Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 92-101).

Thesis (Ph. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 215-229).

This mixed methods study explored and measured the multi-dimensional construct of global-mindedness as it applies to the study abroad professional and defines the term study abroad professional. Hett’s (1993) Global-Mindedness Scale and the five dimensions of responsibility, cultural pluralism, efficacy, globalcentrism, and interconnectedness was utilized to determine the global-mindedness of study abroad professionals. Additionally, open and closed-ended questions were used to identify similarities across the study abroad professionals and to help define and give meaning to the term study abroad professional. Research findings lead to the identification of four themes. Theme one focused on characteristics that lend themselves to defining the term study abroad professionals. Theme two focused on the individual characteristics and their association with Hett’s five dimensions of global-mindedness. Qualitative data were used to support the various research questions whose answers became part of the working definition for a study abroad professional. Theme three focused on study abroad. And, theme four focused on evolving job announcements. International education, specifically study abroad, has become a specialized and recognized profession. What has emerged are specific academic requirements, professional training, and various professional and personal experiences being a requirement for entry into the field. Individuals entering the study abroad profession need to have an advanced degree, most likely in education or international/global studies (although other majors are acceptable), they will have studied, interned, volunteered, worked, or lived abroad, they will have good communication skills, be open-minded, organized, flexible, patient, empathetic, culturally sensitive, interculturally competent, and will have previous experience in the field. These findings have led to the definition of a study abroad professional. a study abroad professional is a globally-minded administrator or advisor with international and professional experiences, educational credentials, and personal traits that help them to relate to, communicate with, and support students, faculty, and staff, while fostering a safe study abroad environment that meets the needs of the institution and diverse student populations. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

No description available.

Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: Christopher M. Clark, School of Education. Includes bibliographical references.

Thesis (Ph. D.)--University of Akron, Dept. of Psychology-Industrial/Organizational Psychology, 2009. / "May, 2009." Title from electronic dissertation title page (viewed 12/2/2009). Advisor, Rosalie J. Hall; Co-Advisor, Harvey L. Sterns; Committee members, Rose A. Beeson, Dennis Doverspike, Aaron M. Schmidt; Department Chair, Paul E. Levy; Dean of the College, Chand Midha; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis (Ph.D)--Industrial and Systems Engineering, Georgia Institute of Technology, 2009. / Committee Chair: Vidakovic, Branislav; Committee Member: Edwards, Paula; Committee Member: Griffin, Paul; Committee Member: Grinter, Rebecca; Committee Member: Mullis, Rebecca. Part of the SMARTech Electronic Thesis and Dissertation Collection.

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This dissertation argues that Isaiah Berlin and John Rawls can be seen as seminal contributors to two quite distinct revivals of political theory in the latter half of the twentieth century. It suggests that coming to grips with the different underlying character of these revivals and writers is important to understanding political theory and liberalism today. However, while the importance Berlin's of Berlin's work is increasingly recognized, there remain puzzling controversies concerning its overall character and import and in particular concerning its relationship to the dominant forms of American political thought, and Rawls' work in particular. This dissertation offers a novel interpretation of Berlin's political thought and liberalism, and a preliminary exploration of its relationship with Rawls' political thought. / The reading of Berlin develops the following principal themes: (1) Berlin was a moderate but consistent historicist primarily concerned with the interpretive self-understanding of his own form of life; (2) Berlin was a strong but distinctive pluralist who argued for a limited but open-ended range of recognizable and rivalrous ultimate values and for an agitated equilibrium of these values in public life; (3) Berlin focused the bulk of his critical energy on defending an internally pluralistic range of traditionally liberal values within this agitated equilibrium, with an emphasis on liberty and pluralism. He nonetheless recognized that there were other equally ultimate values, not distinctively liberal, which were legitimate and deserving of consideration and even defense. Berlin's essential insight is into the contemporary rivalry of equally ultimate values revealed by the historicist exercise of the sympathetic imagination. / This interpretation of Berlin's thought suggests some deep points of dispute with Rawls' Political Liberalism, in particular over the regulative role of Rawls' political conception of justice in public reason. This dissertation argues that, when explored, these points of disagreement reveal two very different approaches to contemporary political thought, Berlin's grounded in an embrace of strong moral and political pluralism as the basis of political theory, and Rawls' grounded in an effort to tame such "simple" pluralism through the elaboration of a consensual normative framework of public life.

Currently, in many high schools throughout Canada and the United States, English teachers have been developing literature curricula to meet the needs of their culturally diverse students. However, because in most cases these educators have not had at their disposal the interpretative techniques of such postcolonial literary theorists as Edward Said and Gayatri Spivak, they have been relying, instead, for their reading strategies upon traditional literary theories. Unfortunately, when teachers employ New Critical, archetypal, feminist, or reader-response methods of literary analysis in their reading of multicultural literature, they are often unaware of the Eurocentric biases contained within these perspectives. This lack of understanding of their theoretical frame of reference can then lead teachers to encourage their students to accept uncritically problematic representations of various cultural groups as they encounter these representations in their literary texts. Postcolonial literary theory, on the other hand, encourages students to problematize Eurocentric representations of imperialism’s Others. The advantage to students who use postcolonial reading strategies in order to become aware of the different ways in which people at the margins and centres of empire view each other is that they can thus attain higher levels of multicultural literacy by performing more sophisticated and complex interpretations of their texts than they might have done using traditional interpretative approaches. At the same time, the students’ use of postcolonial reading strategies can help them to become more effective intercultural communicators as they cross cultural borders by carrying out collaborative responses to literary texts with students whose heritage differs from their own. This project, therefore, involves a critique of existing conceptions of the high school multicultural literature curriculum by comparing their key features with those of the postcolonial conception. The principal focus of the investigation is upon how the postcolonial approach can help students to understand, more effectively than can traditional conceptions, the necessarily dynamic and heterogeneous textual representations of dominant and subaltern cultures to be found in both Eurocentric and postcolonial literary texts.