Titles
A-C
D-G
H-K
L-O
P-S
T-Z
A Vaccine Against Fake NewsAI Impact on Design Education: Confronting the Elephant in t...Analog Teachers in the Digital Realm: Three Artist-Educators...Anti-Anti: Teaching How Not To BuildAt the Vanguard: Building Design Education for the 21st Cent...Capacity-Building Pathways for Sustainability Competencies i...Changing Design Pedagogies with Emerging Trends Of Peri & Po...Changing the Ways of Teaching Architecture to Prevent Placel...Cinematography and Film StudiesCommand and Control in Challenge-Based Learning – why a da...Complexity Commonalities: Framing Future Developments in Edu...Correlation of Online Applications to the Effectiveness of F...Creating an 'intersectional third space' for contemporary ar...Designing Complex Systems Curricula for High School Science ...Developing Future-Scaffolding Skills through Complex Systems...Don’t Belabour!: Performing Bodies in the Design StudioEthics, Daylight, and Architectural Education: Managing Comp...Exploring the Complex, Emergent Choreography of Classroom Te...Futures teaching and interdisciplinary praxisHand(s)Off: Curricular Coordination and Instructor Collabora...How Architectural Education can Respond to an Learn Lessons ...Implementing Transdisciplinary Collaboration to Enhance Stud...Industry-University Partnerships As A Pathway To Internation...Interdisciplinary Peer-to-Peer Learning in Design and Policy...Interprofessional initiatives: At home in more than one disc...Japanese University Students Developing Global-mindedness th...Keynote PanelMaking Connections: The Layers of Loneliness COIL ProjectMixed Reality Environments: An Emerging Tool in Interior Des...Positive Sum Design: Design methods and strategiesPreparing Students for Complexity and Uncertainty: An Eviden...Rethinking Online Communities of Inquiry with Complexity The...Simulation as a Pedagogical Method in Teacher Education - a ...Strategic Issues in Business: Teaching Social Responsibility...Studio Problématique: A quest for alternative possibilities...Teaching Racism, Or How to Teach a Moving TargetTechnology, Education and Mastery; 10000 hours against the b...The Create-athon – using experiential learning to build a ...The Integration of Sustainability within Built Environment H...The Rise of AI Chat-bots: Suggestions for Integration in Hig...The Welcomed Problem: Centering the Ends to Develop the Mean...Use of Twitter as a Dispositional Tol for Teachers During th...Utilizing the Readymade as an Instrument to Develop an Under...Voices from The Field: Student Teachers’ Perspective on th...Welcome and IntroductionWhat is Online Learning in the Context of the 4th Industrial...Where do we Design? – Introducing a new studio hybridity
Schedule

IN-PERSON: Applying Education

Teaching and Learning Conference
Japanese University Students Developing Global-mindedness through Virtual Study-Abroad
B. Deacon
1:30 pm - 3:00 pm

Abstract

In Japan, the Ministry of Education, Culture, Sports, Sciences and Technology (MEXT) is actively pushing for graduates with increased linguistic, communicative, and global abilities to improve Japan’s economic competitiveness and to help build stronger cross-cultural ties in the global arena (MEXT, 2014). Given this push, short-term study-abroad (STSA) programs are popular in Japanese higher education; however, participating students’ experiences are under-researched. This study empirically assessed the impact of a six-week US-based academic program (conducted online due to the COVID-19 pandemic) on sophomore Japanese university students’ global-mindedness (GM). Theoretical principles from Deardorff’s Process Model of Intercultural Competence (2006, 2009), and virtual exchange principles defined by O’Dowd (2018), helped to inform this research design. This mixed-methods study employed experimental (N = 53) and control (N = 82) groups to investigate the following research question: What is the impact of an online STSA program on the GM of participating students? Quantitative data were collected at three time periods (pre/post/post-post) using a modified version of the 30-item, five-factor Global-Mindedness Scale (GMS) (Hett, 1993). Descriptive statistics and two-way ANOVA analyses revealed a significant increase in the experimental group’s post-program GMS results, which then leveled off over six months due factors related to student agency and the need for sanctioned support by academic facilitators. Reflection papers, surveys, and semi-structured interviews informed the qualitative perspective, which suggest a need for better post-program support to help maintain students’ GM. Practical suggestions for increasing students’ global-mindedness will be offered at points preceding, during, and following study-abroad programs.

Biography

Brad Deacon is an Associate Professor in the Faculty of Global Liberal Studies at Nanzan University in Nagoya, Japan. His research interests include active learning, intercultural competence, and teacher development. He has extensive experience in coordinating and chaperoning study-abroad programs in Asia and North America.