Using a PRISM for Reflecting: Providing Tools for Study Abroad Students to Increase their Intercultural Competency
DOI:
https://doi.org/10.36366/frontiers.v29i2.390Keywords:
Study abroad students, Intercultural competence, Study abroad, Education abroad, Reflective writingAbstract
Numerous studies have shown that simply being in another culture does not guarantee the development of intercultural competence. Students need guidance to seek out opportunities to engage and to make sense of those experiences. Reflection has become a popular methodology to assist students with this. Unfortunately, students often do not know how to do reflective writing or do not have cultural incidents to write about. This research examines one approach to guiding reflection: the use of prompt questions to elicit thoughtful responses and the integration of readings to provide context and grounding. This study demonstrates that reflective writing can be an effective tool for intervening in student learning abroad if done with structure and intentionality.
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References
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Anderson, P. Lawton, L., Rexeisen, R. & Hubbard, A. (2006). Short-term study abroad and intercultural sensitivity: A pilot study. International Journal of Intercultural Relations 30(4), 457-469.
Behrnd, V. & Porzelt, S. (2012). Intercultural competence and training outcomes of students with experiences abroad. International Journal of Intercultural Relations, 36(2), 213-223.
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Bird, A., Mendenhall, M., Stevens, M. J. & Oddou, G. (2010). Defining the content domain of intercultural competence for global leaders. Journal of Managerial Psychology, 25(8), 810-828.
Boud, D., and Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, 23(2), 191-206.
Brockbank, A., & McGill, I. (1998). Facilitating reflective learning in higher education. Berkshire: Open University Press.
Brookfield, S. (1990) Using critical incidents to explore learner’s assumptions, in: J. Merziow (ed.) Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 177-193). San Francisco: Jossey-Bass Publishing.
Burton, J. (2006). Reflective practice revisited. Work Based Learning in Primary Care 4(4), 297-300.
Chieffo & Griffiths, 2004. Large-scale assessment of student attitudes after a short-term study abroad program. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 165-177.
Deardorff, D. K. (2011). Assessing intercultural competence. New Directions for Institutional Research, 2011(149), 65-79.
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241- 266.
Duke, S. (2014). Preparing to Study Abroad. Sterling, VA: Stylus Publishing.
Dwyer, M. (2004). More Is Better: The impact of study abroad program duration. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 151-163.
Finlay, L. (2002). Negotiating the swamp: The opportunity and challenge of reflexivity in research practice. Qualitative Research, 2(2): 209-30.
Finlay, L., and Gough, B. (Eds.). (2003). Reflexivity. A Practical Guide for Researchers in Health and Social Sciences. Oxford: Blackwell.
Fitzgerald, M. (2000). Establishing cultural competency for health professionals. In V. Skultans & J. Cox (Eds.) Anthropological Approaches to Psychological Medicine, (pp. 184-200). London: Jessica Kingsley Publishing.
Fitzgerald, M. (2001). “Gaining knowledge of culture during professional education”. In J. Higgs & A. Titchen (Eds.), Practice knowledge and expertise in the health professions. Melbourne: Butterworth Heinemann.
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Hatton, N. & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49.
Hertz, R. (1996). Introduction: Ethics, reflexivity, and voice. Qualitative Sociology, 19(1), 3-9.
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Kehl, K. & Morris, J. (2007). Differences in global-mindedness between short-term and semester-long study abroad participants at selected private universities. Frontiers: The Interdisciplinary Journal of Study Abroad 15, 67-79.
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Laws, R. & Fitzgerald, M. (1997). Intercultural interactions in dietetic practice. Australian Journal of Nutrition & Dietetics, 54(1), 34-40.
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Lewis, T. & Niesenbaum, R. (2005, June 3). The benefits of short-term study abroad. Chronicle of Higher Education, 51(39), B20.
McAllister, L., Whiteford, G., Hill, B., Thomas, N. & Fitzgerald, M. (2006). Reflection in intercultural learning: examining the international experience through a critical incident approach. Reflective Practice, 7(3), 367-381.
Medina-Lopez-Portillo, A. (2004). Intercultural learning assessment: the link between program duration and the development of intercultural sensitivity. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 179-199.
Mendenhall, M. E., Stevens, M. J., Bird, A., Oddou, G. R., & Osland, J. (2012). Specification of the content domain of the intercultural effectiveness scale. The Kozai Monograph Series, 1(3), 1-26.
Moon, J. (1999). Reflection in learning & professional development: theory & practice. London: Kogan Page.
Moore, D. T. (2010). Forms and issues in experiential learning. New Directions for Teaching and Learning, 2010(124), 3-13.
