Study Abroad and Values Development in Social Work Students

Lindsey, Elizabeth W.

doi:10.5175/jswe.2005.200303110

Cited by 120 publications

(94 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Studies have shown that students who study abroad develop a deeper understanding and respect for global issues (Carsello and Creaser 1976;Carlson et al 1990;Douglas and Jones-Rikkers 2001), more favorable attitudes toward other cultures (Carlson and Widaman 1988;Kitsantas 2004), stronger intercultural communication skills (Anderson et al 2006;Williams 2005), improved personal and professional self image (Cushner and Mahon 2002), and better foreign language skills (Brecht et al 1993;Freed 1995). In addition, surveys of former study abroad participants consistently indicate that they believe the experience improved their self-confidence, ability to handle ambiguity, insight into their own value systems, and overall maturity (Carlson et al 1990; Institute for the International Education of Students 2004; Lindsey 2005).…”

Section: Introductionmentioning

confidence: 95%

Going Global: Understanding the Choice Process of the Intent to Study Abroad

et al. 2008

View full text Add to dashboard Cite

This study applies an integrated model of college choice to better describe students who do and do not intend to study abroad. Although internationalization through study abroad is widely touted as a preferred means of developing globally competent college graduates, very little is known about the factors that influence students' predisposition to study abroad. This research explores the impact of financial, human, social, and cultural capital on students' intent to study abroad. Analysis of data from the Wabash National Study of Liberal Arts Education (WNSLAE) demonstrates a complex interplay between SES, accumulated pre-college capital, and capital acquired during the freshman year. Important implications for national policy makers, senior administrators, study abroad professionals and higher education researchers are discussed.

show abstract

Section: Introductionmentioning

confidence: 95%

Going Global: Understanding the Choice Process of the Intent to Study Abroad

et al. 2008

View full text Add to dashboard Cite

show abstract

“…Interrogating one's own personal values, and understanding how they interact with professional ones, is considered imperative for professional identity (Lindsey, 2005;Wong and Pearson, 2007). This requires challenging identity work: Wiles found that students talked about their developing professional identities as a source of tension in their changing relationships with family and friends.…”

Section: Meanings Of Professional Identity: a Resource For Students' mentioning

confidence: 99%

Developing social work students’ professional identity: the role of England’s Professional Capabilities Framework

Wiles

2017

European Journal of Social Work

View full text Add to dashboard Cite

Developing professional identity is a key aim of social work education. This paper argues that the Professional Capabilities Framework (PCF) -a holistic, capability approach to student assessment used in England's social work education programmes -is ideally placed to promote the development of students' professional identities. The paper discusses two research studies, each of which was stimulated by significant policy changes in England's social work profession. The author draws out the implications of both studies for supporting social work students to develop their professional identities. It is concluded that the PCF is valued by practice educators as an assessment and teaching tool, while acknowledging that its future is uncertain due to the lack of continuity impacting on England's social work profession. This paper is equally of relevance for social work educators outside the UK who may be developing and evaluating their assessment approaches; and also for those experiencing the impact of rapid policy changes in their own countries.

show abstract

“…Study abroad participation has been linked with aspects of psychosocial -often called personal -development (Gmelch, 1997;Gullahorn & Gullahorn, 1966;Kauffmann, 1983;Milstein, 2005), identity development (Dolby, 2004;Talburt & Stewart, 1999), moral or values development (Jurgens & McAuliffe, 2004;Lindsey, 2005;Ryan & Twibell, 2000), intellectual development (Barrutia, 1971;McKeown, 2009;Zhai & Scheer, 2002), and holistic development conceptualized as self-authorship (Braskamp, Braskamp, & Merrill, 2009;Du, 2007). Most prominent among the educational benefits claimed of an international educational experience, study abroad has long been considered a powerful mechanism for developing intercultural competence (Fulbright, 1989;Hoffa, 2007;Hoffa & DePaul, 2010;Lincoln Commission, 2005;NAFSA, 2003; National Task Force on Undergraduate Education Abroad, 1990).…”

Section: Study Abroad and Intercultural Competencementioning

confidence: 99%

The Effect of Study Abroad on Intercultural Competence Among Undergraduate College Students

Salisbury

Pascarella

2013

Journal of Student Affairs Research and Practice

146

View full text Add to dashboard Cite

During the last decade higher education organizations and educational policy makers have substantially increased efforts to incentivize study abroad participation.These efforts are grounded in the longstanding belief that study abroad participation improves intercultural competence -an educational outcome critical in a globalized 21 st century economy. Yet decades of evidence that appear to support this claim are repeatedly limited by a series of methodological weaknesses including small homogenous samples, an absence of longitudinal study design, no accounting for potential selection bias, and the lack of controls for potentially confounding demographic and college experience variables. Thus, a major competing explanation for differences found between students who do and do not study abroad continues to be the possibility that these differences existed prior to participation.The current study sought to determine the effect of study abroad on intercultural competence among 1,593 participants of the 2006 cohort of the Wabash National Study on Liberal Arts Education. The Wabash National Study is a longitudinal study of undergraduates that gathered pre-and post-test measures on numerous educational outcomes, an array of institutional and self-reported pre-college characteristics, and a host of college experiences. The current study employed both propensity score matching and covariate adjustment methods to account for pre-college characteristics, college experiences, the selection effect, and the clustered nature of the data to both crossvalidate findings and provide guidance for future research.Under such rigorous analytic conditions, this study found that study abroad generated a statistically significant positive effect on intercultural competence; an effect 2 that appears to be general rather than conditional. Moreover, both covariate adjustment and propensity score matching methods generated similar results. In examining the effect of study abroad across the three constituent subscales of the overall measure of intercultural competence, this study found that study abroad influences students' diversity of contact but has no statistically significant effect on relativistic appreciation of cultural differences or comfort with diversity. Finally, the results of this study suggest that the relationship between study abroad and intercultural competence is one of selection and accentuation, holding important implications for postsecondary policy makers, higher education institutions, and college impact scholars. iii What we obtain too cheap, we esteem too lightly; it is dearness only that gives everything its value. These efforts are grounded in the longstanding belief that study abroad participation improves intercultural competence -an educational outcome critical in a globalized 21 st century economy. Yet decades of evidence that appear to support this claim are repeatedly limited by a series of methodological weaknesses including small homogenous samples, an absence of longitudinal study design, no accoun...

show abstract

Study Abroad and Values Development in Social Work Students

Cited by 120 publications

References 12 publications

Going Global: Understanding the Choice Process of the Intent to Study Abroad

Going Global: Understanding the Choice Process of the Intent to Study Abroad

Developing social work students’ professional identity: the role of England’s Professional Capabilities Framework

The Effect of Study Abroad on Intercultural Competence Among Undergraduate College Students

Contact Info

Product

Resources

About