ethanporcaro/eric-fulltext-meta huggingface dataset:
Sociocultural Adaptation of U.S. Education Abroad Students in Greece: The Effects of Program Duration and Intervention
Author: Antonakopoulou, Efi
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Adjustment,Study Abroad,Foreign Students,Program Length,Intervention,Social Influences,Cultural Differences,Comparative Analysis,Hypothesis Testing,Acculturation,Statistical Analysis,Questionnaires,Likert Scales,Interaction,Interpersonal Relationship,Empathy

There is no evidence in the literature for direct comparison of the sociocultural adaptation brought by the participation of U.S. students in education abroad programs of different lengths. This study attempts to address this gap by comparing the sociocultural adaptation of education abroad students that results from their participation in both short-term and long-term programs in the same academic institution. Searle and Ward (1990) suggested that the approach of studying sociocultural adaptation by using their SCAS questionnaire should be used in diverse cultural contexts in order to explore the cross-cultural applicability of these findings, as well as the notion of &quot;cultural fit.&quot; This study is the first research undertaken to report on the sociocultural adaptations of U.S. students participating in education abroad programs in Greece, and to directly compare the effects of length of the education abroad on the sociocultural adaptation of U.S. students. The study examines the effects of incorporating intervention activities into the academic and co-curricular activities designed to help students prepare for, gain from, and reflect upon their term abroad as a profound global experience on their sociocultural adaptation. The hypotheses for this study are as follows: (1) The sociocultural gains achieved by the students who attend the education abroad program for long-term (three months, academic semester) will be higher than of those achieved by the students who attend the same education abroad program for short-term (four weeks, summer term); and (2) The sociocultural adaptation of those students who receive intervention will be higher than the students who receive the standard academic and co-curricular education abroad program. The results of the study suggest that both short-term and long-term education abroad programs result in comparable sociocultural adaptations for the students. In order for the students to be culturally adjusted and adapted to a new culture, well-designed intentional interventions should be incorporated to the students' academic programs and co-curricular activities. More research on the sociocultural adaptation of U.S. students taking into consideration the incorporation of other relevant to sociocultural adaptation constructs will result in a fully developed picture of the contribution of the education abroad experiences to the global cultural awareness.
The Impact of Study Abroad on the Global Engagement of University Graduates
Author: Murphy, Dianna
Date: 2014-00-00
Type: Journal Articles
Subjects: College Graduates,Study Abroad,Global Approach,Cultural Awareness,Alumni,Global Education,Questionnaires,Undergraduate Students,Comparative Analysis,Statistical Analysis,Citizen Participation,Private Financial Support,Entrepreneurship,Friendship,Intercultural Communication

Study abroad is typically seen as a primary vehicle for building students' global competence. The belief is that study abroad will better prepare graduates to meet opportunities and challenges in an increasingly globalized and interdependent world, that is, study abroad will produce global citizens. Given the low participation rate in study abroad, U.S. educators, as well as other stakeholders in the internationalization of postsecondary education, should consider the extent to which study abroad promotes the development of global competence for the broader society as well as for the individual. This study addresses the &quot;Study Abroad for Global Engagement&quot; (SAGE) by comparing the global engagement of alumni who did and did not study abroad. The study sought to answer the following research questions: Are alumni of study abroad programs more globally engaged than alumni who did not study abroad as undergraduates? Is there a difference in the different dimensions of global engagement of alumni who did and did not study abroad as undergraduates?
Development and Validation of the Wesleyan Intercultural Competence Scale (WICS): A Tool for Measuring the Impact of Study Abroad Experiences
Author: Stemler, Steven E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Study Abroad,Measures (Individuals),Test Construction,Test Validity,Cultural Awareness,Construct Validity,Content Validity,Student Experience,Situational Tests,Undergraduate Students,Questionnaires

