BIOGRAPHY – DARLAK. DEARDORFF
Darla K. Deardorff is currently executive director of the Association of International Education Administrators, a national professional organization based at Duke University, where she is an adjunct faculty member in the Program in Education and affiliated faculty in International/Comparative Studies. In addition, she is an adjunct professor at North Carolina State University and at Middlebury Institute of International Studies at Monterey (formerly Monterey Institute of International Studies), a visiting professor at Meiji University Research Institute of International Education (RIIE) in Japan as well as at Nelson Mandela Metropolitan University in South Africa, and visiting faculty at Shanghai International Studies University (SISU) in China. Dr. Deardorfff has served on faculty of Harvard University’s Future of Learning Institute as well as Harvard University’s Global Education Think Tank, in addition to being on faculty at the prestigious Summer Institute of Intercultural Communication in Portland, Oregon. She has also been affiliated faculty at University of North Carolina – Chapel Hill, and Leeds Beckett University (formerly Leeds- Metropolitan) in the United Kingdom. She receives numerous invitations from around the world (in over 25 countries including in Europe, Latin America, Africa, Australia and Asia) to speak on her research and work on intercultural competence and international education assessment and is a noted expert on these topics, being named a Senior Fulbright Specialist (to South Africa). She has been the keynote speaker for numerous conferences around the world including the ANIE Conference in Rwanda; SIETAR Japan Conference; ISANA Conference in Australia; CERCLL Intercultural Competence Conference in the US, ICC Global Conference in Salzburg, Austria; Intercultural Horizons Conference in Siena, Italy; as well as other conferences in China, Argentina, Mexico, Germany, Canada, Ireland, Colombia, South Africa, the Netherlands and the United States. In May 2012, Dr. Deardorff was the commencement speaker at Bridgewater College in Virginia, US.
Dr. Deardorff has published widely on topics in international education, global leadership and intercultural learning/assessment and has published six books including as editor of The SAGEHandbook of Intercultural Competence (Sage, 2009) as well as lead editor of The SAGE Handbook of International Higher Education (Sage, 2012) with Hans de Wit, John Heyl and Tony Adams, Building Cultural Competence (Stylus, 2012) with Kate Berardo and co-author of Beneath the Tip of the Iceberg: Improving English and Understanding US American Cultural Patterns (University of Michigan Press, 2011). She is also author of the recently published book on Demystifying Outcomes Assessment for International Educators: A Practical Approach (Stylus, 2015) and co-editor of Intercultural Competence in Higher Education: International Approaches, Assessment, Application (Routledge, 2017) with Lily Arasaratnam-Smith. She is currently working on her seventh book, Leading Internationalization (Stylus, forthcoming) with Harvey Charles.
Dr. Deardorff has worked in the international education field for over twenty years and previously held positions at North Carolina State University and the University of North Carolina–Chapel Hill where she has had experience in study abroad, international student services, cultural programming, and ESL teaching/teacher training. She is also an ESL instructor and teacher trainer with over twelve years of experience and has lived, taught and worked in Germany, Japan, and Switzerland. An Educator for Duke Corporate Education and a trainer for the EAIE Academy in Europe, Dr. Deardorff is an experienced cross-cultural trainer and coach and conducts training for non-profits, corporations and educational institutions. She is a consultant for numerous universities and organizations around the world on topics related to intercultural competence development and assessment, global leadership, teacher education, and internationalization. One of her recent consultant projects was for UNESCO on comparative perspectives on intercultural competence which resulted in an invitation to speak at the first UN World Forum on Intercultural Dialogue, held in Baku, Azerbaijan, as well as at UN-related events in Doha, Qatar and Belgrade, Serbia. She is also working as a consultant with the OECD, AFS International, and International Baccalaureate. She is founder of ICC Global, a global network of researchers on intercultural competence.
Dr. Deardorff holds a master’s and doctorate from North Carolina State University where she focused on international education. Her dissertation, focused on the definition and assessment of intercultural competence, has drawn national and international attention and her intercultural competence models developed through her research are being used worldwide by such organizations as the Bertelsmann Foundation in Germany, Cariplo Foundation in Italy, Sodexo, and NVAO in Europe. She can be reached at firstname.lastname@example.org.
For a succinct summary of Dr. Deardorff’s seminal work on intercultural competence, see http://www.nafsa.org/_/file/_/theory_connections_intercultural_competence.pdf
In the media:
For a 2017 interview on FreshEd:
For a 2016 interview on Mezun TV (Turkey): http://www.mezun.tv/expert-opinion-discussions-on-higher-education/aeia-icra-direktoru-dr-darla-deardorff-ile-uluslararasilasma-uzerine-soylesi/
For 2015 talk at Nelson Mandela Metropolitan University Business School in Port Elizabeth, South Africa: https://www.youtube.com/watch?v=_W2PNtoJWHU
For 2013 interview on Chinese TV (14 min. into the program on Azerbaijan and World Forum): http://www.m1905.com/video/play/713998.shtml
For a 2012 interview with Dr. Deardorff on the value of intercultural competence at higher education institutions: http://www.academicimpressions.com/news/international-student-success-missing-piece?qq=13409h441768jK202
Other related links:
Quote in Huffington Post: http://www.huffingtonpost.com/entry/campuses-flourish-when-teachers-travel_us_59a4595ce4b0a62d0987b13f
Inside Higher Ed: https://www.insidehighered.com/news/2017/02/24/survey-international-students-asks-what-theyd-their-professors-improve
Chronicle of Higher Education: http://www.chronicle.com/blogs/worldwise/a-failure-to-capitalize-on-globalization/33965
See other pages for Invited Talks, Publications and Teaching Experience
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The Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization at Institutions of Higher Education in the United States
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|Title:||The Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization at Institutions of Higher Education in the United States|
|Author:||Deardorff, Darla K.|
|Advisors:||John Pettitt, Committee Co-Chair|
George Vaughan, Committee Co-Chair
Deborah Luckadoo, Committee Member
Timothy Luckadoo, Committee Member
|Abstract:||The purpose of this study was to determine a definition and appropriate assessment methods of intercultural competence as agreed upon by a panel of nationally-known intercultural experts. This information was validated by a sample of higher education administrators and can be used by administrators in identifying and assessing intercultural competence as a student outcome of internationalization efforts. The process and procedures used to develop and validate this information were a 3-round Delphi technique involving the intercultural experts, along with an institutional questionnaire to higher education administrators involved in internationalization efforts. The Delphi technique is a reiterative, interactive process between a researcher and a panel of experts, often with the goal of reaching consensus among panelists. Three rounds of questions were communicated to the panel through the use of electronic mail. Experts generated and submitted definitions of intercultural competence, refined those definitions, and reached some agreement on key elements of intercultural competence and appropriate assessment methods. In addition, higher education administrators participated in the final round of the Delphi to indicate their acceptance or rejection of the data developed by the intercultural experts. Conclusions made from this study include identified elements of intercultural competence and assessment methods upon which both the intercultural experts and administrators agreed, resulting in the first study to document consensus on intercultural competence. Primary findings include a preference for a general definition of intercultural competence among both experts and administrators. Moreover, the definition of intercultural competence continues to evolve as scholars refine the term further through on-going research. Both groups agreed that it is possible to assess degrees of intercultural competence and in so doing, that it is best to use a mix of quantitative and qualitative methods to assess intercultural competence, including interviews, observation, and judgment by self and others. Two models of intercultural competence, along with an assessment guide on intercultural competence, are presented based on the findings of the study.|
|Discipline:||Adult and Community College Education|
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