This paper offers grounded evidence in support of the elaboration of Kim's [(2001). Becoming intercultural: An integrative theory of communication and cross-cultural adaptation. Thousand Oaks, CA: Sage] integrative theory of communication and cross-cultural adaptation (ITCCA) to include sojourner reentry. Findings from 24 intensive interviews validate the heuristic value of ITCCA in the reentry context, but also reveal unique features that set reentry adaptation apart from cross-cultural adaptation. Key theoretical contributions include (1) a nuanced description of the role of reentry communication competence, (2) greater complexity of the roles and networks of interpersonal and mediated communication upon return, (3) an expansion to the environment domain to include home environment, and (4) a long-range perspective on the development of functional fitness, psychological health, and intercultural personhood. Implications for sojourner reentry training are addressed.

The aim of the thesis is to analyse the work migration of Czech students. The first chapter is focused on the possibilities of working abroad for and describes both advantages and disadvantages of four main programmes, which can be used. The second chapter analyses the most favourite destinations and describes their specifics.The third chapter evaluates results of the online research and also presents the experience of four students with working abroad.

<p>Agriculturalists, educators, students, and professionals alike, function in a global industry. In order to work effectively and efficiently to meet industry goals and address challenges, possession of a specific skillset is necessary. This skillset includes the skill of intercultural competence. The objective of Chapter 2 was to assess students’ intercultural competence development following participation in an embedded study abroad program. This program included students studying food security and environmental challenges who were also engaged in intercultural learning activities before, during, and after a 9-day trip through Vietnam. Results showed an average increase in students’ Developmental Orientation (DO) on the Intercultural Development Continuum (IDC) of 13.68 points through their participation in the course (p < .05). This positive growth indicates that on average, student participants increased their intercultural competence throughout the semester program. </p> <p> Chapter 3 describes results of a study conducted using the same group of participants of the embedded study abroad program to Vietnam. The objective of this study was to assess the beliefs, events, and values of student participants at the beginning of the semester and following completion of the semester course using the Beliefs, Events, and Values Inventory (BEVI). Additionally, it was an objective to explore any changes that occurred throughout the duration of the 16-week course. Results from this study revealed little progression on scales related to course outcomes, unintended meaningful changes in scales unrelated to course outcomes, and variations between subgroups (gender and ethnic). These data suggest that the curriculum as delivered requires revision in order to support individual student needs and further development of formative assessment emphasizing emotional and attitudinal dimensions, in addition to discipline content, of student experiences during a study abroad program. </p> <p> Chapter 4 describes the intercultural competence development of the Cooperative Extension Educators who served as mentors to the undergraduate participants in the embedded study abroad program to Vietnam discussed in Chapters 2 and 3. Results from this study indicated that there was an overall decrease in Extension Educators’ DO of 8.0 points. Though this decrease was evident, only 2 of the 5 Educators decreased meaningfully on the IDC according to IDI instrumentation. Further analysis of quantitative and qualitative data revealed professional development benefits, such as developing new perspectives and connecting with undergraduate students, of the student-mentor relationship for the Educators. </p> <p> Chapter 5 describes results from a study conducted in a combined learning community/short-term study abroad program restricted to incoming and current first-year students studying food production in Italy. The objective was to assess student intercultural competence development pre- and post-participation in the program that had incorporated intercultural learning activities both during and throughout the course following the study abroad. Results revealed that 42% of students advanced on the IDC and 26% progressed into a new stage on the IDC. Overall group growth was not statistically significant at a gain of 4.1 points on the IDC. This indicates that participating in the program did not significantly increase students’ intercultural competence. </p> <p> Data in this thesis support that intercultural competence has the potential to be developed in short-term study abroad programs with the implementation of intercultural intervention. However, literature indicates that destination, duration, stage of development, and incoming participant worldviews influence outcomes in the development of intercultural competence. Emphasis on participant stage development on the IDC and preparedness for meeting course learning outcomes should be taken into consideration by study abroad leaders when constructing program design. </p>

