A Model of Global Learning: How Students Change Through International High-Impact Experiences

Date

2014-12-12

Journal Title

Journal ISSN

Volume Title

Publisher

Abstract

Study 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.

Description

Citation