As globalization becomes commonplace and the world becomes increasingly interconnected, institutions of higher education have begun to prioritize the development of intercultural competence in their students. In order to measures intercultural competence, the authors developed the &quot;Wesleyan Intercultural Competence Scale&quot; (WICS). The content, construct, and criterion-related validity evidence associated with the WICS are the focus of this study, as well as its utility in capturing change in the development of intercultural competence as a result of study abroad experiences. Overall, the data from this study suggest that the WICS holds promise as a new tool for measuring the development of intercultural competence as a result of study abroad experiences.
Curriculum Integration versus Educating for Global Citizenship: A (Disciplinary) View from the International Relations Classroom
Author: Gordon, Dennis R.
Date: 2014-00-00
Type: Journal Articles
Subjects: International Relations,Integrated Curriculum,Constructivism (Learning),Introductory Courses,Higher Education,Study Abroad,Citizenship,Relevance (Education),Teacher Attitudes,International Education,College Faculty,Surveys,Theory Practice Relationship,Teaching Methods

This paper offers a view from the classroom and departmental chair's office, using the teaching of introductory &quot;International Relations&quot; and some basic theoretical foundations of the field, &quot;Realism,&quot; &quot;Cosmopolitanism,&quot; and &quot;Constructivism,&quot; to explore how study abroad can balance calls to educate for global citizenship with the academic needs of students, faculty, and a society expecting a relevant higher education curriculum.
Casualization of Academics in the Australian Higher Education: Is Teaching Quality at Risk?
Author: Lama, Tek
Date: 2015-05-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Adjunct Faculty,Cost Effectiveness,Retrenchment,Teacher Effectiveness,Educational Quality,Labor Conditions,Teaching Conditions,Educational Trends,Teacher Persistence,Teacher Motivation,Teacher Qualifications,Teacher Researchers,Integrity,Job Security,Occupational Aspiration,Online Surveys

This article explores the issues casual academics face in Australia and whether these pose risks to teaching quality. The logic of the rampant casualisation in Australian universities is exposed first (i.e., mainly flexibility and cost saving to offset drops in government funding), followed by a discussion on the theoretical risks casualisation generates to teaching quality. Among these, one can include: less skilled, less professionally-equipped and less secure teaching staff, fewer inputs from up-to-date research, compromised academic and professional integrity. Indeed, surveys indicate that casual academics in Australian higher education providers have to cope with, among other issues, inadequate working conditions, lack of job security, differences in treatment as compared to full-time faculty and little support to engage in research activities. These findings compose a grim outlook of Australian academia, one that can jeopardise the contribution of higher education to Australia's economy and export accounts. Debate on these matters cannot be postponed much further: strategies to mitigate the risks uncovered are required now.
College Students' Perceptions of Slut-Shaming Discourse on Campus
Author: Almazan, Vanessa A.
Date: 2015-05-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Correlation,Cultural Influences,Females,Gender Bias,Social Class,Mass Media Effects,Feminism,Racial Differences,Ethnic Groups,Religious Factors,Sexuality,Clothing,Surveys

The purpose of this study was to understand the college students' perceptions of slut-shaming discourse. The research indicated that there was a strong correlation between cultural expectations and slut-shaming. According to the results, the perceptions of slut-shaming are influenced by aspects such as: class, culture, media, gender, feminism, ethnicity, religion, and sexuality. Overall, college students were found to be on crossfire of slut-shaming discourse on a college campus. It was concluded, based on the research, the participants have significantly identified with judging a woman by the way she dresses. It is recommended that further research be devoted to slut-shaming perceptions in different: cultures, groups, regions, religions, organizations, media and institutions. Furthermore, counselors will be able to explore efficacious methods of advocacy which are geared more to prevention of SSD (Slut-Shaming Discourse) than just treatment. Creating a multicultural awareness of this adverse social phenomenon will shed light on the subject and encourage more research to be done.
Assessing State Policy on Postsecondary Completion: Texas vs. SREB Peers
Author: Rankin, David A.
Date: 2015-05-00
Type: Journal Articles
Subjects: State Policy,Postsecondary Education,Graduation Rate,Benchmarking,Data Analysis,Educational Assessment,Educational Indicators,Program Effectiveness,Racial Composition,Minority Group Students,Enrollment Management,Statistical Data,School Holding Power,Regional Cooperation,Policy Analysis

