國立虎尾科技大學 |

A Phenomenological Study Exploring U.S College Students' Study Abroad Experiences : = Understanding Self-Leadership Through Initiators and Outcomes of Transformative Learning.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Phenomenological Study Exploring U.S College Students' Study Abroad Experiences :/
其他題名:	Understanding Self-Leadership Through Initiators and Outcomes of Transformative Learning.
作者:	Wallace, Keith M.
面頁冊數:	1 online resource (191 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
Contained By:	Dissertations Abstracts International84-10A.
標題:	Higher education administration. -
電子資源:	click for full text (PQDT)
ISBN:	9798379437060

A Phenomenological Study Exploring U.S College Students' Study Abroad Experiences : = Understanding Self-Leadership Through Initiators and Outcomes of Transformative Learning.
Wallace, Keith M.

A Phenomenological Study Exploring U.S College Students' Study Abroad Experiences :Understanding Self-Leadership Through Initiators and Outcomes of Transformative Learning. - 1 online resource (191 pages)

Source: Dissertations Abstracts International, Volume: 84-10, Section: A.

Thesis (Ph.D.)--Indiana Institute of Technology, 2023.

Includes bibliographical references

As globalized industries evolve, leaders of today and tomorrow will need multifaceted skills for multilayered engagement in an international environment. One method to develop competencies built for a global setting is study abroad, where U.S. colleges embed students in a travel context beyond classroom walls and borders. Study abroad is made up of pre-departure, in-destination, and reentry that remains less understood across U.S. colleges yet may produce a transformative learning experience. The purpose of this qualitative phenomenological study was to explore the lived experiences of U.S. college study abroad students during the reentry phase. Specifically, this study sought to understand initiators and outcomes of transformative learning in selfleadership development after studying abroad. The following 10 deductive themes and two deductive subthemes emerged: (a) Lacking languages in the United States, (b) Viewing my world in a new lens, (c) Realizing a great sense of empowerment, (d) Catching the travel bug, (e) Seeking transformative lessons, (f) Open mindedness through experiential learning, (g) More inclusivity for a diversified community, (h) Going global for new professional practices, (i) Increased capacity for complexity, and (j) Understanding complexity eases pressure. The two subthemes were (a) Leading with a shifted worldview and (b) Refining leadership with a new worldview. Disorientation profiles were also created for each participant. Findings revealed that initiators of transformative learning took place through disorienting experiences as well as transformative outcomes were realized by students after reentry. The findings of the study have identified for the first time in research the developed frameworks of transformative learning theory, the disorientation index and typology of transformative outcomes, as a functional combined tool to understand initiators and outcomes of transformative learning. These findings may assist international educators, multinational businesses, and global leaders of today and tomorrow.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379437060Subjects--Topical Terms:

1148709
Higher education administration.
Subjects--Index Terms:

Disorientation indexIndex Terms--Genre/Form:

554714
Electronic books.

A Phenomenological Study Exploring U.S College Students' Study Abroad Experiences : = Understanding Self-Leadership Through Initiators and Outcomes of Transformative Learning.
LDR:03606ntm a22003977 4500 001 1145985
005 20240711091435.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379437060
035 $a (MiAaPQ)AAI30426411
035 $a AAI30426411
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Wallace, Keith M. $3 1471294
245 1 2 $a A Phenomenological Study Exploring U.S College Students' Study Abroad Experiences : $b Understanding Self-Leadership Through Initiators and Outcomes of Transformative Learning.
264 0 $c 2023
300 $a 1 online resource (191 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
500 $a Advisor: Ensign, Tonya.
502 $a Thesis (Ph.D.)--Indiana Institute of Technology, 2023.
504 $a Includes bibliographical references
520 $a As globalized industries evolve, leaders of today and tomorrow will need multifaceted skills for multilayered engagement in an international environment. One method to develop competencies built for a global setting is study abroad, where U.S. colleges embed students in a travel context beyond classroom walls and borders. Study abroad is made up of pre-departure, in-destination, and reentry that remains less understood across U.S. colleges yet may produce a transformative learning experience. The purpose of this qualitative phenomenological study was to explore the lived experiences of U.S. college study abroad students during the reentry phase. Specifically, this study sought to understand initiators and outcomes of transformative learning in selfleadership development after studying abroad. The following 10 deductive themes and two deductive subthemes emerged: (a) Lacking languages in the United States, (b) Viewing my world in a new lens, (c) Realizing a great sense of empowerment, (d) Catching the travel bug, (e) Seeking transformative lessons, (f) Open mindedness through experiential learning, (g) More inclusivity for a diversified community, (h) Going global for new professional practices, (i) Increased capacity for complexity, and (j) Understanding complexity eases pressure. The two subthemes were (a) Leading with a shifted worldview and (b) Refining leadership with a new worldview. Disorientation profiles were also created for each participant. Findings revealed that initiators of transformative learning took place through disorienting experiences as well as transformative outcomes were realized by students after reentry. The findings of the study have identified for the first time in research the developed frameworks of transformative learning theory, the disorientation index and typology of transformative outcomes, as a functional combined tool to understand initiators and outcomes of transformative learning. These findings may assist international educators, multinational businesses, and global leaders of today and tomorrow.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Higher education administration. $3 1148709
650 4 $a Higher education. $3 1148448
653 $a Disorientation index
653 $a Education abroad
653 $a Self-leadership theory
653 $a Study abroad reentry
653 $a Transformative learning outcomes
653 $a Transformative learning theory
655 7 $a Electronic books. $2 local $3 554714
690 $a 0446
690 $a 0745
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Indiana Institute of Technology. $b Global Leadership. $3 1469211
773 0 $t Dissertations Abstracts International $g 84-10A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30426411 $z click for full text (PQDT)