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Factors Contributing to Students' Global Perspectives: An Empirical Study of Regional Campus, Business, and Study Abroad Students

Ferguson, Chen W
http://rave.ohiolink.edu/etdc/view?acc_num=miami1385479976

Abstract Details

2013, Doctor of Philosophy, Miami University, Educational Leadership.
This study was designed to identify factors that contribute to undergraduate students' global perspective development. Global perspective is defined as a viewpoint that the world is an interdependent complex system and interconnected multi-reality whereby certain values, attitudes, knowledge, experiences and skills are demonstrated through cognitive, intrapersonal and interpersonal dimensions in an international, intercultural or global environment. This study utilized Larry Braskamp's Global Perspective Inventory (GPI) instrument and surveyed 1,637 students from regional campuses, school of business, and study abroad subgroups of a Midwest university. This dissertation included the much needed study of non-traditional students' global perspective development from regional campuses. GPI was informed by the holistic development theory in cognitive, intrapersonal, and interpersonal dimensions by Kegan (1994), King and Baxter Magolda (2005). Accordingly, students' global perspectives were evaluated through the six subscales of Knowing, Knowledge, Identity, Affect, Social Responsibility, and Social Interaction. Hierarchical multiple regression models were utilized in this research after validity and reliability tests. The findings were that students' global perspectives were strongly related with their curriculum, co-curriculum, and sense of community factors, but were not related to most social location and academic factors, such as parents' education and GPA. One surprising finding was that students' global perspectives were not related to their study abroad participation for the all-university dataset as well as business and regional campus subgroups. When using GPI, five of its six subscales (Knowledge, Identity, Affect, Social Responsibility, and Social Interaction) are recommended together with the Global Citizenship subscale. Implications for higher education leaders include cultivating an environment that focuses on quality and aims for long-term effects of students' global perspective development.
Kate Rousmaniere (Committee Chair)
Sally Lloyd (Committee Member)
154 p.
Higher Education
global perspective; study abroad; Global Perspective Inventory; GPI; business students; nontraditional students; intercultural competence; international education; internationalization; global citizenship; global competence; global education

Recommended Citations

Citations

  • Ferguson, C. W. (2013). Factors Contributing to Students' Global Perspectives: An Empirical Study of Regional Campus, Business, and Study Abroad Students [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1385479976

    APA Style (7th edition)

  • Ferguson, Chen. Factors Contributing to Students' Global Perspectives: An Empirical Study of Regional Campus, Business, and Study Abroad Students. 2013. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1385479976.

    MLA Style (8th edition)

  • Ferguson, Chen. "Factors Contributing to Students' Global Perspectives: An Empirical Study of Regional Campus, Business, and Study Abroad Students." Doctoral dissertation, Miami University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1385479976

    Chicago Manual of Style (17th edition)

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© 2013, all rights reserved.
This open access ETD is published by Miami University and OhioLINK.