Thesis (Ph.D.)--University of Wyoming, 2009. / Title from PDF title page (viewed on May 18, 2010). Includes bibliographical references (p. 213-226).

Thesis (Ed. D.)--Illinois State University, 1987. / Title from title page screen, viewed August 1, 2005. Dissertation Committee: Larry D. Kennedy (chair), Eugene R. Irving, John McCarthy, Mario Prada, Kenneth H. Strand. Includes bibliographical references (leaves 145-152) and abstract. Also available in print.

Thesis (M.Bus)--Unitec New Zealand, 2009. / Declaration from P. i. "Su (Max) Pu"--P. i. Includes bibliographical references (leaves 90-95).

Thesis (Ph. D.)--Illinois State University, 2000. / Title from title page screen, viewed July 31, 2006. Dissertation Committee: Kenneth H. Strand (chair), George Padavil, Paul J. Baker, Louis Perez. Includes bibliographical references (leaves 202-205) and abstract. Also available in print.

Thesis (Ed. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 7, 2007) Includes bibliographical references.

This thesis explores the effects of intervening in the learning of study abroad students via a class called Skills for International Management. It looks specifically at the development of intercultural competencies, and compares two different methods of assessing those outcomes. Thirty-four study abroad students participating in an international management class in Italy were given pre- and post-tests using The Global Competencies Inventory. Qualitative data were gathered using a reflection paper that the students wrote at the end of the semester. The results showed that the qualitative data were better at reflecting what the students learned, while the quantitative results reflected a slight increase in Overall Global Competency for the group. The results confirmed that intervening in the learning of study abroad students during their sojourn positively impacts their overall levels of intercultural competency and they also supported the contention that multiple assessment methods should be used to assess study abroad learning outcomes.

This study used a quasi-experimental design with 1,237 students to investigate the association between participation in a study-abroad program and persistence at a liberal arts university. The theoretical basis for the study was Tinto's Theory of Individual Departure. The independent variable of interest, also known as the treatment, was participation in the University of Dallas Rome Program during the sophomore year. The control group consisted of students who were qualified to participate in the Rome Program, but chose not to do so. The dependent variable was the number of fall and spring semesters enrolled as an undergraduate at the University of Dallas post-treatment through spring 2003. Nine variables that measured background characteristics, academic integration, and social integration explained 3.8% of the variation in number of semesters enrolled post-treatment. Participation in the Rome Program explained an additional 4.2%. In all of the statistical measures examined in this study (incremental increase in R2, b weights, adjusted β weights, and structure coefficients), there was evidence of an important positive association between participation in the Rome Program and persistence. Based on the b weight in the regression equation, holding all other variables constant, students who participated in the Rome Program persisted on average .83 semesters longer post-treatment at the University of Dallas than those who did not go to Rome. Of the 1,007 students in this study who went to Rome, 96% were enrolled at the University of Dallas one semester after Rome participation and 91% were still enrolled after two semesters. This compared to 80% and 72%, respectively, for the 230 students in the control group. Of the 674 students in the study who went to Rome and had the opportunity to graduate within 4 years, 79% graduated within 4 years. This compared to 51% for the 123 students in the control group. Persistence during and after the sophomore year was not associated to the same extent with pre-entry background characteristics, academic integration, and social integration as was persistence from freshman to sophomore year.