Prompted by changing demographics, economic pressures, and global competition, Texas and members of the Southern Regional Education Board adopted policies to boost minority enrollment and success in higher education around the turn of the century. This study draws upon IPEDS graduation rate data for a benchmark year, 2002, and for 2006 through 2012 to assess the effectiveness of Texas' Closing the Gaps policy in relation to graduation rates at 4- year institutions and to similar policies in six SREB-member states. Descriptive and independent-samples &quot;t&quot; tests measured the effectiveness of Texas' Closing the Gaps compared to the selected SREB states. Although Texas fell below the SREB average graduation rates for targeted groups at the outset, data revealed variable but overall improvement for the grand total, Black, Hispanic, and White cohorts over the 10-year period for all states.
Does the Field of Study Influence the Choice of Leadership? A Cross Cultural Comparison of Business vs Non-Business Majors
Author: Monahan, Michael
Date: 2015-05-00
Type: Journal Articles
Subjects: Foreign Countries,Intellectual Disciplines,Leadership Training,Business Administration Education,Majors (Students),Nonmajors,Leadership Styles,Comparative Education,Models,Statistical Significance,Surveys,Likert Scales,Transformational Leadership,Leadership Effectiveness,Personality Traits,Emotional Intelligence,Hypothesis Testing,Higher Education

China and India are the two most populous countries on the planet. To deal with the myriad of challenges and opportunities these countries face will require leadership. The future leaders who will address many of these issues come from institutions of higher education. But, do these students have the requisite leadership training and does it vary by academic major? Using the Bolman and Deal Four Frame Model this study determined the leadership styles and frames of students preparing to enter into the workforce and compared the results by country and academic major. Statistically significant differences were revealed.
Factors Affecting Bachelor's Degree Completion among Black Males with Prior Attrition
Author: Matthews-Whetstone, Rayna
Date: 2015-05-00
Type: Journal Articles
Subjects: Males,African American Students,Graduation,Student Attrition,Academic Persistence,Bachelors Degrees,Gender Differences,College Students,Barriers,Time to Degree,Dropouts,Phenomenology,Interviews,Reentry Students,Higher Education,Questionnaires

Black males lag behind their female counterparts in bachelor's degree completion. This study examined why Black males leave higher education, eventually return, and complete their degrees. Researchers are aware of some of the challenges that Black males encounter in higher education, but there is little information factors affecting successful completion of bachelor's degrees by nontraditional, Black males, who are overlooked by the literature because they do not meet the current criteria for 6-year graduation rates. This study examined three questions: 1) What causes Black males to discontinue their postsecondary degrees and leave college? 2) What factors influence their decisions to return to postsecondary education? and 3) What factors help or hinder them in completing their degrees? This study used a phenomenological approach. A panel of 5 Black males with bachelor's degrees reviewed interview questions and suggested revisions. Questions were broken into two parts: one related to participants' first enrollment in college and the second related to participants' experiences during later college attempts. Participants were Black males at least 25 years of age with previous college experience who had dropped out for at least one year before reenrolling and eventually completing a bachelor's degree. Participants were identified using professional colleagues and a recruitment script. Ten participants agreed to 30-minute interviews at which the researcher took extensive notes which were later coded to identify themes. Results showed that the majority of participants had spent 10 or more years engaged in higher education. The time to degree ranged from a low of 5 years to a high of 27 years. An interesting finding emerged related to the participants' choice of institutions. Participants who stayed at 4-year institutions experienced shorter time to degree completion than those who enrolled at 2-year institutions.
Predicting Success in Nursing Programs
Author: Herrera, Cheryl
Date: 2015-05-00
Type: Journal Articles
Subjects: Prediction,Success,Nursing Education,Nursing Students,Probability,Licensing Examinations (Professions),Graduation Rate,Grades (Scholastic),Hypothesis Testing,Predictor Variables,Regression (Statistics),Maximum Likelihood Statistics,Models,Grade Point Average,School Holding Power,Predictive Measurement,Predictive Validity,College Graduates

