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Short-term study tours and global competence development

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Short-term study tours and global competence development

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Content Running head: STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 1 SHORT-TERM STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT by Deyon Christi Nagato _________________________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2014 Copyright 2014 Deyon Christi Nagato STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 2 ACKNOWLEDGEMENTS I choose everyday to give my best for the One who faithfully completes every good work. I want to acknowledge my incredible grandmothers, Emiko “Baban” Nagato and Gomercinda “Mama Ming” Lutao, whose wit and resourcefulness extended 6th grade educations to teach us to enjoy stories and to exude kindness and beauty. I also want to acknowledge my loving grandfathers, Tatsuichi “Jichan” Nagato and Domingo “Papa” Lutao, whose peculiar balance of tradition and open-mindedness strengthened our family’s roots and wings. I am grateful to my models for continued learning, my father George, the first Dr. Nagato, and my mother Rose, who encouraged the completion of nine college degrees in our family…and counting. I also would like to thank my church family at Paradise Chapel in Waianae, whose countless prayers inspired the completed chapters of this dissertation. I extend a warm mahalo nui to the three members of my dissertation committee. My advisor, Dr. Melora Sundt, provided supportive guidance and stimulating conversations through the end of this writing project. Drs. Darnell Cole and Robert Rueda asked questions to prompt deeper reflection and critical thinking throughout my doctoral program. Finally, to my colorful family, dear friends, respected colleagues, former students and fellow change agents who understand that global competence is but one part of the grander effort to honor each one’s contribution for the benefit of the collective, it is a blessing to have you in my life and a privilege to learn with you. STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 3 TABLE OF CONTENTS Acknowledgements 2 List of Tables 4 List of Figures 5 Abstract 6 Chapter 1: Overview of the Study 7 Chapter 2: Literature Review 25 Chapter 3: Methodology 39 Chapter 4: Results 49 Chapter 5: Discussion 78 References 85 Appendices 93 Appendix A: Council of Chief State School Officers EdSteps Initiative and 93 Asia Society Partnership for Global Learning Sample K-12 Global Competence Model Appendix B: Association of American College and Universities Valid 94 Assessment of Learning in Undergraduate Education (VALUE) Rubrics Appendix C: Recruitment Email to EDUC 606 Students 96 Appendix D: Global Competence Study Interview Protocol 98 Appendix E: Sample of Study Tour Itineraries 100 STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 4 LIST OF TABLES Table 1. Types of Graduate-level Education Abroad Programs Available at 10 Forum Institutions Table 2. Alignment of Selected Global Competence Research and Models 17 Table 3. Alignment of Research Questions and Global Competence Indicators 48 Table 4. Gender Distribution of Student Samples 50 Table 5. Ethnic Distribution of Student Samples 51 Table 6. Age Distribution of Student Samples 51 Table 7. Interview Respondents 52 Table 8. Significance of Pre-tour and Post-tour Global Competence Scores 54 Table 9. Summary of Findings of Global Competence Development 65 STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 5 LIST OF FIGURES Figure 1. Global Competence Model™ for higher education and professional contexts 15 Figure 2. Council of chief state school officers EdSteps initiative and Asia Society 93 partnership for global learning sample K-12 Global Competence Model STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 6 ABSTRACT Minimal empirical evidence exists to support the financial investment in short-term study tours at the post graduate level. The purpose of this study was to determine if and how short-term study tour participation related to doctoral students’ global competence, according to the dispositions, knowledge, and skills described in the Global Competence Model™. This study sought to address two research questions: (1) Is there a relationship between participation in short-term international study tours and changes in students’ global competence? and (2) What are students’ perceptions about study tour components that relate to global competence? Seventeen doctoral students, who participated in one of six different short-term study tours, completed pre- and post-tour administrations of the Global Competence Aptitude Assessment®. Within one month after the last study tour to Thailand, 20 Thailand study tour participants completed interviews about their experience abroad. Data analysis involved paired samples t- tests to check for significant differences in pre- and post-tour assessment scores and interview responses were coded for global competence components and study tour components. Findings from this study suggest a relationship between short-term study tour participation and most aspects of students’ enhanced global competence, including self-awareness, attentiveness to diversity, global awareness, intercultural capability, and collaboration skills. Students identified a balance between structured time and unstructured time, school visits, interactions with host educators, and distance from their home and work routines as meaningful study tour components. This study also makes recommendations to enhance the design of future short-term study tours at the post-graduate level. STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 7 CHAPTER 1 OVERVIEW OF THE STUDY Advances in technology, transportation, and communication continue to accelerate economic, political, and social globalization (Global Policy Forum [GPF], 2013), “a process of transnational and transcultural integration of human and non-human activities” (Al-Rodhan & Stoudmann, 2006). Indications of this worldwide integration are evident in U.S. business, employment gaps, and migration rates. In 2008, 38.4 million American jobs, more than one in five jobs in the U.S., were tied to international trade (Baughman & Francois, 2010, p. 5). International employment becomes a matter of national security when federal agencies, including the Central Intelligence Agency, Federal Bureau of Investigation, and U.S. Army, attempt every year to fill 34,000 positions that require expertise in foreign language and cultures (Commission on the Abraham Lincoln Study Abroad Fellowship Program [CALSAFP], 2005, p. 6). Transnational movement of people around the world, and into the United States, further demonstrates global amalgamation. In 2008, the United Nations Population Division predicted that in 2010 the total number of the world’s migrants would be 214 million, with an estimated 50 million in the United States (United Nations, 2008). On the domestic front, in 2008, Whites were the minority ethnic group in Washington, D.C., Texas, California, Hawaii, and New Mexico (Aud, Fox, & KewalRamani, 2010, p. 9), an indication of the growing diversity of the U.S. population. To respond to increasing globalization, business, government and educational institutions aim to increase their global competence, defined as “having an open mind while actively seeking to understand cultural norms and expectations of others, and leveraging this gained knowledge to interact, communicate, and work effectively in diverse environments” (Hunter, 2004, p. 101). STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 8 Higher education is part of the effort to prepare professionals — including educational leaders and teachers who shape students’ experiences earlier in the education pipeline — with globally competent dispositions, knowledge, and skills to attain and sustain diplomatic relations, economic competitiveness, preservation of cultural and linguistic diversity, and research that addresses global issues (Qiang, 2003). Institutions of higher education have approached this task by adding foreign language and global perspectives courses, enrolling international students and faculty, establishing transnational research partnerships and institutions, and offering study abroad programs (Altbach, Reisberg, & Rumbley, 2009; McTighe Musil, 2006; Paige & Fry, 2010). By 2009, 20 U.S. states had adopted state-level resolutions to support international education (Altbach et al., 2009, p. 27). Specifically, education systems aim to graduate students who apply 21st century skills – skilled communication, critical thinking, problem solving, and collaboration – in diverse environments (Partnership for 21st Century Skills, 2011). In 2011, 273,996 U.S. college students participated in study abroad, more than triple the participation rate in the early 1990s (Open Doors, 2012, p. 2). Despite this rapid increase, study abroad participants make up less than 2% of enrolled college students (p. 2). Most of these students major in social sciences (22.9%) and business and management (20.5%), with education majors making up 4.2% of study abroad participants (p. 2). Most study abroad in European destinations (54.6%) and 11.7% of the study abroad programs are in Asian locations. The majority, 58.1% of study abroad students, participate in short-term tours, lasting for the summer session or eight weeks or less, while 38% participate in quarter or semester programs (p. 2). Less than 4% of study abroad students participate in year-long programs. To support the effort to develop globally competent citizens, the federal government funds several education abroad programs. For example, the Department of State’s Fulbright STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 9 program offers grants for international exchanges of students and scholars and the Benjamin A. Gilman International Scholarship Program targets study abroad by low-income students (CALSAFP, 2005). The U.S. Department of Education’s Fund for the Improvement of Postsecondary Education supports two-way international exchanges for undergraduates and the Fulbright Hays targets future educators and government officials studying in non-Western countries (CALSAFP, 2005). To achieve the intent of Title IV of the Higher Education Act, which provides for international studies at the undergraduate and graduate levels, the U.S. Department of Education also supports study abroad through foreign language and international education programs, as well as student financial aid (CALSAFP, 2005). As momentum around global education increases, institutions of higher education seek to evaluate the effectiveness of education abroad programs. What aspects of study abroad relate to students’ global competence development? Consideration of various elements of study abroad can inform how higher education invests resources regarding the length of study tours, selection of locations, and structure of study tour activities. This study focused on the relationship between post graduate students’ participation in short-term international experiences and changes in students’ scores in global competence aptitudes. In addition, post-tour interviews explored student perceptions of study tour components that related to their global competence development. Background The broad goal of education abroad is to develop U.S. students’ global competence perspectives, knowledge, and skills. Globally minded and globally capable professionals in turn strengthen American competitiveness in the global market and our leadership capacity in domestic affairs. As study abroad opportunities expand to geographic areas of strategic STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 10 importance to the United States, education abroad programs contribute to our national security and global citizenship growth. Furthermore, education abroad programs, particularly those with faculty participation, allow integration of higher education program requirements and application of skills in a global context. The Forum on Education Abroad is a nonprofit organization whose standards of good practice for education abroad are recognized by the U.S. Department of Justice and the Federal Trade Commission (Forum on Education Abroad [FEA], 2012). The Forum’s 2011 State of the Field Survey identified a range of education abroad opportunities at the graduate level. Most Forum institutions (58%) offer graduate students short-term programs, which they define as international field trips with a duration of eight weeks or less (p. 5). Research and field experiences (47%), semester or full year programs (34%), exchanges (33%), clinical experiences (28%), and quarter programs (4%) are also options (p. 5) (see Table 1). Table 1 Types of Graduate-level Education Abroad Programs Available at Forum Institutions Type of program Percent of institutions offering the program Short-term 58% Research and field experiences 47% Semester or full year 34% Exchanges 33% Clinical experiences 28% Quarter 4% Note. Adapted from The Forum state of the field survey 2011 (Forum on Education Abroad, 2012, p. 5). STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 11 Global Competence Models Study abroad experiences provide an opportunity to develop aspects of students’ global competence (Rundstrom Williams, 2005; Dolby & Rahman, 2008; Clarke, Flaherty, Wright, & McMillen, 2009; Kuh, 2009; Stebleton, Soria, & Cherney, 2013). Hunter (2004) conducted the Delphi Technique with international educators and human resource managers of transnational corporations to develop a definition of global competence, “having an open mind while actively seeking to understand cultural norms and expectations of others, leveraging this gained knowledge to interact, communicate and work effectively outside one’s environment” (p. 101). In the same study, Hunter (2004) also found consensus among international educators and transnational managers on globally competent attitudes, knowledge, and skills. Similarly, Braskamp, Braskamp and Merrill (2009) categorized global competencies into cognitive (knowledge), intrapersonal (attitudes), and interpersonal (skills) domains. In the broader context of 21st century skills, the National Research Council (2012) identified three domains of cognitive, intrapersonal, and interpersonal competencies. The cognitive domain includes critical thinking, problem solving, and creativity. Intrapersonal competencies consist of adaptability, appreciation for diversity, and curiosity, and interpersonal competencies focus on collaboration, communication, and negotiation. Global competence development begins with dispositions, or attitudes, that influence how people approach situations or tasks as they develop globally competent knowledge and skills (Deardorff, 2006; Bresciani, 2008). Self-awareness, openness to learning, appreciation for diversity, and confidence in complex situations comprise globally competent dispositions (Hunter, 2004; Deardorff, 2006; Braskamp et al., 2009). Global competence requires knowledge of world history and current world events, as well as an understanding of the norms and STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 12 expectations of one’s own and other cultures (Hunter, 2004). In addition, global competence knowledge involves understanding the impact of culture on individuals, cultural groups, and global society (Deardorff, 2006; Braskamp et al., 2009). Global competence skills involve demonstrations of empathy and interdependence and include abilities to engage with others who are culturally different, assess one’s intercultural performance, and adapt interactions to effectively collaborate to achieve a goal (Hunter, 2004; Deardorff, 2006; Braskamp et al., 2009). Educational and workforce development entities have contributed varied definitions and frameworks to the global competence discourse, depending on their institutional missions and program goals (Bresciani, 2008). A selection of four global competence models from K-12, higher education, and professional contexts describe competencies for global learning and engagement. K-12 context. At the K-12 level, global competence development focuses on shaping students’ perspectives early in their educational career and prepares them to apply inquiry and communication skills in changing times. In a partnership between the Council of Chief State School Officers and the Asia Society Partnership for Global Learning, the EdSteps initiative defined global competence in a K-12 context (see Appendix A). The EdSteps model is based on empirical research conducted by Project Zero, a research group at Harvard Graduate School of Education who focuses on learning processes (Boix Mansilla & Jackson, 2011). The U.S. Department of Education International Strategy (U.S. Department of Education [USDOE], 2012) highlights this K-12 model, which frames global competence around the motivation to investigate the world, recognize multiple perspectives, communicate effectively across diverse groups, and take action (Boix Mansilla & Jackson, 2011). STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 13 These global competencies are multifaceted and often overlap. For example, investigating the world involves asking a research question of global relevance, using various languages and sources to find evidence, and building an evidence-based argument that considers multiple perspectives. The EdSteps model describes the skill of recognizing multiple perspectives as students’ ability to identify their own perspectives, recognize others’ perspectives, and articulate how events, issues, and access to resources influence those perspectives and interactions. Effective communication involves active listening and adaptive interactions, through both verbal and nonverbal methods, and the use of technology and media for collaboration. Finally, globally competent students set creative and ethical action plans that consider multiple approaches, perspectives, and consequences and take action to improve local, regional and global conditions. Though not explicitly categorized by dispositions, knowledge, and skills, the EdSteps model includes many of the global competencies identified in global competence literature. Higher education context. Developing global competence at the postsecondary level focuses on students’ affective, cognitive, and behavioral skills to take personal and social responsibility for addressing global problems. As part of the Liberal Education and America’s Promise (LEAP) initiative, the Association of American Colleges and Universities (2009) designed Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics to measure learning outcomes, including intercultural competence and global learning, that are important to educators and employers (see Appendix B). Representative faculty from the Association of American Colleges and Universities conducted validity and reliability tests on the rubrics, which are based on models of intercultural sensitivity (Bennett, 2004) and intercultural competence (Deardorff, 2006). STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 14 The rubric for intercultural competence and knowledge is a tool to assess attitudes that are curious and open to culturally different interactions, as well as knowledge of how one’s own and others’ cultures shape histories, politics, communication, economies, beliefs, and practices. Intercultural skills demonstrate empathetic interactions with individuals who hold different worldviews and effective verbal and nonverbal communication to negotiate shared understanding. The global learning rubric emphasizes dispositions toward self-awareness, perspective taking, and social responsibility. This rubric also includes global competence knowledge of global systems and skills to interact meaningfully with others to address ethical, social, and environmental challenges. Blended higher education and professional context. The Global Competence Model™ (see Figure 1), designed by Global Leadership Excellence, LLC illustrates the globally competent dispositions, knowledge, and skills that international educators and employers seek (Global Leadership Excellence [GLE], 2013a). This global competence development model is based on the research of Hunter (2004) and Hunter, White, and Godbey (2006), which represent consensus among representative international educators from U.S. higher education and human managers from transnational companies. This global competence development model identifies internal and external readiness aptitudes that begin to develop in middle school and progress through higher education. According to the Global Competence Model™ (GLE, 2013a), the internal readiness characteristics include self-awareness, risk taking, open-mindedness, and attentiveness to diversity — indicators of an individual’s personal traits and attitudes. The model’s external readiness aptitudes describe knowledge and skills acquired through education or life experiences and include global awareness, historical perspective, intercultural capability, and collaboration STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 15 across cultures. Moving from the core of the model to the outer circles, individuals develop self- knowledge (light green core), which influences their approach to people and situations (dark green section). Globally competent individuals further acquire global and historical knowledge through education (light blue section) and apply that knowledge and perspective to personal interactions (outermost dark blue circle). Figure 1. Global Competence Model™ for higher education and professional contexts. Internal readiness aptitudes (green sections) identify globally competent dispositions. External readiness aptitudes (blue sections) illustrate globally competent knowledge and skills. Reprinted with permission from Global Competence Aptitude Assessment®. Copyright 2013a by Global Leadership Excellence, LLC. STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 16 Professional context. Jokinen (2004) reviewed literature on global leadership competence and developed a framework of core conditions, mental characteristics, and behaviors of globally competent managers and leaders of transnational companies. At the core of global leadership are competencies such as awareness of one’s values and capabilities, continual engagement in personal development, and inquisitiveness. Mental characteristics, which shape the way people approach and respond to situations and tasks, include optimism, self-regulation of emotions and responses, social judgment skills, empathy, and motivation to work internationally. This global competence framework also identifies cognitive complexity for creative solutions and acceptance of complexity and its contradictions as important mental characteristics. The outcomes of these core competencies and mental characteristics are demonstrated in social skills for conflict management, collaboration, and communication, which are distinguished from formal networking skills. According to this framework, global competence also involves technical and organizational knowledge, as well as understanding of the impact of culture on behavioral