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In Pursuit of Global Competence:
Effective Practices for Student Learning Outcomes in
Community College Study Abroad Programs
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ABRAHAM LINCOLN COMMISSION ON STUDY ABROAD, 2005
What nations don’t know can hurt them.
The stakes involved in study abroad are that simple, that
straightforward, and that important.
For their own future and that of the nation, college graduates
today must beinternationally competent.
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Background Information Senate Resolution 308 ATS, 2005 There is a “serious deficit in global
competence in the United States,” and “institutions of higher education in the United States are struggling to graduate enough students with the language skills and cultural competence necessary to meet the current demands of business, government, and educational institutions”
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Rationale for Community College Study Abroad
ProgramsThere is a clear need to build global
competence in college studentsCommunity colleges have 45-55% of
all undergraduates but only 3% of students studying abroad annually
There exists a community college research gap on study abroad programs, structures, and their relation to global competence acquisition.
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Research BackgroundElements of Global Competence
Examined broader understanding of global competence
Examined global competence elements
Developed conceptual framework for global competence
Proposed global competence definition
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Global Competence:
GlobalCompetence: Elements and
Characteristics
Appreciationof own and
others’ personaland
cultural norms
Critical awareness & appreciation of cultural differences
Effective intercultural
communication skills including
language skills
Ability to function as a member of
another culture
Knowledge of world history and current events
Appreciation of and openness to global
interdependence
Knowledge of geo-political
issues, changes, and decision making
Knowledge of global business interactions and organizationsKnowledge Elements
Identified in Research
Knowledge
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Appreciationof own and
others’ personaland
cultural norms
Critical awareness & appreciation
of cultural differences
Effective intercultural
communication skills including
language skillsAbility to
function as a member of another culture
Knowledge of world history and current events
Appreciation of and openness to global
interdependence
Knowledge of geo-political issues, changes, and decision making
Knowledge of global business
interactions and
organizations
Skill and Experience Elements Identified in Research
GlobalCompetence: Elements and
Characteristics
Skills and Experiences
Global Competence:
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AttitudesAppreciation of own and others’ personal and cultural norms
Critical awareness & appreciation of cultural differences
Effective intercultural
communication skills including
language skills
Ability to function as a member of
another culture
Knowledge of world history and current events
Appreciation of openness to global interdependence
Knowledge of geo-political issues, changes, and decision making
Knowledge of global business
interactions and
organizations
Attitude Elements Identified in Research
.
GlobalCompetence: Elements and
Characteristics
Global Competence:
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Global Competence Elements and Characteristics
GlobalCompetence: Elements and
Characteristics
Appreciationof own and
others’ personaland
cultural norms
Critical awareness & appreciation of cultural differences
Effective intercultural
communication skills including
language skills
Ability to function as a member of
another culture
Knowledge
of world history
and current events
Appreciation of and openness to global interdependence
Knowledge of geo-political issues, changes, and decision making
Knowledge of global business
interactions and
organizations
Specific skills, abilities, and experiences that relate to and operationalize global
competence elements
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Global Competence –Definition Used in Student Learning
Outcomes Global competence is a continuing
process of acquiring specific economic, historical, and geo-political knowledge which supports the intercultural communication skills and authentic lived experiences that allow a person to function in another culture, and result in attitudes of cultural appreciation and interdependence.
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Study Abroad Program StructureAcademic (study abroad) Residential (living abroad)
AcademicProgram
Program Length Program LocationFaculty SelectionCurriculum Selection
ResidentialProgram
Type and level of student servicesHousing optionsCultural activities
Cul
tura
l Ex
perie
nces
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Los Rios Study Abroad Program Student Learning
Outcomes• Global Competence• Personal Growth• Continued Interest in Travel• Knowledge Acquisition• Development of Skills and
Experiences • Attitude Enhancement and
Change
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Los Rios Study Abroad Program Student Learning
Outcomes1. Global Competence -- As a
result of participating in the Study Abroad program, the student will be able to contextually appreciate, analyze, and articulate global competence.
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Los Rios Study Abroad Program Student Learning
Outcomes2.Personal Growth -- The student
will be able to successfully live and thrive in a culture not the student’s own and grow individually and personally from the experience.
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Los Rios Study Abroad Program Student Learning
Outcomes3. Continued Interest in Travel --
The student will incorporate an interest in international travel into the student’s lifelong learning plan.
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Los Rios Study Abroad Program Student Learning
Outcomes4. Knowledge Acquisition -- The
student will incorporate specific cultural, geopolitical, economic, and social knowledge into academic and personal contexts.
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Los Rios Study Abroad Program Student Learning
Outcomes5. Development of Skills and
Experiences -- The student will develop skills to appreciate visual, historical and experiential cultural products of cultures different from the student’s own.
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Los Rios Study Abroad Program Student Learning
Outcomes6. Attitude Enhancement and
Change -- As one consequence of participating in the Study Abroad program, the student will question, analyze, and potentially change attitudes about the host culture that the student had prior to the experience, and this attitudinal analysis will result in less ethnocentric behavior.
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“We need a group of academic leaders to challenge us, to make us dream, to lead us to sacrifice a little for the long
term benefit of our nation and our world.” Senator Paul Simon