Global Service-learning as a Mentoring Environment: Implications for Global Citizenship Development in Higher Education A dissertation presented to the faculty of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Diana L. Marvel December 2017 ©2017 Diana L. Marvel. All Rights Reserved. 2 This dissertation titled Global Service-learning as a Mentoring Environment: Implications for Global Citizenship Development in Higher Education by DIANA L. MARVEL has been approved for Counseling and Higher Education, the Center for International Studies, and the Graduate College by Peter C. Mather Professor of Counseling and Higher Education Joseph Shields Dean, Graduate College 3 Abstract MARVEL, DIANA L., Ph.D., December 2017, Individual Interdisciplinary Program, Service-learning and Cooperative Development Global Service-learning as a Mentoring Environment: Implications for Global Citizenship Development in Higher Education Director of Dissertation: Peter C. Mather This case study of a global service-learning program in Thailand aims to better understand how service-learning can provide a relevant and effective mentoring environment for fostering global citizenship, an increasingly widespread goal of higher education institutions. This study draws individually from the disciplines of higher education and international development as well as from the intersection of these fields as they manifest in the pedagogy, philosophy, and practice of global service-learning and global citizenship development. Studies shows that service-learning can contribute to student development but little is currently known about how the service-learning context serves as a mentoring environment for students. The construct of the mentoring environment is drawn from Parks (2000; 2011) concept of mentoring communities, which she describes as providing the gifts of recognition, challenge, support and inspiration. These gifts of the mentoring community are delivered through particular features of the environment such as a network of belonging; big enough questions; encounters with otherness; and habits of mind. Parks proposes that this mentoring environment has the potential to create a context for emerging adults to learn, develop and make meaning of their adult lives. In 4 the case of this this global service-learning program in Thailand, the data revealed that the global service-learning mentoring environment held particular gifts and features and additional dimensions to Parks’ theory of mentoring communities. Moreover, the global service-learning mentoring environment fostered outcomes for participants related to self-authorship and global citizenship identity development not entirely captured by Parks original theoretical framework. 5 Dedication This dissertation is dedicated to the young and tested adults seeking to understand their relationship with a complex, changing world. And to pinky, lost along the way…may you find your way back home again. 6 Acknowledgments I would like to thank my generous committee of Dr. Pete Mather, Dr. Laura Harrison, Dr. Sharon Casapulla, and Dr. Mike Hess for their guidance, support, and challenging questions throughout the doctoral process. Without the support of Dr. Emmanuel Jean-Francois, this dissertation research would not have been possible. I’m also grateful to have had Dr. Benjamin Bates as a thoughtful adviser, editor, and friend. I would also like to thank the participants in this study for their willingness to share their experiences with me and to trust me to tell their stories. I also want to recognize all the support and opportunities afforded to me by Dr. Mario Grijalva and the ITDI community at Ohio University and Pontificia Universidad Católica del Ecuador over the past five years. Their dedication to improving the lives of those affected by Chagas disease and supporting resilient communities has been and will continue to be an inspiration for my service-learning work. I also want to express my gratitude to my family and friends, without whom my dream of pursuing and completing a doctoral degree would not have been possible. So many people have encouraged me along the way and each word of support was stored as fuel for the journey. Mom, Pops, Terri, Duane and Kevin, your support never flagged. And Rhys, you, perhaps more than anyone else, know what was sacrificed for me to achieve this goal. Your love, kindness, and support never wavered and you will always be a part of my success. I will never forget the dear friends I made as we challenged each other intellectually, reminded each other of our humanity, and shared the gifts of friendship in 7 Athens, Ohio and in Quito and Cariamanga, Ecuador. Claudia Nieto, it has been an honor to share this journey with you and I look forward to where our paths will take us. Maria Modayil, you helped me find community when I needed it most. John Winnenberg, you made work the enjoyable stuff of life and Tim Traxler, you are the original engaged citizen and a true inspiration. Sean Tallman, Kristen Nelson, and Tonya Ruf, you have known me for longer than most and your friendship over the years continues to be a touchstone for my soul. Karine Poirier, tu es une vraie amie. Cecilia and Hernan Barrios, you became family to me many years ago and your love and support throughout my many years of graduate school has been an important grounding force and reminder that I am always connected to a wide world. Sebastian, you slept through most of it but your purring, slumbering benevolence saw me through the darkest winter. And finally, to my wonder twin, who reminded me that anything is possible with courage and the proper motivation. 8 Table of Contents Page Abstract ............................................................................................................................... 3 Dedication ........................................................................................................................... 5 Acknowledgments............................................................................................................... 6 Chapter 1: Introduction .................................................................................................... 11 Problem Statement ........................................................................................................ 12 Theoretical Framework ................................................................................................. 15 Purpose Statement ......................................................................................................... 19 Research Questions ....................................................................................................... 19 Research Context .......................................................................................................... 21 Significance of the Research ......................................................................................... 22 Delimitations ................................................................................................................. 24 Organization .................................................................................................................. 25 Summary ....................................................................................................................... 25 Definitions of Terms ..................................................................................................... 26 Chapter 2: Literature Review ........................................................................................... 29 Service-learning ............................................................................................................ 30 Historical background for contemporary service-learning. ...................................... 30 Service-learning program components and frameworks. ......................................... 34 Reflection. ............................................................................................................. 35 Mutual benefit. ...................................................................................................... 36 International and global service-learning. ............................................................. 38 Appreciative approaches to service-learning. ........................................................... 41 Service-learning partnerships.................................................................................... 44 International partnerships...................................................................................... 46 Evaluating partnerships. ........................................................................................ 48 Development Theories .................................................................................................. 50 Service-learning and student development. .............................................................. 51 Self-authorship. ......................................................................................................... 52 Mentoring environments. .......................................................................................... 53 Ecological theories of development. ......................................................................... 55 Intercultural development. ........................................................................................ 57 Global Citizenship .......................................................................................................