communication. The four global competence models align with global competence research and share common dispositions, knowledge and skills (see Table 2). Common global competence dispositions include self-awareness, openness to learning, and appreciation for diversity. The disposition toward confidence in complex or novel situations becomes more pronounced as professionals enter their respective fields, where there is a growing demand for nonroutine problem solving and interactive skills (Levy & Murname, 2004). STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 17 Table 2 Alignment of Selected Global Competence Research and Models Global Competence Components Context K-12 Higher Education Higher Education and Professionals Professionals Dispositions Self-awareness X X X X Openness to learning X X X X Appreciation for diversity X X X X Confidence in complex situations X X Knowledge Global history X X X Current world events X X X Cultural norms and expectations X X X X Impact of culture X X X X Skills Empathy X X X X Engagement with culturally different others X X X X Assessment of own intercultural performance X X X X Adaptability for effective collaboration X X X X Note. Components for the K-12 context from Boix Mansilla and Jackson (2011), for the higher education context from Association of American Colleges and Universities (2009), for the blended higher education and professionals context from Global Leadership Excellence (2013a), and for the professionals context from Jokinen (2004). STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 18 Of the global competence knowledge components, knowledge of cultural norms and expectations and knowledge of the impact of culture are identified in all four selected models. Knowledge of global history and current world events is common across the K-12, higher education, and blended higher education and professionals models. Aligned with these knowledge components, the Research and Policy Committee of the Committee for Economic Development (2006) recommended that American students develop in-depth knowledge of global issues as well as the history, culture, and geography of world regions to increase the number of professionals who can work effectively on global teams, expand sales in international markets, and inform diplomatic and military strategies. Finally, common global competence skills include empathy, engagement with culturally diverse others, and adaptability for effective collaboration. The skill to assess one’s own intercultural performance is identified in the higher education and professionals models. These global competence skills are highlighted in a report by the Organization for Economic Co- operation and Development (OECD, 2013) of U.S. results of the Survey of Adult Skills, measured by the Programme for the International Assessment of Adult Competencies (PIACC). The report indicates adults’ frequent use of negotiation and collaboration skills at work. In alignment with several global competence components, employers value employees’ skills to engage with people with different perspectives and values, to understand cultural differences, to adapt to change, and to gain new knowledge (Gardner, Gross, & Steglitz, 2008). The global competence model for the blended higher education and professionals context was used in this study because it aligned to global competence research and corresponded to doctoral students, who are enrolled in an higher education program while working in their respective professions. STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 19 Current Education Abroad Participation The Institute of International Education administers international education programs, including the Gilman Scholarships and Fulbright Fellowships for the U.S. Government (Obst, Bhandari, & Witherell, 2007). In their review of U.S. study abroad trends, the authors found that study abroad participation has changed little since 1993. In 2005, study abroad participants were 83% Caucasian, 66% female, and 36% undergraduates in their junior year (p. 19). Numerous education abroad opportunities are available to undergraduate and graduate program students. In the 2011 annual census of international educational exchange, the Institute of International Education reported that more than 80% of study abroad students completed their education abroad during their baccalaureate programs and about 16% studied abroad during their Master’s program (Institute of International Education, 2012, p. 1). Doctoral students make up 0.6% of study abroad students (p. 1). This limited access to education abroad indicates a need for further exploration of global competence development for post-graduate professionals. Need for Evaluation of Education Abroad With these identified globally competent dispositions, knowledge, and skills in mind, education abroad program leaders are most concerned that short-term study tours include cultural integration of students, adequate preparation of students, and maximization of student experiences (FEA, 2012, p. 2). To begin to address these concerns, education abroad programs currently focus their data analysis on program evaluation (82%), student intercultural development (45%), and student interpersonal development (30%) outcomes (p. 14). While most education abroad programs implement internally developed instruments (64%) or have no formal method of measurement (28%), some institutions report using the National Survey of STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 20 Student Engagement, Global Perspectives Inventory, Intercultural Development Inventory, Simulated/Oral Proficiency Interviews, and the Beliefs Experiences Values Inventory (p. 15). In alignment with this national trend and to strengthen continuous improvement in the accreditation process, the Rossier School of Education at the University of Southern California (USC) set out to assess program impact on student outcomes, including graduate students’ global competence. The Rossier School aims to develop the skills of educational leaders who work in urban contexts which are often racially, ethnically, culturally, and linguistically diverse (USC Rossier School of Education, 2012). The program’s focus on competencies in accountability, learning, diversity, and leadership influenced the creation of a program which provided international study and research experiences to second-year doctoral students. The international program grew out of voluntary study tours beginning in 2008. During the 2012-2013 academic year, an international study tour was part of a required globalization course (Diamond, 2012). The purpose of the study tour was to provide the opportunity for students to analyze the opportunities and challenges of urban education in a global context and increase their global competence skills. Statement of the Problem As national participation in education abroad has increased dramatically over the past two decades, research on the impact of study tours on global competence remains limited. Focusing largely on undergraduates, existing empirical studies often highlight how study abroad impacts future education and career choices of education abroad students. Based on the research on graduate education abroad students, short-term study tours may leverage doctoral students’ educational background and professional experience, as well as fit into their full-time work schedules. The international study tour program invested a total of $450,000 for the nearly 150 STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 21 participating students, as well as travel and instructional time, for five short-term study tours in 2013 (Baker-Gatchalian, personal communication, March, 1, 2013). Participating students’ global competence has never been measured and the results of participating in an international study experience are unknown. Education abroad program directors are unable to determine if the investment in a concentrated week-long tour results in the desired impact of doctoral students’ global competence development. There are currently no empirical data to connect students’ participation in short-term study tours and the development of attitudes, knowledge, and skills related to global competence. Furthermore, little is known about which aspects of international study tours relate to students’ global competence. Purpose of the Study The purpose of this study was to determine the relationship between doctoral students’ participation in short-term study tours and students’ global competence development. Participating students completed a week-long international field trip as part of a graduate-level globalization course. A global competence assessment was administered to all students enrolled in the course after the first class session and again after students returned from the study tour. Analysis of pre- and post-assessment results examined the relationship between study tour participation and changes in globally competent dispositions, knowledge, and skills. Analysis of post-tour interviews with a subgroup of study tour participants explored students’ perceptions of their experiences abroad related to global competence development. STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 22 Research Questions This study addressed the following research questions: 1. Is there a relationship between participation in short-term international study tours and changes in students’ global competence scores on a global competence aptitude assessment? 2. What are students’ perceptions about study tour components that relate to global competence development? Importance of the Study Findings from this study may be significant for the international study tour program as well as for USC doctoral graduates and the institutions and communities they serve. The mission of the study tour program was “to ensure all Rossier students and faculty have the opportunity to participate in key international experiences that enhance their capabilities as future leaders and scholars” (Diamond, 2012). The goal of these study tours was “to increase students’ international exposure and provide the opportunity to contextualize educational practice and leadership from a global perspective” (Diamond, 2012). Analysis of the relationship between study tour participation and graduate students’ global competence, including their perspectives and capabalities, provides information about the current design of the study tour program and can inform future modifications. In addition, enhanced global competence of educational leaders can impact the global competence of teachers who prepare students for global citizenship and competition in international employment (Longview Foundation, n.d.). Finally, effective approaches to developing global competence skills is increasingly important as the U.S. population continues to grow in ethnic, linguistic, and cultural diversity and the operations and STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 23 the interconnection of history, politics, economics, and the environment increases (Hunter et al., 2006). Limitations and Delimitations The primary limitation to this study stemmed from the sample of doctoral students enrolled in the USC Rossier School of Education Ed.D. program. The participating cohorts were based in Los Angeles, California and Honolulu, Hawaii — cities with ethnically, culturally, and linguistically diverse populations. Furthermore, the program’s emphasis on educational leadership in urban contexts, with a required international studies course and study tour, may imply that participants self-selected a globally-focused educational experience. These factors may indicate that participants have previous international exposure and intercultural experiences that influence their global competence attributes in addition to, or to a greater extent than, the participation in the short-term study tour experience. Another limitation of this study was the selection of the Global Competence Model™ (GLE, 2013a), which specifies dispositions, knowledge, and skills for global competence identified through consensus among international educators and transnational managers. This model does not focus on global competence components such as ongoing personal development, social responsibility, technology use, or foreign language skills that are included in other global competence models. This study did not measure doctoral students’ development in these aptitudes, which may have been components of their global competence development. The characteristics of the participant sample may also have been a delimitation of this study. Based in Los Angeles and Honolulu, the participating graduate students resided in diverse cities and may also have had diverse ethnic and linguistic backgrounds. Participants’ selection of a doctoral program with a required international experience, and the implied global tendencies STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 24 this self-selection may indicate, could further limit the generalizability of findings to the larger U.S. population. Organization of Study This study is divided into five chapters. Chapter 1 established the importance of global competence and the need to evaluate the outcomes of participation in short-term study tours. Chapter 2 reviews the literature on the components of global competence and aspects of effective study tours. Chapter 3 describes the site and sample for the study, the Global Competence Aptitude Assessment survey tool, the interview protocol and the data analysis process. Chapter 4 details findings from global competence assessment scores and post-tour interviews. Finally, Chapter 5 summarizes the study’s findings and recommendations for future practice and research. STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 25 CHAPTER 2 LITERATURE REVIEW This chapter reviews the literature on the components of global competence and how education abroad, particularly short-term study tours, impacts global competence. An analysis of study abroad factors considers: (1) who benefits most from study tour participation?, (2) how long should study tours last?, (3) what are ideal locations?, and (4) how should that time abroad be structured? A discussion of global competence measures, limitations, and opportunities for this study follows. Synthesis of Literature Components of Global Competence Global competence, “having an open mind while actively seeking to understand cultural norms and expectations of others, and leveraging this gained knowledge to interact, communicate, and work effectively in diverse environments” (Hunter, 2004, p. 101), requires specific dispositions, knowledge and skills. The Global Competence Model™ (GLE, 2013a), which is based on empirical consensus among international educators and managers of transnational companies (Hunter et al., 2006), corresponded to study participants who were enrolled in a doctoral program as full-time professionals. According to this model, global competence dispositions include self-awareness, open-mindedness, attentiveness to diversity, and risk taking. These internal readiness aptitudes influence one’s approach to people and situations. External readiness aptitudes, which include global competence knowledge and skills, can be developed through education and life experience. A globally competent individual applies global awareness and historical perspective knowledge to demonstrate skills in STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 26 intercultural capability and collaboration across cultures. All eight components are important in global competence development. Influencing Global Competence A description of the components of global competence allows for a discussion about how to develop the global competence of educational leaders. In the broader context of educational research, Dolby and Rahman (2008) identify six approaches to international education. First, comparative and international education researches educational systems in specific national contexts and compares national contexts. Secondly, international schools are characterized by their international curriculum rather than demographics. The International Baccalaureate (IB) Diploma Program is an example of such a curriculum aimed at building international understanding. A third approach, internationalization of K-12 education, responds to societal problems through education focused on peace, multiculturalism, human rights, and the environment. Internationalization of higher education, the fourth approach, emphasizes policy analysis and evaluation. Research on international students, internationalized higher education curriculum, and study abroad characterizes this approach. Next, international research on teaching and teacher education examines teacher preparation and performance in international and national contexts, with consideration for global economic, political, social, and cultural changes. Finally, globalization and education, rooted in the social sciences and humanities, considers aspects of anthropology and critical theory. While these approaches overlap, the internationalization of higher education aligns best with this study’s sample of doctoral students in a graduate-level leadership program. Professionals enrolled in an educational leadership program have considerable experience in their fields of work and an interest in strengthening the learning and productivity of their STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 27 organizations. At the corporate level, methods for developing globally competent managers include international case studies, simulations, foreign visits, and a graduated immersion field model, during which participants progressively experience and test their assumptions about a host culture and related business practices (Lacey, 2009). In education, globally competent teacher preparation emphasizes first-hand interaction with individuals from other cultures in one’s local community, abroad, or online (Longview Foundation, n.d.). Local global experiences may include partnerships with international students, internships and volunteer opportunities with international organizations, and student teaching in globally oriented schools. Education abroad can include taking courses with students native to the host country, teaching practicums in the host country’s public schools, and completing service learning projects in the host community. Global online experiences may focus on the exchange of lesson plans, teaching strategies, and primary sources. The common element of these experiences is the cooperation toward common goals. While education abroad can take various forms, the short-term study tour provides a structure for graduate students to collaborate with educational leaders in their host context, identifying organizational strengths to address learning challenges. In current research on education abroad, key variables of study tours that influence global competence development include participant demographics, duration of the trip, destination, and depth of the study tour experiences. Demographic characteristics consider students’ undergraduate or graduate levels, gender, ethnicity, socioeconomic status, and previous international experience. In addition, the length of a study tour, ranging from a concentrated 10-day tour to a full academic year, and the cultural similarity of a host country to the United States relate to study abroad students’ global competence in different ways. Finally, study abroad experiences that include a variety of STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 28 learning opportunities in numerous contexts relate to the depth of study tours and development of global competence. In 2009, the Forum on Education Abroad described nine Standards of Good Practice for Short-term Education Abroad (FEA, 2009). An effective short-term education abroad program has clear objectives that align to the organization’s mission, describe academic credit earned, and maximize students’ experience in host countries. Standards of good practice also include ensuring equitable student selection, adequate financial and personnel resources, appropriate student orientation to the host country, established safety and risk management policies, and conformity to the Forum’s Code of Ethics. Finally, short-term education abroad programs can develop students’ global competence by providing opportunities for and assessing students’ intercultural and intrapersonal development. With these practices in place, short-term study tours can impact the dispositions, knowledge, and skills associated with global competence. Impact of Study Tours With the broader purpose of increasing U.S. competitiveness in the global market, study abroad participation can impact students’ educational and career trajectories (Dwyer, 2004a; USDOE, 2008; Norris & Gillespie, 2009; Preston, 2012). Most recently, findings in a study by the Institute for International Education of Students or IES Abroad indicated that undergraduates who participated in study abroad programs between 2004-2011 were likely to find their first job within six months of graduation, report that study abroad helped build their confidence and job skills, and gain acceptance to their first choice graduate school (Preston, 2012). A longitudinal study of IES students who participated in education abroad between 1950-1999 found that, across decades, international internships influenced 69% of students’ future career choices, and 48% of IES alum were engaged in globally-oriented work (Dwyer, 2004a, Norris & Gillespie, STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 29 2009). At the graduate level, an analysis of education and employment outcomes for federal fellowship programs showed that participating fellows completed their degrees and in less time than other graduate students (USDOE, 2008). The majority of fellowship participants also reported working in a job in which they applied expertise gained from fellowship experiences. Further analysis of the factors that relate to global engagement and competence examines the relationship of demographics, duration, destination and depth of study tours and globally competent dispositions, knowledge, and skills. Demographics. Individual characteristics such as age, socioeconomic status, gender, goal setting, and previous experience relate to particular aspects of global engagement and intercultural development. The Study Abroad for Global Engagement (SAGE) project (Paige & Fry, 2010) compared students who participated in study abroad from 1960-2005 with non-study abroad students from 20 U.S. colleges and universities. In this longitudinal study, the authors described characteristics of global engagement behaviors as political engagement, knowledge production, and social entrepreneurship. Older study abroad participants reported higher rates of voting in elections and raising public awareness of social and political issues through journals, articles, and digital media. Being female and having a higher socioeconomic status was related to higher rates of civic engagement and global values, as demonstrated by purchasing decisions based on a company’s values and by a modest lifestyle. Survey results showed higher rates of knowledge production and social entrepreneurship