scholarly journals African Entrepreneurs’ Perceptions on the Mentoring Provided by a Cross-cultural Professional Development Experience: Implications for Future Programs

2020 ◽  
Vol 27 (3) ◽  
pp. 7-17
Author(s):  
Lisa Taylor ◽  
M. Craig Edwards ◽  
Marshall Baker ◽  
Craig Watters ◽  
James Rutledge
Keyword(s):  
Professional Development ◽  
Cultural Exchange ◽  
The United States ◽  
Cross Cultural ◽  
Structured Interviews ◽  
Capital Theory ◽  
Exchange Program ◽  
Development Experience ◽  
Recommendations For Practice ◽  
Entrepreneurial Training

We conducted a multicase investigation to assess the impacts of a cross-cultural exchange program on Entrepreneur Fellows from Kenya, South Africa, and Uganda (8 women; 14 men) after they had returned home from the United States. Our assessment included the mentoring aspect of the program. Six questions and related probes guided semi-structured interviews with the 22 Fellows, the study’s quintain. The lead researcher transcribed the study’s interviews and verified accuracy and trustworthiness by sending her transcriptions to the Fellows for verification. Findings derived from the interviews or cases crystallized as themes representative of the quintain. The emergent themes, which included mentoring, inspired two theoretical lenses to guide our interpretation of the Fellows’ experiences: human capital theory and theory of planned behavior. Recommendations for practice include additional training of entrepreneur mentors and suggestions to facilitate high-quality field experiences. Additional research examining participants’ views about mentoring – protégés and their mentors – as an integral component of entrepreneurial training in cross-cultural settings, and how that can be improved, would likely enhance the learning outcomes of similar programs. Keywords: entrepreneurship; international exchanges; mentoring; professional development

scholarly journals African Entrepreneurs’ Perceptions on the Mentoring Provided by a Cross-cultural Professional Development Experience: Implications for Future Programs

2020 ◽  
Vol 27 (3) ◽  
pp. 7-17
Author(s):  
Lisa Taylor ◽  
M. Craig Edwards ◽  
Marshall Baker ◽  
Craig Watters ◽  
James Rutledge
Keyword(s):  
Professional Development ◽  
Cultural Exchange ◽  
The United States ◽  
Cross Cultural ◽  
Structured Interviews ◽  
Capital Theory ◽  
Exchange Program ◽  
Development Experience ◽  
Recommendations For Practice ◽  
Entrepreneurial Training

We conducted a multicase investigation to assess the impacts of a cross-cultural exchange program on Entrepreneur Fellows from Kenya, South Africa, and Uganda (8 women; 14 men) after they had returned home from the United States. Our assessment included the mentoring aspect of the program. Six questions and related probes guided semi-structured interviews with the 22 Fellows, the study’s quintain. The lead researcher transcribed the study’s interviews and verified accuracy and trustworthiness by sending her transcriptions to the Fellows for verification. Findings derived from the interviews or cases crystallized as themes representative of the quintain. The emergent themes, which included mentoring, inspired two theoretical lenses to guide our interpretation of the Fellows’ experiences: human capital theory and theory of planned behavior. Recommendations for practice include additional training of entrepreneur mentors and suggestions to facilitate high-quality field experiences. Additional research examining participants’ views about mentoring – protégés and their mentors – as an integral component of entrepreneurial training in cross-cultural settings, and how that can be improved, would likely enhance the learning outcomes of similar programs. Keywords: entrepreneurship; international exchanges; mentoring; professional development

scholarly journals African Entrepreneurs’ Perceptions on the Mentoring Provided by a Cross-cultural Professional Development Experience: Implications for Future Programs

2020 ◽  
Vol 27 (3) ◽  
pp. 7-17
Author(s):  
Lisa Taylor ◽  
Craig Edwards ◽  
Marshall Baker ◽  
Craig Watters ◽  
James Rutledge
Keyword(s):  
Professional Development ◽  
Cultural Exchange ◽  
The United States ◽  
Cross Cultural ◽  
Structured Interviews ◽  
Capital Theory ◽  
Exchange Program ◽  
Development Experience ◽  
Recommendations For Practice ◽  
Entrepreneurial Training

