Between Dec 19, 2024 and Jan 2, 2025, datasets can be submitted to DRUM but will not be processed until after the break. Staff will not be available to answer email during this period, and will not be able to provide DOIs until after Jan 2. If you are in need of a DOI during this period, consider Dryad or OpenICPSR. Submission responses to the UDC may also be delayed during this time.
 

Student Learning on Faculty-Led Study Abroad: A Qualitative Study of Stakeholder Views

Loading...
Thumbnail Image

Persistent link to this item

Statistics
View Statistics

Journal Title

Journal ISSN

Volume Title

Title

Student Learning on Faculty-Led Study Abroad: A Qualitative Study of Stakeholder Views

Published Date

2019-05

Publisher

Type

Thesis or Dissertation

Abstract

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.

Description

University of Minnesota Ph.D. dissertation. 2019. Major: Organizational Leadership, Policy, and Development. Advisor: Deanne Magnusson. 1 computer file (PDF); 243 pages.

Related to

Replaces

License

Collections

Series/Report Number

Funding information

Isbn identifier

Doi identifier

Previously Published Citation

Other identifiers

Suggested citation

Schlarb, Mary H.. (2019). Student Learning on Faculty-Led Study Abroad: A Qualitative Study of Stakeholder Views. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/206386.

Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use. Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories.