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Innovation Implementation in an Intensive English Program: Policy Changes, Perceptions of Stakeholders, and Achievement Indicators

Ashe, Jessica
http://orcid.org/0000-0002-0522-106X
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1523633726943884

Abstract Details

2018, EdD, University of Cincinnati, Education, Criminal Justice, and Human Services: Literacy and Second Language Studies.
This study traces the implementation of change management principles in an intensive English program. Innovative policies were introduced to improve the academic linguistic competency of its students. Given that language is learned in social and academic environments and that many policies were created based on an understanding of basic organizational leadership paradigms, this study is informed by a combination of Second Language Socialization and Change Management theories. The Regional Director was interviewed for his rationale behind these cutting-edge policies in this collegiate department. Academic language ability was found to improve longitudinally, as evidenced by achievement indicators and reported by university professors. This study demonstrates that experiential-learning increases academic language acquisition. Further, it has been discovered that solving extra-academic student issues eliminates learning inhibitors. This inquiry shows that mental health awareness, conflict resolution and new life set-up are all relevant factors in international student linguistic growth. Importantly, the changes were found to be self-sustaining, as reported by a variety of stakeholders.
Hye Pae, Ph.D. (Committee Chair)
Haiyang Ai, Ph.D. (Committee Member)
Everrett Smith, Ph.D. (Committee Member)
97 p.
English As A Second Language
Change Management; International Education; Intensive English Program; Experiential Learning; Orientation; Educational Leadership

Recommended Citations

Citations

  • Ashe, J. (2018). Innovation Implementation in an Intensive English Program: Policy Changes, Perceptions of Stakeholders, and Achievement Indicators [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1523633726943884

    APA Style (7th edition)

  • Ashe, Jessica. Innovation Implementation in an Intensive English Program: Policy Changes, Perceptions of Stakeholders, and Achievement Indicators. 2018. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1523633726943884.

    MLA Style (8th edition)

  • Ashe, Jessica. "Innovation Implementation in an Intensive English Program: Policy Changes, Perceptions of Stakeholders, and Achievement Indicators." Doctoral dissertation, University of Cincinnati, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1523633726943884

    Chicago Manual of Style (17th edition)

ucin1523633726943884
394
© 2018, some rights reserved.Creative Commons License Innovation Implementation in an Intensive English Program: Policy Changes, Perceptions of Stakeholders, and Achievement Indicators by Jessica Ashe is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by University of Cincinnati and OhioLINK.