Current Issue: Mastery: The Journal of Competency-Based Education
eISSN: 3068-6067
doi.org/10.70175/masteryjournal.2025
Volume 1 Issue 1 - Forthcoming
Research Advances Section
Received September 23, 2025; Accepted for publication October 7, 2025; Published Early Access October 9, 2025
Title: Cross-Cultural Competency Development Through Service-Learning
and Community Engagement
Authors: Jonathan H. Westover, Western Governors University
Abstract: Cross-cultural competency has emerged as a critical capability for organizations operating in increasingly diverse and globalized contexts. This article examines how service-learning and community engagement initiatives develop cross-cultural competencies among employees, students, and organizational members. Drawing on empirical research from educational, corporate, and nonprofit sectors, the analysis explores the mechanisms through which structured community engagement builds cultural intelligence, perspective-taking abilities, and adaptive behavioral repertoires. The article presents evidence-based frameworks for designing effective service-learning programs, documents quantifiable organizational and individual outcomes, and offers practical guidance for practitioners seeking to enhance cross-cultural capabilities within their institutions. By integrating academic scholarship with real-world implementation examples, this article demonstrates that well-designed service-learning experiences can accelerate cross-cultural competency development while simultaneously addressing community needs and advancing organizational objectives.
Keywords: Cross-cultural competency, service-learning, community engagement, cultural intelligence, experiential learning, diversity and inclusion, intercultural development, organizational learning, reciprocal partnerships, global leadership
doi.org/10.70175/masteryjournal.2025.1.1.2
Suggested Citation:
Westover, Jonathan H. (2025). Cross-Cultural Competency Development Through Service-Learning and Community Engagement. Mastery: The Journal of Competency-Based Education, 1(1). doi.org/10.70175/masteryjournal.2025.1.1.2
Research Advances Section
Received September 25, 2025; Accepted for publication October 6, 2025; Published Early Access October 8, 2025
Title: Measuring Long-Term Community Impact Beyond Academic Semesters
Authors: Jonathan H. Westover, Western Governors University
Abstract: Community-engaged learning initiatives have become central to higher education's civic mission, yet institutional measurement practices often conclude when academic semesters end. This temporal mismatch between short-term educational cycles and long-term community development creates significant gaps in understanding authentic impact. Research demonstrates that meaningful community outcomes frequently emerge 12–36 months after initial university partnerships, well beyond traditional assessment windows. This article examines the organizational and relational challenges inherent in longitudinal impact measurement, synthesizes evidence on consequences of assessment misalignment, and presents practitioner-oriented frameworks for extending evaluation timelines. Drawing on cross-sector examples from universities, nonprofit organizations, and community development initiatives, the article outlines sustainable approaches including participatory evaluation models, distributed data stewardship, and relationship-centered accountability systems that honor both academic calendars and community timelines.
Keywords: community-engaged learning, longitudinal evaluation, community impact measurement, university-community partnerships, participatory evaluation, service-learning assessment, civic engagement, partnership sustainability, community capacity building, relational accountability
doi.org/10.70175/masteryjournal.2025.1.1.1
Suggested Citation:
Westover, Jonathan H. (2025). Measuring Long-Term Community Impact Beyond Academic Semesters. Mastery: The Journal of Competency-Based Education, 1(1). doi.org/10.70175/masteryjournal.2025.1.1.1