ABSTRACT
This chapter presents a research-based methodology for outlining what might be called an 'atomised' or 'disaggregated' approach to articulating and assessing intercultural competence. It describes why intercultural competence must be broken down and assessed piece by piece and why single methods or single inventories will always remain insufficient. Disaggregating the Deardorff Process Model of Intercultural Competence and presenting it provides a number of benefits to the process of assessment. It also displays the remarkable complexity of intercultural competence which in turn explains why it is impossible to assess intercultural competence as a single construct or with any single instrument and at any single moment. Indeed, the table immediately conveys the necessity of determining which specific aspect of intercultural competence one wishes to focus on and, as such, the table makes it easier to prioritise the various aspects of intercultural competence, based upon one's overall mission, goals, and purposes of course, programme, or institution.
