Assessing Global Service-Learning: A Mixed-Methods Approach to Evaluating Students’ Intercultural Development

Jones, Stephen; Hof, David D.; Tillman, Douglas R

doi:10.7220/2345-024x.18.2

Cited by 5 publications

(4 citation statements)

References 7 publications

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“…Generally, the findings from this study validate other research that suggests that cultural immersion experience facilitates the construction, conception, and the development of self- identity [ 14 , 19 , 28 , 29 , 37 , 38 ]. The study further offers an in-depth insight into the process and pathways through which the transformation of perception and self-identity occurs before, during, and after cultural immersion experience.…”

Section: Discussionsupporting

confidence: 88%

The Impact of Cultural Immersion Experience on Identity Transformation Process

Onosu

2021

IJERPH

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This study focused on understanding the cultural immersion experience of students who participated in Study Abroad Programs (SAP) and Global Service Learning Programs (GSL). The study looked at how the immersion experience impacted the participants’ view of self and others upon re-entry into their local community. Specifically, we applied the perspective transformation theoretical framework to analyze the extent to which participation in cultural immersion programs transforms students’ perceptions of self and others. The analysis of the semi-structured interviews suggested that by engaging in intentional immersion and guided reflections, participants became aware of the need to reevaluate their perspectives, expectations, and assumptions about self and others. We also found that there were differences in the way participants experienced the cultural immersion process and the impact it had on cultural awareness and self-identity.

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Section: Discussionsupporting

confidence: 88%

The Impact of Cultural Immersion Experience on Identity Transformation Process

Onosu

2021

IJERPH

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“…A significant aspect of the GSL program is that the participants, while living among the host community, engage in service projects within the community (Hartman and Kiely 2014). Studies show that GSL engagement promotes transformative learning and supports the development of global competence (Hartman and Kiely 2014;Hartman 2008;Jones et al 2016).…”

Section: Global Service Learning (Gsl)mentioning

confidence: 99%

Cultural Immersion: A Trigger for Transformative Learning

Onosu

2020

Social Sciences

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This study examines the cultural immersion experience of 26 students who participated in either a study abroad program (SAP) or global service learning program (GSL). Specifically, the study investigates the transformative learning before, during, and after cultural immersion and the impact it had on participants’ attitudes toward diverse others. The findings indicate that attitude change during and after the cultural immersion experience is a multi-dimensional and unique process that differs for individuals. Additionally, the results suggest that during cultural immersion, certain program factors and personal factors are essential for transformative learning to occur. These factors include intentionality in pre-immersion preparation, the intensity of cultural immersion, and willingness to engage in reflection during post-immersion.

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“…In contrast, qualitative studies with a larger sample size collected data using open‐ended questions and coding procedures (Bell et al., 2016; Hessel, 2019). Sample sizes for mixed method research are as low as n = 6 (Jones, et al., 2016) and high as n = 221 (Fasching‐Varner et al., 2018) with the majority between n = 10 and n = 50. We remind readers that larger sample size does not necessarily result in greater quantitative rigor.…”

Section: Findings Of Systematic Reviewmentioning

confidence: 99%

Assessing transformative learning in international education: Critiques and new directions based on a systematic review of literature

Pang

Cox

Acheson

2023

New Dir Adult Contin Educ

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Using a bibliographic approach that employs a systematic literature review, this paper analyzes the state of the field for assessing transformative learning (TL). Assessing TL has always been challenging. Using the field of international education (IE) as a case study, this article leverages findings from the assessment of TL in IE to illustrate overall strengths and limitations of TL assessment instruments and techniques within the larger arc of TL theory. The field of IE exemplifies the challenges of TL assessment generally. This article reinforces distinctions between TL and “good learning,” recommends better alignment between scholarship and the needs of institutional administrators, considers current uses and limitations of instruments grounded in cognitive approaches, and concludes with new directions possible through the inclusion of extra‐rational perspectives in the assessment of TL.

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Assessing Global Service-Learning: A Mixed-Methods Approach to Evaluating Students’ Intercultural Development

Cited by 5 publications

References 7 publications

The Impact of Cultural Immersion Experience on Identity Transformation Process

The Impact of Cultural Immersion Experience on Identity Transformation Process

Cultural Immersion: A Trigger for Transformative Learning

Assessing transformative learning in international education: Critiques and new directions based on a systematic review of literature

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