We conducted a multicase investigation to assess the impacts of a cross-cultural exchange program on Entrepreneur Fellows from Kenya, South Africa, and Uganda (8 women; 14 men) after they had returned home from the United States. Our assessment included the mentoring aspect of the program. Six questions and related probes guided semi-structured interviews with the 22 Fellows, the study’s quintain. The lead researcher transcribed the study’s interviews and verified accuracy and trustworthiness by sending her transcriptions to the Fellows for verification. Findings derived from the interviews or cases crystallized as themes representative of the quintain. The emergent themes, which included mentoring, inspired two theoretical lenses to guide our interpretation of the Fellows’ experiences: human capital theory and theory of planned behavior. Recommendations for practice include additional training of entrepreneur mentors and suggestions to facilitate high-quality field experiences. Additional research examining participants’ views about mentoring – protégés and their mentors – as an integral component of entrepreneurial training in cross-cultural settings, and how that can be improved, would likely enhance the learning outcomes of similar programs. Keywords: entrepreneurship; international exchanges; mentoring; professional development

scholarly journals African Entrepreneurs’ Perceptions on the Mentoring Provided by a Cross-cultural Professional Development Experience: Implications for Future Programs

2020 ◽  
Vol 27 (3) ◽  
pp. 7-17
Author(s):  
Lisa Taylor ◽  
M. Craig Edwards ◽  
Marshall Baker ◽  
Craig Watters ◽  
James Rutledge
Keyword(s):  
Professional Development ◽  
Cultural Exchange ◽  
The United States ◽  
Cross Cultural ◽  
Structured Interviews ◽  
Capital Theory ◽  
Exchange Program ◽  
Development Experience ◽  
Recommendations For Practice ◽  
Entrepreneurial Training

We conducted a multicase investigation to assess the impacts of a cross-cultural exchange program on Entrepreneur Fellows from Kenya, South Africa, and Uganda (8 women; 14 men) after they had returned home from the United States. Our assessment included the mentoring aspect of the program. Six questions and related probes guided semi-structured interviews with the 22 Fellows, the study’s quintain. The lead researcher transcribed the study’s interviews and verified accuracy and trustworthiness by sending her transcriptions to the Fellows for verification. Findings derived from the interviews or cases crystallized as themes representative of the quintain. The emergent themes, which included mentoring, inspired two theoretical lenses to guide our interpretation of the Fellows’ experiences: human capital theory and theory of planned behavior. Recommendations for practice include additional training of entrepreneur mentors and suggestions to facilitate high-quality field experiences. Additional research examining participants’ views about mentoring – protégés and their mentors – as an integral component of entrepreneurial training in cross-cultural settings, and how that can be improved, would likely enhance the learning outcomes of similar programs. Keywords: entrepreneurship; international exchanges; mentoring; professional development

Cross Cultural Field Exchange as a Rehabilitation Professional Development Experience

2007 ◽  
Vol 38 (3) ◽  
pp. 18-24
Author(s):  
Richard G. Luecking ◽  
Lisa Cuozzo ◽  
Claudia McInerney ◽  
Sylvia Helena Moraes Cury ◽  
Mariana Cristina B. C. Lorca
Keyword(s):  
Field Experience ◽  
The United States ◽  
Cross Cultural ◽  
Lessons Learned ◽  
Exchange Program ◽  
Cultural Field ◽  
Community Rehabilitation ◽  
Development Experience ◽  
Rehabilitation Professional ◽  
General Rehabilitation

This article describes the structure and content of a field experience provided in the United States to Brazilian rehabilitation students participating in a CAPES-FIPSE student exchange program. The article presents features of the field experience curriculum, lessons learned in this cross-cultural field exchange, and a discussion of the value of such exchanges from the perspective of both an American and Brazilian community rehabilitation provider. Implications for general rehabilitation practices are also discussed.

scholarly journals ¿Reduciendo la brecha (de género) atlántica? Mujeres fulbrighters y transferencias culturales hispano-estadounidense, 1959-1964 = Close the Gap (of Gender) Atlantic? Fulbrighters Women and Cultural Transfers Spanish-American, 1959-1964

2019 ◽  
Vol 22 (1) ◽  
pp. 101
Author(s):  
Moisés Rodríguez Escobar
Keyword(s):  
Public Diplomacy ◽  
Cultural Exchange ◽  
The United States ◽  
Diplomatic Relations ◽  
Spanish American ◽  
Exchange Program ◽  
Palabras Clave ◽  
Women In It ◽  
Las Mujeres ◽  
Cultural Transfers

Resumen: En el marco de las relaciones diplomáticas entre la España de Franco y Estados Unidos se produjo la incorporación de la dictadura al Programa de Movilidad Fulbright. Este fue uno de los instrumentos más importantes de la denominada ‘Diplomacia Pública’. Una de las virtudes que tenía era la inclusión de las mujeres en el mismo. Teniendo en cuenta la legislación franquista respecto al acceso de la mujer al mundo laboral, esto es clave. La posibilidad de ampliar estudios y conocer otra cultura, fomentó la reclamación de derechos a la dictadura. El objetivo de la comunicación es estudiar a las beneficiarias de este programa entre 1959 y 1964.Palabras clave: programa Fulbright, mujeres, universitarias, diplomacia cultural, transferencias culturales.Abstract: In the context of diplomatic relations between Franco’s Spain and the United States was included the dictatorship into the Fulbright Mobility Program. This was one of the most important resources of the so-called ‘Public Diplomacy’. This would become in the first cultural exchange program in which the dictatorship participated. One of the virtues of it was the inclusion of women in it. Taking into account the existing Franco´s legislation with regards to women’s access to the world of work, it was crucial. The possibility of increasing studies and learning new cultures encouraged the claim of rights to the dictatorship. The purpose of the communication to study some of the beneficiaries of the Program from 1959 to 1964. Keywords: fulbright Program, Women, Universitary, Cultural Diplomacy, cultural transfers.

