scholarly journals Global Citizenship Development

2019 ◽  
Vol 9 (2) ◽  
pp. 535-559 ◽  
Author(s):  
Hinako Kishino ◽  
Tomoko Takahashi
Keyword(s):  
Study Abroad ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Global Citizenship ◽  
Liberal Arts College ◽  
Cross Sectional ◽  
Global Citizens ◽  
Correlational Design ◽  
Quantitative Analyses ◽  
Study Abroad Program

The present study examined the development of global citizenship traits in undergraduate students at a liberal arts college in Southern California. Two hundred and sixty-eight students participated in a survey that measured their global citizenship traits. Using a cross-sectional correlational design, the study examined the experience and development of the students as they strive to become global citizens. The results indicated that students face challenges and a sense of discomfort during study abroad, but their global citizenship traits tend to improve after return. Additionally, the study explored students’ perceptions of the curriculum, co-curricular activities, and campus life characteristics. The quantitative analyses suggested that the college’s mandatory study abroad program offers students an opportunity to seek their global citizenship identities.

scholarly journals An Analysis Of Initial Global Citizenship In A Liberal Arts College In Northeastern Pennsylvania

2013 ◽  
Vol 10 (1) ◽  
pp. 23-28
Author(s):  
Dorothy Anthony ◽  
Patricia Bederman Miller ◽  
Karen K. Yarrish
Keyword(s):  
Study Abroad ◽  
Liberal Arts ◽  
College Graduates ◽  
Global Citizenship ◽  
Liberal Arts College ◽  
Study Abroad Programs ◽  
College And University ◽  
Global Workforce ◽  
Expatriate Employees ◽  
Northeastern Pennsylvania

There are an increasing number of organizations conducting business in the global environment (Hill, 2011). Expatriate employees are frequently used and are critical for success in these assignments (Carpenter, Sanders, & Gregersen, 2000). Adjusting to a foreign culture is one reason for high failure rates of expatriates (Garonzik, Brockner & Siegel, 2000). According to Morais and Ogden (2010), there is a need to measure global citizenship in a way that can validate the outcomes of a study abroad experience, specifically, and the development of a global citizen, generally. College and University Study Abroad programs introduce students to global cultures and citizenship; however, college graduates are not prepared to enter the global workforce (Hunter, 2011). This article analyzes and measures initial global citizenship in a liberal arts college in Northeastern Pennsylvania. This study utilizes the Global Citizenship Scale to explore the initial levels of social responsibility, global competence and global civic engagement (Morais & Ogden, 2010). The researchers will discuss the implications for educators, administrators, and researchers. Findings, conclusions, and recommendations will be presented.

scholarly journals Constructive Disequilibrium and Transformative Pedagogy

2021 ◽  
Vol 21 (4) ◽  
Author(s):  
Andrew Nalani ◽  
Christina Gómez ◽  
Andrew Garrod
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Transformative Learning ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
The United States ◽  
Marshall Islands ◽  
Life Trajectories ◽  
American Students ◽  
Study Abroad Program

In this reflective essay we examined the experiences of a group of students from a small liberal arts college in the United States on a study abroad program to the Marshall Islands to intern as preservice teachers in Marshallese schools. Specifically, we examined 32 students’ critical reflections written once they returned from their programs. We interrogated their understanding of themselves regarding their privilege as American students and the inequality between the two nations. Through their teaching of Marshallese students, they deeply questioned the meaning of privilege, culture, identity, and community. We interpreted these experiences through the lens of transformative learning theory and the notion of constructive disequilibrium. When critical-transformative pedagogies inform these experiences, they nudge students out of their comfort zone and offer them opportunities to consider new possibilities that widen their life trajectories and develop global citizenship. We conclude with advocating for the importance of study abroad experiences.

scholarly journals Short-Term, Faculty-Led Study Abroad and Global Citizenship Identification: Insights from a Global Engagement Program

2018 ◽  
Vol 30 (3) ◽  
pp. 20-37 ◽  
Author(s):  
Lucy Mule ◽  
Kathryn Aloisio ◽  
Shannon Audley
Keyword(s):  
Study Abroad ◽  
Liberal Arts ◽  
Global Citizenship ◽  
Liberal Arts College ◽  
Short Term ◽  
Study Abroad Programs ◽  
Global Engagement ◽  
Short Term Study ◽  
Quasi Experimental ◽  
Matched Comparison

