Education Commons^™

The American Student Abroad And The Perceived Impact In The Local Community, Emily Gaul

Master's Theses

The internationalization of higher education has contributed to the increase of American students studying abroad. Students studying abroad do have an impact the local host communities’ social, economic and cultural traditions. Although, students may or may not be aware of the consequences, both negative and positive, of their impact. This research sought to examine the perceived impact by both alumni and local faculty of a small program in Tanzania. Alumni were reflective on their experience in regards to how they wavered between feeling like a tourist and feeling more connected to the community. Alumni and local faculty both felt that …

A Thematic Analysis Of Study Abroad Programs In Community College Institutions In The U.S., Christina Parker

Master's Theses

The following study focuses on community colleges and the textual website

materials they present regarding study abroad programs in order to illuminate the congruence between the overall community college mission of accessibility and the information presented on their study abroad websites. The text was evaluated by utilizing a thematic analysis coupled with multiple case studies and then further examined through the theoretical lenses of academic capitalism, institutional isomorphism, and universalism. The analysis of the text indicated that institutions are offering these programs for a combination of reasons, including institutional legitimacy, institutional revenue, and attempted student accessibility. The most significant deduction …

Pace, Academic Progress, And The Antecedents Of Student Motivation, Aaron Randall Hiatt

Master's Theses

The research examined the impact of the pace requirement of the 2010 program integrity legislation at a single graduate institution to gauge its potential for fulfilling the legislation’s stated purpose of increased likelihood of student success. The study determined that there have been changes in registration behavior (particularly in course drop behavior that reduces the number of credits calculated as attempted each semester) since the case institution introduced the pace requirement in Fall 2011. An increase in course completion efficiency was also found. The doctoral candidacy qualifying phase was singled out for a more refined examination, which was loosely tracked …