An Exploration of the Cultural Adaptation Process during an International Experience in France

Conner, Nathan W.; Roberts, T. Grady; Sterns, James A.

doi:10.5191/jiaee.2016.23304

Cited by 3 publications

(3 citation statements)

References 10 publications

(23 reference statements)

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“…The most cited activities included journal writing and reflection, lectures, presentations, seminars, and excursions. Bai et al, 2016;Bell et al, 2016;Bruening & Frick, 2004;Bunch et al, 2013;Bunch et al, 2018;Conner et al, 2016;Core, 2017;Dolphin et al, 2019;Foronda & Belknap, 2012;Hill & Karlin, 2019;Jackson & Nyoni, 2012;Shostya & Morreale, 2017;White, 2016 2. Journal writing and individual reflection (12) Bai et al, 2016;Bunch et al, 2018;Core, 2017;Dietz & Baker, 2019;Dolphin et al, 2019;Foronda & Belknap, 2012;Harder et al, 2009;Krueger & Reese, 2002;Lamm et al, 2011;Savicki & Price, 2017;Shostya & Morreale, 2017;White, 2016 3.…”

Section: What Benefits Have Been Documented Related To Student Particmentioning

confidence: 99%

Benefits of and Best Practices for International Experiences for College Students: A Synthesis of the Literature

Lane

Murphrey

2020

JIAEE

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Implementation of international experiences for students has increased. Anecdotal evidence suggests that these experiences enhance the quality of students upon graduation. However, a synthesis of literature related to the benefits of international experiences was lacking. We rooted the study’s conceptual framework in the concept of high-impact activities/experiences and related inputs, processes, and outcomes with a focus on the benefits of student participation in an international experience. Our purpose was to establish a benchmark documenting research conducted related to the benefits of an international experience and to identify research gaps. The rigorous literature review process identified 108 articles published across 55 unique publications for inclusion. Documentation of benefits was grouped into four categories: personal growth, international knowledge, cultural awareness, and additional skills. Further, the literature revealed a litany of reasons that students chose not to participate and a wide range of guidance for program planning. We conclude that research has documented specific benefits of students’ participation in international experiences; however, many of these studies are based on data collected immediately following the experience rather than longitudinal data. Our research synthesis provides a summary of benefits and program strategies for utilization by researchers in planning future research and by practitioners in planning future international experiences. Keywords: study abroad, international experience, benefit, cultural understanding, benchmark

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Section: What Benefits Have Been Documented Related To Student Particmentioning

confidence: 99%

Benefits of and Best Practices for International Experiences for College Students: A Synthesis of the Literature

Lane

Murphrey

2020

JIAEE

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“…Additionally, students learn first-hand about other people and cultures and develop an appreciation for perspectives and approaches that differ from their own. Bai et al, 2016;Berg, 2007;Cadd, 2012;Conner et al, 2016;Farrell & Suvedi, 2002;Foronda & Belknap, 2012;Goldoni, 2013;Hernandez-Diaz et al, 2016;Lane-Toomey & Lane, 2012;McGowan, 2007;Pedersen, 2010;Pedersen et al, 2010;Salisbury et al, 2011;Trilokekar & Kukar, 2011;Varela, 2017;Witkowsky & Mendez, 2019;Wright, 2010 2. Gain worldly perspective/global mindedness/worldmindedness 14Alexis Bruening, 2001;Coker & Porter, 2016;Dwyer, 2004;Farrell & Suvedi, 2002;Interis et al, 2018;Lane-Toomey & Lane, 2012;McGowan, 2007;Nyaupane et al, 2011;Pedersen et al, 2010;Snyder et al, 2012;Sutton & Rubin, 2004;Van Hoof & Verbeeten, 2005;Zhai & Scheer, 2002 3.…”

Section: What Benefits Have Been Documented Related To Student Particmentioning

confidence: 99%

Untitled

2020

JIAEE

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“…Literature exists (Bringle & Hatcher, 2011;Conner, Roberts, & Sterns, 2016;Kasravi, 2009;Kitsantas, 2004) about the importance of teaching and practicing intercultural understanding (Cunningham, 2015) during study abroad or other high impact experiential (HIE) learning programs. How do we know if learners make progressive growth in understanding and acquiring intercultural competencies as a result of their HIE program?…”

Section: Introductionmentioning

confidence: 99%

The Photo Narrative Process: Students’ Intercultural Learning in Agriculture

Bost

Wingenbach

2018

JIAEE

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Cultural heritage describes our way of life. It comes from previous generational traditions and incorporates our current constructed and natural environments, and tangible artifacts. The photo narrative process, derived from photovoice, combines photography and narrative expression about artifacts important to one's way of life. The purpose of this study was to explore effects of the photo narrative process on students' intercultural learning in agriculture. Photo narrative assignments were developed for students to capture facets of their cultural heritage, and their host countries' cultural heritage from three separate study abroad programs. Archival data were collected (i.e., course assignments to illustrate one's cultural heritage via photo and text) and visual social semiotics were used to analyze data. The Developmental Model of Intercultural Sensitivity provided context for students' levels of intercultural competence. The results showed participants experienced frame shifts (i.e., perspective change in worldviews) from ethnocentrism to ethnorelativism, as evidenced in the rhetoric of their artifacts after participating in the photo narrative process. The photo narrative process is a valuable educational technique; its purposeful use helps learners experience and progress through the stages of intercultural competence. Photo narrative takes advantage of young people's preferred communication methods (i.e., social media), combining image and text, which empowers them through expressive communication and reflection. Purposeful photo narrative processes may be adapted to help learners explore perspective shifts in racism, classism, or religion to increase understanding and empathetic response between dissimilar groups.

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An Exploration of the Cultural Adaptation Process during an International Experience in France

Cited by 3 publications

References 10 publications

Benefits of and Best Practices for International Experiences for College Students: A Synthesis of the Literature

Benefits of and Best Practices for International Experiences for College Students: A Synthesis of the Literature

Untitled

The Photo Narrative Process: Students’ Intercultural Learning in Agriculture

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