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Assessing the effect of studying abr...

Sterkenburg, Ronald.

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Assessing the effect of studying abroad on the global awareness of engineering and technology students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Assessing the effect of studying abroad on the global awareness of engineering and technology students./
Author:	Sterkenburg, Ronald.
Description:	149 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 4073.
Contained By:	Dissertation Abstracts International71-11A.
Subject:	Business Administration, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3429539
ISBN:	9781124291017

Assessing the effect of studying abroad on the global awareness of engineering and technology students.
Sterkenburg, Ronald.

Assessing the effect of studying abroad on the global awareness of engineering and technology students. - 149 p.

Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 4073.

Thesis (Ph.D.)--Northcentral University, 2010.

Study abroad has been one way to engage students in the global market, and has been used by many institutions of higher education to introduce their students to globalization. The specific problem that was addressed by this research was whether study abroad was a suitable educational method that would endow engineering and technology students with the global awareness and motivation to pursue international careers. The purpose of this quantitative study was to compare students who did and did not study abroad regarding two dependant variables: global awareness and the motivation to pursue an international career. The participants for this study were undergraduate students enrolled in the college of engineering and the college of technology at Purdue University in West Lafayette, Indiana. This quantitative study utilized an ex post facto design, and a web based survey was used to collect evidence from students. The response rate for the study abroad group was 56.5% (n=111) and the response rate for the non study abroad group was 51.5% (n=103). A post hoc power analysis indicated that the sample size was sufficient. An analysis of the demographic data revealed that gender, age, and academic classification were possible confounding variables. A Pearson Chi-square test was conducted to compare the demographic data of the study abroad and non study abroad group. With an alpha level of .05, the effect of gender was not statistically significant for each income level, p = .322. With an alpha level of .05, the effect of household income was not statistically significant for each income level, p = .20. With an alpha level of .05, the effect of foreign language was not statistically significant, p = .217. With an alpha level of .05, the effect of age was statistically significant for the age groups 18-20 and 21-24, p = .000. With an alpha level of .05, the effect of academic classification was statistically significant for each academic classification, p = .000. The dependant variable global awareness was tested with an independent sample t test with an alpha level of .01, the effect of independent variable study abroad was statistically significant, T = 4.562, p &square; .001. The dependant variable motivation to pursue an international career was tested with an independent t test with an alpha level of .01, the effect of independent variable study abroad was statistically significant, T = 5.020, p &square; .001. The factorial ANOVA for in between-subject effects for both global awareness and motivation to pursue an international career indicated that the effect of the independent variable study abroad was statistically significant, F = 7.744, p &square; .006. With an alpha level of .01, the effect of gender was statistically significant, F = 10.397, p &square; .001. With an alpha level of .01 the effect of age was not statistically significant, F = 1.377, p = .251. With an alpha level of .01 the effect of academic classification was not statistically significant, F = .544, p = .653. The conclusion of this research was that university administrators, faculty, and personnel involved in study abroad should promote and expand study abroad opportunities for engineering and technology students and integrate study abroad in the curriculum to prepare students for a global workforce. For future research the scope of the study should be expanded to include multiple universities across the United States. Further qualitative research is needed to study the effects of study abroad.

ISBN: 9781124291017Subjects--Topical Terms:

1017457
Business Administration, General.

Assessing the effect of studying abroad on the global awareness of engineering and technology students.
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245 1 0 $a Assessing the effect of studying abroad on the global awareness of engineering and technology students.
300 $a 149 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 4073.
500 $a Adviser: James Neiman.
502 $a Thesis (Ph.D.)--Northcentral University, 2010.
520 $a Study abroad has been one way to engage students in the global market, and has been used by many institutions of higher education to introduce their students to globalization. The specific problem that was addressed by this research was whether study abroad was a suitable educational method that would endow engineering and technology students with the global awareness and motivation to pursue international careers. The purpose of this quantitative study was to compare students who did and did not study abroad regarding two dependant variables: global awareness and the motivation to pursue an international career. The participants for this study were undergraduate students enrolled in the college of engineering and the college of technology at Purdue University in West Lafayette, Indiana. This quantitative study utilized an ex post facto design, and a web based survey was used to collect evidence from students. The response rate for the study abroad group was 56.5% (n=111) and the response rate for the non study abroad group was 51.5% (n=103). A post hoc power analysis indicated that the sample size was sufficient. An analysis of the demographic data revealed that gender, age, and academic classification were possible confounding variables. A Pearson Chi-square test was conducted to compare the demographic data of the study abroad and non study abroad group. With an alpha level of .05, the effect of gender was not statistically significant for each income level, p = .322. With an alpha level of .05, the effect of household income was not statistically significant for each income level, p = .20. With an alpha level of .05, the effect of foreign language was not statistically significant, p = .217. With an alpha level of .05, the effect of age was statistically significant for the age groups 18-20 and 21-24, p = .000. With an alpha level of .05, the effect of academic classification was statistically significant for each academic classification, p = .000. The dependant variable global awareness was tested with an independent sample t test with an alpha level of .01, the effect of independent variable study abroad was statistically significant, T = 4.562, p &square; .001. The dependant variable motivation to pursue an international career was tested with an independent t test with an alpha level of .01, the effect of independent variable study abroad was statistically significant, T = 5.020, p &square; .001. The factorial ANOVA for in between-subject effects for both global awareness and motivation to pursue an international career indicated that the effect of the independent variable study abroad was statistically significant, F = 7.744, p &square; .006. With an alpha level of .01, the effect of gender was statistically significant, F = 10.397, p &square; .001. With an alpha level of .01 the effect of age was not statistically significant, F = 1.377, p = .251. With an alpha level of .01 the effect of academic classification was not statistically significant, F = .544, p = .653. The conclusion of this research was that university administrators, faculty, and personnel involved in study abroad should promote and expand study abroad opportunities for engineering and technology students and integrate study abroad in the curriculum to prepare students for a global workforce. For future research the scope of the study should be expanded to include multiple universities across the United States. Further qualitative research is needed to study the effects of study abroad.
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