among male study abroad participants. Gender was also significant in studies using the Intercultural Development Inventory (IDI) which identifies students’ worldviews based on their responses to cultural difference. Vande Berg, Connor-Linton, and Paige (2009) reported significant gains in IDI scores among female study abroad students and a decrease in males’ scores. Rexeison, Anderson, Lawton, and STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 30 Hubbard (2008) analyzed IDI scores of business major undergraduates who participated in a semester abroad in London, England. While female study abroad students showed higher pre- and post-tour overall scores on the Intercultural Development Inventory, the gap diminished by the end of the semester and male students made significant gains in Overall Development. This increase in scores may indicate that those who have the most to gain show the most growth. In addition to age, socioeconomic status, and gender, students’ previous activities can also influence globally competent dispositions. Kitsantas (2004) found that undergraduates who set goals related to their intercultural competence at the start of their study abroad courses showed higher scores on the Cross-Cultural Adaptability Inventory. Study abroad students who articulated goals for improved cross-cultural competence reported emotional resilience with new experiences, flexible thinking, and personal autonomy amidst different cultural values. In addition, Alred and Byram (2002) found that study abroad students who experienced bicultural or bilingual environments at earlier ages expressed higher self-confidence and sense of otherness in follow-up interviews. Vande Berg et al. (2009) argued that study abroad students with no previous international experience showed the greatest gains in intercultural development. Again, this finding reinforces the pattern of study abroad students with the most to gain showing greater increases in global competence. Duration. The second factor of education abroad often related to global competence development is the length of study tours. While longer durations have shown to positively impact language learning (Dwyer, 2004b; Vande Berg et al., 2009), study tours with a shorter duration may also be effective in increasing students’ global competence. Considering the decreasing participation rates in semester- and year-long education abroad programs, Chieffo and Griffiths (2004) focused their study on determining the impact of short term study tours lasting STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 31 four to five weeks on undergraduates’ perceived global awareness. Survey results indicated study abroad students’ multiple worldviews, arts appreciation, adaptability, functional knowledge for international travel, and knowledge about the host culture. Dekaney (2008) reported global competence development from a study tour as short as ten days with specific activities before, during, and after the concentrated tour. Students’ written assignments and reflections demonstrated openness to diversity and knowledge about the social structure of the host country. Both the SAGE and IES Abroad longitudinal studies showed similar results. In their analysis of students who participated in study abroad from 1960-2005, Paige and Fry (2010) argued that duration of study tours does not have a significant impact on global engagement behaviors. Furthermore, Dwyer (2004a) reported increasing numbers of IES students participating in shorter study tours, shifting from a full year to ten weeks or less from the 1950s to the 1990s. The author related globally competent dispositions of diverse worldviews, toleration for ambiguity, and self-awareness to students’ internship experiences, albeit with shorter durations. These findings on duration of study tours indicate that participation in concentrated short-term study tours, with particular activities before, during, and after the tour, relate to global competence. Destination. Third, the location of study tours can influence global competence growth. Vande Berg et al. (2009) asserted that study abroad to countries whose cultures were dissimilar from the United States showed the greatest gains in pre- and post-tour intercultural development scores. In the SAGE longitudinal study, Paige and Fry (2010) contended that cultural, political, economic, educational, communication, and physical environmental dissimilarities of study abroad destinations correlate with deeper study tour experiences. This correlation between STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 32 destination and depth can help describe study tour activities that maximize global competence development in nontraditional or culturally dissimilar locations. Depth. Specific activities before, during, and after study tours relate to global competence development. Williams (2009) found that raising students’ awareness of the learning outcomes of study abroad prior to travel and during the study tour helped achieve those learning goals. As a result, study abroad participation helped to develop students’ globally competent dispositions, knowledge and skills. Students reported comfort with unfamiliar situations, openness to new learning, awareness of their beliefs and passions, and appreciation for multiple perspectives about American lifestyles. Survey results indicated students’ knowledge of political, social, environmental, and historical issues of their host countries. Reflective responses described how students developed people skills and used problem-solving to be self-reliant while abroad. In a study on undergraduate business students, Harrison (2006) described background readings, reflection papers, and research reports assigned throughout an international business course that included a two- to four-week study tour to several business firms in the host country. Study abroad students’ survey responses showed a correlation between their ability to monitor and adjust their professional interactions with enhanced cross-cultural connectivity and global business knowledge. Vande Berg et al. (2009) found increased Intercultural Development Inventory (IDI) scores that were sustained five months after students returned from study abroad. In their analysis, the authors argued that the increase in global competence skills was related to an appropriate balance of challenge and support for students’ learning. Specifically, courses with a mixture of American and host nation students, time with host nationals, and a cultural mentor STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 33 who helped students manage their perceptions of the host culture can facilitate learning in contexts that are both unfamiliar and supportive. Similarly, Alred and Byram (2002) asserted that the stability of family-type support while abroad can enhance critical global competence skills. Follow-up interviews with study abroad foreign language students described students’ abilities to recognize and accept other cultural norms and values, to mediate between existing and new norms and values, and to merge existing and new norms and values into a universal set of human values. Education abroad experiences as short as one week can impact global competence skills. Houser, Brannstrom, Quiring, and Lemmons (2011) analyzed course exams and follow-up interviews of undergraduates enrolled in a physical geography course. Students could opt to participate in a week-long laboratory conducting site-based field research on a cloud forest in Costa Rica. In addition to increased comprehension and retention of geography concepts, study abroad students also reported improved problem solving and networking skills as a result of participating in research onsite. This is not to say that all study abroad activities should be structured for impact on global competence. Dekaney (2008) found that pre-departure orientation, research assignments and daily reflection, as well as personal unstructured time allowed undergraduate and graduate students firsthand experiences while immersed in Brazilian culture. Enhanced global competence dispositions and knowledge were captured in study abroad students’ journal entries describing openness to diversity, interest in foreign language, history, art, and architecture, and understanding of Brazil’s social structure. The IES and SAGE longitudinal studies confirm the influence of study tour depth on global competence development. IES alum reported enrollment in university courses, host STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 34 family placement, and particularly internship experience influenced global competence dispositions (Dwyer, 2004a; Norris & Gillespie, 2009). Survey responses indicated that study abroad participation impacted students’ international awareness, curiosity to explore other cultures, diverse perspectives and worldviews, comfort with ambiguity, and self-awareness. In the SAGE study, Paige and Fry (2010) determined that the depth of study tours was the most influential factor for global engagement skills. Variety of purpose, including study, work, and research, numerous sites in a host country, multiple study abroad experiences, and critical reflection shape the depth of study tours. The authors also confirm the importance of intervention for meaningful learning, what Vande Berg et al. (2009) described as the appropriate balance of challenge and support for study abroad students’ learning. These aspects of study abroad depth have a cumulative influence on study abroad learning. SAGE survey and interview responses described study abroad students’ global worldview and their own impact on the world, comparative thinking, and cultural empathy. In addition to these global competence dispositions, study abroad students also reported higher rates of civic engagement through voting and conscientious purchasing decisions, leadership in raising awareness about social issues, support for environmental sustainability through modest lifestyles, and social entrepreneurship for community good. In summary, of the four variables that related to global competence development, depth may be the most critical. Demographic characteristics such as gender, socioeconomic status, age, and previous international experience may relate to particular aspects of global competence development. Specifically, study abroad students who set goals to increase their global competence and have the most growth to make will likely see the greatest gains. Study tours can be of various durations and relate to global competence development. Study tour destinations STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 35 with cultural dissimilarity from students’ home country are likely related to study abroad students’ global competence development as students are challenged to negotiate interactions in a less familiar context. Finally, the depth of study tour experiences can include adequate orientation, structured and unstructured learning activities, personal and professional interactions with host nationals, and a process for reflection, all geared toward a balance of challenge and support for global competence development. The Influence of Mandatory Participation Another factor that can affect global competence development is whether students’ participation in short-term study tours is voluntary or mandatory. One tenet of adult learning emphasizes self-directed learning during which adults determine their own learning goals, select appropriate strategies, and evaluate their progress (Knowles, Holton, & Swanson, 2011). Learning is enhanced because adults are purposeful and motivated to meet such learning goals. When participation in short-term study tours is mandated for post-graduate students, their global competence development may be diminished or prevented by their lack of agency. Literature on compulsory study abroad at the graduate level is limited. However, research on service learning provides comparisons of the impact of mandatory and voluntary participation on individual development. Studies on required service learning present mixed results on the influence of participation on college students’ civic attitudes and participation. Warburton and Smith (2003) reported that compulsory volunteer programs weakens students’ sense of agency and fails to develop positive civic attitudes and behaviors. In addition, Jones, Segar, and Gasiorski (2008) found that required service learning does not necessarily promote civic engagement and noted the importance of the structure of service learning experiences. Other studies (Gallant, Smale, & Arai, 2010; Haski-Leventhal et al., 2010; Jones et al., 2008; STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 36 Metz & Youniss, 2005; Pancer, Brown, Henderson, & Ellis-Hale, 2007; Taylor & Pancer, 2007) assert that, when students’ perceive service learning experiences as positive and meaningful, mandatory service learning can promote socially responsible attitudes and continued civic participation. These findings suggest that global competence outcomes may relate more to students’ perceptions of the study tour experience than to a participation requirement. Measurement of Global Competence Defining global competence and determining how to enhance educational leaders’ global competence are critical to the design of short-term study tours. An approach to adequately measure global competence for program evaluation continues to develop. Typically, interviews, personal journals, and program-based surveys capture student perceptions of their study abroad experiences (Alred & Byram, 2002; Chieffo & Griffiths, 2004; Dekaney, 2008; Dwyer, 2004a; Harrison, 2006; Houser et al., 2011; Norris & Gillespie, 2009; Paige & Fry, 2010; Preston, 2012; USDOE, 2008; Williams, 2009). These self-reported measures are specific to particular programs, which may operate with different definitions and approaches to global competence development. Furthermore, program-specific tools are designed to describe or quantify only some aspects of global competence dispositions (Dwyer, 2004a; Kitsantas, 2004; Norris & Gillespie, 2009), knowledge (Houser et al., 2011), or skills (Harrison, 2006). Even when a survey (Williams, 2009) is designed to capture indicators across global competence dispositions, knowledge, and skills, it is difficult to measure growth attributed solely to the study tour experience. External tools such as the Cross-Cultural Adaptability and Intercultural Development Inventories allow for pre- and post-tour measures to determine any changes in self-awareness and global worldviews, especially among larger sample groups (Kitsantas, 2004; Rexeison et al., STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 37 2008; Vande Berg et al., 2009). Although these standardized tools can be used across education abroad programs, these inventories do not measure all of the global competence dispositions, knowledge and skills found across the Global Competence Model™ (GLE, 2013a). Finally, it can be difficult to isolate the impact of short-term study tours from orientation, reflection, and other learning activities in a global studies course or education abroad program. While the current literature on short-term study tour participation begins to describe its impact on students’ global competence, further research can consider pre- and post-tour growth in all global competence components in comparison with control groups that experience all globalization activities except the short-term study tour. Summary An analysis of the study abroad literature suggests that study abroad variables of demographics, duration, destination, and depth relate to global competence development. While demographic characteristics such as age, gender, socioeconomic status, and previous multicultural experiences relate to global competence development, the pattern across these factors indicates that students with the most to gain from study abroad are likely to show enhanced global competence. Studies show that participation in study tours of shorter durations and to destinations that are culturally dissimilar from students’ home contexts relate to global competence development. The depth of study tours, also related to global competence development, can involve clear learning outcomes, application to study or work, and structured and unstructured interactions with host nationals to provide an appropriate balance of challenge and support. Student perceptions of mandatory participation, not the requirement itself, may also relate to global competence development. Challenges to measuring these influences on global STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 38 competence include identifying a tool to measure all components of global competence and isolating short-term study tour variables from other education abroad factors. STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 39 CHAPTER 3 METHODOLOGY The purpose of this study was to determine if a relationship exists between participation in a short-term study tour and global competence development, as measured by scores on the Global Competence Aptitude Assessment® (GLE, 2013b) and post-tour interviews with graduate students participating in a Thailand study tour. For this study, the definition of global competence is “having an open mind while actively seeking to understand cultural norms and expectations of others, and leveraging this gained knowledge to interact, communicate, and work effectively in diverse environments” (Hunter, 2004, p. 101). This study also examined which aspects of the study tour mattered to students. This study addressed the following research questions: 1. Is there a relationship between participation in short-term international study tours and changes in students’ global competence scores on a global competence aptitude assessment? 2. What are students’ perceptions about study tour components that relate to global competence? Data for this study were collected using both quantitative and qualitative methods. Quantitative methods can collect data efficiently from a large sample to measure causes that influence outcomes (Creswell, 2009). This study’s quantitative approach, the use of a global competence aptitude assessment, aligns to the first research question that seeks to identify the relationship between study tour participation and doctoral students’ global competence measures. While the use of a survey can quickly collect global competence scores from the more than 150 study tour participants, it cannot describe students’ perceptions of their global competence STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 40 development. Qualitative methods can employ open-ended questions to help explain people’s perspectives of their experiences (Creswell, 2009). This study included post-tour interviews to collect data for both research questions, inquiring about students’ perceptions of their own global competence development and the value of study tour components. Sample The convenience sample in this study consisted of California-based and Hawaii-based 2011 cohorts of doctoral students, a total of 171 students at the start of the program. The majority (59%) of the 2011 cohort were female. Student ages ranged from 23 to 60 years old, with half (49.7%) of the students between the ages of 30-39 and just over a quarter (26.9%) between the ages of 20-29. The ethnic distribution of 2011 cohort students was 35% White, 24% Hispanic, 16% Asian, 15% Black, 6% Pacific Islander, and 3% reported having two or more ethnicities. One student identified as a non-resident alien and another reported an unknown ethnicity. During the second year of the program, 151 students were enrolled in an EDUC 606 course, a one-unit course about globalization with an embedded study tour. Most students (about 90%) participated in one of six week-long study tours. Six study tours were scheduled from March through August 2013 to Botswana, China, Costa Rica, and Thailand. On average, students spent seven days in the host country visiting eight educational institutions, including K-12 and higher education levels. In addition to four evenings of unstructured time, two to three sightseeing activities were scheduled in the study tour itinerary. Each itinerary also incorporated a reflection discussion facilitated by the traveling USC professors, except for the Thailand itinerary. The Bangkok study tour included a luncheon during which a Thai educator, student, or professional conversed with a small groups of USC students at separate lunch tables (see Appendix E). STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 41 Instrumentation The literature on global competence identified dispositions, knowledge and skills that can be influenced by study abroad experiences (Deardorff, 2006; Braskamp et al., 2009). Global competence dispositions include self-awareness, open mindedness, appreciation for diversity, and confidence in complex situations. Knowledge related to global awareness and historical perspective and skills for intercultural capability and collaboration were also global competence components. Global competence development may be affected by the demographics, duration, destination, and depth of study tours. This study employed two data collection instruments: the Global Competence Aptitude Assessment® and an interview protocol. Based on the previously described Global Competence Model™ and empirical consensus among international educators and transnational managers, the assessment tool provided information about students’ development in globally competent dispositions, knowledge, and skills. This survey aligned with global competence literature. However, the Global Competence Aptitude Assessment® did not measure global competence components, such as ongoing personal development, social responsibility, technology use, or foreign language skills, that are included in other global competence models. To further understand students’ global competence development, post-tour interviews explored students’ perceptions of the usefulness of study tour components, including demographics, duration, destination, and depth, that may influence global competence development. Survey The Global Competence Aptitude Assessment®, developed by Global Leadership Excellence, LLC, measured the global competence internal and external readiness scales in the previously described Global Competence Model™. The tool was tested with a sample of 98 STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 42 international business professionals, aged 18-35, with one to five years of work experience outside of their home country, who were Global Village for Future Leaders of Business and Industry participants (Roberts, 2008). The internal readiness scale, inclusive of the self-awareness, risk-taking, open- mindedness, and attentiveness to diversity subscales, showed internal consistency with a Cronbach’s alpha coefficient of 0.85. The correlation between the internal readiness scale and participants’ self appraisals (r = 0.32, p < 0.03) and the non-significant correlation between the internal readiness scale and the amount of time a participant spent outside one’s home country (r = 0.17, p < 0.25) support the theory that global competence internal readiness is a relatively