Jun 11

I am writing from the BEVI (Beliefs, Events and Values Inventory) training in Elizabethtown, Pennsylvania, US. I learned about the BEVI at the Forum on Education Abroad Conference earlier this year.  

While I will be filming Dr. Craig Shealy, founder of the BEVI later today for a future blog posting, I thought I would give you a preview of the training so far.

By way of introduction, the BEVI is designed to assess a number of relevant processes and constructs including (but not limited to):  basic open receptivity to different cultures, religions, and social practices; the tendency (or not) to stereotype in particular ways; self and emotional awareness; and strategies for making sense of why ‘other’ people and cultures ‘do what they do’.  

Dr. Shealy started our certification training by having us actually take the BEVI online.  It took about 40 minutes and we each answered, in strict confidence, a series of questions related to our demographics, personal histories and upbringing.  We were then asked 336 questions about our beliefs, life events and values that required answering with either “strongly agree, agree, disagree or strongly disagree.”  There was no room for being wishy washy – you had to dig deep and answer questions that evoked feelings and emotion, ranging from how you were raised to your opinion about the environment. The BEVI successfully hones in on thoughts we have but don’t necessarily speak to others about.

BEVI emphasizes that there are no right or wrong answers and that there is no judgment attached – it is simply a way to collect information and ultimately create a confidential report that can be used by the reader as a summary of the individual’s world view and how learning can be considered as a result of the BEVI findings. Ultimately, the BEVI looks at who learns what, under what circumstances and to what degree.

Several schools are here for the training – some, simply to explore the tool and how it can be used in a learning environment, while one university is actually having a sample of freshmen take the BEVI at orientation this summer (it is not mandated, but a volunteer request) before the students’ first semester and then having the sample population retake the BEVI at the end of their junior year or beginning of their senior year, to see if and how the group’s world view has changed.  They are also asking participants to create an electronic portfolio, where they can deposit copies of course papers and other pieces of work that related to international, global and multicultural learning.

It seems that the BEVI can be used in a variety of ways:

- looking at world view of a cohort in a class or study abroad/international program (study abroad, service learning abroad, etc)

- a tool for Multicultural and Human Resource offices 

- as an assessment tool , perhaps prior to freshman year and then after an international experience/multicultural focused course

- exploring what type of experience the student may be ready to have, perhaps in an advising capacity (with the student’s permission, obviously, as the BEVI generates a confidential report)

- perhaps as a tool in re-entry workshops

As mentioned earlier, I will soon have a video interview of the BEVI’s founder, Dr. Craig Shealy, so that you can hear more about this new inventory tool.

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Mar 25

I just returned from a  Forum on Education Abroad conference session entitled “Integrating Education Abroad into the Campus Ethos.”  One of the discussion points was re-entry and how schools are supporting students through coursework and campus programs/events. 

This raised a big question for me:  What about the faculty?  (Funnily, when I googled “faculty re-entry issues” I got a bunch of listings about “prisoner re-entry!” Hmmmm?!)

One of challenges that we often face is hearing from our faculty about how hard it is for them to be home and how many days/months/years it is before they can consider a sabbatical so that they can go abroad and conduct research and travel.  One of the most difficult situations in my career was hearing from a faculty member, who literally broke down in tears, unable to articulate how traumatizing it was to be ”home.”   All I could do in that moment was let her cry, which is what she needed to do.

I posed this question to the panel and audience – Are we seeing issues with faculty re-entry and how are we addressing them?

No one in the session, including the panel, had a structured program or plan for faculty facing challenges with this issue.  One of the panelists did contribute that his school required final reports from faculty leading courses abroad and that he often has them meet with the international committe, but that nothing systematic is in place to consider how they are doing upon return.

So, I pose the question to you:  Have you ever experienced faculty dealing with re-entry challenges?  Does your institution have a program in place to assist a faculty member who is readjusting to teaching in the “confines” of 4 walls again, missing the ability to speak a 2nd language 24/7, having trouble explaining the value of the time abroad to a spouse who remained at home to go to work and stay with the kids?

I look forward to your comments.

I will blog about “Day 2″ of the Forum on Education Abroad conference later tonight.  And by the way, for those of you who read last night’s “Day 1″ update, Mexico and Iceland TIED in the friendly soccer game!

