A Short-Term Intercultural Immersion Program in the US: Contextualizing Intercultural Adjustment Journeys
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Authors
Melchor Bazalar, ArianaIssue Date
2020-10-29Keywords
Ajuste interculturalStudy abroad de corta duración
Educación superior
Comunicación intercultural
Educación internacional
Intercultural adjustment
Short-term study abroad
Higher education
Intercultural communication
International education
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A Short-Term Intercultural Immersion Program in the US: contextualizing intercultural adjustment journeysDOI
http://doi.org/10.19083/tesis/653718Abstract
La educación superior ha sido impactada de gran manera por un mundo crecientemente interconectado y las demandas de empleadores por graduados con educación internacional, catalizando una tendencia de programas study-abroad de corta duración. A pesar de su crecimiento prominente y la expansión de su alcance, surgen desafíos clave porque la investigación sobre los aprendizajes de los estudiantes y la efectividad de estos programas aún se encuentra en etapas iniciales. Es fundamental entender los study-abroad como una variable cambiante, en donde el diseño del programa se relaciona con los aprendizajes del estudiante y las experiencias específicas de ajuste intercultural estén enmarcadas en su contexto. El Iacocca Global Village en Lehigh University (EE. UU.) fue elegido como estudio de caso. Los hallazgos muestran que se necesita una pedagogía intencional enfocada en resultados interculturales respaldada por tutorías continuas. Es importante tener una participación obligatoria en integración cultural y grupos de apoyo, la presión por el trabajo real y la responsabilidad es un requisito previo para dejar la zona de confort y fomentar los encuentros interculturales y que las redes de egresados puedan contribuir a mantener el sentido de pertenencia desarrollado en el programa.The increasingly interconnected world and the demands for internationally educated graduates have had a major impact on higher education and have catalyzed the trend of short-term studies abroad. Key challenges arise because, despite their prominent growth and the expansion of their reach, the research on student outcomes and program effectiveness is still in initial stages. It is essential to approach education abroad as a non-steady variable, where the program design is related to student learning gains and specific intercultural adjustment experiences, framed within their context. The Iacocca Global Village in Lehigh University (USA) was chosen as a case study. Findings show there is a need for intentional pedagogy focused on intercultural outcomes supported by ongoing mentoring it´s important to have mandatory involvement in cultural integration and support groups, pressure for real work and accountability is a prerequisite to leave the comfort zone and foster intercultural encounters and that alumni networks can contribute to maintain the sense of belonging developed in the program.
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info:eu-repo/semantics/bachelorThesisRights
info:eu-repo/semantics/openAccessAttribution-NonCommercial-ShareAlike 4.0 International
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spaDescription
Solicitud de envío manuscrito de artículo científico.ae974a485f413a2113503eed53cd6c53
http://doi.org/10.19083/tesis/653718
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