The Forum BEVI Project: Applications and Implications for International, Multicultural, and Transformative Learning

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Wandschneider, Elizabeth; Pysarchik, Dawn T.; Sternberger, Lee G.; Ma, Wenjuan; Acheson, Kris; Baltensperger, Brad; Good, R. T.; Brubaker, Brian; Baldwin, Tamara; Nishitani, Hajime; Wang, Felix; Reisweber, Jarrod; Hart, Vesna
Titel	The Forum BEVI Project: Applications and Implications for International, Multicultural, and Transformative Learning
Quelle	In: Frontiers: The Interdisciplinary Journal of Study Abroad, 25 (2015), S.150-228 (79 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4568
Schlagwörter	Transformative Learning; Study Abroad; Global Education; Educational Trends; Higher Education; International Cooperation; Research; Partnerships in Education; Job Training; Skill Development; Cultural Awareness; Cross Cultural Training; Outcomes of Education; Correlation; Program Descriptions; World Views; Measures (Individuals); Profiles; Institutional Characteristics; Cultural Differences; Multiple Regression Analysis; Pretests Posttests; Mixed Methods Research + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Studies abroad; Auslandsstudium; Globales Lernen; Bildungsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Kooperation; Internationale Zusammenarbeit; Forschung; Hochschulpartnerschaft; Berufsqualifizierender Bildungsgang; Kompetenzentwicklung; Qualifikationsentwicklung; Cultural identity; Kulturelle Identität; Interkulturelle Orientierung; Lernleistung; Schulerfolg; Korrelation; World view; Weltanschauung; Messdaten; Charakterisierung; Profilanalyse; Kultureller Unterschied
Abstract	In a diverse portfolio of curricular and programmatic options in colleges and universities, global education has become highly prominent over the past 50 years. To take one of any number of indices in this regard, the Institute of International Education (2014) reported that a record number of global students, 886,052, studied at U.S. institutions in 2013-14 (up 8.1 percent over the previous year) and 289,408 American students studied abroad in 2012-13 (an increase of 2.1 percent over the previous year) (see also International Association of Universities, 2010; Knight, 2006). At a complementary level, institutions of higher education now are interested in "the internationalization of research, offering dual degrees with foreign partners, establishing a branch of campuses abroad," among other areas of emphasis (Marmolejo, 2011). Duru and Poyrazli (2007) contend that these sorts of trends demonstrate the important role that colleges and universities play in training workers for entry into the global marketplace. Likewise, Green (2013) notes that "higher education institutions in the United States are increasingly using the language of 'global citizenship' to describe the skills and habits they seek to cultivate in their students" (p. 52). Against this introductory backdrop, the authors begin this article with an overview of global education in the United States and a review of assessment instruments and approaches. They then go on to present 15 implications from the Forum-BEVI Project, a multi-year, multi-site assessment initiative that examined the processes and outcomes of international, multicultural, and transformative learning. Ultimately, it is the authors' hope that this project and its fifteen implications contribute to: (1) a deeper understanding of the complex interactions and fascinating processes that are associated with who learns what and why, and under what circumstances as well as; (2) greater appreciation for the demonstrable fact that such complexities can, and must, be assessed with depth, persistence, and rigor. (ERIC).
Anmerkungen	Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: http://www.frontiersjournal.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01