The Impact of Internationalization on Teaching and Learning: A Qualitative Exploratory Extreme Case Study in A Business PhD Program at an American Public Research University

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Autor/in	Li, Wendan
Titel	The Impact of Internationalization on Teaching and Learning: A Qualitative Exploratory Extreme Case Study in A Business PhD Program at an American Public Research University
Quelle	(2018), (272 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Hawai'i at Manoa
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4389-0486-6
Schlagwörter	Hochschulschrift; Dissertation; Global Approach; Graduate Study; Business Administration Education; Research Universities; Graduate Students; Foreign Students; College Faculty; Doctoral Programs; Teacher Attitudes; Student Attitudes; Educational Change; International Education; Multicultural Education; Transformative Learning; Humanization + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Globales Denken; Aufbaustudium; Graduiertenstudium; Hauptstudium; Forschungseinrichtung; Graduate Study; Student; Students; Studentin; Fakultät; Doktorandenprogramm; Lehrerverhalten; Schülerverhalten; Bildungsreform; Internationale Erziehung; Multikulturelle Erziehung; Pädagogische Transformation; Humanisierung
Abstract	Exploring the impact of internationalization on teaching and learning, this study employs a qualitative exploratory extreme case study at an internationally oriented business PhD program by analyzing the experiences of international students, domestic students, and faculty. The four research questions are: What is the meaning of internationalization at the level of doctorate? How, if at all, does internationalization impact teaching and learning? Why has there been an impact or not? What is the major attitude in the learning community towards internationalization? Most of the findings are consistent with the literature. This study enriches and adds new dimensions to the inherent challenges, ambiguity, confusion, problems, as well as the complicacy and complexity within the practice of internationalizing a PhD program. It provides new data on the indirect and pervasive impact of the values, beliefs, cultures, and traditions within the academe on the teaching and learning in a doctoral program. These factors have exerted the influence via shaping the purpose of doctoral education, the solitary academic culture, the difficulty in publishing international research at top journals, the implicit pressure from future job and career, the established status of U.S. dominance in theory development, and other ingrained intellectual traditions practiced in the academic world. Both the student and faculty data emphasized the crucial role of faculty in internationalizing the curriculum, teaching, and research. Their comments disclosed the gap between international education and intercultural education. This study explores difficulties in enabling international education to become intercultural education at a business PhD program. The importance of learning ecology and the creation of necessity became obvious in enabling transformative intercultural learning. If the academy, higher education administrators, faculty, and students are committed to fulfill the intercultural promise of internationalization, there needs to be a serious discussion on how to respond to the impact of some of the academic value, culture, and tradition on local practices. This study provides theoretical implication, policy implication, and suggestions for future research. It contributes value to the discourse of internationalization by engaging with the scholarly conversation on rethinking, reimagining, and rehumanizing internationalization through the lens of transformation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01