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
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_40890 |
| Contributors | Tucker, Tania Renee (author), Bogotch, Ira (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Educational Leadership and Research Methodology |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 220 p., application/pdf |
| Rights | Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
Page generated in 0.001 seconds