Date of Award
2016
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
This study investigated the effect of short-term international immersion experiences on the development of intercultural competence development in students at a faith-based university. Globalization and the subsequent need to internationalize higher Education in the United States has traditionally stimulated the development of study abroad programs lasting between one-semester and a full-year. However, challenging financial realities and increasing curricular demands have created growing interest in shorter duration international experiences. In fact, participation in short-term programs lasting four weeks or less exceeds all other length experiences (Institute of International Education, 2013). The research on study abroad and the development of intercultural competence as a student learning outcome is extensive for longer programs, but research on short-term experiences, especially in a faith-based institution, is limited. Using several theories of intercultural competence for the context of this study, intercultural competence is herein defined as the ability to communicate effectively and appropriately in intercultural situations based on ones intercultural knowledge, skills, and attitudes. Archival data on pretest and posttest administrations of an intercultural competence inventory were examined to determine the effect on intercultural competence development of 689 students who participated in one-week or three-week programs. The use of t tests and block-step multiple regression on each sample revealed numerous findings. Relative to the primary research question, the results confirmed that short-term international immersion experiences were effective in the development of intercultural competence. Of the nine dependent variables studied, the knowledge component consistently outperformed all other measures. As the first step in the majority of theoretical models of intercultural competence, the results on the knowledge component were not surprising. One unique element of this investigation was including cultural distance as a measure of the difference between home and host country cultures. Although the findings in the current study were not significant in all but one model, the construct warrants additional research. The results of this study support the effectiveness of short-term international immersion programs, although additional research is recommended to extend our understanding. The findings, implications for higher Education, and suggestions for future research are discussed in the final chapter of this study.
Recommended Citation
Zarges, Bradford P., "The Effect Of Short-Term International Immersion Experiences On The Development Of Intercultural Competence In Students At A Faith-Based University" (2016). All-Inclusive List of Electronic Theses and Dissertations. 1740.
https://scholars.indianastate.edu/etds/1740