國立虎尾科技大學 |

Managing Transformation : = How Do Undergraduate Students Experience the Process of Reentry After International Service Learning?

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Managing Transformation :/
其他題名:	How Do Undergraduate Students Experience the Process of Reentry After International Service Learning?
作者:	Hetzell, Leah B.
面頁冊數:	1 online resource (181 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
標題:	Educational administration. -
電子資源:	click for full text (PQDT)
ISBN:	9780355171549

Managing Transformation : = How Do Undergraduate Students Experience the Process of Reentry After International Service Learning?
Hetzell, Leah B.

Managing Transformation :How Do Undergraduate Students Experience the Process of Reentry After International Service Learning? - 1 online resource (181 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)--Temple University, 2017.

Includes bibliographical references

As calls for institutions of higher education to educate globally competent citizens have intensified over the last two decades, the field of international service learning (ISL) has responded resoundingly. ISL programs have been implemented at many institutions and there have been countless studies that demonstrate the great power for student learning and growth inherent in this exciting educational tool. In more recent years, experts have moved away from studying the student experience and have, instead, questioned the power relationships inherent in service learning programs abroad; related studies have made use of newer critical theories and community development philosophies, which have advanced the field tremendously.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355171549Subjects--Topical Terms:

1148465
Educational administration.
Index Terms--Genre/Form:

554714
Electronic books.

Managing Transformation : = How Do Undergraduate Students Experience the Process of Reentry After International Service Learning?
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Steven J. Gross.
502 $a Thesis (Ed.D.)--Temple University, 2017.
504 $a Includes bibliographical references
520 $a As calls for institutions of higher education to educate globally competent citizens have intensified over the last two decades, the field of international service learning (ISL) has responded resoundingly. ISL programs have been implemented at many institutions and there have been countless studies that demonstrate the great power for student learning and growth inherent in this exciting educational tool. In more recent years, experts have moved away from studying the student experience and have, instead, questioned the power relationships inherent in service learning programs abroad; related studies have made use of newer critical theories and community development philosophies, which have advanced the field tremendously.
520 $a However, to date, the re-entry period has still been largely overlooked, and there has been a noticeable lack of studies that apply student development theories to the ISL experience. This study explores how a diverse group of students from a large, public, four-year institution on the West Coast experience transformational learning during an ISL program in Thailand and how they make sense of their experience upon their return to the U.S. and in the months afterwards.
520 $a By utilizing a case study design and implementing qualitative methods, this study provides significant evidence that well-designed ISL programs can trigger transformational learning in a variety of ways and that the re-entry period is a significant time of learning and growth for students. Further, the findings importantly show that by creating strategic opportunities for students to learn and connect with others on the program, both during and after the ISL experience, students are better able to navigate the changes in themselves after returning home. Finally, the experiences of the students indicate that the processes associated with transformational learning continue well on after the in-country experience, highlighting the significant need to provide support and guidance for students during this time.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational administration. $3 1148465
650 4 $a International relations. $3 554886
655 7 $a Electronic books. $2 local $3 554714
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690 $a 0601
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Temple University. $b Educational Leadership. $3 1189022
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