Learning Relational Ways of Being: What Globally Engaged Scholars Have Learned about Global Engagement and Sustainable Community Development

Autor/in	Ulrich, Mary Eileen
Titel	Learning Relational Ways of Being: What Globally Engaged Scholars Have Learned about Global Engagement and Sustainable Community Development
Quelle	(2016), (190 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Montana State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3397-5222-8
Schlagwörter	Hochschulschrift; Dissertation; Scholarship; Global Approach; Sustainable Development; Community Development; Cultural Awareness; Higher Education; Social Problems; Grounded Theory; Social Change; Rural Areas; Urban Areas; College Students; Foreign Countries; Intercultural Programs; Interpersonal Competence; Ethics; Values; Epistemology; Africa + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Scholarships; Stipendium; Globales Denken; Nachhaltige Entwicklung; Community; Development; Entwicklung; Cultural identity; Kulturelle Identität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Social problem; Soziales Problem; Sozialer Wandel; Rural area; Ländlicher Raum; Urban area; Stadtregion; Collegestudent; Ausland; Interpersonale Kompetenz; Ethik; Wertbegriff; Erkenntnistheorie; Afrika
Abstract	How does higher education contribute to finding workable and lasting solutions to complex social issues that face communities globally today? How does higher education contribute to global sustainable development goals? The scholarship of engagement encourages faculty, scholars, and students to work together with communities on solutions to relevant, pressing, and important social issues. The purpose of this grounded theory study was to understand the capacities of engaged scholars involved in global engagement and to explore a theoretical model of change used in global engagement in the setting of several rural and urban communities in Africa. The participants in the study were exemplar and experienced engaged scholars who have worked in engaged scholarship and global engagement with Western and other college students in Africa. The main findings of the study are that these engaged scholars employ specific relational and intercultural competencies to develop and maintain long-term, committed relationships with partners in local African communities. The scholars express orientations of relational axiology, ontology, and epistemology that include a focus on people, relationships, and community-driven processes. These orientations serve to develop approaches to global engagement that understand social change as located in the community and that contribute to developing a shared purpose and an understanding of and membership in a global community. A theoretical model of change is presented that may contribute to understandings of how to achieve global sustainable development goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01