Oatley, K. & Djikic, M. (2008). Writing as thinking. Review of General Psychology, 21(1), 9-27.
Olson, C. L., Green, M. F. & Hill, B. A. (2006). A handbook for advancing comprehensive internationalization: What institutions can do and what students should learn. American Council on Education.
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Pagano, M. & Roselle, L. (2009). Beyond reflection through an academic lens: Refraction and international experiential education. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 217- 229
Pedersen, P.J. (2010). Assessing intercultural effectiveness outcomes in a year-long study abroad program. International Journal of Intercultural Relations, 34(1), 70-80.
Portalla, T., & Chen, G. M. (2010). The development and validation of the intercultural effectiveness scale. Intercultural Communication Studies, 19(3), 21-37.
Smith, E. (2011). Teaching critical reflection. Teaching in Higher Education, 16(2), 211 – 223.
Vande Berg, M., Paige, R. M., & Lou, K. H. (2012). Student learning abroad: What our students are learning, what they’re not, and what we can do about it. Sterling, VA: Stylus Publishing, LLC.
Vande Berg, M., Connor-Linton, J. & Paige, R. M. (2009). The Georgetown consortium project: Interventions for student learning abroad. Frontiers: The Interdisciplinary Journal of Study Abroad 18, 1-75.
Wagner, K. & Magistrale, T. (2000). Writing Across Culture: An Introduction to Study Abroad and the Writing Process. New York: Peter Lang Publishing.
Williams, T. R. (2018). Learning through a PRISM: Facilitating Students’ Development of Intercultural Competence. Fort Worth, TX: TCU Press.
Williams, T. R. (2005). Exploring the impact of study abroad on students’ intercultural communication skills: Adaptability and sensitivity. Journal of Studies in International Education, 9(4), 356-371.
Alvesson, M., & Skoldberg, K. (2000). Reflexive methodology: New vistas for qualitative research. London: Sage.
Anderson, P. Lawton, L., Rexeisen, R. & Hubbard, A. (2006). Short-term study abroad and intercultural sensitivity: A pilot study. International Journal of Intercultural Relations 30(4), 457-469.
Behrnd, V. & Porzelt, S. (2012). Intercultural competence and training outcomes of students with experiences abroad. International Journal of Intercultural Relations, 36(2), 213-223.
Bennett, J.M. (2009). Transformative training: Designing programs for cultural learning. In M.A. Moodian (Ed.), Contemporary leadership and intercultural competence: Exploring the cross-cultural dynamics within organizations (pp. 95-110). Los Angeles, CA: SAGE.
Bird, A., Mendenhall, M., Stevens, M. J. & Oddou, G. (2010). Defining the content domain of intercultural competence for global leaders. Journal of Managerial Psychology, 25(8), 810-828.
Boud, D., and Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, 23(2), 191-206.
Brockbank, A., & McGill, I. (1998). Facilitating reflective learning in higher education. Berkshire: Open University Press.
Brookfield, S. (1990) Using critical incidents to explore learner’s assumptions, in: J. Merziow (ed.) Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 177-193). San Francisco: Jossey-Bass Publishing.
Burton, J. (2006). Reflective practice revisited. Work Based Learning in Primary Care 4(4), 297-300.
Chieffo & Griffiths, 2004. Large-scale assessment of student attitudes after a short-term study abroad program. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 165-177.
Deardorff, D. K. (2011). Assessing intercultural competence. New Directions for Institutional Research, 2011(149), 65-79.
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241- 266.
Duke, S. (2014). Preparing to Study Abroad. Sterling, VA: Stylus Publishing.
Dwyer, M. (2004). More Is Better: The impact of study abroad program duration. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 151-163.
Finlay, L. (2002). Negotiating the swamp: The opportunity and challenge of reflexivity in research practice. Qualitative Research, 2(2): 209-30.
Finlay, L., and Gough, B. (Eds.). (2003). Reflexivity. A Practical Guide for Researchers in Health and Social Sciences. Oxford: Blackwell.
Fitzgerald, M. (2000). Establishing cultural competency for health professionals. In V. Skultans & J. Cox (Eds.) Anthropological Approaches to Psychological Medicine, (pp. 184-200). London: Jessica Kingsley Publishing.
Fitzgerald, M. (2001). “Gaining knowledge of culture during professional education”. In J. Higgs & A. Titchen (Eds.), Practice knowledge and expertise in the health professions. Melbourne: Butterworth Heinemann.
Gertsen, M.C. (1990). Intercultural competence and expatriates. The International Journal of Human Resource Management, 1(3), 341-362.
Hatton, N. & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49.
Hertz, R. (1996). Introduction: Ethics, reflexivity, and voice. Qualitative Sociology, 19(1), 3-9.
