The intercultural development of education abroad professionals

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dc.contributor.advisor Mulvihill, Thalia M., 1963- Kirkwood, Kelly J. 2015-05-13T13:49:34Z 2015-05-13T13:49:34Z 2015-05-02
dc.description Access to thesis permanently restricted to Ball State community only.
dc.description.abstract This quantitative study examined a population of education abroad professionals in an effort to better understand their intercultural development level, whether they overestimated or underestimated their intercultural competence, and whether the way individuals viewed the role of education abroad professionals, as either more logistical or more intercultural, had a statistically significant relationship with their own intercultural development scores. A sample of 226 education abroad professionals from three professional communities (SECUSS-L, NAFSA EA-KC, and ISEP) completed a customized version of the Intercultural Development Inventory (IDI)—a valid and reliable standardized assessment of intercultural development. Findings from the score reports indicated that this population minimized cultural difference and overestimated their level of intercultural development, suggesting that further intercultural training might benefit this population. There was no statistically significant relationship between the individual educators’ developmental orientation scores (DO) and their view of the education abroad professional’s role. en_US
dc.description.sponsorship Department of Educational Studies
dc.subject.lcsh Multicultural education.
dc.subject.lcsh Universities and colleges -- Faculty.
dc.subject.lcsh Teachers, Foreign.
dc.title The intercultural development of education abroad professionals en_US Thesis (D. Ed.) en_US

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  • Doctoral Dissertations [3210]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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