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This thesis presents the findings of a descriptive study of goals of international exchange and how they are perceived in terms of relevance by host family participants in homestay exchange programs. The literature of international exchange was examined to identify goals as established and defined by researchers in the field. Experienced exchange coordinators, host families and others were interviewed for their suggestions of additional goals not discussed in the literature. A survey questionnaire was developed and administered to 69 host family members from Tillamook County, Oregon. They were asked to evaluate the importance and achievement of 14 literature-based and 22 non-literature-based goals represented by 43 two-part questions.

The purpose of this study is to determine the adjustment problems Costa Ricans face while living and studying in the United States. The main concern of this thesis is to identify the intercultural communication problems that arise fundamentally from differences in value systems.

This study investigated the host family experience, specifically examining the goals of host families and intercultural training of host families. It compares the the importance and accomplishment of goals between interculturally trained host families and untrained host families.The focus of the research addressed the following research questions: 1) Do host families who receive intercultural training rate their goals differently than families who do not receive intercultural training? 1a) Do host families who receive intercultural training rate differently the goals in which the student meets intra-family needs than families who do not receive intercultural training? 2) Do host families who receive intercultural training report the level of accomplishment of their goals differently than host families who do not receive intercultural training? 2a) Do host families who receive intercultural training report the level of accomplishment of goals regarding cultural awareness differently than families who do not receive intercultural training? 3) To what extent is there a relationship between trained host family ratings of importance and ratings of accomplishment of goals? 3a) To what extent is there a relationship between untrained host family ratings of importance and ratings of accomplishment of goals?

As U.S. higher education institutions strive to educate students to meet the needs of an increasingly complex world, there is great importance in studying the interplay between leadership and culture to enhance preparation of global-ready graduates. This inquiry examines the relationship between intercultural competence and leadership styles. The construct of intercultural competence focuses on effectiveness in engaging people across cultural differences, while the construct of leadership style or "connective leadership" focuses on the achieving styles employed to engage diverse followers. The Fulbright International Student Program offers an unparalleled opportunity to examine the dynamic interplay of intercultural and leadership development. More than 100 participants were surveyed using the Intercultural Effectiveness Scale and Achieving Styles Inventory psychometric instruments. Statistically significant correlations emerged between intercultural competence and connective leadership across four critical themes: individual development, the Fulbright Program, international education, and higher education. Overall, multiple leadership styles can be achieved through curiosity and continuous learning about cultural differences. Implications for individual learning and organizational development are discussed.