As the U.S. population ages and policy changes emerge, such as the Patient Protection and Affordable Care Act of 2010, the U.S. will experience a significant shortage of Registered Nurses (RNs). Many colleges and universities are attempting to increase the size of nursing cohorts to respond to this imminent shortage. Notwithstanding a 2.6% enrollment increase in 2013, there are still an inadequate number of qualified applicants being accepted to respond to the projected demand for 3.24 million Registered Nurses by 2022, a labor increase of 19% (AACN, 2014). It is important that nursing schools be able to forecast, with confidence, the probability that a student will successfully complete a nursing program and ultimately pass the National Council Licensure Examination-Registered Nurse (NCLEX-RN). Nursing programs use a variety of factors to determine which students are best prepared for these programs. Some of those factors are scholastic aptitude measures such as GPA and nursing aptitude measures (Byrd, et al., 1999, p.37) and standardized aptitude tests (Newton, Smith &amp; Moore, 2007). Other research has shown that grades in particular courses are predictive of successful completion of nursing programs (Simon &amp; Augustus, 2009; Uyehara et al., 2007; Herrera, 2013). The purpose of this study was to further examine the extent to which grades in gateway courses, particularly Human Pathophysiology, predict future success in completing a nursing program. The researchers found that the grade earned in Human Pathophysiology and the institution where it was taken were predictive of success in Adult Health.
Intercultural Competence and Language Variety on Study Abroad Programs: L2 Learners of Arabic
Author: Palmer, Jeremy
Date: 2013-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Intercultural Communication,Semitic Languages,Language Variation,Second Language Learning,Learning Experience,Metalinguistics,Acculturation,Second Language Instruction,Surveys,Measures (Individuals),Interaction,Prior Learning,Foreign Countries,Study Abroad,Educational Research,College Students,Language Proficiency,Statistical Analysis

This paper presents results from a project investigating over ninety learners of Arabic who studied abroad in the Arab world within the last few years. It explores their linguistic and cultural experiences during their time abroad. One of the most important issues in this paper is that of the development of intercultural competence on study abroad programs. In the following pages the paper explores literature concerning study abroad programs, intercultural competence and Arabic language varieties. After a review of the literature, the methodology used in this research is included. The results of this research will then be presented followed by a discussion and implications.
Influence of Conflict Resolution Training on Conflict Handling Styles of College Students
Author: Waithaka, Abel Gitimu
Date: 2015-05-00
Type: Journal Articles
Subjects: College Students,Conflict Resolution,Pretests Posttests,Control Groups,Experimental Groups,Comparative Analysis,Intervention,Program Effectiveness

The purpose of this study was to investigate the influence of conflict resolution skills training on conflict handling styles, and conflict orientation of college students. Conflict handling styles was measured by the Thomas-Kilmann MODE instrument, while Conflict orientation was measured by conflict orientation survey instrument. A sample of 135 was used as the control group during the posttest and a sample of 133 was used as the experimental group during the posttest. Conflict handling training was carried on the experimental group only. Paired sample test between the pretest and posttest indicated that conflict resolution skills training had no statistically significant impact on conflict handling styles. However, paired sample test showed statistically significant difference on conflict orientation of the participants of the study. This study recommends that any conflict training session should be designed with consideration of the audience being trained on basis of their age, life experiences, nature of the conflict and the duration of the training.
Examine Your LENS: A Tool for Interpreting Cultural Differences
Author: Williams, Tracy Rundstrom
Date: 2013-00-00
Type: Journal Articles
Subjects: Cultural Differences,Cultural Awareness,Experiential Learning,Learning Theories,Study Abroad,Mnemonics,Expectation,Teaching Methods,Intercultural Communication,Inferences,Benchmarking,Scoring Rubrics,Empathy,Metacognition,Affective Behavior,Verbal Communication,Nonverbal Communication,Student Characteristics,Cognitive Style