Hsiung, P. (2008). Teaching reflexivity in qualitative interviewing. Teaching Sociology, 36(3), 211-26.
Hunter, A. (2008). Transformative learning in international education. In V. Savicki (Ed.), Developing intercultural competence and transformation: Theory, research, and application in international education (92–107). Sterling, VA: Stylus.
Huq, J. & Lewis, L. (2012). From collaboration to campus-wide partnership. International Educator, 21(4), 46-51.
Jackson, J. (2008). Globalization, internationalization, and short-term stays abroad. International Journal of Intercultural Relations, 32(4), 1–17.
Kehl, K. & Morris, J. (2007). Differences in global-mindedness between short-term and semester-long study abroad participants at selected private universities. Frontiers: The Interdisciplinary Journal of Study Abroad 15, 67-79.
Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Upper Saddle River, New Jersey: Prentice Hall.
Larivee, B. (2008). Development of a tool to assess teachers’ level of reflective practice. Reflective Practice, 9(3), 341-60.
Laws, R. & Fitzgerald, M. (1997). Intercultural interactions in dietetic practice. Australian Journal of Nutrition & Dietetics, 54(1), 34-40.
Lewis, A. (2000). Self-reflexivity and the therapeutic action of psychoanalysis. Psychoanalytic Psychology, 17(4), 667-89.
Lewis, T. & Niesenbaum, R. (2005, June 3). The benefits of short-term study abroad. Chronicle of Higher Education, 51(39), B20.
McAllister, L., Whiteford, G., Hill, B., Thomas, N. & Fitzgerald, M. (2006). Reflection in intercultural learning: examining the international experience through a critical incident approach. Reflective Practice, 7(3), 367-381.
Medina-Lopez-Portillo, A. (2004). Intercultural learning assessment: the link between program duration and the development of intercultural sensitivity. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 179-199.
Mendenhall, M. E., Stevens, M. J., Bird, A., Oddou, G. R., & Osland, J. (2012). Specification of the content domain of the intercultural effectiveness scale. The Kozai Monograph Series, 1(3), 1-26.
Moon, J. (1999). Reflection in learning & professional development: theory & practice. London: Kogan Page.
Moore, D. T. (2010). Forms and issues in experiential learning. New Directions for Teaching and Learning, 2010(124), 3-13.
Oatley, K. & Djikic, M. (2008). Writing as thinking. Review of General Psychology, 21(1), 9-27.
Olson, C. L., Green, M. F. & Hill, B. A. (2006). A handbook for advancing comprehensive internationalization: What institutions can do and what students should learn. American Council on Education.
Paige, R. Michael, Andrew D. Cohen, Barbara Kappler, Julie C. Chi, and James P. Lassegard. 2004. Maximizing Study Abroad. Minneapolis, MN: Center for Advanced Research on Language Acquisition.
Pagano, M. & Roselle, L. (2009). Beyond reflection through an academic lens: Refraction and international experiential education. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 217- 229
Pedersen, P.J. (2010). Assessing intercultural effectiveness outcomes in a year-long study abroad program. International Journal of Intercultural Relations, 34(1), 70-80.
Portalla, T., & Chen, G. M. (2010). The development and validation of the intercultural effectiveness scale. Intercultural Communication Studies, 19(3), 21-37.
Smith, E. (2011). Teaching critical reflection. Teaching in Higher Education, 16(2), 211 – 223.
Vande Berg, M., Paige, R. M., & Lou, K. H. (2012). Student learning abroad: What our students are learning, what they’re not, and what we can do about it. Sterling, VA: Stylus Publishing, LLC.
Vande Berg, M., Connor-Linton, J. & Paige, R. M. (2009). The Georgetown consortium project: Interventions for student learning abroad. Frontiers: The Interdisciplinary Journal of Study Abroad 18, 1-75.
Wagner, K. & Magistrale, T. (2000). Writing Across Culture: An Introduction to Study Abroad and the Writing Process. New York: Peter Lang Publishing.
Williams, T. R. (2018). Learning through a PRISM: Facilitating Students’ Development of Intercultural Competence. Fort Worth, TX: TCU Press.
Williams, T. R. (2005). Exploring the impact of study abroad on students’ intercultural communication skills: Adaptability and sensitivity. Journal of Studies in International Education, 9(4), 356-371.
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Published
2017-11-16
How to Cite
Williams, T. R. (2017). Using a PRISM for Reflecting: Providing Tools for Study Abroad Students to Increase their Intercultural Competency. Frontiers: The Interdisciplinary Journal of Study Abroad, 29(2), 18–34. https://doi.org/10.36366/frontiers.v29i2.390
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