Pub Date : 2023-05-29DOI: 10.1177/10283153231178133
Warangkana Lin, Sheng-Ju Chan
Internationalization policy in higher education facilitates a nation's economic growth and demonstrates generosity to other nations. This study investigates the impact of the International Higher Education Scholarship Program of the International Cooperation and Development Fund on recipients’ perceptions of and experiences in Taiwan. Based on the management, education, medical science, and engineering programs of four case study universities, it finds attitudinal changes, increased intercultural competence, and signs of institution transfer and knowledge network formation. Socialization has fostered scholarship holders’ cultural affinity and shared identity with Taiwan. As higher education institutions promote knowledge sharing and cultural diffusion, international students are also a nexus of cultural diplomacy, the attractions of which are more conspicuous than knowledge diplomacy's benefits. The empirical evidence of this study helps delineate theoretical frameworks of diplomacy in international higher education. Its longitudinal observation of alumni career trajectories can enrich cross-sectional evaluation.
{"title":"Students as a Nexus of Cultural Diplomacy: Estimating the Outcomes of the International Higher Education Scholarship Program in Taiwan","authors":"Warangkana Lin, Sheng-Ju Chan","doi":"10.1177/10283153231178133","DOIUrl":"https://doi.org/10.1177/10283153231178133","url":null,"abstract":"Internationalization policy in higher education facilitates a nation's economic growth and demonstrates generosity to other nations. This study investigates the impact of the International Higher Education Scholarship Program of the International Cooperation and Development Fund on recipients’ perceptions of and experiences in Taiwan. Based on the management, education, medical science, and engineering programs of four case study universities, it finds attitudinal changes, increased intercultural competence, and signs of institution transfer and knowledge network formation. Socialization has fostered scholarship holders’ cultural affinity and shared identity with Taiwan. As higher education institutions promote knowledge sharing and cultural diffusion, international students are also a nexus of cultural diplomacy, the attractions of which are more conspicuous than knowledge diplomacy's benefits. The empirical evidence of this study helps delineate theoretical frameworks of diplomacy in international higher education. Its longitudinal observation of alumni career trajectories can enrich cross-sectional evaluation.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135791841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This quasi-experimental study investigates Moroccan English department university students’ overall mastery of the declarative, procedural, and conditional knowledge of the text-processing strategies that facilitate textual comprehension at both the pre- and post-intervention levels. For examining this postulate thoroughly, two EFL first-semester groups pursuing their studies in English Language and Literature were randomly opted for as the informants for this study. The experimental group (n=63) received explicit training related to the declarative, procedural, and conditional knowledge of reading strategies, whereas the control group (n=50) took their normal classes. The two groups were presented with two reading texts (narrative & expository) at both the outset and the end of the metacognitive strategy intervention. This was accompanied by a ‘retrospective questionnaire’ at each stage (pre-intervention & post-intervention). The results indicate that the experimental group exhibited more substantive enhancement in metacognitive strategy knowledge than the control group did. Thus, the recommendation that instruction in the declarative, procedural, and conditional knowledge of reading heuristics be integrated in the Reading Comprehension Course at the university level is to be imparted utmost value in the sphere of academia.
