Show simple item record  

dc.contributor.advisorBarnard, Roger
dc.contributor.advisorHill, Richard Kenneth
dc.contributor.advisorRyan, Jonathon
dc.contributor.authorDonald, Steven John
dc.date.accessioned2019-10-14T20:55:53Z
dc.date.available2019-10-14T20:55:53Z
dc.date.issued2019
dc.identifier.citationDonald, S. J. (2019). The role that experiential learning plays in intercultural awareness development: A case study of South Korean students sojourning in New Zealand (Thesis, Master of Philosophy (MPhil)). The University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/12956en
dc.identifier.urihttps://hdl.handle.net/10289/12956
dc.description.abstractResearch has shown that study abroad does help international students improve their language studies (Kinginger, 2011) and their understanding of another culture. Furthermore, the experience has often led to changes in the student’s belief systems as well as increases in their confidence and outlook on life (Amuzie & Winke, 2009). However, some researchers have argued that more needs to be done than merely immersing a student in another culture and language. In particular, attention has been paid to the importance that homestay contexts in study abroad programmes provide for international students with their language and cultural understanding (Silvio, Donovan, & Malone, 2014) as well as with socialisation, social networks and the development of intercultural competence (Shiri, 2015). What has not been investigated in-depth are the perceptions that the sojourning students’ perceptions of the quality of experience that homestays and other informal activities they undergo, and the overall impact these experiences have on a sojourn. Moreover, little research has investigated the dynamic relationship among individuals in their cohorts and the degree of intercultural competence that each has achieved while on study abroad. The focus of this study was a group of Korean undergraduate students sent for three months to New Zealand under the aegis of a provincial polytechnic. To investigate the nature of intercultural development, the present case study used a multi-method ethnographic approach to collect data. It made use of paired interviews, focus group interviews, informal observations, field notes, and the researcher’s reflective journal. The data were subjected to a grounded analysis, and this led to a situated interpretation of the distinction between intercultural awareness and intercultural competence, and the various levels of individual achievement. The findings suggest that these planned and unplanned activities impacted the degree of intercultural awareness developed by international students. A modified version of Byram’s (1997) model was designed to assist in mapping the trajectory that a sojourner undertakes. This is particularly so when Kolb’s (2015) experiential learning model is linked to the development of intercultural awareness. It was also found that in such circumstances, the growing competence and/or awareness of the sojourning students could be effectively scaffolded by an informal facilitator, rather than an educational expert as recommended in the 2015 model. The implications suggest that the theoretical constructs of intercultural awareness and competence need to be differentiated, and that further research will facilitate this; specific suggestions are made. On a practical level, despatching and hosting institutions can apply the revised model provided in this thesis to plot the intercultural awareness development of individual students and groups. Another implication is that experiential development of intercultural awareness in a study abroad programme can usefully be monitored and facilitated by an impartial mediator, who can enable international students to better understand the positive and negative experiences they have undergone and articulate their reactions and responses to what has happened, and in this way make the overall study abroad experience more meaningful.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherThe University of Waikato
dc.rightsAll items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjectexperiential learning
dc.subjectintercultural awareness
dc.subjectinternational students
dc.subjectcase study
dc.subjectsojourning
dc.subjecthome stays
dc.titleThe role that experiential learning plays in intercultural awareness development: A case study of South Korean students sojourning in New Zealand
dc.typeThesis
thesis.degree.grantorThe University of Waikato
thesis.degree.levelDoctoral
thesis.degree.nameMaster of Philosophy (MPhil)
dc.date.updated2019-10-14T02:20:35Z
pubs.place-of-publicationHamilton, New Zealanden_NZ


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record