by Chris Robyn. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 171-194). / Abstract --- p.ix. / Notes on Romanization --- p.xii. / List of Illustrations --- p.xiii. / Acknowledgements --- p.ivx. / Introduction: Building the Bridge --- p.1 / Chapter PART ONE: --- "RONG HONG'S AMERICA: THE VISION OF AN EAST-WEST SYNTHESIS,1847-1871" / The Convergence of East and West --- p.8 / An Auspicious Association Begins --- p.10 / Monson and Yale: The Capron Connection --- p.11 / The Dream is Born --- p.14 / Chapter PART TWO: --- "OUR CELESTIAL NEIGHBORS: THE CHINESE EDUCATIONAL COMMISSION IN NEW ENGLAND," / Arrival of the Celestials --- p.18 / A New England Childhood --- p.24 / A Community Awakens --- p.26 / The Roots Take Hold --- p.31 / The Centennial Year --- p.35 / The New Year --- p.37 / """Too Muchee She""" --- p.39 / The Scholars --- p.41 / Death in a Strange Land --- p.48 / Administrativia and Matters of Great Consequence --- p.55 / The Face of Defiance --- p.58 / "The Much-Maligned ""Old Man Wu""" --- p.61 / Recall and Reassimilation --- p.65 / Chapter PART THREE: --- "DEAR PHILANTHROPIC NEW ENGLAND: REFLECTIONS ON AMERICAN-CHINESE HOSPITALITY,1882-1930" / A Rude Awakening in China --- p.72 / """Homesickness Where the Devil Is But No Women""" --- p.74 / Strange Rumors --- p.77 / New England Endures --- p.81 / The Struggles of Kuang Oizhao --- p.87 / Rong Hong's Last Years --- p.89 / Chinese Educational Mission Memories --- p.95 / Crossing the Bridge --- p.97 / Conclusion --- p.102 / Illustrations --- p.107 / Appendix A： A Note on Sources --- p.124 / Appendix B： Geographic Origins of Chinese Educational Mission Students (Group List) --- p.128 / Appendix C: Geographic Origins of Chinese Educational Mission Students (Individual List) --- p.129 / Appendix D： Age Range of Chinese Educational Mission Students upon arrival in the United States --- p.132 / Appendix E： Rong Hong's Declaration of the Chinese Educational Mission --- p.133 / "Appendix F： Joint Declaration of the Chinese Educational Mission as Issued by Rong Hong and Chen Lanbin, August, 1873" --- p.135 / "Appendix G: ""The Northern Bear."" Oration Delivered at Hartford Public High School by Liang Dunyen, April 18, 1878" --- p.137 / "Appendix H： Open Letter Issued by Wu Jiashan to The Hartford Courant, April 27, 1880" --- p.138 / "Appendix I: Description of Rong Hong's house from Hartford Daily Courant,January 1882" --- p.140 / "Appendix J： Letter from Wu Yangzeng to I.P. Bissell, Tianjin, November 30, 1881" --- p.142 / Appendix K： American Hosts of the Chinese Students --- p.144 / Appendix L： Administration of the Chinese Educational Commission --- p.149 / "Appendix M： Diagram of Rong-Kellogg gravesite, Cedar Hill Cemetery, Hartford" --- p.150 / Appendix N： List of Primary-Secondary Educational Institutions Attended by Chinese Educational Mission Students --- p.152 / Appendix O: List of Tertiary Educational Institutions Attended by Chinese Educational Mission Students --- p.156 / Appendix P： Comparative Table of Romanization --- p.159 / Appendix Q： Glossary of Chinese Students by Detachment --- p.167 / Appendix R： LaFargue Listing of Chinese Educational Mission Students --- p.168 / Appendix S： Alphabetical Glossary of Chinese Names (pinyin) --- p.170 / End Notes --- p.171 / References --- p.188 / About the Author --- p.195

Cui, Jiaying. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 410-426). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

Anthropology has long understood that cultures proscribe gender-specific roles. This thesis explores how gender role dynamics in America may contribute to more college women going abroad to study than college men. The past decade of data consistently indicates that two-thirds of American students studying abroad are female. While this statistic seems counterintuitive to the stereotype that Americans rear boys to be adventurous and girls to be protected; ethnographic methods were primarily used to identify and analyze the cultural scripts that influence female decision-making among this population. This research will reflect the web of complex and competing cultural scripts students face regarding the decision to study abroad, many of which are at least influenced by gender and socially transmitted by their families. / Department of Anthropology