The mediating role of intercultural wonderment: connecting programmatic components to global outcomes in study abroad

Engberg, Mark E.; Jourian, T. J.; Davidson, Lisa M.

doi:10.1007/s10734-015-9886-6

Cited by 28 publications

(29 citation statements)

References 22 publications

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“…Achieving these results do not happen easily, however; it is important to intentionally build any global experience (at home or abroad) with activities known to influence the development of cultural intelligence. The RSAP course includes opportunities for students to interact with people unlike themselves , get outside of their comfort zones (Engberg et al, 2016), and reflect on their experiences (Kiely, 2005). Designing courses based on what is known about cultural intelligence development is an important step in making this kind of growth available to all students.…”

Section: Resultsmentioning

confidence: 99%

“…For example, through the study of service learning trips, Kiely (2005) documented contextual border crossing, dissonance, personalizing, processing (i.e., reflection), and connecting with community members to be significant parts of the learning process. Others have found that simply studying abroad is not enough to gain cultural intelligence (Spenader & Retka, 2015;Vande Berg, Connor-Linton, & Paige, 2009) and that learning relates to how much students push themselves to seek new experiences and get outside their comfort zones (Engberg, Jourian, & Davidson, 2016). Pre-travel orientation, in-country mentorship, and post-travel coordinated reflection have also been documented as significant to student learning through study abroad .…”

Section: Literature Reviewmentioning

confidence: 99%

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Impact of a Global Engineering Course on Student Cultural Intelligence and Cross-Cultural Communication

Davis¹,

Knight²

2018

JIEE

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Cultural intelligence has been referred to using many different terms, including global competence, intercultural sensitivity, and cross-cultural communication. In our study we use Ang et al.'s (2007) definition for this construct: "an individual's capability to function and manage effectively in culturally diverse settings" (p. 336). Although several models have been developed to describe this concept (e.g., Bennett, 1986; King & Baxter Magolda, 2005), there are commonalities between them. Many of these models describe a developmental framework where individuals move from earlier to later stages across multiple dimensions of development. These dimensions represent different types of development that combine together to describe a larger construct, allowing for the possibility that individuals may develop along dimensions at different rates (Evans, Forney, Guido, Patton, & Renn, 2010). The current study adopts this developmental perspective on cultural intelligence and measures four different dimensions: Cognitive, Meta-Cognitive, Behavioral, and Motivational. The Cognitive dimension addresses the "knowledge" component of cultural intelligence. Building this knowledge involves developing an awareness of cultural norms, practices, and conventions (Ang et al., 2007). Understanding both the common behaviors of another culture and reasons for these behaviors can improve an individual's ability to interact successfully and respectfully within that culture (Brislin, Worthley, & McNab, 2006). The Meta-Cognitive dimension considers the mental processes used to expand one's cultural understanding. Part of developing cultural intelligence is monitoring and adjusting mental models surrounding cultural norms and practices (Ang et al., 2007). Providing training with reflective prompts to prepare students for interactions that include cultural differences can help individuals begin to develop this skill (Triandis, 2006). The Behavioral dimension describes the ability of an individual to practice appropriate actions when interacting with another culture. Both verbal and non-verbal aspects of behavior are important in adjusting to different cultural settings (Ang et al., 2007). Learning such behavior often requires a combination of training and experience in which individuals actually interact in cross-cultural situations (Triandis, 2006). The Motivational dimension captures the energy an individual devotes to learning about cultural differences and how to work across them (Ang et al., 2007). The magnitude of this energy relates to their expectation of succeeding and value for achievement of a specific task (Eccles & Wigfield, 2002). Thus, an individual's motivational cultural intelligence connects to both their interest and confidence in interacting across cultures.

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Section: Resultsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Impact of a Global Engineering Course on Student Cultural Intelligence and Cross-Cultural Communication

Davis¹,

Knight²

2018

JIEE

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“…After controlling for age, gender, prior international travel experience, socioeconomic status, and race, the results of this study showed that students who participated in the SAP had a higher score on global citizenship than those who took part in the traditional class-based course. While there are plenty of studies that have looked at program benefits, there has been a dearth of studies on the impact of process factors on cultural immersion experience (Crabtree 2008;Engberg et al 2016;Hartman and Kiely 2014). Hence, this study uses the theoretical concept of transformative learning to understand how the learning before, during, and after cultural immersion impacts participants' attitudes.…”

Section: Introductionmentioning

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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“…Yet, despite an apparent growing consensus on the educational importance of international experiences, there is little consensus as to how this can best be achieved. 6 Research has shown the positive effects of study abroad on global learning, but these findings are constrained by how this is measured, and how it might change over time; nor have other mitigating factors been controlled [10][11][12] . While this is a descriptive study, motivated by our earlier work, we posit that the perspectives, backgrounds, and prior experiences of entering freshman engineering students contribute significantly to their global preparedness trajectory throughout college.…”

Section: Global Preparedness Of Incoming Freshmanmentioning

confidence: 99%

Achieving Global Competence: Are Our Freshmen Already There?

Clark¹,

Besterfield‐Sacre²,

Shuman³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Engineering programs are being challenged to produce graduates who are globally prepared or have a global perspective. While an admirable goal, how best to not only accomplish but also measure this? As part of a much larger study of the effectiveness of various forms of international experiences, we have used a comprehensive instrument to survey our incoming freshman engineering students relative to demographics, international experiences, and global perspectives. To do this we have incorporated the Global Perspective Inventory (GPI), a nationally normed instrument that measures students' global learning and development into a survey of their international experiences and demographics prior to entering the University of Pittsburgh. Specifically, the GPI's three components measure how a student thinks (i.e., Cognitive domain); how a student views him/herself as an individual with a cultural heritage (i.e., Intrapersonal domain); and how a student relates to people from other cultures, backgrounds, and values (i.e., Interpersonal domain). We have used this instrument to better understand the level of global preparedness of our incoming freshmen, and particularly, how it is influenced by demographic factors and experiences prior to entering college. In this paper we present our findings, comparing freshmen with graduating seniors relative to global preparedness and experience. We provide recommendation for engineering faculty, including how to better identify those students who may enter with relatively low levels of global "preparedness," as well as those who are at the higher end. Findings to date suggest that a large number of students enter the university with a relatively high level of global preparedness. While students from suburban areas tended to have the highest GPI levels, this was also true for students from rural areas and small towns if one or more parents had an advanced degree. We also found a somewhat more disproportionately high number of female students were among those with the highest social interaction dimension of the GPI. Most important, when we compared the GPI scores of freshmen to those of graduating seniors, we found that the students' international experiences prior to entering college appears to be a major factor in their achieving a global perspective by graduation.

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The mediating role of intercultural wonderment: connecting programmatic components to global outcomes in study abroad

Cited by 28 publications

References 22 publications

Impact of a Global Engineering Course on Student Cultural Intelligence and Cross-Cultural Communication

Impact of a Global Engineering Course on Student Cultural Intelligence and Cross-Cultural Communication

Cultural Immersion: A Trigger for Transformative Learning

Achieving Global Competence: Are Our Freshmen Already There?

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