Browsing by Subject "Study Abroad"
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Item A Case Study of Global Perspective Change From Selected Study Abroad Program Participation(2012-12-10) Cockerell, LaurenThis study examined selected components of faculty-led study abroad programs and determined students? changes in global perspectives after participating in faculty-led study abroad programs. A census of the population of interest (N=19), included undergraduate and graduate students enrolled in the Texas A&M Namibia Technological Change and Agricultural Communications and the Texas A&M Guatemala Agricultural Leadership and Service Learning study abroad programs. Participants were asked to complete a study abroad course evaluation upon return to the university during class time. The researcher-developed course evaluation included items to measure students? perspectives of orientation sessions, course delivery methods, program type, program staff, and individual development. The Global Perspective Inventory (GPI) was administered during pre-departure class meetings using the General Student Form. Post-experience administration class sessions were used to collect participants? global perspectives using the Study Abroad Post Test form. The GPI tests measured changes in global perspectives along three learning dimensions; cognitive, intrapersonal, and interpersonal. Descriptive statistics (mean, frequencies, and standard deviation) were used to report the data. The results showed that (1) the academic programs were intellectually stimulating; (2) student?s individual development consisted of being more receptive to different ideas; and (3) student?s improved their global perspective with regards to cognitive and intrapersonal development.Item A Model of Global Learning: How Students Change Through International High-Impact Experiences(2014-12-12) Redwine, Tobin DeanStudy abroad programs are important, increasing, impactful, and influential in agricultural disciplines. Research suggests that students who participate are changed. However, we do not yet have a clear understanding for how that change is manifested. How do students who participate in a study abroad program change? One measure of student change that has been employed at Texas A&M University, as well as at institutions around the country is the Global Perspectives Inventory (GPI). Students who study abroad at Texas A&M have been shown to be statistically significantly different from the general population of seniors. As such, investigation into the manifestation of changes in each of domains measured by the GPI as a result of study abroad is warranted. The purpose of this study was to develop a model to explain the viewpoints of student changes by students who participate in a study abroad experience. To meet that purpose, three objectives were utilized. First, a qualitative phenomenology comprised by semi structured interviews was conducted. Second, a Q-methodological study was conducted to characterize the viewpoints of student change through factor analysis. Third, findings from the first two objectives were synthesized to create a model of student change. Findings for objective one listed 45 specific outcomes, categorized across each of the three domains of human development. Findings for objective two found that three distinct viewpoints on the nature of changes in students as a result of a study abroad emerged. These viewpoints were typified and characterized through factor analysis. The viewpoints were defined as ?Collaboration,? ?Context,? and ?Confidence.? The viewpoints defined in objective two, along with specific outcomes identified in objective one, were synthesized to create a model of student development that graphically conceptualizes the viewpoints of human development. Recommendations include assignments and activities for practitioners, including team-based activities, public displays, and intense reflection. Finally, Q-methodologies are shown to be a positive and cerebral exercise that should be employed both as a tool for reflection and for measurement of operant subjectivity in global learning.Item A Transcendental Phenomenological Examination on the Impact of Advising on the Decision to Study Abroad(2014-08-06) Henry, Julianne ShaunaAgricultural students are falling behind when it comes to competing in the global marketplace. To help prepare students to compete in the global marketplace, participation in a high-impact experience such as study abroad is recommended. In order to increase high-impact experiences for agricultural students, it is important to understand advisor and peer advisor perspectives. The purpose of this study was to understand departmental advisors? and peer advisors? perceptions related to a student?s intent to study abroad through the College of Agriculture and Life Sciences at Texas A&M University. Qualitative research methods were used to complete this study. Azjen?s Theory of Planned Behavior provided the framework to explore advisors? and peer advisors? perceptions related to a student?s intent to study abroad. The first phase of the study was a qualitative phenomenological examination of the shared experiences of High-Impact Practice (HIP) Advisors in the College of Agriculture and Life Sciences at Texas A&M University who hold advising roles and participated in a high-impact experience through the college. This study focused on the advisors? perceptions and experience in study abroad. Data were collected through interviews. Departmental culture, personal connections, mass communication, and generating awareness emerged as themes. The results suggest influences such as departmental culture, personal connections, and mass communication influence whether students participated in study abroad. In addition, it became evident that advisors need to be better informed about available resources. The second phase of the study was a transcendental phenomenological exploration of the shared experiences of peer advisors in the Ambassadors and Mentors Study Abroad Program who have participated in study abroad through the College of Agriculture and Life Sciences, plus their perceptions related to a student?s intent to study abroad in the college. Data were collected through interviews. Educating peers, personal connections, mass communication, and generating awareness emerged as themes. The results suggest educating peers, personal connections, mass communications, and generating awareness influenced how peer advisors informed students and learned about study abroad in the college.Item Short-term Study Abroad Programs: Where They Came From, How They Work, and Why They Often Don't(2013-12-04) Lemmons, KellyThis dissertation shows that the ideology of liberalism formed the basis of the Doctrine of Study Abroad (DSA). The DSA was formed in the 1940s and 1950s and teaches that any time spent studying abroad is beneficial and increases tolerance and world peace. The DSA was established by liberal policy makers within institutions of higher education as a method of liberal education to instill the principles of liberalism in the rising generation. The historically established DSA and its assumptions were tested against the contemporary short-term study abroad movement using three study abroad groups from Texas A&M University. Based on the results it is shown that short-term study abroad does not hold up to the assumptions of the DSA. It is therefore concluded that culture is not inherent in study abroad, that students only make shallow observations and interpretations of potentially meaningful cultural interactions when left to their own devices. It is suggested that ?interventions,? such as ?cultural coaching? and time set aside for focus and directed reflection be made within the process of student learning while abroad to enable students to have meaningful cultural interactions. This dissertation argues that suggestions proposed in this research and by the ?learning centered? movement will not be incorporated into study abroad programs due to the historical inertia of the DSA and its influence within institutions of higher education. The dissertation concludes that it is necessary to take a critical attitude toward the fundamental presuppositions of the educational paradigm one is investigating, that education research is important because education policy is prone to wishful thinking, and that making critical investigations are necessary to expose flaws in order to correct them.Item The perceived impact of study abroad activities for graduate counseling studentsRodriguez, Kate Marie