Hearing versus experiencing: The impact of a short-term study abroad experience in China on students perceptions regarding globalization and cultural awareness

Lumkes, John; Hallett, Steven G.; Vallade, Linda

doi:10.1016/j.ijintrel.2011.12.004

Cited by 34 publications

(18 citation statements)

References 12 publications

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“…Similarly, Lumkes et al (2012) investigated the impact that a two-week-plus faculty-led study abroad program in China had on the development of cultural awareness and sensitivity among participants. They found that students developed deeper appreciation and respect for other cultures because of their cultural experience.…”

Section: Sap/gsl As a Trigger For Perspective Transformative Learningmentioning

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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Section: Sap/gsl As a Trigger For Perspective Transformative Learningmentioning

confidence: 99%

Cultural Immersion: A Trigger for Transformative Learning

Onosu

2020

Social Sciences

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“…Although there is evidence that STSA programs have the potential to advance students' global competency in areas such as intercultural knowledge and sensitivity (Anderson, Lawson, Rexeisen, & Hubbard, 2006;Czerwionka, Artamonova, & Barbosa, 2015), global and cultural awareness (Chieffo & Griffiths, 2004;Kurt, Olitsky, & Geis, 2013;Lumkes, Hallett, & Vallade, 2012), cross-cultural skills (Kitsantas, 2004), and cultural adaptability (Mapp, 2012), other studies have produced less positive results (e.g., Gullekson, Tucker, Coombs, & Wright, 2011;Kehl & Morris, 2007;Medina-Lopez-Portillo, 2004). Such mixed findings have promoted skepticism of the academic and developmental benefits of STSA programs.…”

Section: Short-term Study Abroadmentioning

confidence: 99%

Student Learning Objectives: What Instructors Emphasize in Short-Term Study Abroad

et al. 2019

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Given that higher education institutions are increasingly utilizing short term study abroad courses as a means to develop students’ intercultural competency, it is important to determine if and how the instructors leading these programs are incorporating intercultural learning into their courses. By examining learning objectives embedded within syllabi from short term study abroad courses, the purpose of this study was to identify the relative extent to which instructors emphasize disciplinary and intercultural learning in teaching short term study abroad courses, and to examine the types of intercultural learning that instructors are explicitly including in their courses. Findings point to a wide diversity of emphasis on disciplinary cont ent and intercultural learning, with slightly more courses emphasizing disciplinary content than intercultural learning. Of those learning objectives that focus on intercultural learning, the vast majority focused on intercultural knowledge rather than skills or attitudes.

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“…Há, na verdade, uma visão clara por parte de alguns alunos de que os ganhos pessoais, interculturais e profissionais são bastante superiores aos acadêmicos. Resultados semelhantes foram encontrados por outros pesquisadores (Vázquez, et al, 2014;Riegel, 2013;Lumkes Jr. et al, 2012), os quais também identificaram maior ênfase na aquisição de competências pessoais e interculturais do que acadêmicas.…”

Section: Sobre Os Ganhos Alcançados E a Construção De Um Novo Capitalunclassified

Relações interculturais na vida universitária: experiências de mobilidade internacional de docentes e discentes

Oliveira

Freitas

2017

Rev. Bras. Educ.

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RESUMOO presente estudo teve como objetivo analisar experiências interculturais de alunos e professores universitários que realizaram programas de mobilidade acadêmica internacional, focalizando os desafios vivenciados, os aspectos facilitadores e os ganhos alcançados. Foram conduzidas 30 entrevistas e o material obtido foi analisado qualitativamente com o auxílio do software Ethnograph. Resultados apontam que os maiores desafios concernem ao processo de adaptação sociocultural, sendo uma das principais dificuldades a barreira do idioma. Entre os elementos facilitadores destacam-se a relação com outros intercambistas e o apoio dos professores. A experiência de mobilidade revela-se como favorecedora da construção de um importante capital simbólico, contribuindo para o desenvolvimento de competências pessoais, interculturais, profissionais e acadêmicas. Destaca-se o papel da universidade nesse processo por meio de ações de apoio e orientação aos envolvidos.PALAVRAS-CHAVE internacionalização da educação superior; mobilidade acadêmica internacional; experiência intercultural. 774Revista Brasileira de Educação v. 22 n. 70 jul.-set. 2017

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Hearing versus experiencing: The impact of a short-term study abroad experience in China on students perceptions regarding globalization and cultural awareness

Cited by 34 publications

References 12 publications

Cultural Immersion: A Trigger for Transformative Learning

Cultural Immersion: A Trigger for Transformative Learning

Student Learning Objectives: What Instructors Emphasize in Short-Term Study Abroad

Relações interculturais na vida universitária: experiências de mobilidade internacional de docentes e discentes

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