Literaturnachweis - Detailanzeige
| Autor/in | English, Susan Lewis |
|---|---|
| Titel | College Influence on Student Intentions toward International Competence. ASHE Annual Meeting Paper. |
| Quelle | (1996), (46 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College Students; Cross Cultural Training; Cultural Exchange; Global Approach; Global Education; Higher Education; Models; Outcomes of Education; Overseas Employment; Second Language Learning; Student Attitudes; Student Educational Objectives; Student Exchange Programs |
| Abstract | This study attempted to test the concept of international competence as a construct and to estimate the extent to which college experience predicts variance on student intentions toward international competence. Relying on Lambert's model of global competence, the study tested five components of international competence for validity and reliability as a single construct. These five components were world knowledge, foreign language proficiency, empathy for other cultural viewpoints, approval of foreign people and cultures, and ability to practice one's profession in an international setting. Interviews with 22 college students preceded the design and administration of a survey to seniors (N=449) in business, engineering, and arts and sciences at one American research university. The International Competence Intention Index was created through factor analysis. It was found that psychosocial factors of perceived opportunity, self-efficacy, social influence, and liberal values directly predicted intention. Gender was an indirect predictor of intention, with women scoring significantly higher than men, based on higher self-efficacy beliefs reported by women. College experience, travel during college and the field of study also predicted intention indirectly. Race/ethnicity, parental education, pre-college international experience, and school of enrollment were not found to have either direct or indirect effects on intention. (Contains 34 references.) (PRW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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