Assessing the Effects of Semester-Length Study Abroad with the Miville-Guzman Universality-Diversity Scale.
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| Title: | Assessing the Effects of Semester-Length Study Abroad with the Miville-Guzman Universality-Diversity Scale. |
|---|---|
| Authors: | Nowak, Zachary1 znowak@umbra.org, Bernardini, Jacopo1, Cascinelli, Paola2, Fontana, Amanda3 |
| Source: | Frontiers: The Interdisciplinary Journal of Study Abroad. Nov2024, Vol. 36 Issue 3, p115-139. 25p. |
| Subject Terms: | *Foreign study, *Open-ended questions, *Journal writing, *Educators, *Discourse |
| Abstract (English): | There is a vibrant literature dedicated to evaluating the effects of international education experiences on the students who participate in them. While much discourse centers on the development of "(inter) cultural competencies," research on assessment suggests that these competencies develop over a longer period of time than most abroad programs last, hindering educators' ability to attribute their development to these programs. In this paper, we present the results of our research from two semesters of our program. We collected quantitative and qualitative data relative to students' Universal-Diverse Orientation (UDO). The quantitative data was gathered through the short version of the Miville-Guzman Universality-Diversity Scale (M-GUDS-S). For qualitative data, we relied on open-ended questions and reflective journaling assignments. We found statistically significant quantitative changes in both semesters. The qualitative data reflected and helped explain these changes. We discuss the implications of these results for future research. [ABSTRACT FROM AUTHOR] |
| Abstract (Italian): | Esiste una vivace letteratura dedicata alla valutazione degli effetti delle esperienze educative internazionali sugli studenti che vi partecipano. Mentre gran parte del dibattito è incentrato sullo sviluppo di "competenze (inter)culturali", la ricerca valutativa suggerisce che queste competenze si sviluppino in un periodo di tempo più lungo rispetto alla durata della maggior parte dei programmi all'estero, ostacolando la capacità degli educatori di attribuire a questi programmi i cambiamenti misurati. In questo articolo presentiamo i risultati della nostra ricerca raccolti durante due dei semestri del nostro programma. Abbiamo raccolto dati quantitativi e qualitativi relativi all'Orientamento Universale-Diverso (UDO) degli studenti. I dati quantitativi sono stati raccolti attraverso la versione breve della scala Miville-Guzman Universality-Diversity (M-GUDS-S). Per i dati qualitativi, abbiamo fato riferimento ai compiti assegnati agli studenti che prevedevano un diario e domande a risposta aperta. Abbiamo riscontrato cambiamenti quantitativi statisticamente significativi in entrambi i semestri. I dati qualitativi hanno confermato tali risultati e hanno aiutato a spiegare i cambiamenti. Le implicazioni di questi risultati per future ricerche saranno discusse. [ABSTRACT FROM AUTHOR] |
| Copyright of Frontiers: The Interdisciplinary Journal of Study Abroad is the property of Frontiers Journal, Inc and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 181550786 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Assessing the Effects of Semester-Length Study Abroad with the Miville-Guzman Universality-Diversity Scale. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Nowak%2C+Zachary%22">Nowak, Zachary</searchLink><relatesTo>1</relatesTo><i> znowak@umbra.org</i><br /><searchLink fieldCode="AR" term="%22Bernardini%2C+Jacopo%22">Bernardini, Jacopo</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Cascinelli%2C+Paola%22">Cascinelli, Paola</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Fontana%2C+Amanda%22">Fontana, Amanda</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Frontiers%3A+The+Interdisciplinary+Journal+of+Study+Abroad%22">Frontiers: The Interdisciplinary Journal of Study Abroad</searchLink>. Nov2024, Vol. 36 Issue 3, p115-139. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Foreign+study%22">Foreign study</searchLink><br />*<searchLink fieldCode="DE" term="%22Open-ended+questions%22">Open-ended questions</searchLink><br />*<searchLink fieldCode="DE" term="%22Journal+writing%22">Journal writing</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Discourse%22">Discourse</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: There is a vibrant literature dedicated to evaluating the effects of international education experiences on the students who participate in them. While much discourse centers on the development of "(inter) cultural competencies," research on assessment suggests that these competencies develop over a longer period of time than most abroad programs last, hindering educators' ability to attribute their development to these programs. In this paper, we present the results of our research from two semesters of our program. We collected quantitative and qualitative data relative to students' Universal-Diverse Orientation (UDO). The quantitative data was gathered through the short version of the Miville-Guzman Universality-Diversity Scale (M-GUDS-S). For qualitative data, we relied on open-ended questions and reflective journaling assignments. We found statistically significant quantitative changes in both semesters. The qualitative data reflected and helped explain these changes. We discuss the implications of these results for future research. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Italian) Group: Ab Data: Esiste una vivace letteratura dedicata alla valutazione degli effetti delle esperienze educative internazionali sugli studenti che vi partecipano. Mentre gran parte del dibattito è incentrato sullo sviluppo di "competenze (inter)culturali", la ricerca valutativa suggerisce che queste competenze si sviluppino in un periodo di tempo più lungo rispetto alla durata della maggior parte dei programmi all'estero, ostacolando la capacità degli educatori di attribuire a questi programmi i cambiamenti misurati. In questo articolo presentiamo i risultati della nostra ricerca raccolti durante due dei semestri del nostro programma. Abbiamo raccolto dati quantitativi e qualitativi relativi all'Orientamento Universale-Diverso (UDO) degli studenti. I dati quantitativi sono stati raccolti attraverso la versione breve della scala Miville-Guzman Universality-Diversity (M-GUDS-S). Per i dati qualitativi, abbiamo fato riferimento ai compiti assegnati agli studenti che prevedevano un diario e domande a risposta aperta. Abbiamo riscontrato cambiamenti quantitativi statisticamente significativi in entrambi i semestri. I dati qualitativi hanno confermato tali risultati e hanno aiutato a spiegare i cambiamenti. Le implicazioni di questi risultati per future ricerche saranno discusse. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Frontiers: The Interdisciplinary Journal of Study Abroad is the property of Frontiers Journal, Inc and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.36366/frontiers.v36i3.769 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 115 Subjects: – SubjectFull: Foreign study Type: general – SubjectFull: Open-ended questions Type: general – SubjectFull: Journal writing Type: general – SubjectFull: Educators Type: general – SubjectFull: Discourse Type: general Titles: – TitleFull: Assessing the Effects of Semester-Length Study Abroad with the Miville-Guzman Universality-Diversity Scale. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Nowak, Zachary – PersonEntity: Name: NameFull: Bernardini, Jacopo – PersonEntity: Name: NameFull: Cascinelli, Paola – PersonEntity: Name: NameFull: Fontana, Amanda IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 10854568 Numbering: – Type: volume Value: 36 – Type: issue Value: 3 Titles: – TitleFull: Frontiers: The Interdisciplinary Journal of Study Abroad Type: main |
| ResultId | 1 |
