Literaturnachweis - Detailanzeige
| Autor/inn/en | Anderson, Phillip H.; Lawton, Leigh |
|---|---|
| Titel | Intercultural Development: Study Abroad vs. On-Campus Study |
| Quelle | In: Frontiers: The Interdisciplinary Journal of Study Abroad, 21 (2011), S.86-108 (23 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1085-4568 |
| Schlagwörter | Liberal Arts; Program Effectiveness; Global Approach; Study Abroad; Travel; Cultural Awareness; Intercultural Communication; Academic Achievement; Business Education; Majors (Students); Student Evaluation; Comparative Analysis; Measures (Individuals); Pretests Posttests |
| Abstract | As international travel has become more commonplace and as the economies of the world have become more interdependent, both students and faculties are recognizing the importance of increasing students' ability to function effectively in a global community. Study abroad programs are seen by many as an effective means to provide students with the competencies required by this changing environment. Unfortunately, study abroad is an expensive, resource-intensive activity both for students and for their home institutions. As study abroad programs divert resources that could otherwise be allocated to on-campus programs, some question whether the study abroad experience achieves its desired objectives. While the specific objectives established for study abroad programs vary from institution to institution, "academic" and "intercultural" competencies are common to virtually all programs. The assessment of academic competence achieved as part of a study abroad program is routinely accomplished with the submission of course grades. There is, however, no similar mechanism for assessing whether desired intercultural competencies are achieved. This study, conducted during Fall Semester 2009, employed a pre-post assessment of students in a junior-level, semester-length study abroad program (SAB) for students majoring in business, plus a parallel pre-post assessment of students enrolled in two on-campus courses. The campus courses were both primarily junior-level, one a required business course and the other, a liberal arts course. These two courses provided comparison groups to help reveal changes in intercultural development due simply to the passage of time. The liberal arts course was measured to assess differences that might exist due to the students' major field of study. Although the Intercultural Development Inventory (IDI) and Global Perspective Inventory (GPI) apparently measure different dimensions of an intercultural experience, analyses based on the two instruments yielded strikingly similar findings--in the pre-test, students participating in the SAB program did not differ from the students enrolled in an on-campus liberal arts course, but did show some differences from an on-campus management course. In the post-test, students in the SAB program showed greater gains in intercultural development than did their on-campus counterparts both on the IDI and on the GPI. The study results provide convincing support for the proposition that participation in a semester-length study abroad experience yields a significant increase in the participants' intercultural development. (Contains 10 exhibits.) (ERIC). |
| Anmerkungen | Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: http://www.frontiersjournal.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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