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Nov 29
Dr Shiva Aayadurai (from the NY Times article)

Dr Shiva Ayyadurai (from the NY Times article)

The New York Times ran an interesting article over the weekend entitled “Some Indians Find it Tough to Go Home Again.” This article reports that more than 34% of repats found it difficult to return to India. While I found this article illustrated some very useful cultural perspectives, I had some real challenges with the lead into the story.

The Times cites the case of Dr. Shiva Ayyadurai, an extremely talented scientist and entrepreneur who has a variety of impressive degrees from MIT in the US. He was offered a position at the Council of Scientific and Industrial Research (CSIR), a government agency that reports to the Ministry of Science. Apparently, Dr. Ayyadurai left Mumbai at the age of 7 and vowed to “return to help his country.” The article does not state whether he had worked in India for any length of time prior to his position at CSIR, except for a Fulbright experience just prior to the CSIR offer.  The Times states that after 4 months of not receiving feedback or little response from his boss, he forwarded a copy of a proposed business plan/report with his recommendations and impressions of the CSIR to the Council’s scientists, presumably without seeking clearance from his boss to do so. Within days of this action, his email at work was shut down and he was soon told that the offer to hire him was no longer being extended.  The article claims that he then shared his report with journalists and wrote a letter of complaint about his situation to the Prime Minister.

This is where I begin to have a serious problem with this article.  I find it astonishing that Dr. Ayyadurai, such an incredibly brilliant man, approached his role at CSIR without an understanding of the importance of hierarchy in India.  He lived nearly his entire life in the US, was trained in top US universities and had little to no experience working in India, yet no one along the way informed him that India is an incredibly hierarchical society? Did he not realize that distributing a report to the organization that actually criticized the CSIR’s leadership would result in a tremendous backlash?  This immediately sounded a bit too “Jerry McGuire” for me. (“Jerry McGuire” is a film in which Tom Cruise plays a sports agent who writes and distributes a report about his industry that quickly gets him fired.)

I recognize that there are some deeply heated conversations on the internet about this case and the perception of inefficiency in the Indian government;  clearly I don’t know all of the facts. Different news sources state that Dr. Ayyadurai’s boss, Mr. Brahmachari, claims that he never offered a full-time position to Dr. Ayyadurai and that he was instead a contract worker who demanded much higher sum of money than CSIR would ultimately want to spend. He stated that Dr. Ayyadurai broke rules related to decision making in the organization and that resulted in the termination of his “consultancy.”

This case is an unique reminder of the importance of cross-cultural training. With some understanding of his “birth culture,” would it not have been possible for Dr. Ayyadurai to discuss the challenges of the lack of communication from his boss with a trusted local friend or colleague?  Could someone not have illustrated that the lack of a reply WAS indeed a reply? How many times have those of us who have worked in teams with Indian nationals and Non-Resident Indians (NRIs) experienced ‘the unspoken no’ either through avoidance, a verbal response of “maybe” or even a “yes” that is thrown out there to avoid the loss of face? Perhaps Dr. Ayyadurai considered these and still chose to move ahead and share his findings with the masses in an effort to stir up a dialogue about the perceived need to change?  I cannot say for sure.

Having searched the internet about this particular case, I think the best cultural advice comes from an anonymous person who simply stated on a blog, “…An individual cannot just do things his or her way (in India). That will not be acceptable even in the United States or Canada.  Dr. Ayyadurai cannot flash his MIT degrees and attempt to take over the functioning of the CSIR…(he) has to get in and learn the system, get established and find out how to make himself useful. Only then can he expect to do ‘earth shattering things’.”

The  tale of Dr. Ayyadurai reminded me of the language we hear from many Peace Corps volunteers in the early days of their assignments abroad:  I’m going to country X to “help”, I’m going to determine what needs to be “changed” to make things more efficient and “better.”  The way the NY Times positions Dr. Ayyadurai’s situation, I’m not at all surprised that he was part of the 34% that had a difficult time. Going to a country to set an agenda with the intention of “helping” is often a recipe for disaster. Nevertheless, had he been in the US and written a report  that deeply criticized his employing organization’s leadership and sent it to teams on the ground, he should have also expected to be deeply reprimanded, if not fired.

For me, this article was a strong reminder of the importance of observation before encouraging change in a “new, old culture”.  It speaks to the need for style switching and the value of finding a trusted cultural guide on the ground, even if the ground is your country of birth.  It reminds me of the need to carefully consider the desire to “help” and how that can be interpreted.

How do reader’s interpret this NY Times article?  I’m particularly curious about Indian perspectives.  I do hope to hear from you!

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