Short-term, faculty-led study abroad programs are increasingly featured in higher education internationalization efforts. As noted in the literature, such programs can aid in the development of varied student outcomes, including developing global citizenship. This paper presents an examination of the Global Engagement Seminar (GES) program, a short-term, faculty-led program at a private women’s liberal arts college that has expressed a firm commitment to internationalization. A quasi-experimental design was employed to examine whether participation in the GES program influenced participants’ antecedents, identification, and pro-social values of global citizenship (Reysen & Katzarska-Miller 2013a), and how the relationships compare with those of a matched comparison sample. The results of the survey indicated that GES completion moderated some but not all of the paths in the global citizenship model. Completing a GES was associated with non-significant relations among the moderated paths, a finding that emphasizes the need for a nuanced discussion of the complex relationship between short-term study abroad and global citizenship. Implications for faculty-led global engagement programs that aim to promote global citizenship among undergraduates in liberal arts contexts are discussed.

Can Higher Education Really Produce Global Citizens?

2017 ◽  
pp. 304-324
Author(s):  
David Starr-Glass
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Teaching And Learning ◽  
International Student ◽  
Global Citizenship ◽  
Student Mobility ◽  
Educational Systems ◽  
Global Citizens ◽  
Comprehensive Internationalization ◽  
International Student Programs

Globalization profoundly impacts our economics, societies, and educational systems yet doubt exists in higher education as to an appropriate response. Some colleges have embarked on a process of comprehensive internationalization; others are considering how to graduates global citizens, even although global citizenship remains a deeply contested issue. Considering teaching and learning perspectives, particularly perspectives informed by acquisition and participation metaphors, the chapter critiques higher education efforts to develop global citizenship. It examines inbound international student programs, outbound study abroad initiatives, and changes in learner identification and self-categorization. It argues that while student mobility initiatives have great potential, that potential goes unrealized unless learners have been comprehensibly prepared to engage actively with their new environments and experiences, and to consciously reconsider their identities and self-categorizations.

Critical Consciousness Raising About Global Economic Inequality Through Experiential and Emotional Learning

2020 ◽  
pp. 105382592097513
Author(s):  
Katarzyna Olcoń ◽  
Dorie J. Gilbert ◽  
Rose M. Pulliam
Keyword(s):  
Study Abroad ◽  
Critical Consciousness ◽  
College Graduates ◽  
Emotional Learning ◽  
Cognitive Domain ◽  
Study Abroad Programs ◽  
Consciousness Raising ◽  
Global Citizens ◽  
Study Abroad Program ◽  
Economic Inequalities

Background: The ability to question global structures and analyze one’s own positionality in relation to economic, political, and social forces is essential for college graduates. Although study abroad programs claim to develop students into global citizens, most studies do not critically examine student learning about global inequalities. Purpose: This study analyzed the process of critical consciousness raising about economic inequalities through experiential and emotional learning. Methodology/Approach: It employed ethnographic observations, in-depth interviews, and written journals of 27 U.S. college students who participated in a Ghana study abroad program in years 2016–2018. Data were analyzed using an inductive thematic approach. Findings/Conclusions: Witnessing and being emotionally affected by unjust global realities allowed students to question their actions and assumptions. Even though they seemed to have become more self-aware of their privilege and positionality, few of them questioned the global structures underlying economic injustice. Despite the limited analysis, they demonstrated inspiration to learn and do more. Implications: Moving beyond education’s traditional focus on students’ cognitive domain is crucial for critical consciousness raising about social injustice and global interconnections of oppression. Higher education should ensure a critical analysis of economic inequalities both abroad and in their own country.

Women's Studies as Change Agent

1977 ◽  
Vol 1 (4) ◽  
pp. 377-379 ◽  
Author(s):  
Ruth Scott ◽  
Ann Richards ◽  
Marie Wade
Keyword(s):  
Undergraduate Students ◽  
Women's Studies ◽  
Liberal Arts ◽  
Change Agent ◽  
Liberal Arts College ◽  
Attitudes Toward Women ◽  
State University ◽  
Women’S Studies ◽  
Regional Campus ◽  
Students Attitudes

Students' attitudes toward women and changes in those attitudes after taking a women's studies course were studied. The Spence Attitude Toward Women Scale was administered to 354 undergraduate students at two mid-western institutions. Matched pre- and posttests were obtained for 176 students. Results showed that attitudes toward women became more liberal after taking a women's studies course ( p < .001); also that attitudes were initially more liberal at an affluent liberal arts college than at a regional campus of a state university ( p < .001).