stable personality attribute and is determined by a person’s intrinsic knowledge, rather than influenced by a particular experience. The external readiness scale measured global awareness, historical perspective, intercultural capability, and collaboration across cultures. The Kuder-Richardson coefficient measured the external scale’s internal consistency at 0.706. The correlation between the external readiness scale and self appraisal (r = 0.48, p < 0.001) and the correlation between the external readiness scale and years spent outside one’s home country indicate that external readiness is influenced by international experiences that build global knowledge. Since the content of the Global Competence Aptitude Assessment® is the proprietary property of Global Leadership Excellence, LLC, a general description, rather than item analysis, of the online assessment is provided. The Global Competence Aptitude Assessment® has four sections of 20 questions, and each section has a different style of questions. First, Global Understanding measures the four external subscales, each influenced by certain demographic, destination, and depth variables, through questions about geography, history, language, currency, STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 43 and culture. The second section, Global Situations, includes 20 case study items for which answers require a response to a real world situation. Answers to Global Situations items are scored on a continuum of best-to-poor responses and assess intercultural capability, collaboration across cultures, global awareness, and attentiveness to diversity. The third section, Your Choices, evaluates the four internal readiness subscales, which can be impacted by demographic, destination, and depth aspects of study tours, through questions about daily choices respondents may encounter. As in the Global Situations section, responses are scored on a continuum. Finally, the Your Perspectives section scores responses to five-point Likert scale questions on a continuum to assess the internal readiness subscales. Validity items, which do not earn points, are interspersed throughout the section to mark respondents’ sincerity. In order to ensure the accuracy and relevance of the Global Competence Aptitude Assessment®, Global Leadership Excellence, LLC regularly monitors and updates question items to reflect current global knowledge and situations. Each individual administration of the online adaptive assessment includes different question items. Therefore, overall internal and external readiness scores, as well as scores for each of the four internal aptitudes and the four external aptitudes were analyzed for pre- and post-tour comparisons. Interview Protocol While Global Competence Aptitude Assessment® scores quantified global competence development of all 2011 cohort students, the post-tour interviews focused on Thailand study tour participants. The interview protocol began with an introduction of the study, an opportunity to ask the interviewer any questions, and a request to record the interview. Once the student participant agreed to the recording, the interview protocol included 12 open-ended questions about students’ expectations, learning, interactions, and recommendations for improvement (see STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 44 Appendix D). These questions were designed to elicit students’ perspectives related to the study tour goals of increasing international exposure and allowing students to contextualize educational and globalization challenges. Data Collection During the second year of the doctoral program, students enrolled in the EDUC 606 globalization course, which included class sessions with a general focus on urban education in the Pacific Rim and an examination of country-specific historical, social, cultural, and political influences on education. Typically, about 90% of enrolled students participated in the embedded study tour. Through site visits to K-12, higher education, and regulatory institutions, the experiential learning study tour provided graduate students the opportunity to analyze educational opportunities and challenges in an international context. In addition, faculty- facilitated reflection and discussion guided students to plan strategic responses to those opportunities and challenges. Students who opted not to participate in the study tour completed alternative assignments aligned to course objectives. The California-based 2011 cohort began EDUC 606 in March 2013 and the Hawaii-based cohort began EDUC 606 in June 2013. Six short-term study tours were scheduled between March and August of 2013 to China, Costa Rica, Botswana, and Thailand. The Global Competence Aptitude Assessment® was available to all EDUC 606 students, both study tour participants and non-participants, after the first class session before the study tour and after the last study tour group returned in August 2013. A week after the last study tour group returned from Bangkok, Thailand, those students were invited to participate in a post-tour interview. Phone interviews were conducted by the author, also a Thailand study tour participant, within a month after students returned from Thailand. STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 45 Survey The Global Competence Aptitude Assessment® was administered before and after each study tour. After the first class meeting of the EDUC 606 globalization course, the Vice Dean for Academic Programs sent a recruitment email (see Appendix C) inviting 139 students, whether they were participating in the study tour or not, to take the 20-minute online pre-test within one week. The Vice Dean also sent a reminder email the day pre-test responses were due. After the last study tour in August 2013, the Vice Dean sent an email to all students to complete the 20-minute online post-test within one week. A reminder email was sent the day post-test responses were due. Global Leadership Excellence, LLC, the creator of the assessment, provided the Vice Dean with access passwords for each doctoral student. The Vice Dean included these individual passwords in each recruitment email and kept a password protected key to match students with passwords. The key was a reference for password retrieval for forgotten passwords and for pre- and post-test score matching. Global Leadership Excellence, LLC received all online responses with no personal identifiers and sent Excel spreadsheets of the data to the Vice Dean. The data with no personal identifiers was shared with the author for analysis for changes in global competence after study tour participation. Interview Protocol To collect data about student perceptions of the study tour experience, post-tour interviews were conducted with Thailand study tour participants. One week after students returned from Bangkok, Thailand, the author sent a recruitment email to participate in a 30- minute interview by phone or at a location of the student’s convenience. With the permission of STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 46 participating students, all interviews were recorded for subsequent transcription and analysis. All recordings were destroyed at the end of the project. Threats to Validity This data collection process may present threats to internal and external validity. Internal validity may be threatened by testing, when a different pre-test and post-test impact results. To address this threat, data analysis checked for significant differences in pre-tour scores across study tour groups as well as in post-tour scores across study tour groups. In addition, ongoing monitoring of the reliability and validity of the Global Competence Aptitude Assessment® by Global Leadership Excellence, LLC minimizes the testing threat to internal validity. External validity may be threatened by the participants’ self-selection of a doctoral program with an emphasis on urban education leadership. Results may not be generalizable beyond educational leaders, particularly those who have already demonstrated an appreciation for diversity. Data Analysis Quantitative data analysis for this study checked for differences between pre- and post- test scores. Global Leadership Excellence, LLC provided individual raw scores for overall internal and external readiness. In addition to overall readiness scores, each administration produced scores for each of the four internal readiness dispositions of Self-awareness, Risk Taking, Open-mindedness, and Attentiveness to Diversity, as well as to each of the external readiness knowledge areas of Historical Perspective and Global Awareness and the external readiness skills of Intercultural Capability and Collaboration Across Cultures (see Table 3). Paired samples t-tests were run on average pre-test and average post-test scores to determine if study tour participation related to changes in global competence scores on the Global Competence Aptitude Assessment®. Study tours were analyzed for their similarity in STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 47 activities. Characteristics included the number of site visits to educational organizations, facilitated reflection, sightseeing activities, and unstructured time. Qualitative data from post-tour interviews explored student perceptions of their global competence, as well as related study tour components, upon their return from the Thailand study tour. Audio recordings of interviews were transcribed in order to conduct a coding process, during which similar text segments were clustered into categories to identify themes in interview responses (Creswell, 2009). Interview transcriptions were coded for globally competent dispositions, knowledge, and skills as well as the study tour components of duration, difference from home life, and depth. Codes were also created for additional themes that emerged in students’ responses (see Table 3). Analysis of changes in global competence scores and post-tour interview findings will be presented in Chapter 4. STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 48 Table 3 Alignment of Research Questions and Global Competence Indicators Research Question Global Competence Aptitude Assessment® Post-tour Interviews Is there a relationship between participation in short-term international study tours and changes in students’ global competence? 1. Global Understanding Knowledge • Global Awareness • Historical Perspective Skills • Intercultural Capability • Collaboration Across Cultures 2. Global Situations Disposition • Attentiveness to diversity Knowledge • Global Awareness Skills • Intercultural Capability • Collaboration Across Cultures 3. Your Choices Dispositions • Self-awareness • Risk Taking • Open-mindedness • Attentiveness to Diversity 4. Your Perspectives Dispositions • Self-awareness • Risk Taking • Open-mindedness • Attentiveness to Diversity Dispositions • Self-awareness • Open-mindedness • Attentiveness to diversity • Risk taking Knowledge • Global awareness • Historical perspective Skills • Intercultural capability • Collaboration across cultures What are students’ perceptions about study tour components that relate to global competence? Duration Difference from home Depth • Site visits • Interactions with host nationals • Course assignment STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 49 CHAPTER 4 RESULTS The purposes of this study were to determine if a relationship exists between participation in a short-term study tour and graduate students’ global competence development, as well as to explore which study tour components were most meaningful for students’ experiences abroad. This chapter presents findings from global competence assessment scores and post-tour interviews to address the following research questions: 1. Is there a relationship between participation in short-term international study tours and changes in students’ global competence scores on a global competence aptitude assessment? 2. What are students’ perceptions about study tour components that relate to global competence? Participants All 2011 cohort students were invited to complete the Global Competence Aptitude Assessment® after their first class session of EDUC 606, which began in March 2013 for California-based students, and upon return of the last study tour in August 2013. Of 139 students enrolled in EDUC 606, 17 students completed both the pre- and post-tour assessments. Students who completed both the pre- and post-tour assessments were 53% male, as compared to a rate of 40% males in the 2011 cohort at the beginning of the 2011-2012 academic year. Nine of the participants identified as Caucasian/White/European, four identified as Asian, four identified as Pacific Islander, and one identified as African/African-American/Black. All 17 assessment participants reported having traveled outside of the U.S. and outside of North America. STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 50 After the last scheduled tour to Bangkok, Thailand returned in August 2013, Thailand study tour participants were invited by the author to participate in a 30-minute post-tour interview. Of 49 Thailand study tour participants, 20 returning travelers participated in post-tour interviews, 50% were from the Los Angeles cohort and 50% were Hawaii cohort students. Interview participants were 50% female, and 50% were aged 30-39 years old and 50% were aged 40-49 years old. The Thailand study tour was the only tour that included students from the Hawaii cohort, and this student sample had higher rates of Asian and Pacific Islander ethnicities. Tables 4, 5, and 6 compare the gender, ethnic, and age distributions of the 2011 cohort at the beginning of their program, students who completed both the pre- and post-tour administrations of the Global Competence Aptitude Assessment®, and Thailand study tour participants who completed interviews. Table 4 Gender Distribution of Student Samples Male Female 2011 Cohort (n = 171) 70 41% 101 59% GCAA participants (n = 17) 9 53% 8 47% Interviewees (n = 20) 10 50% 10 50% STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 51 Table 5 Ethnic Distribution of Student Samples Asian Black Caucasian Latino Native American Pacific Islander Other 2011 Cohort (n = 171 responses) 16.4% 14.6% 35.1% 24.0% - 5.8% 4.1% GCAA participants (18 responses) 23.5% 0.1% 52.9% 0% 0% 23.5% 0% Interviewees (23 responses) 34.8% 4.4% 30.4% 13.0% 0% 13.0% 4.4% Table 6 Age Distribution of Student Samples 20s 30s 40s 50s 2011 Cohort (n = 171) 16.4% 49.7% 26.9% 7.0% GCAA participants - - - - Interviewees (n = 20) 0 50.0% 50.0% 0 Seven interview respondents were selected to represent student perspectives of the study tour experience (see Table 7). Respondent 1 is a male in his 30s, who is based in Hawaii and identifies himself as Asian, Pacific Islander, and Caucasian. The Thailand study tour was his first experience abroad. Respondent 2 is a male in his 30s, who is based in Los Angeles. He identifies himself as Caucasian and has spent up to six months abroad, beginning with trips as a child. Respondent 3 is a male in his 30s who lives in Los Angeles and identifies himself as STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 52 Black. He grew up in Gambia and has lived in the United States for the past 13 years. Respondent 4 is a female in her 30s, who is based in Hawaii and identifies herself as Caucasian. Her time abroad totals more than a year, and most of that time abroad was during her childhood. Respondent 5 is a male in his 30s, who is based in Los Angeles, and identifies his ethnicity as Other. He has spent up to six months abroad, and his first trip was as a teenager. Respondent 6 is a female in her 40s and lives in Hawaii. She identifies herself as Asian and has spent up to six months abroad during her adulthood. Respondent 7 is a male in his 40s. He is based in Hawaii and identifies himself as Native Hawaiian. While he has traveled in U.S. territories extensively, his time abroad totals up to six months. Table 7 Interview Respondents # Gender Cohort Base Previous Travel Abroad Age Ethnicity 1 Male Hawaii - 30s Asian, Pacific Islander, Caucasian 2 Male Los Angeles 6 months 30s Caucasian 3 Male Los Angeles 18 years 30s Black 4 Female Hawaii 1 year 30s Caucasian 5 Male Los Angeles 6 months 30s Other 6 Female Hawaii 6 months 40s Asian 7 Male Hawaii 6 months 40s Native Hawaiian STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 53 Research Question 1: Is there a relationship between short-term study tour participation and changes in students’ global competence scores? Seventeen of the 139 students enrolled in EDUC 606, a 12% response rate, completed both the pre-tour and post-tour administrations of the Global Competence Aptitude Assessment®. Overall internal readiness scores include four global competence dispositions of Self-awareness, Risk Taking, Open-mindedness, and Attention to Diversity. Overall external readiness scores include two global competence knowledge components, Historical Perspective and Global Awareness, and two global competence skills, Intercultural Capability and Collaboration Across Cultures. Paired samples T-tests were used to compare students’ pre- and post-tour scores on ten scales. A highly significant (t = 32.368; p < .001) difference was noted between the pre- and post-tour mean scores for the variable Overall Internal Readiness, or overall global competence dispositions. Additionally, a strong effect size was seen (d = 7.850) with respect to this variable. A significant difference (t = 2.625; p < .05) was also found between pre- and post-tour mean scores for the Self-awareness disposition (d = .637). Changes in pre- and post-tour scores showed a negative difference in scores for the Risk Taking disposition (d = -1.041; t = -4.294, p < .01) and for Historical Perspective knowledge (d = -.768; t = -3.165, p <.01). However, significant differences in pre- and post-tour mean scores for Global Awareness knowledge (d = .570; t = 2.349; p < .05), Intercultural Capability skills (d = .669; t = 2.760; p < .05), and Collaboration Across Cultures skills (d = .611; t = 2.518; p < .05) suggest a positive relationship between study tour participation and these global competence components (see Table 8). Analysis of post-tour interviews also examined the global competence dispositions, knowledge, and skills in the Global Competence Model™. Global competence dispositions STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 54 describe the personal traits and attitudes that shape how individuals approach interactions (GLE, 2013a). Global competence knowledge and skills are acquired through education and life experiences (GLE, 2013a). Table 8 Significance of Pre-tour and Post-tour Global Competence Scores Global Competence Component t Overall Internal Readiness 32.368*** Dispositions Self-awareness 2.625* Risk Taking -4.294** Open-mindedness 1.164 Attentiveness to Diversity -.885 Overall External Readiness .660 Knowledge Historical Perspective -3.165** Global Awareness 2.349* Skills Intercultural Capability 2.760* Collaboration Across Cultures 2.518* *p < .05. **p < .01. ***p < .001 STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 55 Global Competence Dispositions Pre- and post-tour scores on the Global Competence Aptitude Assessment® showed a statistically significant positive difference (t = 32.368; p < .001) on Overall Internal Readiness, or global competence dispositions. Validating this finding, interviews with Thailand study tour participants identified components of students’ self-awareness, open-mindedness, attentiveness to diversity, and risk taking. Self-awareness. Scores on the global competence assessment showed a significant positive difference (t = 2.625, p < .05) between pre-tour and post-tour Self-awareness scores. According to the Global Competence Aptitude Assessment® Interpretive Profile Report (GLE, 2013b), self-awareness is defined as “having a realistic view of one’s own personality, and the ability to interact with others frankly and confidently, recognizing one’s fit into one’s social context.” Students returning from the Thailand study tour expressed self-awareness related to the differences from their normal schedules. Respondent 1, who had never been abroad before the study tour, described his distance from daily routines as “coming up for air” to reflect his sense of refreshment and appreciation for new perspectives. Respondent 7 recounted feeling off duty from his job for the first time in nearly twenty years, “That was just a pressure valve release. The time afforded me a lot of introspection…using the passion that I certainly have for education and the opportunity to plan where I want to be in five or ten years down the road.” In the recognition of a new perspective, study tour participants expressed awareness of a personal relation to a Thai context. Open-mindedness. Another global competence disposition on the Global Competence Aptitude Assessment® is Open-mindedness, or “having a curiosity to acquire new information STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 56 from a variety of sources and perspectives” (GLE, 2013b). Assessment scores did not show a statistically significant change with this disposition, and post-tour interviews recounted students’ openness to learning about Thailand’s culture and educational system prior to the trip, indicating students’ pre-existing open-mindedness. When asked about his expectations for the study tour, Respondent 2 expressed enthusiasm in his comment, “When I first signed up for the [EdD] program, it was one of the reasons I chose USC. I like travelling. I like seeing other cultures, their way of life in other places around the world. It’s kind of exciting.” During the unstructured times of the tour, Respondent 7 described his attempt to “embrace the city and the people.” Interview comments included activities such as shopping at the night market, eating local food, getting Thai massages, purchasing custom-made clothes from a local tailor shop, and attending a Muay Thai kickboxing event. Respondent 5 directed his interest toward learning about education abroad with his comment, “I was looking forward to seeing how education was conducted at institutions abroad…visiting schools outside the county, that’s what I was excited about.” Respondent 4 added We kind of got a really small snapshot of the system…to maybe look at things through some of the lenses that we’ve used in the program, things like leadership, diversity, and accountability, just to take those frameworks that we’ve learned here [in classes] and apply it, to look at a different system using those frameworks…I think it also just made me more interested in Thailand, in learning about Thailand and that region. Even prior to the trip, once we knew we were going to Thailand and we debriefed, any kind of references in the news caught my attention, where they wouldn’t before. Even after, now I think I’m more attuned to things that are in the news and to learning about Thailand and also that region. STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 57 These interview responses illustrated students’ openness to experiencing a Thai context and learning about Thai education. Attentiveness to diversity. According to the Global Competence Aptitude Assessment®, Attentiveness to Diversity, “having