Education Commons^™

Defining Intercultural Competence: How Four Pre-Service Teachers Developed A More Complex Understanding Of Icc, Elizabeth C. Barrow

Journal of Global Education and Research

This manuscript is one part of a larger exploratory collective case study of pre-service teachers who participated in a student teaching abroad program for one-month in Germany. The objective was to ascertain if and how pre-service teachers with no prior training in intercultural competence (ICC) developed both their understanding and conceptualization of ICC. Data was collected before, during, and after the experience via focus groups, individual interviews, journal entries, and program evaluations. Data was analyzed using a priori codes compiled from Bennett’s (2008) characteristics of affective, cognitive, and behavioral competencies of ICC. Findings from this study indicated that a short-term …

Teaching Inequality In Brazil: A Study Abroad Exploration Of Race, Class, Gender, Sexuality, And Geography, Edvan P. Brito, Anthony J. Barnum

Journal of Global Education and Research

This paper presents and analyzes a case study of a five-week study abroad course called Inequality in Brazil: An exploration of race, class, gender, sexuality, and geography. The course was constructed to teach social inequality in the context of Brazil by using place-based and experiential learning within the framework of critical pedagogy (Freire, 1989). By examining inequality through the lens of culture and geography, students were empowered to become student-teachers in their explorations of race, class, gender, and sexuality as they linked theory to practice and lived experience. This paper provides an example of how study abroad can be …

Reconceptualizing Global Citizenship: Experiences From Women Who Have Studied Abroad, Jessica L. Colston

USF Tampa Graduate Theses and Dissertations

This study used self-curated photo elicitation to express students’ awareness of power, privilege, and identity. The purpose of this qualitative research was to explore how female undergraduate students interacted with their environment and conceptualized a critical understanding of global citizenship. As such, this inquiry asked: (1) To what extent do female undergraduate students from the United States who have participated in a study abroad program develop a critical understanding of global citizenship? (2) How are students’ awareness of power, privilege, and identity reflected in their documentation and narration of their experiences abroad?

Bronfenbrenner’s bioecological systems theory and transnational feminism explained …

Developing Cultural Intelligence: Experiential Interactions In An International Internship Program, Lisa Lambert Snodgrass, Margaret Hass, Mehdi Ghahremani

Journal of Global Education and Research

In recent years, the demand for more culturally competent candidates has risen as employers seek workers highly adaptable to the global marketplace. Study abroad internship programs offer a rich training ground for college students to gain valuable international and intercultural career experience. This study examined the effects of experiential program design on the cultural intelligence of participants in an international internship program. College students from a large Midwestern university were enrolled in an international internship program in Amsterdam, Netherlands; Lima, Peru; or Seoul, South Korea. The program design incorporated principles of Kolb’s Experiential Learning Theory (ELT) to increase student reflection …

Visualization Dynamics And Ideal L2 Self: Exploring L2 Learner Motivation In A Study Abroad Context, Dan Zhong

USF Tampa Graduate Theses and Dissertations

Second language learner motivation research has witnessed a transition from a historically static approach to a more dynamic approach, yielding extensive research during the past decade. Dörnyei (2005, 2009) proposed a vigorous motivation framework, the Second Language Motivational Self System (L2MSS) that highlights the dynamic nature of learner motivation. The L2MSS consists of three main constructs: the ideal L2 self, the ought-to L2 self, and the learning experiences (Dörnyei, 2005). This study uses the L2MSS framework as the theoretical basis to explore learners’ motivation and learning experiences in a study abroad context. Empirical studies using this framework to explore L2 …

Evaluative Case Study Of Stakeholders’ Perspectives About A Service-Learning Abroad Program, Amela Malkic

USF Tampa Graduate Theses and Dissertations

The present case study evaluated a service-learning study abroad program based on the participants’ perspectives. The stakeholders included undergraduate students, University instructors/coaches, and community partners abroad. The main data sources were semi-structured interviews with volunteer participants and descriptive observations. The purpose of the case study was to identify perceived benefits and perceived challenges resulting from participants’ perspectives and to utilize findings for future program enhancement.

Although the themes of the perceived benefits and challenges varied by stakeholder group and their respective roles in the program, some benefits such as career/professional development and exposure to diversity were shared by multiple stakeholders. …

The Influence Of Context On L2 Development: The Case Of Turkish Undergraduates At Home And Abroad, Zeynep Koylu

USF Tampa Graduate Theses and Dissertations

In the field of second language acquisition (SLA), the study abroad context (SA) has gained attention as a site that offers the potential of significant second language (L2) development due to high amounts of input and interaction opportunities compared to at home foreign language (AH) and domestic immersion (IM) contexts (Pérez-Vidal, 2014). In previous research, the SA context has been a country where the L2 is the local language (e.g., English in the United Kingdom). However, with the increase of student mobility programs across Europe, such as ERASMUS, and the status of English as an International Language, another study abroad …

Situated Directives In Italian L2 Service-Learning Encounters, Kristin Cardellio

USF Tampa Graduate Theses and Dissertations

Interaction with local speakers of a second language (L2) in a naturalistic setting during study abroad is beneficial to language learning in many respects; particularly in the development of pragmatic competence, or the awareness and ability to use the appropriate language for a specific social context (Kinginger, 2011; Magnan & Back, 2007; Schauer, 2009; Shively, 2011). Service-learning - volunteering in the local community combined with an academic pursuit - during study abroad provides the opportunity for meaningful interaction between language learners and local speakers of the L2 in authentic and collaborative settings (Overfield, 2007). This study examines the interactions of …

Students' Perceptions On Issues Related To Globalization At A Four-Year Community College In Florida, Vickie Hall Stevens

USF Tampa Graduate Theses and Dissertations

The purpose of this dissertation was to survey community college students in order to evaluate their perceptions of the awareness and significance of global-mindedness or worldview of interconnectedness to the global community. The sample of participants included students at a 4-year community college in Florida. The results can be valuable and informative as a needs assessment in curriculum reforms to provide more globally minded courses and programs; consequently, better prepare graduates to compete in the global job market.

Global Leadership In Higher Education Administration: Perspectives On Internationalization By University Presidents, Vice-Presidents And Deans, Janice Sullivan

USF Tampa Graduate Theses and Dissertations

The purpose of the study was to identify international university administrators' perspectives on organizational strategies to support higher education internationalization. Internationalization is the conscious effort to integrate international, intercultural, and global dimensions into the ethos and outcomes of higher education (NAFSA, 2008). A descriptive survey design method was used and the instrument entitled "Strategic Internationalization Priority Scale" was developed for this research. This study is quantitative and cross-sectional. The online survey was sent to 1,043 top university administrators at 149 universities in 50 countries. These universities had active international agreements with the University of South Florida at the time of …