{"title":"The Role of Explicit Metacognitive Strategy Intervention in the Promotion of Declarative, Procedural, and Conditional Knowledge of Reading Heuristics amongst Moroccan EFL University Students","authors":"Mohammed Msaddek, Hassan Boudassamout","doi":"10.5296/jse.v13i2.20984","DOIUrl":"https://doi.org/10.5296/jse.v13i2.20984","url":null,"abstract":"This quasi-experimental study investigates Moroccan English department university students’ overall mastery of the declarative, procedural, and conditional knowledge of the text-processing strategies that facilitate textual comprehension at both the pre- and post-intervention levels. For examining this postulate thoroughly, two EFL first-semester groups pursuing their studies in English Language and Literature were randomly opted for as the informants for this study. The experimental group (n=63) received explicit training related to the declarative, procedural, and conditional knowledge of reading strategies, whereas the control group (n=50) took their normal classes. The two groups were presented with two reading texts (narrative & expository) at both the outset and the end of the metacognitive strategy intervention. This was accompanied by a ‘retrospective questionnaire’ at each stage (pre-intervention & post-intervention). The results indicate that the experimental group exhibited more substantive enhancement in metacognitive strategy knowledge than the control group did. Thus, the recommendation that instruction in the declarative, procedural, and conditional knowledge of reading heuristics be integrated in the Reading Comprehension Course at the university level is to be imparted utmost value in the sphere of academia.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"62 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86641898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-24DOI: 10.1177/10283153231178128
Shinji Katsumoto
Internationalization of the curriculum has become a prevalent pattern around the world. Using the data of 115,655 domestic students and 7,165 international students from 16 U.S. universities, this study examined the association between the two types of internationalization of the curriculum (on-campus international academic experiences and study abroad from a U.S. host institution to another country) and intercultural dispositions among international students. This study also compared the potential effects of internationalization of the curriculum on international students with domestic students, who have been a primary target of internationalization of the U.S. universities’ curriculum. While on-campus international experiences were positively associated with several intercultural dispositions among international students, study abroad was not. In addition, the association between on-campus international experiences and intercultural dispositions showed little variation between domestic and international students. This result implies that international students are also beneficiaries, rather than mere resources, of internationalization of the U.S. university’ curriculum.
{"title":"Internationalizing International Students’ Experiences: Analysis of Intercultural Dispositions for International Students who Engage in Study Abroad and Internationalization at Home","authors":"Shinji Katsumoto","doi":"10.1177/10283153231178128","DOIUrl":"https://doi.org/10.1177/10283153231178128","url":null,"abstract":"Internationalization of the curriculum has become a prevalent pattern around the world. Using the data of 115,655 domestic students and 7,165 international students from 16 U.S. universities, this study examined the association between the two types of internationalization of the curriculum (on-campus international academic experiences and study abroad from a U.S. host institution to another country) and intercultural dispositions among international students. This study also compared the potential effects of internationalization of the curriculum on international students with domestic students, who have been a primary target of internationalization of the U.S. universities’ curriculum. While on-campus international experiences were positively associated with several intercultural dispositions among international students, study abroad was not. In addition, the association between on-campus international experiences and intercultural dispositions showed little variation between domestic and international students. This result implies that international students are also beneficiaries, rather than mere resources, of internationalization of the U.S. university’ curriculum.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43467826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-21DOI: 10.1177/10283153231178135
Bettina Backman, M. Dunn, N. A. George, Bianca Whiteside, F. McKay
International students in Australia risk financial insecurity and as a result, may make suboptimal health decisions. Limited research has explored the experiences of international students’ health-related financial decision making. In-depth interviews were conducted with 31 international students to explore how financial situation influences their decisions in Australia. Data were thematically analysed. Findings highlight that limited income can impact overall wellbeing and health-related decision making. When making financial health-related decisions, participants prioritised urgent health needs and education. Participants who perceived their financial situation limited were less willing to spend money on mental health services, social activities, and food. This study suggests that students may consider the long-term financial benefits of studying abroad when making decisions, but they do not consider the long-term health implications of stress and wellbeing. Enabling students to improve their financial situation and lower their expenses could enhance wellbeing and facilitate health-related decision making.