One of the most commonly cited reasons students choose to study abroad is to experience a new culture. However, most students and, perhaps, most people do not fully recognize what culture is and the span of its influences. The pervasiveness and seeming incomprehensiveness of cultural differences often surprise and unsettle the traveler, and his or her ability to adapt to the new culture may be one of the biggest contributors to a positive or negative experience abroad. The technique, Examine your LENS, provides a new tool for individuals crossing cultures, by providing a mnemonic device, a specific set of steps and a mental image. Founded in experiential learning theory and utilizing the components of intercultural knowledge and competence, the steps remind individuals to look more objectively at situations, examine their own assumptions and expectations, note other possible values, habits, and expectations, and substantiate possible interpretations with locals. The imagery of recognizing that we all have a cultural lens, or bias, which shades our view of events, incidents, and people, is equally important.
Study Abroad and the Boomerang Effect: The End Is Only the Beginning
Author: Rexeisen, Richard J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Study Abroad,Educational Research,Sensitivity Training,Intercultural Programs,Student Experience,Sustainability,Gender Differences,Rating Scales,Pretests Posttests,Followup Studies,Student Exchange Programs,Program Effectiveness,Program Evaluation,College Students,Foreign Countries

As research on the effectiveness of study abroad programs continues to evolve, the author notes a gradual shift in focus from &quot;Is study abroad effective?&quot; to &quot;What can be done to improve the quality of the study abroad experience?&quot; (e.g., Pederson, 2010; Shaheen, 2004). The author writes that he believes this broadened perspective is a natural consequence of the maturing of assurance of learning programs at institutions of higher education (e.g., AACSB: Eligibility Procedures and Accreditation Standards for Business Accreditation, 2012; Higher Learning Commission (HLC), Criteria for Accreditation, 2012; de Witt, 2010). Refinements in methodology and baseline effectiveness will of course continue to be an important and ongoing body of work (e.g., Anderson and Lawton, 2011; Braskamp et al. 2009; Rexeisen &amp; Al-Khatib, 2009; Vande Berg et al., 2009). The current study adds to the body of literature by addressing a gap in the existing study abroad outcomes assessment literature by focusing on the question of whether the developmental benefits of study abroad endure over time. Findings of the current study add to the body of knowledge that study abroad has a positive impact on the development of cross-cultural sensitivity as measured at the conclusion of the study abroad experience.
Assessment in Massive Open Online Courses
Author: Admiraal, Wilfried
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Open Education,Distance Education,Student Evaluation,Scores,Peer Evaluation,Self Evaluation (Individuals),Correlation,Performance Based Assessment,Test Reliability,Predictor Variables,Educational Research,Higher Education,Exit Examinations,Tests,Regression (Statistics),Intermode Differences,Foreign Countries,Educational Practices

Open online distance learning in higher education has quickly gained popularity, expanded, and evolved, with Massive Open Online Courses (MOOCs) as the most recent development. New web technologies allow for scalable ways to deliver video lecture content, implement social forums and track student progress in MOOCs. However, we remain limited in our ability to assess complex and open-ended student assignments. In this paper, we present a study on various forms of assessment and their relationship with the final exam score. In general, the reliability of both the self-assessments and the peer assessments was high. Based on low correlations with final exam grades as well as with other assessment forms, we conclude that self-assessments might not be a valid way to assess students' performance in MOOCs. Yet the weekly quizzes and peer assessment significantly explained differences in students' final exam scores, with one of the weekly quizzes as the strongest explanatory variable. We suggest that both self-assessment and peer assessment would better be used as assessment for learning instead of assessment of learning. Future research on MOOCs implies a reconceptualization of education variables, including the role of assessment of students' achievements.