scholarly journals To raise a child with autism spectrum disorder: A qualitative, comparative study of parental experiences in the United States and Senegal

2020 ◽  
pp. 136346152095334
Author(s):  
Adair Cardon ◽  
Tara Marshall
Keyword(s):  
Autism Spectrum Disorder ◽  
Community Support ◽  
The United States ◽  
Autism Spectrum ◽  
Cross Cultural ◽  
Spectrum Disorder ◽  
Cultural Perspective ◽  
Structured Interviews ◽  
Parental Experiences ◽  
American Families

Raising a child with Autism Spectrum Disorder (ASD) can often be a difficult and stressful process for families and caregivers. Though research on ASDs in Africa is burgeoning, very little is known about autism in francophone West Africa. Furthermore, no known ASD studies have explored parental experiences in particular from a cross-cultural perspective. This research used Interpretative Phenomenological Analysis to analyze in-depth, semi-structured interviews with seven Senegalese and seven American families to investigate parental experiences within the Senegalese community with further illustration by cross-cultural comparison. Comparative analysis of data across the two countries was undertaken to identify cultural variables previously unreported, especially those that may affect Senegalese family experience. Analysis of interviews revealed thematic differences in social and community support. Although access to effective treatment services was low among Senegalese families compared to the American families, traditional Senegalese household structures and community relations were hypothesized to serve as protective factors against the high social isolation and resulting logistical struggles reported in the U.S. sample. Further targeted research within the Senegalese environment is recommended, particularly to explore social stigma and its possible effects on families with autism, causal beliefs and treatment practices, and parental mental health and wellbeing.

scholarly journals Why study in Finland: RAMK, SAMK, and PBL

2011 ◽  
Vol 1 (2) ◽  
pp. 36-37
Author(s):  
Irina Khramtsova
Keyword(s):  
Applied Sciences ◽  
Professional Development ◽  
Study Abroad ◽  
Cross Cultural ◽  
Cultural Immersion ◽  
State University ◽  
Exchange Program ◽  
Immersion Experience ◽  
University Of Applied Sciences ◽  
Faculty Exchange

In September 2011, I visited two universities in Finland as part of Magellan faculty exchange: Rovaniemi University of Applied Sciences in Pori (RAMK) and Satakunta University of Applied Sciences in Pori and Rauma (SAMK). It was such a wonderful and rewarding trip that I decided to share my experience with students to encourage them to study abroad. to encourage them to study abroad. Arkansas State University is a member of Magellan Exchange Program (http://www.magellanexchange.org/). The mission of this program is “to provide opportunities for students and faculty to have an affordable educational and cultural immersion experience.” I decided to apply for this exchange to foster my professional development and to establish new contacts for cross-cultural collaboration in my area of research.

scholarly journals Teacher Professional Development: Experiences in an International Project on Intercultural Education

2021 ◽  
Vol 13 (8) ◽  
pp. 4171
Author(s):  
Michele Biasutti ◽  
Eleonora Concina ◽  
Sara Frate ◽  
Ibrahim Delen
Keyword(s):  
Professional Development ◽  
Secondary Teachers ◽  
Migrant Children ◽  
Intercultural Education ◽  
Pedagogical Change ◽  
Structured Interviews ◽  
Migrant Students ◽  
Development Experience ◽  
Teacher Professional

The present study reports on the analysis of a professional development experience within an international Erasmus+ project for primary and secondary teachers focused on intercultural education. The project consisted of intercultural education actions to promote the integration of migrant children in primary and secondary schools. A qualitative research method framed as a case study was chosen to assess the effects of the project activities. The perceived professional development was analyzed through the administration of semi-structured interviews with the teachers after the end of the project. The following six categories were identified in the qualitative analysis: attitudes, teaching approach, community of practice, communication with students, professional development, and implementation issues. The findings showed that participating in the project offered an occasion to discuss different pedagogical orientations, examine practices, and develop teaching strategies for intercultural education. Project activities provided teachers the opportunity to reflect on how their teaching approaches related to the integration of migrant students. Suggestions for professional development and the encouragement of a pedagogical change among primary and secondary teachers are proposed for further studies.

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