<b>FROM STUDENTS TO SYSTEMS: DEVELOPING INTERCULTURAL COMPETENCE IN HIGHER EDUCATION THROUGH LONGITUDINAL ANALYSIS AND CHANGE MANAGEMENT</b>

<p dir="ltr">In an era of increasing globalization and campus diversity, higher education institutions face the dual challenge of fostering intercultural competence (IC) among students and faculty. This dissertation explores two complementary pathways for developing IC: a longitudinal analysis of international students and a systems-level change initiative for faculty and staff. The first study uses quantitative methods and Student Experience in Research Universities (SERU) survey data to examine how international students’ IC evolves over time, disaggregated by cultural clusters. Findings reveal that while international students exhibit higher levels of curiosity in globally focused academic activities, growth across other IC dimensions—such as empathy, communication, and worldview—is uneven and varies by cultural background. The second study applies Kotter’s eight-step change model in an instrumental case study to evaluate an intercultural development initiative involving 639 faculty and staff at a large Midwestern university. Through interviews, document analysis, and Intercultural Development Inventory (IDI) assessments, the study demonstrates how structured change management can embed intercultural learning into institutional culture. Together, these studies underscore the importance of culturally responsive, data-informed, and systemically supported strategies for advancing IC in higher education. The findings offer practical frameworks and policy recommendations for institutions seeking to foster inclusive, globally engaged learning environments.</p>