insight, understanding, sensitivity, and thoughtfulness about the potential and realized ways in which people differ, including innate and acquired characteristics” (GLE, 2013b). There was no significant difference between pre- and post-tour scores for this disposition. However, interview responses demonstrated students’ appreciation for diverse perspectives that fostered a more global worldview and exposed students to other approaches to similar educational priorities. Respondent 2 explained, I like the aspect of seeing what other countries were doing – not even necessarily that they were doing it the right way or the wrong way, but more about how other countries were approaching the same problems that we’re approaching. Respondent 3 commented about a national systems perspective, I felt like I got more of an understanding for what challenges Thailand has on its agenda in terms of ASEAN [Association of Southeast Asian Nations], in terms of English education, in terms of preserving their heritage and culture, and also how much the Chinese are playing an economic factor in the region. Taking a perspective closer to the student level, Respondent 6 reflected, I think we all want the same things for our students. It just reinforced for me that we really can learn from how other people approach things. I think everywhere around the world everyone’s trying to foster their students’ creativity, communication skills, and all those 21st century skills. I found it really interesting to see how they were working on having that creative space at Bangkok University. I thought that was something STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 58 interesting to be able to learn from. Sometimes we’re so rigid in school and [the student lounge] was a very whimsical, playful place. Sometimes we don’t allow our students enough opportunity to play and just explore without having an objective. It was nice to see how somebody put that in a concrete [form]…I thought they really tried to put in things that were playful and relaxing. That’s the type of space that can help to cultivate that creativity. These interview comments demonstrated how students’ experiences with Thailand’s educational system exposed study tour participants to different approaches to educational challenges, providing the opportunity to expand their perspectives of globalization and education. Risk taking. The final disposition measured by the Global Competence Aptitude Assessment® was Risk Taking (t = -4.294, p < .01), which showed a negative difference in pre- and post-tour scores on the Global Competence Aptitude Assessment®. However, post-tour interviews indicated students’ willingness “to try something unfamiliar, aspiring that it may lead to personal growth or enrichment” (GLE, 2013b), particularly by the realization that initial concerns never materialized during the study tour. Respondent 1 identified safety as his main concern on this first trip abroad and reflected, “I don’t think it manifested in any way.” Respondent 5 acknowledged his concern that, “Very few people spoke English, especially in the night markets, and they were getting around it. They just typed [the price] into the calculator and showed you the calculator.” He also appreciated “that the [study tour program] folks took very good care of us, especially when we were out in provinces,” lending to students’ comfortable experience. Respondent 4 described the group’s flexibility toward traveling by referencing, “the [Thai] notion of sabai sabai…I think if you were able to roll with the punches and just kind of take in whatever was presented to you, then you had a good time.” The findings for the STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 59 disposition of risk taking were inconclusive, as the survey results showed a significant negative difference in assessment scores and interview responses suggested students’ openness to unfamiliar experiences, based on their unrealized concerns with study abroad. Global Competence Knowledge Global awareness. The first knowledge component of global competence on the Global Competence Aptitude Assessment® is the Global Awareness measure (t = 2.349, p < .05), defined as “having breadth and knowledge about nations and regions of the world, including their geographies, languages, religions, currencies, and cultures, as well as the world’s growing interconnectedness” (GLE, 2013b). Post-tour interviews validated the positive relationship between study tour participation and students’ global awareness scores. Interview comments identified connections between national and international priorities. Respondent 7 considered the development of the Thai workforce as a common interest of, and a point of disconnect between, educators and business owners with this response, When we were talking about globalization and the economy, it would’ve been nice to have a couple business owners there to talk about the quality of the employees that they get, who they’re getting their employees from. If not from Thailand, which countries are making up the bulk of their workers? Which are skilled and which are not? To compare and contrast with what the schools and universities are doing. Right of the bat, I noticed what the Foreign Minister was saying regarding his concerns were not at all what the educators were saying about theirs. What he wanted to see and what the educators and universities were putting out were two different things. The complexity of world relationships and impact were also related to students’ knowledge about the Association of Southeast Asian Nations (ASEAN), an organization of ten STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 60 southeast Asian nations, including Thailand, committed to nation building and economic development. As Respondent 4 explained, My understanding is that ASEAN really started as an economic consortium. In order to maintain and sustain and build that economic partnership, there’s so many other cultural pieces that have to go into it. Education is a huge part of that in terms of selecting English as their language of business and how that trickles down through the education system, and how the education system, in terms of culture, plays a big role. At Mahidol [University], they’re really encouraging student exchanges. To tie it back to educational leadership, it’s really understanding the importance of creating and positioning those types of programs to foster cultural exchange in order to support economic policies and programs. These interview comments depicted students’ awareness of the interplay between international and national priorities, noting the complexity of educational improvement and development. Historical perspective. The Historical Perspective measure (t = -3.165, p < .01) is the second component of global competence knowledge on the Global Competence Aptitude Assessment®. Changes in post-tour scores indicate a negative relationship between study tour participation and the assessment’s measure of students’ historical perspective, which involves “familiarity with the events of a period in time or in the life or development of a people, an institution, or a place that have critically shaped beliefs, attitudes, and behaviors” (GLE, 2013b). In contrast, post-tour interviews identified students’ new knowledge about the connections, and sometimes tensions, between Thailand’s political history, culture, education, and economy. Respondent 2 described how Thailand’s monarchy shapes “Thai-ness we saw come out during our second school visit, where the kids did a cultural show and shut down STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 61 school for the day. It kind of fits to that aspect of their system being developed out of a monarchy.” He extended the influence of a monarchical government to different approaches to educational reform, mentioning the negotiation between “loyalty to the monarchy, the way things had been done and what it really means to progress.” Respondent 1 contemplated, Having seen the Thai system, one thing I appreciated was their ability to balance their Thai culture and Western culture. They embrace both of them. Because of that statement, that they weren’t colonized, they retain culture while embracing modernization. I think that was something people in Hawaii or other native peoples could learn from and take away, embrace that idea, that it’s not all one or the other. There can be a happy marriage of traditional culture and modern culture. In moving forward in education and economics, which is becoming more and more intertwined in globalization, I think that’s a super important idea to embrace. The findings for the knowledge component of historical perspective were inconclusive. Assessment scores showed a negative difference after study tour participation. However, interview comments illustrated students’ understanding of Thailand’s historical and political context, as well as the implications for the Thai educational system. Global Competence Skills Intercultural capability. The global competence skill of Intercultural Capability (t = 2.760, p < .05) is defined as “the ability to interact effectively and appropriately in cross-cultural situations; the capacity to adjust one’s approach or behavior so as to be open and flexible to other cultures” (GLE, 2013b). A significant difference in pre- and post-tour assessment scores suggested a positive relationship between study tour participation and students’ intercultural capability. Interview responses validated this finding with comments illustrating students’ STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 62 attention to cultural differences and their importance in relationship management. Respondent 6 observed, I didn’t feel like we were introduced…I don’t even think that [our Thai hosts] knew a good portion of us were from Hawaii. Just from some of the conversations, it didn’t seem like they knew that we came from different parts of the country, that they assumed we were all from southern California. I think that’s kind of important that we know who they are and they know who we are….It just seemed from our preparation that this was a more formal people, that certain things were important, and it just didn’t seem like we did those social graces. Respondent 2’s attention to a Thai approach to problem solving was demonstrated in this response: Anytime you can gain experience and see the way different people handle and attack problems, deal with people, not just identify what people value but why they value it, where it comes from [is helpful]. In Thailand, they come from a very different base in how their country was established. Their values are different, not right or wrong. They just come from a different place. You start to understand their perspective and why they problem-solve a certain way. [For example,] they’re struggling with integrative thinking. But again, based on a monarchy, it’s an issue of loyalty. To change is a major philosophical shift for them. Seeing how they approach those things has shaped my being a leader. The more I understand about the way people problem-solve, the better I will be at it. STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 63 Assessment scores for intercultural capability and interview comments about students’ awareness of and sensitivity to cultural differences indicated development in students’ global competence skills to sustain supportive relationships in cross-cultural situations. Collaboration across cultures. The skill of Collaboration Across Cultures (t = 2.518, p < .05) extends global competence to “being able to work cooperatively and inclusively with a win-win approach that yields benefits for all stakeholders within and across perceived or actual cultural barriers” (GLE, 2013b). Post-tour interviews validated the positive difference between pre- and post-tour assessment scores with comments about students’ inclusive approach to address challenges. Respondent 3 considered how to incorporate his experiences in Thailand to his own problem-solving process: Looking at specific problems or societal problems or economic problems - when a country like Thailand says, “we want to be in 2016 right up there with Singapore”, scaling it back and saying, “okay, what do we need to do so that when we join the economic union, we can compete with the best of them?” Has that trickled down all the way to middle school? In the rural areas where they are going to teach English?...I don’t know that giving [each student] a tablet is the answer to your problem, but they are trying to get to a solution, to get to an outcome that they want. How do I also do that, given our outcomes, given our mission as a university? If anything, it gave me a wider perspective because now I can think of other ways of doing things. Respondent 1 reflected on how the Thai approach to balance culture and modernization could apply to his own cultural context with this comment: The phrase ‘they were able to resist colonization’ really stood out to me. I’m really intrigued by nations that were able to do that and how they’re able to do that and the STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 64 implications that that has on society, and consequently their education system. [Thailand is] able to embrace the dichotomy more so because, I think, a lot of colonized nations get to the idea of nativism. It’s reversion back to the culture where you block out everything that is Western. [Thailand is] able to embrace some Western ideals and modernization, accepted them while still holding on to culture. For the most part, from what I saw of the educational side, they were okay with that; whereas I think there would be some pushback in places like Hawaii, where it’s either Hawaiian culture or Western culture. They cannot coexist. But in Thailand, there’s a happier marriage of the two ideas moving forward. These interview comments described students’ inclusion of diverse approaches to challenges, an indication of global competence collaboration skills. Changes in global competence assessment scores and post-tour interviews provide evidence that study tour participation relates to components of students’ global competence in a positive manner. Overall internal readiness scores on the Global Competence Aptitude Assessment® showed a positive and highly significant relationship between study tour participation and globally competent dispositions, including self-awareness. There was no significant difference in students’ assessment scores for open-mindedness and attentiveness to diversity. However, interview comments indicated students’ development in the disposition of attentiveness to diversity. The finding for students’ risk taking was inconclusive. Of the global competence knowledge components, a positive relationship was found between study tour participation and students’ global awareness, and the results for historical perspective were inconclusive. Statistically significant changes in Global Competence Aptitude Assessment® scores suggested a positive relationship between study tour participation and Intercultural STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 65 Capability and Collaboration Across Cultures skills. Post-tour interviews described students’ attention to cultural differences and inclusive approaches in cross-cultural situations (see Table 9). Table 9 Summary of Findings of Global Competence Development Global Competence Component Significant Not Disposition Self-awareness ! Open-mindedness ! Risk taking ! Attentiveness to diversity ! Knowledge Global awareness ! Historical perspective ! Skill Intercultural capability ! Collaboration across cultures ! STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 66 Research Question 2: What are students’ perceptions about study tour components that relate to global competence? Literature on study abroad distinguishes between four study tour components that shape participants’ experience. The sample size of students who completed both pre- and post-tour administrations of the global competence assessment did not allow for regression analysis on demographic variables. However, post-tour interviews provided details on students’ perceptions of the Thailand study tour’s duration, destination, and depth. Duration Although originally scheduled to last for 10 days, the study tour to Thailand was shortened to five days in Thailand with two days of travel. The daily schedule included visits to one or two universities or schools during the day. After presentations and visits ended at about three o’clock in the afternoon, students were scheduled to have unstructured time. The fifth day of the tour was scheduled for optional sightseeing. Post-tour interview comments indicated that a trip duration of one week could allow for both structured and unstructured activities that enhanced students’ study tour experiences. Time for school tours allowed students to experience different approaches to education. Respondent 2 reflected, “I really liked the aspect of understanding our world and seeing other cultures. Being an educator, I thought it was fascinating to get a chance to get in other places in schools. A lot of the problems are similar from place to place.” Time for unstructured activities was also valuable. As Respondent 3 recounted, The very first day I walked out to the military monument about a mile down from our hotel. I love to tour. I just asked the tour guide and he said it was safe to go. There was a train we used to come back. That’s what I did the first day. The second day, I have a STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 67 friend that I went to community college with that [sic] happens to be Thai and lived in town so I met with him that afternoon. I did go for the Thai massage. I did eat in the neighborhood. I attended the USC alumni event and went for a night out on the town…I did do the night market as well. This balance between structured and unstructured time during the study tour was appreciated by Respondent 1 who commented, I believe the unstructured time was adequate and sufficient. I thought it was a good balance. We spent a good part of the day doing the intellectual stuff in suits, getting to see the different [educational] sites, and listening to the different dignitaries and professors speak. The afternoon was a nice time to kind of unwind, do what needed to get done. Some people worked out. We had dinners some nights with enough time to get back to bed and get ready for the next day. I don’t think it was too much down time. I thought it was a nice mixture. These interview comments suggested that a concentrated week-long tour that balances structured and unstructured activities can enhance students’ experience abroad and promote global competence development. Destination The location of a study tour relates to students’ global competence when the destination provides a different experience from students’ home life. In contrast to the United States, Thailand is ruled by a monarchy, has never been colonized, uses the baht as its unit of currency, and conducts most interactions in the Thai language. While students mentioned Thailand’s warmer weather and differences in language and educational approaches, the most pronounced difference for students was a break from their work schedules and daily decision-making. STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 68 Respondent 4 explained, “I was kind of cut off from everything, especially from work. It felt nice actually to not worry about work and just really focus on what we were doing there.” Since doctoral students are typically in educational leadership positions, the distance from work responsibilities allowed for a different experience abroad. Respondent 5 observed, “It was interesting not to be in control because I manage a lot of people. I have a lot of responsibilities. It was odd not to be the person in charge.” Respondent 1 elaborated on the impact of the distance from the home context and routines with his comment, I think my daily life back home is a lot of routines, things that I kind of fall into, the day- to-day grind; whereas the trip was kind of a breath of fresh air, a chance to step back, step outside of what I was doing for awhile. Because of that, I came back refreshed, with some new perspectives and a greater appreciation for what I do. It allowed me to get outside of the daily grind. It was kind of a vacation/learning experience. Based on these interview comments, the key characteristic of a study tour’s destination may not be cultural dissimilarity with students’ home context, as the literature suggests. Rather, distance from students’ daily routines may be more relevant for full-time doctoral students who also work full-time jobs, as the physical and mental distance fosters an enhanced openness to and focus on study tour experiences. Depth Components of the depth of a study tour can include clear learning outcomes of study abroad, a challenging yet supportive learning experience, connection to one’s professional work, and adequate unstructured time. As discussed in the Duration section, students valued scheduled times for educational presentations and tours, as well as time for unstructured activities to STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 69 explore Bangkok. Post-tour interviews also highlighted course components and study tour activities that promoted students’ global competence development. Clear learning outcomes. To earn credit for the EDUC 606 globalization course, students selected one of five globalization themes to study and summarize prior to the study tour. The themes included English language education, access and equity, citizenship education and workforce preparation, educational policy and implementation, and pedagogy. Upon their return, students completed the writing assignment with applications of the pre-selected globalization theme to the context of the host country’s educational system. This course structure helped students to identify the purpose of the study tour. Respondent 3’s comments about his study tour experience related to the stated purpose of short- term study tours when he reflected, “With every experience that I have and with every destination that I go to, it offers you an additional lens by which to look at problems that we solve or that we face everyday in education.” Respondent 4 connected course objectives with her expectations for the study tour this way, I expected to learn a little bit more about the education system. I knew we would have some kind of representation of K through university at least. I expected to observe or hear some of the things that we had read about firsthand about the school system and about some of the issues with education in Thailand. Students’ learning became more relevant when students could make connections to their work. Respondent 7 described his initial expectations for the study tour “with the intent of trying to read the data in the course of our travels that I would directly quote and cite in my paper.” As he learned about the ASEAN development project during the study tour, he explained the meaning of this learning with the comment, STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 70 I’ve got another project in that corner of the world and I