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The individual's transformational le...

Kennedy, Jessie Glenora.

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The individual's transformational learning experience as a cross-cultural sojourner: Descriptive models.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The individual's transformational learning experience as a cross-cultural sojourner: Descriptive models./
Author:	Kennedy, Jessie Glenora.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1994,
Description:	244 p.
Notes:	Source: Dissertations Abstracts International, Volume: 57-02, Section: A.
Contained By:	Dissertations Abstracts International57-02A.
Subject:	Cultural anthropology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9530170
ISBN:	9798208862483

The individual's transformational learning experience as a cross-cultural sojourner: Descriptive models.
Kennedy, Jessie Glenora.

The individual's transformational learning experience as a cross-cultural sojourner: Descriptive models. - Ann Arbor : ProQuest Dissertations & Theses, 1994 - 244 p.

Source: Dissertations Abstracts International, Volume: 57-02, Section: A.

Thesis (Ph.D.)--The Fielding Institute, 1994.

This theorectical dissertation explores elements of the cross-cultural learning environment and factors in the individual's transformational learning process as a cross-cultural sojourner. The sojourner, in contrast to the immigrant, is the tourist, traveler, student, business person or others visiting and/or living in a foreign country for a short period of time. The cross-cultural learning environment is conceptualized in terms of: the individual's culture of origin; the cultural orientation of the host culture; the purpose of the sojourn; levels and areas of human interaction; the environmental setting; spatial and temporal aspects; and communication. Individual factors include: developmental level, personality characteristics, and learning styles. Transformational learning refers to a reflective and dialectic learning process in which one examines and changes one's perceptions, underlying assumptions, values, and ways of interacting with others and one's environment. In contrast to adaptation and growth and development learning processes, change in transformational learning is exponential and occurs over a short period of time. Three models are presented to provide a developmental framework for understanding the individual, cross-cultural sojourner's transformational learning experience. A synthesis of intercultural communication and relations and adult learning and development theory and research provides the foundation for the models. Included are: Mezirow (1991), Loevinger (1976), Kim (1988), Ratiu (1983), M. Bennett (1986), and P. Adler (1972). Additionally, a sampling of 25 sojourners, through questionnaires and interviews, helped to refine the models. Their data showed that: (1) one's personality type and learning style did not determine if one had a transformational learning experience; (2) one's level of ego development did determine the level of learning and the depth of one's transformational experience; and (3) transformational learning is a heightened developmental process which occurs regardless of the reason for travel or length of stay. The data helped to frame the individual factors as a gestalt with the developmental level as the most-significant factor. Increased travel and growing global economies provide an opportunity and a challenge for personal growth and development. Multicultural, multimethodological, and multidisciplinary research will help to more fully understand this learning opportunity. If taken, the opportunity can help transform individuals, organizations and societies.

ISBN: 9798208862483Subjects--Topical Terms:

2122764
Cultural anthropology.

The individual's transformational learning experience as a cross-cultural sojourner: Descriptive models.
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520 $a This theorectical dissertation explores elements of the cross-cultural learning environment and factors in the individual's transformational learning process as a cross-cultural sojourner. The sojourner, in contrast to the immigrant, is the tourist, traveler, student, business person or others visiting and/or living in a foreign country for a short period of time. The cross-cultural learning environment is conceptualized in terms of: the individual's culture of origin; the cultural orientation of the host culture; the purpose of the sojourn; levels and areas of human interaction; the environmental setting; spatial and temporal aspects; and communication. Individual factors include: developmental level, personality characteristics, and learning styles. Transformational learning refers to a reflective and dialectic learning process in which one examines and changes one's perceptions, underlying assumptions, values, and ways of interacting with others and one's environment. In contrast to adaptation and growth and development learning processes, change in transformational learning is exponential and occurs over a short period of time. Three models are presented to provide a developmental framework for understanding the individual, cross-cultural sojourner's transformational learning experience. A synthesis of intercultural communication and relations and adult learning and development theory and research provides the foundation for the models. Included are: Mezirow (1991), Loevinger (1976), Kim (1988), Ratiu (1983), M. Bennett (1986), and P. Adler (1972). Additionally, a sampling of 25 sojourners, through questionnaires and interviews, helped to refine the models. Their data showed that: (1) one's personality type and learning style did not determine if one had a transformational learning experience; (2) one's level of ego development did determine the level of learning and the depth of one's transformational experience; and (3) transformational learning is a heightened developmental process which occurs regardless of the reason for travel or length of stay. The data helped to frame the individual factors as a gestalt with the developmental level as the most-significant factor. Increased travel and growing global economies provide an opportunity and a challenge for personal growth and development. Multicultural, multimethodological, and multidisciplinary research will help to more fully understand this learning opportunity. If taken, the opportunity can help transform individuals, organizations and societies.
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