{"title":"“Am I Really Living or Just Getting by?” Financial Security and Health-Related Decisions among International Students in Australia","authors":"Bettina Backman, M. Dunn, N. A. George, Bianca Whiteside, F. McKay","doi":"10.1177/10283153231178135","DOIUrl":"https://doi.org/10.1177/10283153231178135","url":null,"abstract":"International students in Australia risk financial insecurity and as a result, may make suboptimal health decisions. Limited research has explored the experiences of international students’ health-related financial decision making. In-depth interviews were conducted with 31 international students to explore how financial situation influences their decisions in Australia. Data were thematically analysed. Findings highlight that limited income can impact overall wellbeing and health-related decision making. When making financial health-related decisions, participants prioritised urgent health needs and education. Participants who perceived their financial situation limited were less willing to spend money on mental health services, social activities, and food. This study suggests that students may consider the long-term financial benefits of studying abroad when making decisions, but they do not consider the long-term health implications of stress and wellbeing. Enabling students to improve their financial situation and lower their expenses could enhance wellbeing and facilitate health-related decision making.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46896327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-21DOI: 10.1177/10283153231173223
Changjun Yue, Wenqi Qiu, Jie Xia, Yazhou Zhu, Cheng-zhi Li
Scientific and technological development has brought greater demands for both general and skilled talents, which sets higher requirements for talent cultivation in higher education. As a vital component of higher education internationalization, international student mobility (ISM) is playing an increasingly important role in talent cultivation and supply. Using data from the Chinese National Graduate Sample Survey (CNGSS), this study explored whether ISM affects general and skilled talents’ post-graduation decisions. Due to the substantial differences in the content and form of ISM, the heterogeneous effects of ISM duration and the host institution's ranking were further analyzed. The results showed that ISM helped general talents receive further education and helped skilled talents find employment. Furthermore, for general talents, short-term experiences had a greater impact on pursuing advanced education than long-term ISM, while for skilled talents, long-term experiences had a greater impact on finding employment.
{"title":"Effects of International Student Mobility on Post-Graduation Decisions: Evidence from Chinese Academic and Vocational Graduates","authors":"Changjun Yue, Wenqi Qiu, Jie Xia, Yazhou Zhu, Cheng-zhi Li","doi":"10.1177/10283153231173223","DOIUrl":"https://doi.org/10.1177/10283153231173223","url":null,"abstract":"Scientific and technological development has brought greater demands for both general and skilled talents, which sets higher requirements for talent cultivation in higher education. As a vital component of higher education internationalization, international student mobility (ISM) is playing an increasingly important role in talent cultivation and supply. Using data from the Chinese National Graduate Sample Survey (CNGSS), this study explored whether ISM affects general and skilled talents’ post-graduation decisions. Due to the substantial differences in the content and form of ISM, the heterogeneous effects of ISM duration and the host institution's ranking were further analyzed. The results showed that ISM helped general talents receive further education and helped skilled talents find employment. Furthermore, for general talents, short-term experiences had a greater impact on pursuing advanced education than long-term ISM, while for skilled talents, long-term experiences had a greater impact on finding employment.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44384235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.1177/10283153231172020
P. R. Eiras
Higher education (HE) institutions in Europe are ascribing greater importance to internationalisation as adding value to the entire institution, whereby the most important benefit identified is improved quality of teaching and learning. Notwithstanding, students’ perceptions of the extent to which quality of education is associated with internationalisation is under-explored. This paper addresses this gap and employs a digital ethno-methodological approach, drawing on 126 h of teaching and learning observation, and 38 semi-structured interviews with Danish and international students enrolled in 8 Masters of Science (MSc) programmes in Denmark. Nuanced aspects of perceptions of quality, relevance and learning were mostly related to two instruments of internationalisation: international staff and an international student body. Results show that diversity is a keyword in students’ discourses, whereby quality often equals internationalisation. However, there is a disconnect between discourses and actual practices of internationalisation, with implications for policies and practices in internationalised HE contexts.
