Pedagogy of Global Positioning Leadership as Applied to Study Abroad

Autor/in	Bongila, J. P.
Titel	Pedagogy of Global Positioning Leadership as Applied to Study Abroad
Quelle	In: Journal of Comparative and International Higher Education, 14 (2022) 1, S.69-85 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-0393
Schlagwörter	International Education; Study Abroad; World Views; Cultural Awareness; Teaching Methods; Graduate Students; Interdisciplinary Approach; Foreign Countries; Grounded Theory; Learning Experience; Attitude Change; Student Attitudes; Experiential Learning; Developing Nations; Outcomes of Education; Leadership Training; Global Approach; Cuba; Brazil + Suchen Sie Ihr Suchwort? Internationale Erziehung; Studies abroad; Auslandsstudium; World view; Weltanschauung; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ausland; Lernerfahrung; Attitudinal change; Einstellungsänderung; Schülerverhalten; Experiental learning; Erfahrungsorientiertes Lernen; Developing country; Developing countries; Entwicklungsland; Lernleistung; Schulerfolg; Führungslehre; Globales Denken; Kuba; Brasilien
Abstract	This article examines how the pedagogy of Global Positioning Leadership (GPL) enhanced the educational and global leadership mindset of graduate students who participated in three short-term study abroad programs in Cuba (2015), and Brazil (2016 and 2017). In this study, GPL also made use of grounded theory to analyze the change of worldview students experienced upon taking this interdisciplinary course. The focus was to assist students to achieve cross-cultural success, address serious issues in culturally relevant ways, and to gain a peak learning experience that could propel them toward relevant action. To assess students' change of worldview, GPL proceeded through five stages: 1) fleshing out individual preconceptions; 2) writing up four individual goals; 3) analyzing conflicting narratives; 4) engaging in experiential learning; and 5) mapping post-conceptions. Findings reveal that student immersion in Global South social realities results in significant individual, social, educational and professional change of worldviews. (As Provided).
Anmerkungen	Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://www.ojed.org/index.php/jcihe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01