Literaturnachweis - Detailanzeige
| Autor/inn/en | Fisher, Colleen; Iverson Hitchcock, Laurel; Moak, Stacy; Neyer, Ashley; Moore, Sarah; Marsalis, Scott |
|---|---|
| Titel | Does Faculty-Led Short-Term Study Abroad Improve Students' Global Competence? Findings from a Systematic Review and Evidence Gap Map |
| Quelle | In: Frontiers: The Interdisciplinary Journal of Study Abroad, 35 (2023) 1, S.417-452 (36 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1085-4568 |
| DOI | 10.36366/frontiers.v35i1.727 |
| Schlagwörter | Outcomes of Education; Study Abroad; Cultural Awareness; Student Journals; Student Attitudes; International Education; Undergraduate Students; Knowledge Level; COVID-19; Pandemics; Student Evaluation; College Faculty; Program Administration; Research Reports; Evaluation Methods |
| Abstract | As a high-impact pedagogical practice, study abroad is frequently utilized as an internationalization strategy to build post-secondary students' global competence, but the impact of faculty-led short-term study abroad may vary widely across outcomes of interest. An understanding of student learning outcomes is especially needed now as COVID-19 begins to shift from pandemic to endemic and universities restart international initiatives. This systematic review synthesized and mapped evidence on global competence outcomes of short-term study abroad for undergraduate and graduate students. Studies (n=92) reported a total of 215 outcomes representing the three global competence domains of knowledge (41.4% of all outcomes), attitudes (38.1%), and skills (20.5%). Data sources used to assess global competence outcomes included self-administered surveys (40.1% of assessments), student journals (24.9%), and qualitative interviews (13.6%). While findings from this sample of studies offer evidence of positive impact of short-term study abroad on students' global competence, the substantive and methodological evidence gaps identified can help to build conceptual clarity and guide design of future assessment approaches. (As Provided). |
| Anmerkungen | Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: https://www.frontiersjournal.org/index.php/Frontiers |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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