Undergraduate Research at a Liberal Arts College during a Time of Disruption

2020 ◽  
Vol 4 (1) ◽  
pp. 77-78
Author(s):  
Christopher Fuse ◽  
◽  
Ashley Cannaday ◽  
Whitney Coyle ◽  
◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Liberal Arts ◽  
Undergraduate Research ◽  
Liberal Arts College ◽  
Computational Studies ◽  
Research Experience ◽  
Research Practices ◽  
New Techniques ◽  
Usual Research

Due to the COVID-19 pandemic, the authors, who have expertise in acoustics, optics, and astrophysics, decided to pivot from the experimental components of their research and focus instead on computational studies. Many of their usual research practices were adapted, creating new techniques to optimize the remote research experience for their undergraduate students.

The Association of Self-Monitoring with Self-Disclosure

1997 ◽  
Vol 80 (3) ◽  
pp. 940-942 ◽  
Author(s):  
Jennifer Bryan ◽  
Deanna Dodson ◽  
Salvatore Cullari
Keyword(s):  
Interpersonal Relationships ◽  
Undergraduate Students ◽  
Negative Correlation ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Significant Negative Correlation ◽  
The Self ◽  
Self Disclosure ◽  
Self Monitoring

While there are many studies of self-monitoring and self-disclosure independently, few studies have looked at their relationship. Such inquiry may help refine the definitions of these two complex constructs as well as clarify how interpersonal relationships are formed. For 100 undergraduate students at a small liberal arts college a small but significant negative correlation ( r = −.20) was found between scores on the Self-monitoring Scale and Self-disclosure Index. The men had significantly higher self-monitoring scores than the women, but not on self-disclosure.

scholarly journals The orchid recovery program at Illinois College – a successful blend of teaching, research and undergraduate student participation to benefit orchid conservation

Lankesteriana ◽  
2015 ◽  
Vol 7 (1-2) ◽  
Author(s):  
Lawrence Zettler
Keyword(s):  
Undergraduate Students ◽  
Research Program ◽  
Undergraduate Student ◽  
Liberal Arts ◽  
Student Participation ◽  
Liberal Arts College ◽  
Academic Experience ◽  
Teaching Load ◽  
Orchid Conservation ◽  
Recovery Program

A decade ago (1996), the Orchid Recovery Program was established at Illinois College – a private liberal arts college – to promote the conservation of rare orchids through propagation. The school’s rural loca- tion, small size (1,000+ undergraduate students), and heavy teaching load (= 12 hours/semester) posed seri- ous challenges to the establishment of this research program. Nevertheless, over the years several aspects of the College were identified, targeted, and integrated to successfully blend the student academic experience with orchid conservation.  

scholarly journals Feeling Our Way: Emotions and the Politics of Global Citizenship in Study Abroad Programming

2017 ◽  
Vol 29 (2) ◽  
pp. 79-93
Author(s):  
Nicole Laliberté ◽  
Charlene Waddell
Keyword(s):  
Study Abroad ◽  
Global Citizenship ◽  
Emotional Responses ◽  
Study Abroad Programs ◽  
Student Responses ◽  
Political Implications ◽  
Shame And Guilt ◽  
Emotional Politics ◽  
Study Abroad Program ◽  
The Relationship

The terms ‘solidarity’ and ‘ethical travel’ were used to frame a one-week study abroad program to Guatemala. The students involved came from a Canadian university and were primed through pre-trip meetings and program materials to expect their trip to produce good feelings of connection and support. However, many of the students experienced bad feelings that were variously described as frustration, disappointment, shame, and guilt. In this paper, we take the ‘bad feelings’ of this trip seriously to understand the relationship between this study abroad program and the (re)production of privilege. Based on interviews with student participants, we identify a trio of emotional responses –shame/guilt, frustration/anger, and critical empathy– that highlight the variability of student responses and their political implications. We argue that this critical analysis of emotional politics is an underutilized tool for examining how study abroad programs can simultaneously (re)produce and challenge privilege.  

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