This thesis is exploratory in nature and examines the perspective of graduate and undergraduate matriculating international students at the University of Oregon as they consider, prepare for, reflect on, and participate- or not- in study abroad programs. The three-phase model design of this study assesses the opportunities, obstacles and resources international students experience as they consider or do not consider studying abroad by analyzing online survey responses from University of Oregon graduate and undergraduate international students; quantitative data sets; semi-structured interviews with University of Oregon graduate and undergraduate international students, as well as with staff members from the Office of International Affairs. International student areas of opportunities include receiving academic credit towards degree; practicing a language abroad; learning about new cultures; and developing new friendships. The challenges include difficulty in academic planning; limited financial resources; lack of family approval or support; and having to make difficult decisions between going abroad or visiting home. International student resources include major applicable coursework that is only open through specific study abroad programs; some available funding; and receiving practical support from staff members at the Office of International Affairs on campus. Recommendations include how international educators may be more inclusive and more sensitive to international students needs and challenges as they consider study abroad.

Thesis advisor: Johannes de Wit / While internationalization in higher education is widely documented, little research has been conducted on how internationalization efforts at the 28 Jesuit colleges and universities in the United States have been operated. Through three exploratory case studies at Boston College, Saint Louis University, and the University of San Francisco, administrators, faculty members, and students were interviewed to address questions of rationales, strategies, outcomes with respect to internationalization, in relation to the Jesuit mission. Information from institutional websites and Jesuit documents served to round out the analysis of global engagement at Jesuit higher education institutions in the United States. Informed by the literature, the study draws on data collected from the 24 semi-structured interviews including individual and focus groups of international and study-abroad students. The study employs the conceptual framework of three pillars of internationalization at home, abroad, and through partnerships, provided by De Wit, Howard, Egron-Polak, & Hunter (2015). The findings show the growth of Jesuit institutions in the United States in the number of their internationals students, more concentration on global curricula, more opportunities for study abroad, and promotion of international partnerships. However, the study illustrates that Jesuit colleges and universities in the United States are still more regional or national institutions and are involved in internationalization at a preliminary stage of the process with ad hoc and fragmented strategic plans. The thesis ends with recommendations for more global collaboration and frequent assessment among Jesuit entities in order to sustain their operation and continually pursue the international mission of their Jesuit tradition, for a more balanced approach between the business/reputation model and the mission model, for more faculty and international students support, and for more attention to international alumni. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

The purpose of this research was to explore how students developed over a four-year international higher education experience, the first longitudinal study of student development through undergraduate careers completed entirely abroad. One hundred six students representing forty-three different countries at an American international liberal arts college in Switzerland participated in this grounded theory study, which incorporated an additional 186 anonymous survey respondents. The study addressed the processes and outcomes of such an education. The work utilized data produced through a number of different formats, including student peer-to-peer interviews, reflective student writing, participant observation, and open survey questions. The research showed that this experience prepared students for seven related cosmopolitan futures, ranging from global activist to glocal elite. In addition to classifying typologies, the study explained how students utilized three separate learning arenas to structure their experience: the intercultural bubble, the larger world of travel, and local communities. Students autonomously employed distinct methods within these learning arenas, using cyclical processes involving agency, constant comparison, risk-taking, and reflection. Students developed both intercultural competencies and worldliness. Key aspects of intercultural competencies included adaptability, open-mindedness, and perspective-taking. Worldliness instead comprised independence, travel savvy, and self-assuredness. Findings suggest that, regardless of a student’s original cosmopolitical orientation, the net effect of the extended international higher education experience was to expand students’ orientations and modes of acting and perceiving toward greater global understanding and appreciation, including aspects of ethical cosmopolitanism. The experience was transformative, albeit in an incremental fashion, building upon students’ previous lives. The research proposed a more evidence-based definition of cosmopolitan education than previous conceptualizations, one that encompasses tensions in discourses around internationalization and globalization. This thesis contributes to the literatures on the internationalization of higher education, international education, education for global citizenship, higher education policy, cosmopolitanism in practice, and the sociology of globalization. The thesis concludes with recommendations for international education researchers, practitioners, and campus leaders.

