Browsing by Subject "study abroad"

Now showing 1 - 6 of 6
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    Creative Minds Abroad: How Design Students Make Meaning of Their International Education Experiences
    (2016-05) Johnson, Rachel
    The purpose of this study is to explore the ways in which students majoring in a design discipline make meaning of their study abroad experiences in relation to their creativity and creative design work. Students and recent alumni from the College of Design (CDes) at the University of Minnesota-Twin Cities (UMTC) who had studied abroad formed the population of interest. Mezirow’s (1991) transformative learning theory is at the center of this epistemologically constructionist study’s theoretical framework, and is combined with the intergroup contact theory (Allport, 1954; Pettigrew, 1998), the systems perspective on creativity (Csikszentmihalyi, 1988), and motivated cultural cognition (Chiu et al., 2000; Chiu & Hong, 2005) to form an integrated conceptual model. The model proposes a rationale for how study abroad is meaningful for design student sojourners. A variant of Brinkerhoff’s (2006) success case method (SCM) was used to select study participants. A recruitment survey was sent to the entire population of interest, and then, based on the survey responses, information-rich interview participants were selected; therefore, the majority of the study data is qualitative. Both the survey instrument and the interview protocol were independently developed by the researcher. Blogs and designs created by the interview participants were used to triangulate information from the survey and interviews. The findings are organized by research question, and focus on four distinct yet related lines of inquiry: students’ expectations for the study abroad experience; the ways they describe the learning they experienced; the ways they make meaning of the experience in relation to their creativity; and the ways it influenced their future aspirations or plans. The key findings of the study relate to the process of making meaning of the learning experience, and include: the value of engaging with a culture mentor who has deep knowledge of both the host culture and design; the importance of experiencing, firsthand, the reciprocal relationship between culture and design; and the ability to borrow and apply concepts and processes from the study abroad host culture into new and creative designs.
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    The Engagement of Multicultural Student Affairs Staff in the Internationalization of Connecticut Higher Education Institutions
    (2016-12) Gorlewski, Emily
    The rise in diversity and the increasing internationalization of United States higher education institutions are well established. In order to deal with these phenomena, areas of practice for multicultural education and internationalization have arisen. In the past few decades there have been calls for practitioners within these two separate areas to work together toward common goals. The purpose of this study was to explore the engagement of multicultural student affairs professionals in the internationalization of the selected higher education institutions in which they work. This study used a basic qualitative methodology, consisting of interviews and observation, to investigate how a selected group of multicultural educators in the state of Connecticut defined and described internationalization, what internationalization activities they did and did not engage in, and their motivations and barriers to engagement. The investigation found that not all of these professionals were familiar with the term “internationalization,” but all were able to define it. Their definitions had to do with student mobility, globalization, a broader perspective, and one more comprehensive definition, though many focused on international students coming to the United States. The participants were all engaged in internationalization to some extent. This engagement occurred at all institutional levels, the most common being the individual student level through student and student organization advising, as well as programming for students. The participants’ motivations to engage were philosophical, personal, and practical. They were motivated by their beliefs and values, their backgrounds as immigrants or study abroad students, and the practical needs of their students. The origins of their engagement were most often student based, though the professionals also initiated the activities themselves or were invited by colleagues or administration. The participants’ efforts or desires to engage more in internationalization activities were hindered by a lack of time and personnel, their own or others’ perception that this was not part of their job, as well as perceived cultural and financial barriers. Most participants did desire to engage more in internationalization activities, but were unable to due to these factors. Future research on this topic is warranted, as is further research on multicultural student affairs in general. The effects of recent, race-related events on U.S. campuses should be taken into consideration and studied further as well. As increasing diversity and globalization continue in U.S. higher education, further research into collaborations between practitioners of multicultural and international education will also be needed. Upper administration in higher education institutions should support both multicultural education and internationalization efforts. This would include promoting the internationalization of multicultural education and multicultural transformation of international education. Training should be provided for practitioners in both of these areas and other personnel across the institution. The administrative structures responsible for managing the processes of internationalization and multicultural transformation should be brought closer together administratively and physically, but remain separate so that their individual missions are not diluted.