{"title":"Internationalisation Equals Quality? Students’ Perspectives on Quality of Higher Education in Denmark","authors":"P. R. Eiras","doi":"10.1177/10283153231172020","DOIUrl":"https://doi.org/10.1177/10283153231172020","url":null,"abstract":"Higher education (HE) institutions in Europe are ascribing greater importance to internationalisation as adding value to the entire institution, whereby the most important benefit identified is improved quality of teaching and learning. Notwithstanding, students’ perceptions of the extent to which quality of education is associated with internationalisation is under-explored. This paper addresses this gap and employs a digital ethno-methodological approach, drawing on 126 h of teaching and learning observation, and 38 semi-structured interviews with Danish and international students enrolled in 8 Masters of Science (MSc) programmes in Denmark. Nuanced aspects of perceptions of quality, relevance and learning were mostly related to two instruments of internationalisation: international staff and an international student body. Results show that diversity is a keyword in students’ discourses, whereby quality often equals internationalisation. However, there is a disconnect between discourses and actual practices of internationalisation, with implications for policies and practices in internationalised HE contexts.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46401688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main objective of this presentation is to highlight the teaching technique of “Non- Directive Intervention: NDI”by Michel Lobrot, as an option of use in modern teaching. It also aims to answer why this technique is an alternative teaching technique, given that its originator considers the teacher as an indirectly intervening guide of the student during the teaching. On this basis, a scientific question is how the teacher, through the "NDI”teaching technique, can help the student to be led to learning, coordinating his learning process. Also, it is documented why the teaching technique of "NDI”is an alternative teaching technique, which can contribute to the achievement of the student's free expression during teaching, through activities that favor the student's self-activity during the learning process. For this purpose, in this presentation, activities are presented, through which it is possible to make constructive use of the teaching technique of "NDI”in teaching.
{"title":"Didactic Possibilities of Using the Teaching of \"Non- Directive Intervention”by Michel Lobrot in Teaching","authors":"Anna Georgiou, Ioannis Fykaris","doi":"10.5296/jse.v13i2.20905","DOIUrl":"https://doi.org/10.5296/jse.v13i2.20905","url":null,"abstract":"The main objective of this presentation is to highlight the teaching technique of “Non- Directive Intervention: NDI”by Michel Lobrot, as an option of use in modern teaching. It also aims to answer why this technique is an alternative teaching technique, given that its originator considers the teacher as an indirectly intervening guide of the student during the teaching. On this basis, a scientific question is how the teacher, through the \"NDI”teaching technique, can help the student to be led to learning, coordinating his learning process. Also, it is documented why the teaching technique of \"NDI”is an alternative teaching technique, which can contribute to the achievement of the student's free expression during teaching, through activities that favor the student's self-activity during the learning process. For this purpose, in this presentation, activities are presented, through which it is possible to make constructive use of the teaching technique of \"NDI”in teaching.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"49 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83208650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1177/10283153231172019
M. Verbyla, V. Vernaza-Hernández, A. Feldman
Challenges from globalization, population growth, and climate change require science, technology, and engineering (STEM) professionals to have global competency. However, the impact of international experiences on STEM students’ development of these abilities has not been well studied. We assessed the effects of international research experiences in Latin America and the Caribbean (LAC) and Europe on the development of global competency for STEM graduate students from the United States. Research placements in LAC were generally field-based, involving interactions with community members, while placements in Europe were mostly lab-based. Surveys and interviews with participants before and after their trips revealed increases in intercultural abilities for students from all groups. Students who traveled to LAC had higher intercultural abilities before the trip but experienced smaller gains than their counterparts who traveled to Europe. Despite the value in community-based activities for students outside of university settings, more effort is needed to eliminate students’ barriers to understanding communication styles in their host communities.