Made available in DSpace on 2016-04-26T20:21:39Z (GMT). No. of bitstreams: 1 Roberto Perez Fragoso.pdf: 2156005 bytes, checksum: 0987d043591de9da3e963c63be6aa653 (MD5) Previous issue date: 2013-05-15 / The present work has as objective the taxation exam upon the profits from investment abroad earned by Brazilian companies. In such a way, we will analyze the conformation of the constitutional principles that determines the Brazilian legal system, the principles which hold the income. We will analyze the new writing of article 43 of the National Tax Code, which was modified to allow to the taxation of the profits generated in the exterior by ordinary law, as well as will cover the concept of economic and legal availability in order to try to validate if this sign determined by the legislator possess coherence with the superior norm that granted validity to it / A presente dissertação tem como objetivo a análise dos os lucros auferidos no exterior por empresas brasileiras, eleito pelo legislador positivo como signo de riqueza para a tributação do Imposto de Renda da Pessoa Jurídica e da Contribuição Social sobre o Lucro. Para tanto, analisaremos a conformação dos princípios constitucionais que delimitam o sistema jurídico brasileiro e os princípios tributários atinentes a renda. Analisaremos a nova redação do artigo 43 do CÓDIGO TRIBUTÁRIO NACIONAL, que foi alterada para permitir a tributação dos lucros gerados no exterior com base em lei ordinária. Percorreremos o conceito de disponibilidade econômica e jurídica de forma a tentarmos validar se esse signo determinado pelo legislador ordinário possui coerência com a norma superior que lhe concedeu validade

The purpose of this study is to review the development of library service in Kuwait, to survey the current status and problems of the principal types of libraries, and to consider recommendations for the improvement of public libraries since they are relatively less developed and their problems manifest greater immediate needs than other types of libraries. While limited collections, poor services, inadequate staffing and financing are clearly at the root of many library problems in Kuwait, their cause in turn is clearly not lack of money, since the country's per capita income exceeds that of many advanced countries. This study concludes that the recent dynamic changes in the Kuwaiti society are a warrant for new approaches to meet the growing needs of the people for improved and adequate library service.

The thesis is comparing Czech and foreing bullying prevention programs. At first terms bullying and prevention are explained. The bullying prevention programs are described, compared and evaluated acording to predefined criteria. Based on the result quality of Czech bullying prevention programs is determine and suggestions to improve Czech programs are placed.

The purpose of this study was to examine the associations between the 3-year completion rates of first-time, full-time, transfer degree-seeking community college students, participation in activities that may encourage persistence and retention, and the demographic variables of ethnicity, Pell grant recipiency, gender, and ACT or Compass subscores in English/writing, reading, and math/algebra. The researcher used a snapshot of students’ degree completion three academic years after initial enrollment to determine 3-year completion. The study focused on first-time, full-time students who were pursuing associate of arts or associate of science degrees at a nine-campus community college in eastern Tennessee. Students who were pursuing applied science degrees, workforce certificates, or other credentials were excluded from the population. Students first enrolled in Fall 2010, 2011, and 2012, and their 3-year completion windows ended in Spring 2013, 2014, and 2015, respectively. The population consisted of 398 degree completers and 964 non-completers. The dependent variable in this study was 3-year completion. The independent variables in this study were participation in service learning courses, participation in courses that involved study abroad, and participation in student athletics, as well as ethnicity, Pell grant recipiency, gender, and ACT or Compass subscores in English/writing, reading, and math/algebra. Two-way contingency tables and Chi square were used to examine the associations between each independent variable and the dependent variable. Multiple logistic regression models were used to examine the associations between all variables. The quantitative findings indicated students who participated in service learning, study abroad, and student athletics were more likely to complete their degrees within three years. Additionally, findings revealed Pell grant recipiency, gender, and ACT or Compass subscores in English/writing, reading, and math/algebra predicted students’ 3-year degree completion. Ethnicity was found to have no significant effect on the 3-year completion rate.