Abstract
Due to trends in internationalization, today’s higher education institutions are increasingly establishing intercultural competence as a key learning outcome for college graduates; yet, assessment of students’ capacities for intercultural competence at an institutional level remains relatively rare. This conceptual article draws upon the Wabash National Study of Liberal Arts Education to show the value of qualitatively and holistically assessing how students develop intercultural competence throughout their college experiences. Through a detailed example of using a qualitative, holistic approach to assessing intercultural competence, this article offers a concrete way to better understand how prepared students are to meet the demands of global citizenship.
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