On the benefits of thinking creatively: Why does creativity training strengthen intercultural sensitivity among children

Abstract The aim of this research was to determine to what extent different variables describe the style and way of life present within the student population in Bosnia and Herzegovina. In this sense, in addition to general data on examinees, gender differences were identified, the assessment of parental dimensions of control and emotion, overall family circumstances, level of empathy, intercultural sensitivity, role models, preferences of lifestyles, everyday habits and resistance and (or) tendencies to depressive, anxiety states and stress. The survey included a sample of 457 examinees, students of undergraduate studies at the University of Zenica and the University of Sarajevo, with a total of 9 faculties and 10 departments covering technical, natural, social sciences and humanities. The obtained data give a broad picture of the everyday life of youth and confirm some previously theoretically and empirically justified theses about the connection of the family background of students, everyday habits, with the level of empathy, intercultural sensitivity and preferences of the role models and lifestyles of the examinees.

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Assessing Language Acquisition and Intercultural Sensitivity Development in Relation to Study Abroad Program Design

Frontiers: The Interdisciplinary Journal of Study Abroad ◽

10.36366/frontiers.v10i1.142 ◽

2004 ◽

Vol 10 (1) ◽

pp. 219-236 ◽

Cited By ~ 77

Author(s):

Lilli Engle ◽

John Engle

Keyword(s):

Language Acquisition ◽

Study Abroad ◽

International Education ◽

Program Design ◽

Intercultural Sensitivity ◽

Outcomes Assessment ◽

Statistical Assessment ◽

Preliminary Examination ◽

Study Abroad Program

The complexity of international education is such that it is far from easy to move towards significant, objectively measurable, and comparable outcomes. What follows is the preliminary examination of one attempt to generate and interpret meaningful statistical assessment of the study abroad experience, within the context of specifically defined study abroad program types. We will examine the data thus far generated, suggest its limitations, and appeal for a continued gathering of information. We will suggest a structured, coordinated, profession-wide assessment effort that will, we hope, gradually reveal a useful correlation between study abroad learning and the input of program variables such as duration, housing, experiential work and on-site mentoring. If, as a profession, study abroad is to invest in outcomes assessment, it would be sensible for such efforts to utilize profession-wide definitions and standards.

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