicit) knowledge Skills Easy Emotions Difficult Motivation Invisible part (Latent) Values BEVI Very difficult Belief Desire Study abroad, etc. Transformative Learning

The Form of the test Web-based (takethebevi.com) 20 background questions (age, gender, nationality, number of countries visited, etc.) 185 questions regarding psychological characteristics Includes questions with low surface validity / data accuracy verification Choose from a 4-step Likert scale 3 Qualitative questions Student receives an Individual Report Administrator can generate Group Reports

The Results of the Test Pre-entry Freshmen Students at Orientation (N = 690) Highly Diverse, Mostly Junior/Senior, Undergraduate Leaders (N = 38)

The Results of the Test The Decile Group Profile

Results Indications on Sociocultural Openness Correlation Matrix Findings Above .40 Between Sociocultural Openness and Other BEVI Scales Needs Closure (-.90) Ecological Resonance (.88) Socioemotional Convergence (.82) Basic Closedness (-.81) Identity Closure (-.71) Emotional Attunement (.77) Socioreligious Traditionalism (-.62) Hard Structure (-.58) Negative Life Events (-.57) Divergent Determinism (-.50)

Indications on Sociocultural Openness 2 Results Interpreting Correlation Matrix Findings: Overall, individuals high on Sociocultural Openness

Equilintegration Equilintegration (EI) Theory (EI) Theory EI Theory draws upon a wide range of theoretical, empirical, and applied perspectives to account for the dialectic process between the transmission and internalization of beliefs and values, and constituent aspects of self-regulation, content, structure, affect, attribution, and development EI theory explain[s] the processes by which beliefs, values, and worldviews are acquired and maintained, why their alteration is typically resisted, and how and under what circumstances their modification occurs the BEVI is designed to identify and predict a variety of developmental, affective, and attributional processes and outcomes that are integral to EI Theory (Shealy, 2004, p. 1075).

The EI Self

Uses of the BEVI in Aurora Giving Teachers valuable information about the psychological make-up of their groups at the start of the course. Detecting potential for conflict between sub-groups in a class, in order to avoid it. Detects change in a group during and after an educational experience. Detects when a course/subject/experience has produced the expected change in a group. Allows longitudinal tests to measure change within classes or institutions. Allow accurate group portraits of the different parts of an institution, from which to guide policy and strategy in encouraging more open, engaged students. In discussion with student groups, it encourages students to reflect on the complexity within their class and be more tolerant. Generating Research on Programme Planning, Course Development, Mobility Programmes, Transformational Learning initiatives, Competence Acquisition

Availability of the BEVI in Aurora Thanks for your attention NB.1 The BEVI is available to ALL Aurora universities for free for the duration of the first phase of the European Universities project. NB.2. The URV will organize training courses for BEVI administrators in collaboration with The BEVI team. John Style URV john.style@urv.cat