had not heard about that. Hearing about that at different levels put me on notice that that’s going to be a big deal in the future, especially with some of the stuff that I do professionally, looking at different international threat factors. These interview comments indicated students’ understanding of and focus on the learning objectives of the globalization course and study tour. Educational presentations and tours. An important component of the study tour itinerary was the structured time to learn about Thailand’s approach to education and globalization. The Bangkok study tour included formal presentations by representatives from the Ministry of Education, Ministry of Foreign Affairs, and several universities, as well as tours of K-12 and higher education campuses. Respondent 2 appreciated the diverse perspectives presented by Thai dignitaries in this description of the educational presentations, The very first day, the Ministry of Education presented their reform. Then the Foreign Minister came in and was critical of the Ministry of Education. It was a good setting stone for the rest of the visits we did because we saw the disagreement on how they’re approaching the education problem, as they defined it….And the very next day, we had a [professor] present some of the political aspects of Thailand – the disagreement she got into with red versus yellow, that difference [between] loyalty to the monarchy, the way things had been done, and what it really means to progress…There is conflict going on and eventually they would have to find some sort of balance. While formal presentations provided insight into the complexity of Thailand’s educational system, school tours helped students make connections to their professional contexts at home. When asked which study tour activities were useful to her work, Respondent 6 replied, STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 71 The observations of the schools. I found that most interesting and that’s what I’ve already shared with some of my coworkers…a classroom layout,…how they approach English…to see the teachers in action, seeing what they do, what their labs look like, the technology that they’re using, that type of stuff. And I was surprised at how much it looked the same. Study tour participants identified educational presentations and tours as important study tour components that helped to contextualize the Thai education system in meaningful and tangible ways. Interactions with local educators and residents. Another highlight of the Thailand study tour itinerary were interactions with host educators and local residents. Respondent 2 recalled his tour of the laboratory K-12 school at Chulalongkorn University with this description, “I was lucky enough to be on the principal group tour at Chula School. Although it was through a translator getting the principal’s perspective, it was pretty cool.” Interactions with local residents during structure and unstructured activities were valued by Respondent 7. He explained, In the collection of photos that I have, what I really dug was just meeting funky, different people, just hanging around with folks. I tried to chronicle interactions I had with photos…I dug hanging out with a lady by the name of Om, who apparently was the manager at Tony’s Fashion House [a local tailor shop]. I got a great photo with her only because I just totally dug her style. I just dug the fact that she was just being her. She could speak with a lot of authority, make people chop chop and start moving. Yet when you look at her attire, I thought it was rather unique. She’s in a European fashion place wearing a leopard-print full-body suit with a happi coat and falsie lashes…I was digging STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 72 her personality, her hospitality. I dug our boat captain [on the scheduled boat tour]…She was chilling in the back, running the whole show. I was kickin’ it in the back with her and eventually ended up with a snapshot with her as well. It was just nice to be around local people, to learn a bit more about what their lives are all about, what are the concerns that they have, and who they are as people…I really dug that short interaction with that professor, Pop. If I could have had two or three more moments like that, where I could sit down and over the course of 45 minutes to an hour, have a meaningful conversation and just chit chat…that would’ve been crazy rewarding. His last comment referred to a scheduled luncheon during which a Thai educator, student, or professional sat at different tables and were joined by small groups of USC students for an open conversation. Respondent 7 reflected, “I know I’m going to reflect on his comments for awhile. It caused me, even throughout the course of the trip, to look around a little more keenly than I had prior to our sitting down together.” Post-tour interviews identified several study tour components that students’ perceived as helpful in developing their global competence. First, the duration of one week in the host country could be beneficial when the itinerary scheduled a balance of structured and unstructured experiences. Secondly, the host country’s contrast from students’ home life may have had less to do with cultural, economic, geographic, or political differences and more to do with distancing post-graduate students from their home and work routines. With openness to new perspectives, study tour participants were able to maximize their learning through clear course objectives, educational presentations and tours, and interactions with host nationals. STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 73 Additional Findings Post-tour interview responses provided indicators of students’ global competence development and meaningful study tour components. Themes about the influence of mandatory participation, recommendations for improving study tour experiences, and the unexpected value of group camaraderie also emerged in interview responses. A handful of students mentioned the requirement to participate in the study tour. Respondent 5 admitted, “I was not entirely looking forward to being forced to [go on the study tour].” Despite the participation requirement, assessment scores and interview comments demonstrated significant global competence development. As Respondent 3 commented, “[Some] people were already like, ‘I’m done with the study tour trip. I just want to do it and get it over with because it’s something mandatory’…I think that’s an opportunity lost.” Respondent 2 added, “I know some people were struggling with [the participation requirement]. I think [the study tour] is a really valuable part and I hope they would keep it in [the globalization course].” When asked about improvements for future study tours, students suggested varying the sites for educational visits. The Bangkok itinerary scheduled visits to three elementary schools and three universities. Respondent 1 preferred visits to high school sites to see “how that functions in between the university system and the elementary system.” Respondent 5 extended suggestions for tour sites to “more provincial areas and other large cities in Thailand”, as well as “to Islamic schools in the south” and “to the border of Vietnam.” He explained that including experiences in other regions of Thailand would have allowed students to see “how different provinces have different districts and different forms of governance…a lot of community influence of religion, [and] geographic differences because of the countries that border STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 74 Thailand.” Some students also proposed adding study tour activities in an additional country. Respondent 7 offered, We really should have had the opportunity to visit at least two countries and find various ways of doing a compare and contrast. For example, if we went to Indonesia, which is predominantly a Muslim-based country, and then went to Thailand or Laos or Cambodia or Brunei, we could’ve done a lot of real [sic] different compare and contrasts, from an economic status point of view, from a political point of view, from a geographic point of view, from a religious point of view. Student recommendations for more varied site visits would have exposed study tour participants to additional educational contexts, broadening students’ perspective of Thailand’s educational system and their concept of the globalization of education. Another theme that emerged from students’ recommendations included deepening interactions with local educators and residents. While Respondent 4 acknowledged barriers to additional interactions, such as “the size of our group” and how “Thai culture is pretty hierarchical,” she preferred increased interactions with students, teachers, and administrators “to get a more personal and face-to-face experience and learn the details that you might not necessarily get out of the academic papers that we were reading.” Respondent 6 hoped for interactions that would help give “a sense of what a normal day is like,” including “being able to go eat at somebody’s house…and talk about regular types of stuff outside of education.” These suggestions indicated students’ preference for additional interactions with host nationals to access a more personal glimpse into the Thai educational system and society. Students’ multiple requests for additional site visits and personal interactions implied their preference for a study tour longer than one week. Respondent 6 commented, “I would like STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 75 the trip to have been longer…maybe a few more days” so we could have “more unstructured time built in.” Respondent 5 offered, “I think we could’ve been there longer…probably another week.” He added, “the days could have been longer, the time we spent at the sites could’ve been longer…we could’ve met more people.” In order to include the requested additional study tour activities, students were willing to extend the duration of the study tour to 10 days or even two weeks. Interview comments also related to the structure of students’ learning, with specific suggestions to adjust the course assignment. Rather than complete a writing assignment on a predetermined globalization theme, Respondent 6 preferred an opportunity “to pursue what comes up as a result of the tour.” She explained, “I felt like people were obsessing on the assignment rather than just absorbing [the experience]. At this level of advanced education, people should be able to guide their own inquiry.” Willing to keep the pre-tour writing assignment, Respondent 6 suggested that the post-tour portion of the assignment center on answering questions such as, “How has your learning changed? What will be impacted in your day-to-day life or in your work as an educator?” Responses to this type of inquiry might allow study tour participants to describe their enhanced globally competent dispositions, knowledge, and skills. Finally, although interview questions did not specifically inquire about group relationships, students offered numerous comments about the strengthened camaraderie resulting from study tour participation. Although cohorts tend to take classes together, Respondent 5 reported that his cohort feels “fragmented” and expressed that, “it was nice to have an actual bonding moment with our colleagues.” Respondent 7 elaborated, STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 76 Just because they sit on [sic] different parts of the room, I just don’t get a chance to chill with them. It’s so easy to just kind of hang with the people you normally hang around with at lunch, that sit in the same area, and it gets to be rote behavior. Breaking that mold and getting a chance to talk a little bit more with different people — I just found that to be a rewarding piece. To leverage and strengthen this “camaraderie that will transcend the USC program into our professional lives,” he suggested scheduling the study tour “after the first year, so that I can reap the benefits of that relationships while we’re in class” during the second year of coursework. Conclusion Changes in Global Competence Aptitude Assessment® scores and interview responses provide evidence that a positive relationship exists between short-term study tour participation and students’ global competence development. Paired samples t-tests results showed a very strong positive and statistically significant difference between pre- and post-tour assessment scores for global competence dispositions overall, and post-tour interviews indicated students’ enhanced self-awareness. Although no significant difference in post-tour assessment scores was found for the disposition of attentiveness to diversity, interview comments indicated students’ thoughtfulness about different perspectives. In addition, changes in pre- and post-tour assessment scores and interview comments indicated that study tour participation was positively related to students’ global awareness knowledge, intercultural capability skills, and collaboration skills. Findings for the disposition of risk taking and knowledge of historical perspective were inconclusive as assessment scores resulted in a negative difference after the study tour but post- tour interview comments indicated students’ comfort with unfamiliar situations and STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 77 understanding of the impact of Thai culture on society. These inconclusive findings may indicate that the assessment did not accurately measure students’ global competence development. Since assessment results were anonymous, it is not possible to determine if students who studied abroad in Thailand participated in the pre- and post-tour administrations of the Global Competence Aptitude Assessment®. It is possible that students who completed the assessment were different from the Thailand study tour participants. If the students who studied abroad in Thailand completed the assessment, post-tour scores may have resulted in a positive difference, in correspondence with interview comments. Further analysis of interview responses identified a balance of structured and unstructured learning, distance from students’ home and work routines, clear learning outcomes, educational presentations and tours, and interactions with local educators and residents as meaningful components of the study tour. Post-tour interviews included recommendations to extend the duration and improve the depth of study tour experiences with more varied site tours, increased interactions with host nationals, and a modified course assignment. Students also suggested scheduling the study tour earlier, in the first year of coursework, to maximize the benefit of student camaraderie and enhance students’ overall doctoral experience. STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 78 CHAPTER 5 DISCUSSION The increasing pace of globalization (GPF, 2013) and the growing diversity of the U.S. population (Aud et al., 2010; United Nations, 2008) have prompted an emphasis on global competence for students and the educators who lead their schools and universities (Altbach et al., 2009; McTighe Musil, 2006; Paige & Fry, 2010). Short-term study tours is an approach that higher education institutions employ to develop students’ dispositions, knowledge, and skills to promote international diplomacy and to preserve cultural diversity (Qiang, 2003). The University of Southern California’s financial investment in an international study tour program, particularly at the post-graduate level, has focused on the coordination of study tours and less so on how students’ study tour participation impacts their global competence development. The purpose of this study was to address the following research questions: 1. Is there a relationship between participation in short-term international study tours and changes in students’ global competence scores on a global competence aptitude assessment? 2. What are students’ perceptions about study tour components that relate to global competence? Significant differences in pre- and post-tour scores of the Global Competence Aptitude Assessment®, as well as post-tour interview comments, found initial evidence of a positive relationship between participation in short-term study tours and students’ development of globally competent dispositions, knowledge, and skills. Specifically, findings suggest that study tour participation related to students’ enhanced self-awareness disposition, attentiveness to diversity disposition, global awareness knowledge, intercultural capability skills, and STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 79 collaboration skills. Assessment scores indicated that study abroad participants did not have a significant difference in open-mindedness and interview comments suggested a strong pre- existing disposition for openness to learning. Findings for the risk taking disposition and historical perspective knowledge were inconclusive, with assessment scores resulting in a negative difference and interview comments suggesting enhanced comfort with unfamiliar situations and understanding of cultural impact. These inconclusive findings may indicate that the assessment did not accurately measure students’ global competence development or that different students took the assessment than those who participated in the Thailand study tour. These findings suggest that short-term study tour participation at the post-graduate level is positively related to the development of most components of global competence. Analysis of student perceptions of their experiences abroad identified meaningful aspects of study tour duration, destination, and depth. Current literature suggests that a study tour with a duration of ten days related to global competence development when a balance of time for structured and unstructured activities is included (Dekaney, 2008). Interview comments about the week-long study tour in Thailand indicated that doctoral students valued unstructured time in the itinerary and preferred a minimum duration of ten days in the host country. Existing literature also indicates that study tour destinations that are dissimilar from students’ home context relate to global competence development (Vande Berg et al., 2009; Paige & Fry, 2010). Post-tour interviews suggested that the distance from doctoral students’ home and work routines was a more prominent difference than cultural dissimilarity. Study tour literature also found that clear learning outcomes (Williams, 2009), experiences at numerous sites (Paige & Fry, 2010), interactions with host nationals (Vande Berg et al., 2009), field research (Harrison, 2006; Dekaney, 2008; Paige & Fry, 2010; Houser et al., 2011), and critical reflection (Harrison, 2006; STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 80 Dekaney, 2008; Williams, 2009; Paige & Fry, 2010) relate to the depth of study tour experiences and global competence development. Study tour participants confirmed that clear learning goals, educational presentations and tours, and interactions with local educators were meaningful study tour components. Interview comments also indicated doctoral students’ preference for additional interactions and sites, recommendation for a more reflective course assignment, and appreciation for strengthened camaraderie among study tour participants. These findings from post-tour interviews imply that some aspects of the current structure of short-term study tours are positively related to the global competence development of doctoral students. However, these results raise further questions about the demographics, duration, destination and depth of study tours at the post-graduate level. How significant is the strong positive difference in overall global competence dispositions if only 12% of all study tour participants responded to the assessment? How well do voluntary interviews about the Thailand study tour represent perceptions of the sample of all study tour participants? If doctoral students prefer a study tour longer than one week, what study tour duration is sufficient for most doctoral students to experience significant gains in global competence? How important is distance from home and work routines in doctoral students’ global competence development? If study tour depth is more influential than demographics, duration, and destination, would similar structured and unstructured experiences with global education, but in a local context, be equally meaningful for doctoral students’ global competence development? These questions indicate that this study’s findings require further exploration and analysis. Recommendations for Research While this study’s findings indicated that short-term study participation had a positive relationship with students’ global competence, future research could further inform education STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 81 abroad at the post-graduate level. This study had 17 pre- and post-tour scores, a 12% response rate, on the Global Competence Aptitude Assessment®. This sample size did not allow for regression analysis to identify which demographic characteristics are significant in global competence development related to short-term study tour participation. One recommendation for future research is to compare pre- and post-tour global competence assessment scores from a larger student sample to determine if, and to what extent, attributes such as age, gender, ethnicity, cohort base, and previous travel effect global competence development. In addition, future studies could include interviews of a random selection of students who participated in study tours to all destinations, perhaps increasing the validity and generalizability of results. This study measured globally competent dispositions, knowledge, and skills shortly after study tour completion. A second recommendation for further research is a longitudinal study to examine if global competence development is sustained throughout the careers of educational leaders. One question that emerged from this study’s findings relates to how students apply their globally competent dispositions, knowledge, and skills in their roles as educational leaders. As post-graduate students who are relatively advanced in their professional careers, study tour participants can play a critical role in providing learning experiences to enhance the global competence development of teachers and students, as well as the American workforce at large. An extension study could examine how study tour participants transfer their globally competent dispositions, knowledge, and skills to their careers upon returning home. Recommendations for Practice Given the concerns about generalizability, if this study’s findings are assumed to be valid, the implications for practice include continuing the short-term study tour, as well as STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 82 considering modifications to certain aspects of the globalization course and study tour. Since initial findings suggest that doctoral students’ study tour participation is positively related to global competence development, the study tour program might consider continuing to offer the short-term study tour as an experiential learning component of the globalization course. Interview