{"title":"International Research Experiences and Global Competency Development for Graduate Students in Engineering and Science","authors":"M. Verbyla, V. Vernaza-Hernández, A. Feldman","doi":"10.1177/10283153231172019","DOIUrl":"https://doi.org/10.1177/10283153231172019","url":null,"abstract":"Challenges from globalization, population growth, and climate change require science, technology, and engineering (STEM) professionals to have global competency. However, the impact of international experiences on STEM students’ development of these abilities has not been well studied. We assessed the effects of international research experiences in Latin America and the Caribbean (LAC) and Europe on the development of global competency for STEM graduate students from the United States. Research placements in LAC were generally field-based, involving interactions with community members, while placements in Europe were mostly lab-based. Surveys and interviews with participants before and after their trips revealed increases in intercultural abilities for students from all groups. Students who traveled to LAC had higher intercultural abilities before the trip but experienced smaller gains than their counterparts who traveled to Europe. Despite the value in community-based activities for students outside of university settings, more effort is needed to eliminate students’ barriers to understanding communication styles in their host communities.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48012223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1177/10283153231172024
H. Baer
Universities worldwide have come to embrace the rhetoric of environmental sustainability and a commitment to climate action while simultaneously seeking to internationalize themselves within the context of the global economy. In seeking to internationalize, universities are highly dependent on air travel, for both their academic staff and students. Yet airplane flights are a significant source of greenhouse gas emissions and a driver of anthropogenic climate change. This article examines campaigns and individual efforts – with particular attention to examples from Australia and New Zealand and the field of anthropology - to reduce flying among academics, including a greater reliance on teleconferencing, and explores strategies for drastically reducing student air travel. In that the internationalization of higher education has been occurring within the parameters of global capitalism, which functions as the overarching driver of climate change, this article proposes an eco-socialist alternative as a strategy for achieving social justice and environmental sustainability.
{"title":"Grappling with Climate Change and the Internationalization of Higher Education: An Eco-Socialist Perspective","authors":"H. Baer","doi":"10.1177/10283153231172024","DOIUrl":"https://doi.org/10.1177/10283153231172024","url":null,"abstract":"Universities worldwide have come to embrace the rhetoric of environmental sustainability and a commitment to climate action while simultaneously seeking to internationalize themselves within the context of the global economy. In seeking to internationalize, universities are highly dependent on air travel, for both their academic staff and students. Yet airplane flights are a significant source of greenhouse gas emissions and a driver of anthropogenic climate change. This article examines campaigns and individual efforts – with particular attention to examples from Australia and New Zealand and the field of anthropology - to reduce flying among academics, including a greater reliance on teleconferencing, and explores strategies for drastically reducing student air travel. In that the internationalization of higher education has been occurring within the parameters of global capitalism, which functions as the overarching driver of climate change, this article proposes an eco-socialist alternative as a strategy for achieving social justice and environmental sustainability.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"27 1","pages":"638 - 653"},"PeriodicalIF":2.4,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46266333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1177/10283153231173224
M. Whatley, D. Foster, Stephen Paul
The purpose of this study was to develop a measurement instrument that scholars and practitioners in international education can use as a means of exploring whether and how individuals who come into contact with international education programs develop a greater sense of cultural humility. Specifically, the study described here outlines the four steps used to develop a nine-item Cultural Humility Self-Assessment Scale (CHS-A): item generation, content validity, item reduction, and scale reliability and validity. These efforts resulted in a valid and reliable instrument that individuals who work in international education can use to evaluate and improve programs and initiatives.
{"title":"We Before Me: Developing a Self-Referent Measure of Cultural Humility for Postsecondary Students","authors":"M. Whatley, D. Foster, Stephen Paul","doi":"10.1177/10283153231173224","DOIUrl":"https://doi.org/10.1177/10283153231173224","url":null,"abstract":"The purpose of this study was to develop a measurement instrument that scholars and practitioners in international education can use as a means of exploring whether and how individuals who come into contact with international education programs develop a greater sense of cultural humility. Specifically, the study described here outlines the four steps used to develop a nine-item Cultural Humility Self-Assessment Scale (CHS-A): item generation, content validity, item reduction, and scale reliability and validity. These efforts resulted in a valid and reliable instrument that individuals who work in international education can use to evaluate and improve programs and initiatives.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41897905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：