Study Abroad, Global Citizenship, and the Study of Nongovernmental Organizations

Mason, Dyana P.; Thier, Michael

doi:10.1007/s11266-017-9899-0

Cited by 10 publications

(13 citation statements)

References 36 publications

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“…Another line of research has documented the study abroad impact on the notion of global citizenship. For example, short-term study abroad programs facilitated participants' proenvironmental attitudes and behaviors, social justice orientation, and global knowledge and awareness (Mason & Their, 2018;Tarrant et al, 2014;Wynveen et al, 2012). Dolby's (2008) qualitative inquiry explored global citizenship among U.S. and Australian study abroad participants, and their negotiating national or global identities.…”

Section: Literature Reviewmentioning

confidence: 99%

Study Abroad and Engagement at the Local and Global Levels: The Stories Behind the Numbers

Jon

Fry

2021

Journal of Studies in International Education

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In this study, we address the question of whether and how the internationalization of higher education, particularly its study abroad aspect, has contributed to the common good. Much of the past discussion on study abroad impact has been largely concentrated on outcomes at the personal level. Using qualitative data from the Study Abroad for Global Engagement project, this study analyzes how former study abroad participants contributed to the global common good at the levels of local, glocal, and global communities. The findings show that many chose to practice global engagement, such as civic engagement, philanthropic activities, social entrepreneurship, and voluntary simplicity, for the common good, as the result of study abroad. This article concludes with discussion of implications for research, theory, policy, and practice.

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Section: Literature Reviewmentioning

confidence: 99%

Study Abroad and Engagement at the Local and Global Levels: The Stories Behind the Numbers

Jon

Fry

2021

Journal of Studies in International Education

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“…Studies covering these two topics tend to draw from TL theory directly. In contrast, the rest of the qualitative studies reference TL literature in support of other topics such as conception of international experience (Streitwieser & Light, 2018), development of global citizenship, cultural awareness and intercultural competence (Batey & Lupi, 2012; Cheng & Yang, 2019; Fortune et al., 2022; Mason & Thier, 2018; Root & Ngampornchai, 2013a), and multicultural practices and collaboration (Uzum et al., 2019).…”

Section: Findings Of Systematic Reviewmentioning

confidence: 99%

“…Qualitative research focuses on making sense of the international learning experience, perspective change and transformation from participants’ perspectives. Highlighted examples include: Lived international experiences of traveling abroad for a short‐term for academic purposes (Baecher & Chung, 2020; Barden & Cashwell, 2014; Cheng & Yang, 2019; Coryell, 2013; Coyer et al., 2019; Dunn et al., 2014; Johan et al., 2019; Qin & Yumei, 2015; Liu, 2021; Root & Ngampornchai, 2013; Streitwieser & Light, 2018); Impacts of international experience on learning and participant perceptions (Asenso et al., 2013; Intolubbe‐Chmil et al., 2012; Poag & Sperandio, 2015; Brown et al., 2020; Mason & Thier, 2018); Transformation processes and outcomes (Arshavskaya, 2017; Baecher & Chung, 2020; Chiocca, 2021; Coryell, 2013; Dunn et al., 2014; Johan, Sadler‐Smith, & Tribe, 2019; Qin & Yumei, 2015; Monaghan & Hartmann, 2014; Nada et al., 2018; Vatalaro et al., 2015; Hu & Wang, 2017); and Specific program features that promote desired learning (Brown et al., 2020; Mason & Thier, 2018). …”

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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“…Overall, our process enabled us to capture a multifaceted construct in an in-depth way (Schattle, 2009), enhance validity for a construct (Rushton et al, 1983) with considerable definitional disagreement (Reysen & Katzarska-Miller, 2018) and code for indications and their inverse (i.e. opposition to) of various global citizenship dispositions (Mason & Thier, 2018).…”

Section: Analytical Frameworkmentioning

confidence: 99%

Experiential learning… remotely: Study abroad, global citizenship and NGO management

Thier,

Mason,

Mattice

2023

Higher Education Quarterly

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Experiential learning has become a fundamental pillar of higher education, particularly in public administration and nonprofit management programmes. This approach purposefully aims to engage learners directly in (a) concrete experiences; (b) focused, personal reflection; (c) abstract conceptualizations and (d) active experimentation. As universities have increased attention on experiential learning, they have also developed more study‐abroad opportunities that position global citizenship as a primary expected learning outcome. Following the cancellation of study‐abroad opportunities during the COVID‐19 pandemic, this study provides an opportunity to review the student outcomes of two courses with the same materials, course focus (NGOs in Southeast Asia) and learning objectives: a study‐abroad cohort in 2016 and a remote cohort in 2020. The findings suggest that the remote version may lead to similar outcomes in terms of global citizenship dispositions as the in‐person version, although students in the remote version exhibited a more superficial, homogenized response to course materials. Implications for online, on‐site and hybrid learning are discussed.

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Study Abroad, Global Citizenship, and the Study of Nongovernmental Organizations

Cited by 10 publications

References 36 publications

Study Abroad and Engagement at the Local and Global Levels: The Stories Behind the Numbers

Study Abroad and Engagement at the Local and Global Levels: The Stories Behind the Numbers

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

Experiential learning… remotely: Study abroad, global citizenship and NGO management

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