comments described several meaningful components of the study tour. Considering that post-graduate students are generally well established in their professions and work schedules, an important aspect of study tour participation seems to be the distance from students’ work and home routines. The benefits of current study tour components and student recommendations for improvement suggest that study tour itineraries include a balance of structured and unstructured time, clear learning outcomes for the study tour and course, tours of a variety of educational institutions, and multiple small-group interactions with host educators. Modifications to the globalization course and embedded study tour are also offered for consideration. To increase the study sample and allow for regression analysis, participation in the global competence assessment could be included as a course assignment. Also, to maximize the enhanced camaraderie from study tour participation, the study tour program might also consider scheduling the study tour after the first year of coursework in the doctoral program. This adjustment could allow additional time for students to solidify their cohesion as they continue classes during the second year of the program. Finally, based on suggestions in interview comments, a study tour lasting 10-14 days may be an option to offer doctoral students who prefer a longer duration. Short-term study tours of different durations could provide results for comparison. Another recommended modification to the study tour is to connect tour activities to a course assignment that allows students to demonstrate global competence skills. The current STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 83 writing assignment provides evidence of students’ globally competent knowledge but is limited in measuring students’ abilities to interact effectively and collaborate in an intercultural context. Possible assignment alternatives may focus on a project completed with the participation of host educators or the application of intercultural competence in a local context when students return from the study tour. Given the financial investment in short-term study tours, the doctoral program might also consider structuring similar experiences focused on global education in local contexts as part of the globalization course. Leveraging the ethnically diverse populations of Los Angeles and Hawaii, the globalization course might offer a local immersion experience with structured and unstructured interactions designed to achieve clear learning outcomes in an intercultural context, as a cost-effective alternative to enhance doctoral students’ global competence development. While this option may not provide doctoral students much distance from their home and work routines, it may be a more sustainable strategy for programs with an emphasis on globalization. Conclusion This study’s findings provide evidence of a positive relationship between participation in a short-term study tour and post-graduate students’ global competence development. Significant differences in pre- and post-tour assessment scores and interview comments indicated students’ enhanced self-awareness disposition, global awareness knowledge, intercultural capability skills and collaboration skills. Interview comments also suggested students’ enhanced disposition of attentiveness to diversity. In addition, students appreciated the camaraderie that developed during their immersion experience. Students identified several meaningful components of the study tour, including a balance between structured time for school visits and interactions with host educators, and unstructured time for exploring local and cultural activities, as well as the STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 84 distance from their home and work routines. The low response rate on the global competence assessment and the self-selection of interview participants raise questions about the significance of doctoral students’ global competence development resulting from participation in short-term study tours. Nonetheless, as Respondent 7 expressed, there is inherent value in his experience abroad, Actually going overseas brings what you’re reading to life. 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New York, NY: United Nations, Department of Economic and Social Affairs, Population Division. USC Rossier School of Education. (2012). Strategic Plan 2012-2017. Retrieved from http://rossier.usc.edu/files/2008/08/USC-Rossier-Strategic-Plan1.pdf STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 92 U.S. Department of Education. (2008). A study of four federal graduate fellowship programs: Education and employment outcomes. Washington, D.C.: U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. U.S. Department of Education. (2012). Succeeding globally through international education engagement: U.S. Department of Education international strategy 2012-16. Washington, D.C.: Author. Vande Berg, M., Connor-Linton, J., & Paige, R. M. (2009). The Georgetown Consortium Project: Interventions for student learning abroad. The Interdisciplinary Journal of Study Abroad, 18, 1-75. Warburton, J., & Smith, J. (2003). Out of the generosity of your heart: Are we creating active citizens through compulsory volunteer programmes for young people in Australia? Social Policy & Administration, 37(7), 772-786. Williams, T. R. (2009) The reflective model of intercultural competency: A multidimensional, qualitative approach to study abroad assessment. The Interdisciplinary Journal of Study Abroad, 18, 289-306. STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 93 APPENDIX A COUNCIL OF CHIEF STATE SCHOOL OFFICERS EDSTEPS INITIATIVE AND ASIA SOCIETY PARTNERSHIP FOR GLOBAL LEARNING SAMPLE K-12 GLOBAL COMPETENCE MODEL Figure 2. Council of chief state school officers EdSteps initiative and Asia Society partnership for global learning sample K-12 Global Competence Model STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 94 APPENDIX B ASSOCIATION OF AMERICAN COLLEGE AND UNIVERSITIES VALID ASSESSMENT OF LEARNING IN UNDERGRADUATE EDUCATION (VALUE) RUBRICS !"#$%&'(#'%)(*+",-($./$*)".*&,01$#$"&$*2)('$*%'3%!& !"#$%"#&$'(!"#%)*'"(+$,-&).&$/"(*)/*$0)-1&2))/13"#4 $ .456768697* Intercultural Knowledge and Competence is "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.” (Bennett, J. M. 2008. Transformative training: Designing programs for culture learning. In 5"(*&%,"#)#6$-&)7&#.8',$)(7$'(*&#/1-*1#)-$/"%,&*&(/&9$:(7&#.*)(7'(4$)(7$1*'-';'(4$/1-*1#)-$7'0&#.'*6$*"$<1'-7$.1//&..!1-$"#4)(';)*'"(., ed. M. A. Moodian, 95-110. Thousand Oaks, CA: Sage.) =0)-1)*"#.$)#&$&(/"1#)4&7$*"$)..'4($)$;&#"$*"$)(6$>"#?$.)%,-&$"#$/"--&/*'"($"! $>"#?$*8)*$7"&.$("*$%&&*$<&(/8%)#?$@/&--$"(&A$-&0&-$,&#!"#%)(/&3$ * &:;<8974* 4 06=4<8974<* 3 2 347>?@:AB* 1 +79C=4DE4* 51-*1#)-$.&-!B$)>)#&(&..$ Articulates insights into own cultural rules and biases (e.g. seeking complexity; aware of how her/his experiences have shaped these rules, and how to recognize and respond to cultural biases, resulting in a shift in self-description.) Recognizes new perspectives about own cultural rules and biases (e.g. not looking for sameness; comfortable with the complexities that new perspectives offer.) Identifies own cultural rules and biases (e.g. with a strong preference for those rules shared with own cultural group and seeks the same in others.) Shows minimal awareness of own cultural rules and biases (even those shared with own cultural group(s)) (e.g. uncomfortable with identifying possible cultural differences with others.) +79C=4DE4* C(">-&74&$"! $/1-*1#)-$>"#-70'&>$!#)%&>"#?.$ Demonstrates sophisticated understanding of the complexity of elements important to members of another culture in relation to its history , values, politics, communication styles, economy , or belie fs and practices. Demonstrates adequate understanding of the complexity of elements important to members of another culture in relation to its history , values, politics, communication styles, economy , or beliefs and practices. Demonstrates partial understanding of the complexity of elements important to members of another culture in relation to its history , values, politics, communication styles, economy , or beliefs and practices. Demonstrates surface understanding of the complexity of elements important to members of another culture in relation to its history , values, politics, communication styles, economy , or beliefs and practices. FB6==<* =%,)*86$ Interprets intercultural experience from the perspectives of own and more than one w orldview and demonstrates ability to act in a supportive manner that recognizes the feelings of another cultural group. Recognizes intellectual and emotional dimensions of more than one w orldview and sometimes uses more than one w orldview in interactions. Identifies components of other cultural perspectives but responds in all situations with own worldview . Views the experience of others but does so through own cultural w orldview . FB6==<* D&#<)-$)(7$("(0&#<)-$/"%%1('/)*'"($ Articulates a complex understanding of cultural differences in verbal and nonverbal communication (e.g., demonstrates understanding of the degree to which people use physical contact while communicating in different cultures or use direct/indirect and explicit/implicit meanings) and is able to skillfully negotiate a shared understanding based on those differences. Recognizes and participates in cultural differences in verbal and nonverbal communication and begins to negotiate a shared understanding based on those differences. Identifies some cultural differences in verbal and nonverbal communication and is aware that misunderstandings can occur based on those differences but is still unable to negotiate a shared understanding. Has a minimal level of understanding of cultural differences in verbal and nonverbal communication; is unable to negotiate a shared understanding. )8868GD4<* 51#'".'*6$ Asks complex questions about other cultures, seeks out and articulates answers to these questions that reflect multiple cultural perspectives. Asks deeper questions about other cultures and seeks out answers to these questions. Asks simple or surface questions about other cultures. States minimal interest in learning more about other cultures. )8868GD4<* E,&((&..$ Initiates and develops interactions with culturally different others. Suspends judgment in valuing her/his interactions with culturally different others. Begins to initiate and develop interactions with culturally different others. Begins to suspend judgment in valuing her/his interactions with culturally different others. Expresses openness to most, if not all, interactions with culturally different others. Has difficulty suspending any judgment in her/his interactions with culturally different others, and is aw are of own judgment and expresses a willingness to change. Receptive to interacting with culturally different others. Has difficulty suspending any judgment in her/his interactions with culturally different others, but is unaware of own judgment. STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 95 !"#$%"&"'%()*)!&+%",'&(,$(*-& for more information, please contact value@aacu.org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STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 96 APPENDIX C RECRUITMENT EMAIL TO EDUC 606 STUDENTS Dear EdD student: As you learned in EDUC 606, The Rossier School engages in numerous types of assessments of the effectiveness of the learning experiences it provides, and the degree to which its degree programs are creating the intended program outcomes. One of the hoped-for outcomes of the EdD is a greater sense of global competence among EdD students. EDUC 606 and the study tour are intended as a key vehicle for facilitating global competence. One way we learn the degree to which that strategy (the course and the tour) are effective is to ask you to evaluate those experiences through the course evaluation form, but as you know from studying Kirkpatrick’s 4 level evaluation model in EDUC 565, that type of assessment gets at only level 1, satisfaction. Therefore, we are asking you to help us assess the learning that may have taken place by participating in a pre- and post-test type of assessment. Below is a link to the pre-test. The link is unique to you, although no one reviewing the data will know that it was you, personally, who completed the survey. All results will be studied in the aggregate and your responses will never be personally identified. Your results are not related to your grade in the course, nor will the faculty teaching the course see anything other than aggregated data. Assisting us in this evaluation is one of your fellow students, Deyon Nagato, who will be using the aggregated data as part of her dissertation. Deyon will not know which specific student completed which survey. She will be working only with anonymous responses. I am her dissertation chair. If you have any questions about the evaluation or Deyon’s study, you may contact Deyon at nagato@usc.edu. Your participation in this evaluation is voluntary. You may choose to not respond to this survey, and if you start the survey, you may skip any questions you wish. We hope you will choose to participate and to answer the survey completely. You will receive feedback about your answers immediately upon completion. By completing the survey you are agreeing to participate in this evaluation, however, you may withdraw your consent at any time by simply not completing or submitting the survey. Below is information about the survey instrument itself, provided by the company that created it: Background The Global Competence Aptitude Assessment (GCAA)® is the world's most comprehensive measure of global preparedness. It is based on the internationally determined definition of global competence. As this is a standardized test available on a worldwide scale, you should approach the GCAA® with the same sincerity you would apply to a college entrance exam or a pre-employment examination. STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 97 Your peers, in top institutions in the US and around the world, are taking the GCAA® and benefiting from the direct, immediate and individualized scoring and personal developmental feedback. This information provides each participant an opportunity to identify his/her strengths and growth areas as they relate to the knowledge, skills, and attitudes necessary for global competence. Ultimately, it is these global readiness skills that increase one’s employment marketability and provide a point of differentiation during a job interview, so it is important to perform at your best. Directions for Accessing the GCAA-Student® Most native English speakers finish the GCAA® in approximately 30 min., so please reserve at least that amount of time. It is best to complete the assessment in one sitting and it is critical that you maintain a constant Internet connection for the duration of the assessment. If you must take a break, please click the "Save Temporarily" button, which is located at the bottom of each page of the GCAA®. Your answers up to that point will then be saved, and you will be able to return to complete the assessment. Please do not consult any external resources during the assessment. You will immediately receive a score upon completion of the assessment, in addition to recommendations and resources related to building Global Competence. Please print your report for later reference or save it to a file on your computer. You will not be able to return to the report at a later time. To access the GCAA-Student®, please open link http://www.periscopeiq.com/TakeGCAA-S and use the password provided. If you have any technical issues with completing the assessment, please e-mail gcsupport@periscopeiq.com and provide your school name and the password in question, or call Matt Waite in Technical Support at 610.717.4222 from 8 AM to 5 PM EST. STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 98 APPENDIX D GLOBAL COMPETENCE STUDY INTERVIEW PROTOCOL Recruitment Email Dear EdD student: The Rossier School of Education and the APRISE program are interested in assessing how program experiences impact intended learning outcomes. In particular, current evaluation activities include analysis of students’ study tour experience. You are invited to participate in a post-tour interview to help the Rossier School learn more about student perceptions of the study tour. The interview will take no longer than 30 minutes and you have the option to participate by phone or in person at a location convenient to you. Your participation is voluntary. If you choose to participate in an interview, please reply to this email. An interview date, time, and location will be arranged during the month of September. Thank you for your attention. Sincerely, Deyon Nagato Introduction “Thank you for agreeing to talk with me. I am a fellow doctoral student in the Hawaii cohort and I’m helping the APRISE program determine the impact of short-term study tours. I’m interested in understanding your perception of the study tour and what aspects of the tour mattered to you. I hope to help APRISE improve the design of study tours to maximize students’ learning. Anything you tell me will remain anonymous. I will not attribute anything you say to you by name. You may choose to skip any question and you may end this interview at any time. The total time should take no longer than 30 minutes. What questions do you have for me before we begin?” “Do you mind if I record our interview? I will destroy the recording once I’ve finished my report.” Interview Questions 1. Have you traveled outside the U.S. before this tour? If so, to where? For how long? How long ago? 2. What were your expectations for the trip? 3. What were you most concerned about? To what extent did those concerns become a reality? STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 99 4. How would you describe your experience on the study tour? 5. How do your experiences during the study tour compare with your daily life back home? 6. I understand there was a packed agenda. What did you think of the pacing of the trip? 7. What activities, if any, were most useful to you in terms of your work? 8. How did you spend the unstructured time during the study tour? Was there adequate unstructured time? 9. One of the things that makes study abroad meaningful is interaction with local residents and educators. To what extent did that happen for you? 10. How would you describe the impact the study tour had on your learning? 11. How would you describe the impact the study tour had on your perspective as an educational leader? 12. What changes to the study tour would improve your experience? Are there things you would have liked to see/do that you didn’t have a chance to see/do? Do you have any other recommendations for any aspect of the trip? STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 100 APPENDIX E SAMPLE OF STUDY TOUR ITINERARIES Shanghai and Hangzhou, China Hong Kong and Guangzhou, China Beijing and Tianjin, China Bangkok, Thailand STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 101 !" ! !"#$%&'&%()*+,)-*./)-0%1.+02%3,.45% 67-)87-.%9%:-)8;7/<% =-,>7%?@ABCD%B'?C% ! (*.)+,-,E%% #$%&'()*'"+),-'%."./"%&012'3! ! "#!!$%&'(!")*%+,-&.%)!! ! /0-)10-.! $%2-+3!4%0)5%)!6(-7-!/0-)10-.!! 454"67)"67012"8(" $&012&079":&710";<<<!" =&/1'>"?"@AB;!BCC!CD@@@" &..E>FFGGGH&/G0I(-/&1+/1E*0J0&/.'*H%1! "!#$%&'(%)*+,-.!(*+)-*)+! "!/01(*)11!2)*+)-!3,1!,!2$%&0+)-!+$!01)!40+! +3)-)!(1!,!23,-5)!6$-!)7)-.!89!%(*0+)1! !!! $-)170%8! /%*.&'(!$-)170%8!9'5&(-:'! 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" NN"!@C"!4VN8"LN]"^"=_W" " ;C<=" " QD4="#!AVN83"""""""""""""""""""""" NN"!@;";CVN8"=_W"^"LN]"" """""" 5D4=" " A!4="#;CVN83" `/.'>"Z1"%0+'"/R"01"'S'I2'1%\"G&'1"\/)"0I'"71"$&012&079".&'":I/G1"aI0O'*"/RR7%'"G7**",'"0,*'"./"&'*EH"" a&'"/RR7%'"0R.'I"&/)I+b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`+K*-<,-)*% % C5''%L=%Y-44,/aW\% % `+*<,)%*/%7/*+0%% % &5J@%L=% % % ^<K%2+4-,*K%7/*+0%V/,%2.))+,% % Q5''%L=% b4+).)8%".))+,%-*%$<.4<X<*/)8D%Z.-)8;7+%$<.K.)+( ( )42$%&'()%"*+(,5% % &5C'%E=% % :/*+0%S+8.)K%K+,R.)8%S,+-FV-K*%2-.0T%% %%YZ<K*%8.R+%)-I+[,//I%M%*/%7/K*+KK\% % Q5J@%E=%Y-44,/aW\% % ^<K%2+4-,*K%7/*+0%%% % c5C'%E=%d%??5''%E=% 6.*+%O.K.*%M?5%$-))+K%!a4+,.I+)*-0%:.87%6>7//0% % ??5C'%E=%d%?5C'%L=% G<)>7%-*%]<+0.-)8X-)%`+K*-<,-)*%% % B5''%L=%d%J5C'%L=%% % O.K.*%MB5%67-)87-.%e/,I-0%#).R+,K.*TD%$/00+8+%/V%!2<>-*./)% % J5C'%L=% % % `+*<,)%*/%7/*+0%V/,%V,++%+R+).)8%/)%T/<,%/X)% ( STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 103 !"#$%&'&%()*+,)-*./)-0%1.+02%3,.45%%67-)87-.%9%:-)8;7/<% =-,>7%?@ABCD%B'?C% % % C% ! !"#$%&'()*&+,-)./) % &5C'%E=% % :/*+0%F+8.)G%G+,H.)8%F,+-IJ-G*%2-.0K% %%LM<G*%8.H+%)-N+O,//N%P%*/%7/G*+GGQ)) ) % % R5''%E=%% % % S<G%2+4-,*G%7/*+0%%% ) T5C'%E=%U%??5B'%E=% V.G.*%PC5%S,-)>7%6>7//0%/J%W-)84<%X,.N-,K%6>7//0% % ??5C'%E=%U%?B5Y@%X=% % Z<)>7%-*%$/00+8+%$-)*++)% % ?5?@%X=%U%B5C'%X=% % V.G.*%PY5%W-)84<%V/>-*./)-0%-)2%3+>7).>-0%6>7//0G% % B5C'%U%Y5C'%X=% V.G.*%P@5%W-)84<%3+->7+,%3,-.).)8%$/00+8+% % Y5C'%X=% % % [+*<,)%*/%7/*+0%J/,%J,++%+H+).)8%/)%K/<,%/\)%% ) 0#%1#$%&'()*&+,-)23% % &5C'%E=% % % S,+-IJ-G*%2-.0K%-*%7/*+0%% % % LM<G*%8.H+%)-N+O,//N%P%*/%7/G*+GGQ% % ]5C'%E=%% % % S<G%2+4-,*G%7/*+0%%% % T5''%E=%U%3S"% V.G.*%P&5%67-)87-.%EN+,.>-)%6>7//0%LX<2/)8%$-N4<GQ% % ?B5''%X=) Z<)>7%-*%67-)87-.%^.-/%_-)%`</%[+G*-<,-)*% L6<4+,%S,-)2%=-00%X<2/)8Q) ) B5''%U%Y5C'%X=) 1,++%*.N+%/)%K/<,%/\)%L*+)*-*.H+Q) % @5''X=%U%&5''X=% % [+J0+>*.H+%2.G><GG./)%J->.0.*-*+2%FK%X,/J+GG/,G%`-00-87+,%-)2%/,% %%%%[/F.G/)%.)%*7+%a<++)G%=++*.)8%[//N%L:/\-,2%M/7)G/)%:/*+0Q% % &5''%X=% 1,++%+H+).)8%/)%K/<,%/\)%% ) !-"+$%&'()*&+,-)2.) % &5C'%E=% % :/*+0%F+8.)G%G+,H.)8%F,+-IJ-G*%2-.0K% %%LM<G*%8.H+%)-N+O,//N%P%*/%7/G*+GGQ% % ]5''%E=% % % X0->+%F-8G%/<*G.2+%7/*+0%,//N%J/,%4.>I%<4%-)2%>7+>I%/<*%/J%7/*+0% % R5''%E=% % % S<G%2+4-,*G%7/*+0%J/,%:-)8;7/<% % STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 104 !"#$%&'&%()*+,)-*./)-0%1.+02%3,.45%%67-)87-.%9%:-)8;7/<% =-,>7%?@ABCD%B'?C% % % E% ! ?B5''%F=% % % G<)>7%-*%H.)I<%J+K*-<,-)*% ! 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`"89N" " !P@R" " abPR"#!aZR73"""""""""""""""""""""" ;M"66B"BCZR7"89N"`"LRM"" """""" bC@=" " BP@="#BCZR73" 4/.'>"T1"%0+'"/J"01"'H'I2'1%_"G&'1"_/)"0I'"<1"8/12"9/12:".&'";I/G1".I0\'*"/JJ<%'"G<**",'"0,*'"./"&'*E5"" S&'"/JJ<%'"0J.'I"&/)I+c"1)H,'I>""?"!A666ADB@A6D6a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`;O*%7.T+%)-K+a,//K%P%*/%=/O*+OO\% % @'5''%I>%% % % L;O%2+4-,*O%=/*+0%N/,%IO.-%6/)7%8/)7%$+)*+,% % @@5''%I>%b%@B5''%F>% W.*+%].O.*%P@5%`/.)*AK++*.)7%_.*=%#W$%3,;O*++%-)2%$=-.,K-)%/N% 6-)7%H;)7%:,/;4%H.K.*+2D%>,c%V/)).+%$=-)% % @B5''%F>% L;O%2+4-,*O%N/,%68#W3%% % @5''%F>%b%S5C'%F>%% ].O.*%PB5%6/)7%8/)7%#).T+,O.*M%/N%W?.+)?+%9%3+?=)/0/7M%[68#W3\c% ].O.*%U+7.)O%_.*=%0;)?=%/)%?-K4;O% % &5''%F>% % % V+*;,)%*/%=/*+0%N/,%N,++%+T+).)7%/)%M/;,%/_)% STUDY TOURS AND GLOBAL COMPETENCE DEVELOPMENT 107 !"#$%&'&%()*+,)-*./)-0%1.+02%3,.45%%6/)7%8/)7%9%:;-)7<=/;% >-,?=%@&ABCD%B'@C% % % C% % &5C'%E>%F%G5C'%E>% % H4*./)-0%I?*.J.*K5%!L=.M.*./)D%N(OO.)+)*%"/O-.)%F%"+P.7).)7%*=+%% Q.R+%/R%3/O/,,/ST%UVWXE%2+-20.)+%S-P%1,.2-K%-R*+,)//)Y% ! 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Abstract (if available)

