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A Phenomenological Study Exploring U...

Wallace, Keith M.

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A Phenomenological Study Exploring U.S College Students' Study Abroad Experiences: Understanding Self-Leadership Through Initiators and Outcomes of Transformative Learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Phenomenological Study Exploring U.S College Students' Study Abroad Experiences: Understanding Self-Leadership Through Initiators and Outcomes of Transformative Learning./
作者:	Wallace, Keith M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	191 p.
附註:	Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
Contained By:	Dissertations Abstracts International84-10A.
標題:	Higher education administration. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30426411
ISBN:	9798379437060

A Phenomenological Study Exploring U.S College Students' Study Abroad Experiences: Understanding Self-Leadership Through Initiators and Outcomes of Transformative Learning.
Wallace, Keith M.

A Phenomenological Study Exploring U.S College Students' Study Abroad Experiences: Understanding Self-Leadership Through Initiators and Outcomes of Transformative Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 191 p.

Source: Dissertations Abstracts International, Volume: 84-10, Section: A.

Thesis (Ph.D.)--Indiana Institute of Technology, 2023.

This item must not be sold to any third party vendors.

As globalized industries evolve, leaders of today and tomorrow will need multifaceted skills for multilayered engagement in an international environment. One method to develop competencies built for a global setting is study abroad, where U.S. colleges embed students in a travel context beyond classroom walls and borders. Study abroad is made up of pre-departure, in-destination, and reentry that remains less understood across U.S. colleges yet may produce a transformative learning experience. The purpose of this qualitative phenomenological study was to explore the lived experiences of U.S. college study abroad students during the reentry phase. Specifically, this study sought to understand initiators and outcomes of transformative learning in selfleadership development after studying abroad. The following 10 deductive themes and two deductive subthemes emerged: (a) Lacking languages in the United States, (b) Viewing my world in a new lens, (c) Realizing a great sense of empowerment, (d) Catching the travel bug, (e) Seeking transformative lessons, (f) Open mindedness through experiential learning, (g) More inclusivity for a diversified community, (h) Going global for new professional practices, (i) Increased capacity for complexity, and (j) Understanding complexity eases pressure. The two subthemes were (a) Leading with a shifted worldview and (b) Refining leadership with a new worldview. Disorientation profiles were also created for each participant. Findings revealed that initiators of transformative learning took place through disorienting experiences as well as transformative outcomes were realized by students after reentry. The findings of the study have identified for the first time in research the developed frameworks of transformative learning theory, the disorientation index and typology of transformative outcomes, as a functional combined tool to understand initiators and outcomes of transformative learning. These findings may assist international educators, multinational businesses, and global leaders of today and tomorrow.

ISBN: 9798379437060Subjects--Topical Terms:

2122863
Higher education administration.
Subjects--Index Terms:

Disorientation index

A Phenomenological Study Exploring U.S College Students' Study Abroad Experiences: Understanding Self-Leadership Through Initiators and Outcomes of Transformative Learning.
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500 $a Advisor: Ensign, Tonya.
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506 $a This item must not be sold to any third party vendors.
520 $a As globalized industries evolve, leaders of today and tomorrow will need multifaceted skills for multilayered engagement in an international environment. One method to develop competencies built for a global setting is study abroad, where U.S. colleges embed students in a travel context beyond classroom walls and borders. Study abroad is made up of pre-departure, in-destination, and reentry that remains less understood across U.S. colleges yet may produce a transformative learning experience. The purpose of this qualitative phenomenological study was to explore the lived experiences of U.S. college study abroad students during the reentry phase. Specifically, this study sought to understand initiators and outcomes of transformative learning in selfleadership development after studying abroad. The following 10 deductive themes and two deductive subthemes emerged: (a) Lacking languages in the United States, (b) Viewing my world in a new lens, (c) Realizing a great sense of empowerment, (d) Catching the travel bug, (e) Seeking transformative lessons, (f) Open mindedness through experiential learning, (g) More inclusivity for a diversified community, (h) Going global for new professional practices, (i) Increased capacity for complexity, and (j) Understanding complexity eases pressure. The two subthemes were (a) Leading with a shifted worldview and (b) Refining leadership with a new worldview. Disorientation profiles were also created for each participant. Findings revealed that initiators of transformative learning took place through disorienting experiences as well as transformative outcomes were realized by students after reentry. The findings of the study have identified for the first time in research the developed frameworks of transformative learning theory, the disorientation index and typology of transformative outcomes, as a functional combined tool to understand initiators and outcomes of transformative learning. These findings may assist international educators, multinational businesses, and global leaders of today and tomorrow.
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