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Student Learning on Faculty-Led Study Abroad: a Qualitative Study of Stakeholder Views

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Student Learning on Faculty-Led Study Abroad: a Qualitative Study of Stakeholder Views CORE Metadata, citation and similar papers at core.ac.uk Provided by University of Minnesota Digital Conservancy Student Learning on Faculty-Led Study Abroad: A Qualitative Study of Stakeholder Views A Dissertation SUBMITTED TO THE FACULTY OF THE UNIVERSITY OF MINNESOTA BY Mary H. Schlarb IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Advisor: Deanne L. Magnusson, Ph.D. May 2019 Copyright by Mary H. Schlarb 2019 Acknowledgements Throughout the doctoral program and dissertation project, many people have supported and guided me. I would first like to thank Dr. Deanne Magnusson for the unparalleled level of guidance and support she provided me throughout this learning process. She models the student-centered, authentic teaching this study addresses, and her guidance at all stages of this project has been both constructively critical and essential to my progress. She knew when to challenge me rigorously, both in my thinking and my progress, and when to provide encouragement. It has been such a pleasure to collaborate with her on this project. I am also deeply grateful to Dr. Michael Paige for his mentoring in the earlier stages of this project as my initial advisor. He challenged me intellectually, shaped my thinking on study design and direction, and encouraged me with his exuberant support. His scholarship was a guidepost for me throughout this study, and I am inspired to continue that work as a professional and a researcher. With his passing, we have lost a tremendously thoughtful and engaging intercultural educator who contributed so much to our understanding of intercultural learning and internationalization. I would also like to thank the other members of my committee, Dr. Alexandre Ardichvili, Dr. Christopher Johnstone, and Dr. Richard Krueger, for their thoughtful guidance on my research design, and for shaping my understanding, through their teaching, of internationalization, organizational change, and research methods. Many other OLPD faculty, including Dr. Gerald Fry, were also instrumental in my development, for which I give thanks. i This study would not have been possible without the willingness of the student and faculty participants to engage in the focus groups and interviews, and I would like to acknowledge, with deep appreciation, their active, reflective, and frank discussions. Too many friends and colleagues to list surrounded me with support and encouragement throughout this process, but I would like to give a special thanks to Dr. Carol Van Der Karr, who supported me as a friend, mentor, role model, and supervisor at every stage. Many thanks, too, to my teammates in the International Program Office, current and past, who cheered me on and filled in the gaps during my residencies: Hugh Anderson, Daniela Baban Hurrle, Amanda Barnes, Kayla DeCoste, Heather Drew, Julie Ficarra, Gonda Gebhardt, Kate Hudson, Lee Scott-Mack, and Maere Vunk. I am grateful to my institution, SUNY Cortland, and the United University Professionals Joint Labor-Management Committee for providing release time and support for my professional development through this program. To my fellow LIIE cohort mates, I would like to express my profound gratitude for their perspectives, support, and friendship. Like the students in my study, when I embarked on this academic program, I had expected to learn the academic content, but had not anticipated the personal growth I would experience and connections I would make in what quickly became a learning community and family. I wish each of them continued success as they pursue their dreams in life and careers. Heartfelt thanks to two friends who spurred me on with their encouragement and ongoing check-ins, Leah Shafer and Heather Naro. Each provided much-needed perspective and laughter to keep me forging ahead. ii To my wonderful parents, Roger and Candy Schlarb, I want to express my endless gratitude and love for all they have given me in life, leading me on a privileged path of life-long learning though their example, their support, and their loving kindness. My deepest wish is that I could still express this to Mom, whose spirit and inspiration continue to guide me. And finally, to the loves of my life, Mike and Max Richardson, I cannot begin to articulate all the ways they have supported me throughout this process and life. Many thanks for the love and laughs, patience and advice, and, of course, “power-up” hugs. iii Abstract This is a study of intercultural learning and teaching through study abroad programs at one four-year public higher education institution in the United States. The purpose of this study is to determine stakeholder views of factors influencing student learning in faculty- led study abroad programs. Using a constructivist grounded theory methodology and qualitative methods, the researcher explored with faculty study abroad leaders and returned study abroad students their experiences with intercultural learning, and from the collected data, constructed themes related the two research questions. The first question was: 1) In what ways do student and faculty stakeholders describe the student learning outcomes achieved through participation in faculty-led study abroad programs? Themes related to student learning outcomes include applied learning of course content, professional development, comparative understanding of cultures, personal growth, and understanding of identity-related issues. The second question was: 2) What do faculty and students view as factors influencing student learning outcomes in faculty-led study abroad programs? Key factors suggested by students and faculty related to student- centered teaching and learning, instructor expertise, student behaviors, and institutional support of faculty. Several implications for pedagogy and professional practice in the field of study abroad also emerged from this study. These related to faculty and student mutual definition of student learning outcomes; incorporation of authentic student- centered pedagogical practices, and related faculty professional development. Study findings also illustrate the need for institutional support for faculty engagement in study abroad programs. iv Table of Contents Acknowledgements .............................................................................................................. i Abstract .............................................................................................................................. iv List of Tables .................................................................................................................... vii Chapter One: Introduction ...................................................................................................1 Purpose of the Study ....................................................................................................... 4 Research Questions ......................................................................................................... 5 Definition of Key Terms ................................................................................................. 5 Context of the Study ........................................................................................................ 9 Conceptual Frameworks Guiding the Study ................................................................. 12 Study Approach ............................................................................................................. 16 Conclusion ..................................................................................................................... 19 Chapter Two: Review of the Relevant Literature ..............................................................20 The Internationalization of Higher Education ............................................................... 22 Internationalization for Intercultural Learning .............................................................. 25 Internationalization as an Organizational Change Process ........................................... 30 Internationalization as Individual Transformation ........................................................ 32 Faculty Roles in Internationalization and Intercultural Teaching ................................. 39 Student and Faculty Voice in Internationalization ........................................................ 51 Faculty Preparation for Intercultural Teaching ............................................................. 53 Significance of the Study .............................................................................................. 61 Conclusion ..................................................................................................................... 63 Chapter Three: Research Design ......................................................................................64 Purpose of the Study ..................................................................................................... 66 Research Questions ....................................................................................................... 66 Research Methodology and Rationale........................................................................... 67 Research Context........................................................................................................... 78 Research Methods ......................................................................................................... 78 Research Sample and Data Sources ..........................................................................
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