Abstract Minimal empirical evidence exists to support the financial investment in short‐term study tours at the post graduate level. The purpose of this study was to determine if and how short‐term study tour participation related to doctoral students’ global competence, according to the dispositions, knowledge, and skills described in the Global Competence Model™. This study sought to address two research questions: (1) Is there a relationship between participation in short‐term international study tours and changes in students’ global competence? and (2) What are students’ perceptions about study tour components that relate to global competence? Seventeen doctoral students, who participated in one of six different short‐term study tours, completed pre‐ and post‐tour administrations of the Global Competence Aptitude Assessment®. Within one month after the last study tour to Thailand, 20 Thailand study tour participants completed interviews about their experience abroad. Data analysis involved paired samples t‐tests to check for significant differences in pre‐ and post‐tour assessment scores and interview responses were coded for global competence components and study tour components. Findings from this study suggest a relationship between short‐term study tour participation and most aspects of students’ enhanced global competence, including self‐awareness, attentiveness to diversity, global awareness, intercultural capability, and collaboration skills. Students identified a balance between structured time and unstructured time, school visits, interactions with host educators, and distance from their home and work routines as meaningful study tour components. This study also makes recommendations to enhance the design of future short‐term study tours at the post‐graduate level.

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Nagato, Deyon Christi (author)

Core Title Short-term study tours and global competence development

School Rossier School of Education

Degree Doctor of Education

Degree Program Education

Publication Date 06/19/2014

Defense Date 05/18/2014

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag global competence,OAI-PMH Harvest,short‐term study tours

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Sundt, Melora A. (committee chair), Cole, Darnell G. (committee member), Rueda, Robert (committee member)

Creator Email deyon808@gmail.com,deyon808@yahoo.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-421356

Unique identifier UC11285987

Identifier etd-NagatoDeyo-2560.pdf (filename),usctheses-c3-421356 (legacy record id)

Legacy Identifier etd-NagatoDeyo-2560.pdf

Dmrecord 421356

Document Type Dissertation

Format application/pdf (imt)

Rights Nagato, Deyon Christi

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA