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What Matters Most: Study Abroad for ...

Quirk, Stephanie.

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What Matters Most: Study Abroad for Global Leadership Development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	What Matters Most: Study Abroad for Global Leadership Development./
Author:	Quirk, Stephanie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	234 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-07, Section: A.
Contained By:	Dissertations Abstracts International80-07A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10981163
ISBN:	9780438807884

What Matters Most: Study Abroad for Global Leadership Development.
Quirk, Stephanie.

What Matters Most: Study Abroad for Global Leadership Development. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 234 p.

Source: Dissertations Abstracts International, Volume: 80-07, Section: A.

Thesis (Ph.D.)--Benedictine University, 2018.

This item must not be sold to any third party vendors.

Despite the urgent need for global leaders, national reports find college students are woefully uninformed and underprepared to function in the world. Part of this challenge is due to the nature of global leadership as an emerging field. Although study abroad and service learning are frequently deployed as a means of achieving global outcomes, few of these efforts have been leveraged in the development of global leadership competencies, and few empirical studies exist. This study investigated what experiences influence intercultural competency growth during study-abroad trips and how those experiences impacted the development of competencies required for the development of global leadership expertise. A concurrent embedded design approach QUAL(+quan) was used to examine the experiences that influence intercultural competency growth during the study-abroad experience. Grounded theory was the primary qualitative approach, incorporating a variety of qualitative data collection methods to allow for triangulation of the data during analysis. The embedded quantitative strand was a survey instrument, the Intercultural Effectiveness Scale (IES). Results from the study indicated a link between antecedent characteristics and experiences (demographics, global education, and cultural exposure) and the ability of individuals to transform through program experiences. Furthermore, this study revealed evidence that there are types of transformational experiences related to global education, cultural exposure, and cultural immersion that, when experienced sequentially, can maximize transformational potential and the development of intercultural competencies. These two findings came together in the development of a student global leadership development framework based on the Global Leadership Expertise (GLED) model (Osland & Bird, 2018). Implications of the findings for study-abroad programs-particularly short-term programs working with community college populations-and service-learning integration are included. Limitations and recommendations for future research are discussed.

ISBN: 9780438807884Subjects--Topical Terms:

529436
Educational leadership.

What Matters Most: Study Abroad for Global Leadership Development.
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500 $a Source: Dissertations Abstracts International, Volume: 80-07, Section: A.
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520 $a Despite the urgent need for global leaders, national reports find college students are woefully uninformed and underprepared to function in the world. Part of this challenge is due to the nature of global leadership as an emerging field. Although study abroad and service learning are frequently deployed as a means of achieving global outcomes, few of these efforts have been leveraged in the development of global leadership competencies, and few empirical studies exist. This study investigated what experiences influence intercultural competency growth during study-abroad trips and how those experiences impacted the development of competencies required for the development of global leadership expertise. A concurrent embedded design approach QUAL(+quan) was used to examine the experiences that influence intercultural competency growth during the study-abroad experience. Grounded theory was the primary qualitative approach, incorporating a variety of qualitative data collection methods to allow for triangulation of the data during analysis. The embedded quantitative strand was a survey instrument, the Intercultural Effectiveness Scale (IES). Results from the study indicated a link between antecedent characteristics and experiences (demographics, global education, and cultural exposure) and the ability of individuals to transform through program experiences. Furthermore, this study revealed evidence that there are types of transformational experiences related to global education, cultural exposure, and cultural immersion that, when experienced sequentially, can maximize transformational potential and the development of intercultural competencies. These two findings came together in the development of a student global leadership development framework based on the Global Leadership Expertise (GLED) model (Osland & Bird, 2018). Implications of the findings for study-abroad programs-particularly short-term programs working with community college populations-and service-learning integration are included. Limitations and recommendations for future research are discussed.
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