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dc.contributor.advisorMills, Donald B.
dc.contributor.authorNguyen, Annieen_US
dc.date.accessioned2015-05-12T21:10:07Z
dc.date.available2015-05-12T21:10:07Z
dc.date.created2015en_US
dc.date.issued2015en_US
dc.identifier.urihttps://repository.tcu.edu/handle/116099117/8339
dc.description.abstractAccording to most recent figures reported by the Institute of International Education (2014), the majority of American students (60.3%) are choosing to participate in short-term study abroad programs. Considering the role that short-term programs play in institutional goals related to global citizenship and intercultural competency, this mixed-methods study examines possible gains and factors influencing such gains that are made in students overall intercultural competency following participation. This research endeavor involved pre-testing, post-testing, and follow up three months later which analyzed data for fifty-five students across eight different short-term programs at three distinct institutions within the state of Texas. The Intercultural Effectiveness Scale (IES) survey was used as a quantitative instrument for assessing intercultural competency. In addition, in-depth interviews and document analysis of program syllabi and participant photographs provided qualitative narratives on student perceptions of intercultural growth. Findings indicate the capacity of short-term study abroad programs ranging from two to five weeks to provide formative experiences and have significant impacts on students self-perceived intercultural competency. There is a clear implication that components of intercultural competency are most affected by intentional structures, which support recommended practices of incorporating intercultural objectives alongside discipline related goals, preparing students for change, structuring activities with guided reflection, and providing opportunities for meaningful and immersive local interaction. Although study limitations make it difficult to presume certainty, this research reveals important areas for future research in terms development of intercultural competency and how educational leaders might begin to address such goals at both the programmatic and institutional levels.en_US
dc.format.mediumFormat: Onlineen_US
dc.language.isoengen_US
dc.publisher[Fort Worth, Tex.] : Texas Christian University,en_US
dc.relation.ispartofTexas Christian University dissertationen_US
dc.relation.ispartofUMI thesis.en_US
dc.relation.ispartofTexas Christian University dissertation.en_US
dc.relation.requiresMode of access: World Wide Web.en_US
dc.relation.requiresSystem requirements: Adobe Acrobat reader.en_US
dc.subject.lcshForeign study Evaluation.en_US
dc.subject.lcshCultural competence.en_US
dc.subject.lcshIntercultural communication.en_US
dc.subject.lcshInternational education.en_US
dc.subject.lcshCollege students.en_US
dc.titleDocumentation and development on intercultural competence in short-term study abroaden_US
dc.typeTexten_US
etd.degree.departmentCollege of Education
etd.degree.levelDoctoral
local.collegeCollege of Education
local.departmentEducation
local.academicunitCollege of Education
dc.type.genreDissertation
local.subjectareaEducation
etd.degree.nameDoctor of Education
etd.degree.grantorTexas Christian University


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