全球胜任力（Global Competence）是当前高等教育国际化进程中一个越来越受到关注的人才培养指标和质量内涵，但是关于全球胜任力的概念界定目前还没有形成统一的共识。全球胜任力本身就是一个多变量、多因素构成的复杂概念，厘清全球胜任力的要素结构关系和情境行为特征对于推进相关理论研究和实践探索具有重要意义。本研究基于清华大学自2016年实施全球战略以来的全球胜任力培养实践，从学校在培养环节以及学生在学习过程中面临的挑战和困惑出发界定研究问题，运用行为事件访谈、典型项目分析和小组访谈等质性研究方法，将研究视角拓展到情境行为层面，分析从知识能力到情境行为的转换发展过程以及不同阶段行为特征，并从以下方面开展研究工作：第一，本研究运用心理学的三元交互决定论作为理论基础和分析框架，对挑选出来的本硕博不同学位层次的学生在多元文化情境中的亲身经历事件展开多案例研究。结果表明，在全球胜任力情境行为的发展过程中要素之间呈现动态交互关系，知识能力的习得是全球胜任力的开端和基础，自我效能是全球胜任力的核心和关键，是推动从知识层面到情境行为转换的驱动因素，行为是全球胜任力的外在呈现。学生自我效能的建立和形成需要学校层面和学生层面的协同探索和共同努力。第二，在多案例研究的基础上，本研究又通过对典型项目分析和小组访谈，概括出学生全球胜任力情境行为发展过程大致分为习得阶段、转换阶段和提升阶段，每个阶段呈现出不同特征和培养侧重点。全球胜任力的发展不仅仅是转换生成的过程，也是一个打开思维的自我驱动的过程，可以促进自我效能的稳步提升、关键素养的培养历练和价值信念的塑造形成。本研究认为全球胜任力培养应从学校层面和学生层面共同探索，形成协同发展、相互促进的全球胜任力培养的整合效应。从学生层面要提升自主培养的意识和能力，建立和增强自我效能。从学校层面要推进整合性培养，把全球胜任力培养目标、培养环节融入学生的培养方案，并在更大范围内形成共识，共同为实现人类命运共同体理念和中华民族的伟大复兴培养更多具有全球胜任力的人才。

Global competence is a qualitative measure of talent cultivation that has increasingly received more consideration in the current process of higher education internationalization. Nonetheless, the conceptual definition and composition of global competence lacks a unified understanding. Global competence is composed of complex variables and multiple factors. It is of great significance to identify and clarify the relationships within the various components and characteristics of contextual behavior of global competence for the promotion of related theoretical analysis and practical exploration.This research is based on the practice of Tsinghua University's global competency training since the implementation of the Global Strategy in 2016. It defines the research topic from the challenges faced by the university during the training process and difficulties faced by students in learning and practice. By primarily conducting qualitative research methods, such as Behavioral Event Interview (BEI), Typical Project Case Analysis and Focus Group Discussion, the research paper aims to analyze the transformation and development process from knowledge literacy to contextual behavior and the characteristics of different stages, and carry out research from the following aspects.First, multiple case studies were conducted on the personal experiences and contextual behavior process of selected undergraduate, master and doctoral students in multicultural surroundings. By using the Triadic Reciprocal Determinism(TRD) of psychology as the theoretical basis and analytical framework, this research puts forward that the relationships of various components in the process of contextual behavior is of dynamic interaction, in which acquisition of knowledge and abilities and the cognitive system forms the beginning and foundation of global competence, and self-efficacy is the core element as the driving factor that promotes the transformation from cognition to performance. The behavior system reflects the external manifestation of global competence. And the establishment and formation of self-efficacy requires collaborative exploration and joint efforts at both university and student level.Second, this research paper applies typical project case analysis and focus group discussion to summarize that the contextual behavior of global competency development process is roughly divided into the acquisition phase, the conversion phase and the improvement phase. In addition, each phase demonstrates various characteristics. The development of global competence is not only a process of transformation and progression, but also a process of self-motivation to broaden one’s way of thinking, steadily improve self-efficacy, and promote the cultivation of key competences and the formation of values and beliefs.This research paper hypothesizes that global competency training should be explored at the university level and student level to form a more integrated effect. From the student level, it is necessary to enhance the awareness and ability of self-cultivation, establish and improve self-efficacy. From the university level, it is of utmost importance to promote integration of all-round training into the whole process of talent cultivation, and to build consensus on a larger scale. These aspects of various levels jointly contribute to the cultivation of more talents with global competence with a view to achieving the realization of a community with a shared future for mankind and national rejuvenation.