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Cultural intelligence of students in...

Klein, June Rumiko.

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Cultural intelligence of students in an undergraduate multicultural studies course.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Cultural intelligence of students in an undergraduate multicultural studies course./
作者:	Klein, June Rumiko.
面頁冊數:	153 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: .
Contained By:	Dissertation Abstracts International72-01A.
標題:	Anthropology, Cultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3428239
ISBN:	9781124345062

Cultural intelligence of students in an undergraduate multicultural studies course.
Klein, June Rumiko.

Cultural intelligence of students in an undergraduate multicultural studies course. - 153 p.

Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: .

Thesis (Ed.D.)--Fielding Graduate University, 2010.

This mixed method study examines the effectiveness of a Multicultural Studies course in an undergraduate Business Psychology Program. The course was taught by co-instructors Josh Avera and the researcher. This Multicultural Studies course is a required course in the Business Psychology Program. We asked all 22 enrolled students to participate, and 100% decided to participate.

ISBN: 9781124345062Subjects--Topical Terms:

735016
Anthropology, Cultural.

Cultural intelligence of students in an undergraduate multicultural studies course.
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100 1 $a Klein, June Rumiko. $3 1673463
245 1 0 $a Cultural intelligence of students in an undergraduate multicultural studies course.
300 $a 153 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: .
500 $a Adviser: Yolanda Gayol.
502 $a Thesis (Ed.D.)--Fielding Graduate University, 2010.
520 $a This mixed method study examines the effectiveness of a Multicultural Studies course in an undergraduate Business Psychology Program. The course was taught by co-instructors Josh Avera and the researcher. This Multicultural Studies course is a required course in the Business Psychology Program. We asked all 22 enrolled students to participate, and 100% decided to participate.
520 $a The quantitative data were collected using the Cultural Intelligence Scale (CQS; Van Dyne, Ang, & Koh, 2008), a 20-item Likert-type survey, which included a self-report and observer-report questionnaire administered pre- and post-course. Data generated during analysis included means, standard deviations, scale reliabilities, and intercorrelations. The major finding from the self-report quantitative data revealed that the Multicultural Studies class did create a small increase in all four traits of the CQS.
520 $a The qualitative data were collected through 30-40 minute interviews pre- and post-course. Coding and categorizing the qualitative data utilized the constant comparative method as well as CQS concepts. The major findings from the qualitative data revealed that 50% of the participants experienced transformational learning experiences, and 86% of the participants reported that they have changed their behavior due to the course. Experiential activities in the classroom helped to achieve this outcome with 64% of the participants indicating that the group exercises and classroom interactions with their classmates were helpful activities. Many participants used critical reflection examples in the post interviews that started with in-class discussions and continued outside of class with friends or in discussions with classmates in other courses.
520 $a The results of this study illustrate how a Multicultural Studies course, which incorporated experiential learning models, increased the motivation of students to engage in intercultural interactions, as well as changed their behavior. The results of this study show the importance of building on each student's own experiences by making meaning out of them, allowing the student to re-examine these experiences, and then incorporate that new learning into their daily life. The findings from this study show that an effective educator can facilitate experiential learning moments and encourage students to reflect on their experiences both in and out of the classroom.
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650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
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710 2 $a Fielding Graduate University. $b The School of Educational Leadership and Change. $3 1670997
773 0 $t Dissertation Abstracts International $g 72-01A.
790 1 0 $a Gayol, Yolanda, $e advisor
790 1 0 $a Mahon, Lee $e committee member
790 1 0 $a Beaulieu, Rodney $e committee member
790 1 0 $a Beckum, Leonard $e committee member
790 1 0 $a Colmenarez, Carla $e committee member
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791 $a Ed.D.
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