Exploring Learning Experiences of Community College Faculty Short-Term Study Abroad Leaders Using IPA and Visual Research

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Autor/in	Simpson, Rachel Ann
Titel	Exploring Learning Experiences of Community College Faculty Short-Term Study Abroad Leaders Using IPA and Visual Research
Quelle	(2023), (246 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Old Dominion University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-3571-5
Schlagwörter	Hochschulschrift; Dissertation; Community Colleges; Study Abroad; College Faculty; Teacher Attitudes; Cultural Influences; Attitude Change; Cultural Awareness; Outcomes of Education; Phenomenology; Program Length; Videoconferencing; Telecommunications; Handheld Devices; Leadership Role; Community College Students; Professional Identity; Change Agents + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Studies abroad; Auslandsstudium; Fakultät; Lehrerverhalten; Cultural influence; Kultureinfluss; Attitudinal change; Einstellungsänderung; Cultural identity; Kulturelle Identität; Lernleistung; Schulerfolg; Phenomenological psychology; Phänomenologie; Psychologie; Telekommunikationstechnik; Community colleges; College students; Collegestudent
Abstract	As short-term study abroad programs increase in popularity and number at community colleges, it is vital to examine the effect on the faculty who lead these programs. The purpose of this research study was to explore how community college faculty who lead short-term study abroad programs perceive personal learning including social and cultural factors and how they apply any change in perspectives to their non-study abroad courses. At the community college level, faculty-led short-term study abroad courses play a key role in addressing the growing importance of intercultural competence within undergraduate education. Despite the critical role that faculty play in higher education internationalization processes, there exists a vast gap in the literature on the impact of leading study abroad programs (Bista, 2016). In this interpretative phenomenological analysis (IPA) study, 10 community college faculty who have led short-term study abroad programs were interviewed using semi-structured open-ended questions via Zoom or telephone to explore their experiences and perceived development of social and cultural learning. The research focused on the impacts of meaningful social and cultural experiential learning for community college study abroad leaders and any subsequent contributions to instructional internationalization efforts in the classroom. When the identified problem is complex or under-researched, IPA is a particularly useful method to investigate how participants make sense of their experiences. As a dual form of analysis, visual methodology was employed to analyze artifacts and photographs supplied by the participants. This study offers valuable contributions to the limited literature that exists for the community college faculty experience during and after leading these programs. The analysis revealed leading a study abroad program to be a complex undertaking employing a wide range of interpersonal skills, teaching tactics, and flexibility. The participants indicated their experiences enriched their personal and professional identities and development and enriched their efforts to internationalize their non-study abroad classes. Three main personal experiential themes (superordinate themes) emerged describing the lived experiences of the faculty leaders. These were, "professional identity: what I do/leadership role," "personal identity: who I am," and "bringing it home: faculty as change agents/connecting who I am with what I do.". [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	2024/1/01