A Relational-Centred International Education Partnership: A Phenomenological Inquiry into the Lived Experiences of Child and Youth Care/Social Care Students and Faculty

Autor/inn/en	Bellefeuille, Gerard; McGrath, Jenny
Titel	A Relational-Centred International Education Partnership: A Phenomenological Inquiry into the Lived Experiences of Child and Youth Care/Social Care Students and Faculty
Quelle	In: Contemporary Issues in Education Research, 6 (2013) 3, S.279-288 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-5847
Schlagwörter	Phenomenology; Qualitative Research; Partnerships in Education; Institutional Cooperation; International Programs; Surveys; Interviews; Journal Writing; Focus Groups; Hermeneutics; Foreign Countries; Higher Education; Colleges; Study Abroad; Student Attitudes; Teacher Attitudes; College Faculty; School Personnel; Professional Identity; Attitude Change; Learner Engagement; Participation; Relevance (Education); Cultural Awareness; Social Work; Canada; Ireland + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Hochschulpartnerschaft; Institute; Co-operation; Cooperation; Institut; Kooperation; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Zeitschriftenaufsatz; Hermeneutik; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Hochschule; Fachhochschule; Studies abroad; Auslandsstudium; Schülerverhalten; Lehrerverhalten; Fakultät; Schulpersonal; Attitudinal change; Einstellungsänderung; Teilnahme; Relevance; Relevanz; Cultural identity; Kulturelle Identität; Soziale Arbeit; Kanada; Irland
Abstract	This qualitative study examines both the process and effects of a relational-centred international education partnership between MacEwan University in Alberta, Canada, and Ireland's Athlone Institute of Technology. It also seeks to capture the meaning of and the transformative effects of the international education partnership on students and faculty as they evolved through lived experience and emerged into consciousness. Data collection strategies included surveys, personal interviews, reflective journaling, and conversation style--focus groups. Data were analyzed by means of phenomenological hermeneutic analysis. Three main themes emerged that were common to both students and faculty. In addition, a number of group-specific themes emerged. (As Provided).
Anmerkungen	Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01