Citation

Curricular, co-curricular, and campus contexts that promote global learning and development for international students attending American colleges and universities

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

Increasing numbers of higher education institutions have developed curricular and co-curricular initiatives to prepare undergraduates to live and work in a global society. Simultaneously, these institutions have seen an infusion of international students arriving on their campuses. Whereas existing research has focused on the curricular and co-curricular experiences that promote global perspectives for American undergraduates, this study examined the experiences that facilitated the development of global perspectives for international students.

“Global perspectives” is undoubtedly a multidimensional construct. This study utilized the formulation of intercultural maturity advanced within the self-authorship framework, reflecting its three dimensions– the capacity to define one’s beliefs, identity, and social relations (King & Magolda, 2005). It conceptualized a “global perspective” as “the capacity for a person to think with complexity taking into account multiple perspectives, to form a unique sense of self that is value based and authentic, and to relate to others with respect and openness especially with those who are not like her.”

The study examined two questions: (1) What types of curricular and co- curricular experiences promote the development of global perspectives for international students? (2) What key campus climate conditions create a supportive environment for the development of global perspectives for international students?

1,770 international students completed the Global Perspectives Inventory (GPI), a 65-item survey using 5-point likert scales. The GPI contains 40-items for six developmental scales, as well as five demographic items, six curricular and co-curricular experiences items, and eight items regarding perceptions of campus climate.

The researcher used multiple regression to examine the types of curricular and co-curricular experiences and campus climate conditions that promoted the development of global perspectives for international students. Findings suggest that diversity experiences and intergroup dialogue are significant experiences yielding development, study abroad experiences may not have the gains associated with U.S. students.
Convention
Convention is an application service for managing large or small academic conferences, annual meetings, and other types of events!
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492490_index.html
Direct Link:
HTML Code:

MLA Citation:

Glass, Chris. "Curricular, co-curricular, and campus contexts that promote global learning and development for international students attending American colleges and universities" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492490_index.html>

APA Citation:

Glass, C. R. , 2011-04-30 "Curricular, co-curricular, and campus contexts that promote global learning and development for international students attending American colleges and universities" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492490_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Increasing numbers of higher education institutions have developed curricular and co-curricular initiatives to prepare undergraduates to live and work in a global society. Simultaneously, these institutions have seen an infusion of international students arriving on their campuses. Whereas existing research has focused on the curricular and co-curricular experiences that promote global perspectives for American undergraduates, this study examined the experiences that facilitated the development of global perspectives for international students.

“Global perspectives” is undoubtedly a multidimensional construct. This study utilized the formulation of intercultural maturity advanced within the self-authorship framework, reflecting its three dimensions– the capacity to define one’s beliefs, identity, and social relations (King & Magolda, 2005). It conceptualized a “global perspective” as “the capacity for a person to think with complexity taking into account multiple perspectives, to form a unique sense of self that is value based and authentic, and to relate to others with respect and openness especially with those who are not like her.”

The study examined two questions: (1) What types of curricular and co- curricular experiences promote the development of global perspectives for international students? (2) What key campus climate conditions create a supportive environment for the development of global perspectives for international students?

1,770 international students completed the Global Perspectives Inventory (GPI), a 65-item survey using 5-point likert scales. The GPI contains 40-items for six developmental scales, as well as five demographic items, six curricular and co-curricular experiences items, and eight items regarding perceptions of campus climate.

The researcher used multiple regression to examine the types of curricular and co-curricular experiences and campus climate conditions that promoted the development of global perspectives for international students. Findings suggest that diversity experiences and intergroup dialogue are significant experiences yielding development, study abroad experiences may not have the gains associated with U.S. students.


Similar Titles:
International students in engineering programs: Examining curricular and co-curricular experiences and learning outcomes

Becoming College Students Together: Effect of “Subgroup” Context on Taiwanese Adolescents’ College Intention and College Attendance

Value of International Experience and Cultural intelligence in Developing Global Mindset: The Role of Global Mindset in Effective Intercultural Collaboration in Global Teams (Top Student Paper)


 
All Academic, Inc. is your premier source for research and conference management. Visit our website, www.allacademic.com, to see how we can help you today.