A Phenomenological Study Exploring U.S. College Students' Study Abroad Experiences: Understanding Self-Leadership through Initiators and Outcomes of Transformative Learning

Autor/in	Wallace, Keith M.
Titel	A Phenomenological Study Exploring U.S. College Students' Study Abroad Experiences: Understanding Self-Leadership through Initiators and Outcomes of Transformative Learning
Quelle	(2023), (191 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana Institute of Technology
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-3706-0
Schlagwörter	Hochschulschrift; Dissertation; Study Abroad; Transformative Learning; Experiential Learning; Outcomes of Education; Leadership Training; Phenomenology; Educational Experience; College Students; Second Language Learning; Travel; Student Empowerment; Cultural Awareness; Inclusion; Diversity; Global Approach; Capacity Building; Employment Opportunities; World Views; Learning Theories; Student Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Studies abroad; Auslandsstudium; Pädagogische Transformation; Experiental learning; Erfahrungsorientiertes Lernen; Lernleistung; Schulerfolg; Führungslehre; Phenomenological psychology; Phänomenologie; Psychologie; Bildungserfahrung; Collegestudent; Zweitsprachenerwerb; Travelling; Reisen; Reise; Studienberechtigung; Cultural identity; Kulturelle Identität; Inklusion; Globales Denken; Berufschance; Beschäftigungschance; World view; Weltanschauung; Learning theory; Lerntheorie; Schülerverhalten
Abstract	As globalized industries evolve, leaders of today and tomorrow will need multifaceted skills for multilayered engagement in an international environment. One method to develop competencies built for a global setting is study abroad, where U.S. colleges embed students in a travel context beyond classroom walls and borders. Study abroad is made up of pre-departure, in-destination, and reentry that remains less understood across U.S. colleges yet may produce a transformative learning experience. The purpose of this qualitative phenomenological study was to explore the lived experiences of U.S. college study abroad students during the reentry phase. Specifically, this study sought to understand initiators and outcomes of transformative learning in self-leadership development after studying abroad. The following 10 deductive themes and two deductive subthemes emerged: (a) Lacking languages in the United States, (b) Viewing my world in a new lens, (c) Realizing a great sense of empowerment, (d) Catching the travel bug, (e) Seeking transformative lessons, (f) Open mindedness through experiential learning, (g) More inclusivity for a diversified community, (h) Going global for new professional practices, (i) Increased capacity for complexity, and (j) Understanding complexity eases pressure. The two subthemes were (a) Leading with a shifted worldview and (b) Refining leadership with a new worldview. Disorientation profiles were also created for each participant. Findings revealed that initiators of transformative learning took place through disorienting experiences as well as transformative outcomes were realized by students after reentry. The findings of the study have identified for the first time in research the developed frameworks of transformative learning theory, the disorientation index and typology of transformative outcomes, as a functional combined tool to understand initiators and outcomes of transformative learning. These findings may assist international educators, multinational businesses, and global leaders of today and tomorrow. [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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Update	2024/1/01