Are our efforts worthwhile? international students’ perceptions of a project-based program designed to internationaize higher education.
2009-02
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Are our efforts worthwhile? international students’ perceptions of a project-based program designed to internationaize higher education.
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2009-02
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Abstract
This qualitative research focuses on international students’ perspectives on a
project-based program designed to internationalize higher education. King and Baxter-
Magolda’s (2005) Developmental Model of Intercultural Maturity and Mezirow’s
(1991) Transformative Learning Theory were applied to analyze reflective essays
written by 60 international students who had led a Culture Corps project, and to 16
semi-structured interviews with past and present Culture Corps project leaders. Culture
Corps is a program designed to “help the university community learn through the
experience and knowledge of international students at the University” (ISSS, 2007) and,
through this program, a diverse variety of events designed to internationalize higher
education have been implemented every semester since 1999. Primary, secondary, and
tertiary findings suggested that international students can benefit both personally,
academically, and in future careers through the experience of having led a Culture
Corps project. Personal and professional contacts made within and outside the academic
community were strong themes, suggesting the importance of encouraging international
students’ involvement in programs like Culture Corps. International students also
mentioned increasing their skills in many areas such as language, leadership, and
teaching skills. Students frequently mentioned gaining confidence as a result of leading
a project, and also a consistent appreciation for any financial benefits that were
awarded. The reach of the program, however, remains minimal, as it was determined
that approximately 1 percent of international students in the study university’s campus
have led a Culture Corps project. This suggests that there is much work to be done, and This qualitative research focuses on international students’ perspectives on a
project-based program designed to internationalize higher education. King and Baxter-
Magolda’s (2005) Developmental Model of Intercultural Maturity and Mezirow’s
(1991) Transformative Learning Theory were applied to analyze reflective essays
written by 60 international students who had led a Culture Corps project, and to 16
semi-structured interviews with past and present Culture Corps project leaders. Culture
Corps is a program designed to “help the university community learn through the
experience and knowledge of international students at the University” (ISSS, 2007) and,
through this program, a diverse variety of events designed to internationalize higher
education have been implemented every semester since 1999. Primary, secondary, and
tertiary findings suggested that international students can benefit both personally,
academically, and in future careers through the experience of having led a Culture
Corps project. Personal and professional contacts made within and outside the academic
community were strong themes, suggesting the importance of encouraging international
students’ involvement in programs like Culture Corps. International students also
mentioned increasing their skills in many areas such as language, leadership, and
teaching skills. Students frequently mentioned gaining confidence as a result of leading
a project, and also a consistent appreciation for any financial benefits that were
awarded. The reach of the program, however, remains minimal, as it was determined
that approximately 1 percent of international students in the study university’s campus
have led a Culture Corps project. This suggests that there is much work to be done, and many potential gains to be experienced as a result of more consistent, cohesive
internationalization efforts that involve the entire university. Implications for research,
policy, and practice were also addressed.
Description
University of Minnesota Ed.D. dissertation. February 2009. Major: Educational Policy and Administration. Advisor: Dr. Darwin D. Hendel. 1 computer file (PDF); xiv, 194 pages, appendices A-D.
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Chaparro, Debra Payne. (2009). Are our efforts worthwhile? international students’ perceptions of a project-based program designed to internationaize higher education.. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/48531.
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