國立虎尾科技大學 |

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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The individual's transformational learning experience as a cross-cultural sojourner :/
其他題名:	Descriptive models.
作者:	Kennedy, Jessie Glenora.
面頁冊數:	1 online resource (244 pages)
附註:	Source: Dissertations Abstracts International, Volume: 57-02, Section: A.
Contained By:	Dissertations Abstracts International57-02A.
標題:	Cultural anthropology. -
電子資源:	click for full text (PQDT)
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. - 1 online resource (244 pages)

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

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

Includes bibliographical references

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.

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

Mode of access: World Wide Web

ISBN: 9798208862483Subjects--Topical Terms:

1179959
Cultural anthropology.
Index Terms--Genre/Form:

554714
Electronic books.

The individual's transformational learning experience as a cross-cultural sojourner : = Descriptive models.
LDR:03866ntm a22003617 4500 001 1150224
005 20241022111617.5
006 m o d
007 cr bn ---uuuuu
008 250605s1994 xx obm 000 0 eng d
020 $a 9798208862483
035 $a (MiAaPQ)AAI9530170
035 $a AAI9530170
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Kennedy, Jessie Glenora. $3 1476666
245 1 4 $a The individual's transformational learning experience as a cross-cultural sojourner : $b Descriptive models.
264 0 $c 1994
300 $a 1 online resource (244 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: 57-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Appelbaum, Richard.
502 $a Thesis (Ph.D.)--The Fielding Institute, 1994.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Cultural anthropology. $3 1179959
650 4 $a Families & family life. $3 1372486
650 4 $a Personal relationships. $3 1466325
650 4 $a Sociology. $3 551705
650 4 $a Multicultural education. $3 556370
650 4 $a Individual & family studies. $3 1181440
655 7 $a Electronic books. $2 local $3 554714
690 $a 0326
690 $a 0628
690 $a 0455
690 $a 0626
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The Fielding Institute. $3 1190906
773 0 $t Dissertations Abstracts International $g 57-02A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9530170 $z click for full text (PQDT)