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    "Global Competency and International Mindedness in LIS Education"
    (Journal of Education for Library and Information Science, 2021) Engseth, Ellen
    This article discusses the role of the global competency framework within library and information studies professional education, explores the relevant literature, and places the framework in context of equity, diversity, and inclusion as well as other relevant areas of the field. The author posits that the knowledges, skills, and attitudes of the global competency framework contribute through international mindedness to equity-centered education within library and information studies.
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    A Post-Intentional Phenomenological Exploration of Undergraduate Students’ Understanding of Global Leadership Through Short-Term Study Abroad Leadership Courses
    (2023-05) Witt, Evan
    Many colleges and universities within U.S. higher education make claims about their graduates understanding global leadership. In addition, American higher education has a unique opportunity to promote global leadership to help address our world’s most pressing issues, including education and healthcare disparities, violence towards those with marginalized identities, climate change, wars, and more. There are limited methods that provide students with the learning and development needed to have an understanding of global leadership. Short-term study abroad leadership courses are an emerging practice which aim to increase students’ understanding of global leadership, yet little is known about students’ experiences.Utilizing a post-intentional phenomenological framework, this qualitative study seeks to explore how the phenomenon of undergraduate students’ understanding of global leadership may take shape through their participation in short-term study abroad leadership courses. A secondary research question explores how might the particular context of short-term study abroad leadership courses provoke students’ understanding of global leadership. Interviews with a diverse sample of twelve students, representing three institutions from current students through alumni, were explored in addition to researcher post-reflexion and thinking with theory to produce an understanding of global leadership through participation in short-term study abroad leadership courses. Four key productions of the phenomenon were found including developing a leadership identity, influences of experiences, perceived impact of short-term study abroad courses on understanding of global leadership, and application of global leadership. Based on these productions of the phenomenon, recommendations and approaches for practice, policy, and research are provided.
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    Self-Awareness of Identity for Social Justice: A Case Study of a Pre-medical Study Abroad Program
    (2015-05) Plager, Wendy
    This paper explores the relationships students make between their identities, what they learn abroad, and their future career by focusing on 10 pre-medical students participating in a two week study abroad program to South India. Coming from a critical constructivist paradigm, the data for this case study was gathered through interviews before and after their trip. This paper adds new understandings to the existing study abroad literature by examining a unique student population, and to the literature on student identity by investigating this specific program's effects on students' perceptions of themselves and their futures. Findings were broken into three major themes related to students' identity and learning; their experiences, evolving understandings, and expressions of change. Analysis revealed the importance of intentionally reflecting with students about their personal identities and values as it relates to their experiences abroad and in their future careers. Recommendations include providing more structured reflection upon re-entry.
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    Student Learning on Faculty-Led Study Abroad: A Qualitative Study of Stakeholder Views
    (2019-05) Schlarb, Mary H.
    This is a study of intercultural learning and teaching through study abroad programs at one four-year public higher education institution in the United States. The purpose of this study is to determine stakeholder views of factors influencing student learning in faculty-led study abroad programs. Using a constructivist grounded theory methodology and qualitative methods, the researcher explored with faculty study abroad leaders and returned study abroad students their experiences with intercultural learning, and from the collected data, constructed themes related the two research questions. The first question was: 1) In what ways do student and faculty stakeholders describe the student learning outcomes achieved through participation in faculty-led study abroad programs? Themes related to student learning outcomes include applied learning of course content, professional development, comparative understanding of cultures, personal growth, and understanding of identity-related issues. The second question was: 2) What do faculty and students view as factors influencing student learning outcomes in faculty-led study abroad programs? Key factors suggested by students and faculty related to student-centered teaching and learning, instructor expertise, student behaviors, and institutional support of faculty. Several implications for pedagogy and professional practice in the field of study abroad also emerged from this study. These related to faculty and student mutual definition of student learning outcomes; incorporation of authentic student-centered pedagogical practices, and related faculty professional development. Study findings also illustrate the need for institutional support for faculty engagement in study abroad programs.