Undergraduate students’ short-term inquiry- or design-based overseas experiences enhance their global engagement acumen

IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH

European Journal of Engineering Education Pub Date : 2022-11-01 DOI:10.1080/03043797.2022.2134761

W. Kisaalita, C. Muyanja, J. Mativo

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引用次数: 1

Abstract

ABSTRACT Undergraduate science/engineering students are being encouraged to engage in inquiry- or design-based learning with global dimensions. However, outcomes of longer versus short overseas engagements have been predominantly anecdotal. In light of the high cost associated with longer engagements, a comparative assessment for short and long stays is needed. Using Intercultural Communication Apprehension and World Minded Attitudes instruments, we compared three groups of students (seniors with local projects, seniors with short overseas stay, and seniors with long overseas stay projects). Students who conducted projects overseas exhibited lower anxiety associated with intercultural communication and greater world mindedness and these changes were independent of the length of overseas stay. The length of overseas stay similarity between short and long stays was confirmed through analysis of student reflections. These results provide preliminary evidence in support of the notion that both short- and long-term projects equally put students on a trajectory toward developing global competencies, suggesting more study of the effectiveness of short overseas stay projects.

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本科生基于短期探究或设计的海外经历增强了他们的全球参与敏锐性

摘要鼓励理工科本科生参与基于全球维度的探究或设计学习。然而，长期与短期海外接触的结果主要是传闻。鉴于与长期入住相关的高成本，需要对短期和长期入住进行比较评估。使用跨文化交际理解和世界思维态度工具，我们比较了三组学生（有本地项目的高年级学生、短期海外居留的高年级和长期海外居留项目的高级别学生）。在海外进行项目的学生表现出与跨文化交流相关的焦虑较低，具有更大的世界意识，这些变化与海外停留时间无关。通过对学生反思的分析，证实了短期和长期海外停留时间的相似性。这些结果提供了初步证据，支持短期和长期项目同样使学生走上发展全球能力的轨道，这表明对短期海外项目的有效性进行了更多的研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Engineering Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.30

自引率

13.00%

发文量

期刊介绍： European Journal of Engineering Education is published six times a year in print and electronic editions and provides an essential forum for dialogue between researchers and specialists in the field of engineering education, at European and worldwide levels. European Journal of Engineering Education is the Official Journal of SEFI, the Socièté Européenne pour la Formation des Ingénieurs (the European Society for Engineering Education). SEFI is a non-governmental organization whose aims are to develop information about engineering education, to improve communication and exchange between professors, researchers and students and to promote cooperation between the various institutions concerned with engineering education.