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ITF Evaluation Study, 2010 16This study adds to the growing research literature on internationalizing higher educationby comparing the practical processes and challenges across three different universities in theUS and the UK. The limitations of this study include the small number of institutionsinvestigated; therefore, we hope the method we have provided may guide future research inother universities around the world. The effort to implement international perspectives anddevelop a global imagination with a capacity to establish how knowledge is linkedinternationally (Rivzi, 2001) is in its infancy at our own university. Learning from otherinstitutions that are in the change process is invaluable for all of us who are invested in thecomplex and contextual paths of internationalizing the campus experience.Global Perspectives InventoryAcross the United States, colleges and universities are increasingly giving voice tocampus internationalization. UTSA is no exception. Reaching out to learn about and learn fromglobal experiences, however, is only one of several components that are integral to building aglobal campus. The benefits of these endeavors cannot be fully realized if UTSA does notbalance its efforts with focused and consistent assessment practices. This study examined theglobal worldviews of the UTSA campus community, using The Global Perspectives Inventory(GPI; Braskamp, Braskamp, & Merrill, 2009) to gather data from students, faculty, andadministration/staff.MethodologyGlobal Perspectives InventoryThe Internationalization Task Force selected the Global Perspectives Inventory (GPI;Braskamp, Braskamp, & Merrill, 2009) to capture the current status of UTSA’s globalworldviews. The inventory is a 46 item self-report survey that measures an individual’s globalperspective, with a focus toward cultural considerations. Participants rate items on a 5- pointscale, ranging from 5 (Strongly Agree) to 1 (Strongly Disagree). Global perspectives arereflected by higher numerical values (Braskamp, 2009). The survey authors believe that humandevelopment cannot be viewed in a vacuum, but must be seen from a holistic perspective thatencompasses cognitive, intrapersonal, and interpersonal domains (Kegan, 1994). Thesedomains are directly related to developmental questions that individuals, especially youngadults, continually ask themselves such as How do I know?, Who am I?, and, How do I relate toothers?, respectively (Braskamp, Braskamp, & Merrill, 2009). The domains may be visualized asinterlocking circles that represent the intersecting sociocultural and communicationcomponents that are integral to the negotiation of cross-cultural experiences in a globalsociety.Three additional GPI scales were incorporated into the study. They included the Well-Being, Global Citizenship, and the Community dimension of a set of sociocultural environmentalscales (Braskamp, 2009). The seven GPI items most highly correlated with the College StudentWell Being instrument (Walker, as cited in Braskamp, Braskamp, & Merrill, 2009) comprise theWell-Being scale. The “I view myself as a global citizen” item most highly correlates with ninespecific GPI statements on which the Global Citizenship scale is based. The Community scalefocuses on the collegiality evidenced amongst the campus community constituents, as reflectedin the research of Braskamp, Trautvetter, and Ward (2006).Participants