Global Citizenship Development

Effects of Study Abroad and Other Factors

  • Hinako Kishino Soka University of America
  • Tomoko Takahashi Soka University of America
Keywords: curricular and co-curricular programs, global citizenship education, liberal arts, interdisciplinary, study abroad

Abstract

The present study examined the development of global citizenship traits in undergraduate students at a liberal arts college in Southern California. Two hundred and sixty-eight students participated in a survey that measured their global citizenship traits. Using a cross-sectional correlational design, the study examined the experience and development of the students as they strive to become global citizens. The results indicated that students face challenges and a sense of discomfort during study abroad, but their global citizenship traits tend to improve after return. Additionally, the study explored students’ perceptions of the curriculum, co-curricular activities, and campus life characteristics. The quantitative analyses suggested that the college’s mandatory study abroad program offers students an opportunity to seek their global citizenship identities.

Downloads

Download data is not yet available.

Author Biographies

Hinako Kishino, Soka University of America

HINAKO KISHINO received her BA in liberal arts from Soka University of America in 2018. The present study is based on her senior capstone project, which she conducted with Tomoko Takahashi as her capstone mentor. Hinako plans to pursue a career in education.

Tomoko Takahashi, Soka University of America

TOMOKO TAKAHASHI, PhD, EdD, LHD, is the Dean of the Graduate School and Professor of Linguistics & Education at Soka University of America. Her research interests include second language acquisition, cross-cultural communication, and global citizenship education.

References

Aktas, F., Pitts, K., Richards, J. C., & Silova, I. (2017). Institutionalizing global citizenship: A critical analysis of higher education programs and curricula. Journal of Studies in International Education, 21(1), 65–80. doi:10.1177/1028315316669815

Bilash, O., & Kang, J. (2007). Living well in a changing world: What Korean teachers of English say about a study abroad program in Canada. The Journal of Educational Thought, 41(3), 295–310.

Boni, A., & Calabuig, C. (2017). Education for global citizenship at universities: Potentialities of formal and informal learning spaces to foster cosmopolitanism. Journal of Studies in International Education, 21(1), 22–38. doi:10.1177/1028315315602926

Costello, J. (2015). Students’ stories of studying abroad: Reflections upon return. Journal of International Students, 5(1), 50–59.

Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266.

Dill, S. J. (2015). The longings and limits of global citizenship education: The moral pedagogy of schooling in a cosmopolitan age. New York, NY: Routledge.

Freedman, E. (2010). Media, tourism, environment, and cultural issues in Australia: A case study of a study abroad program. Applied Environmental Education & Communication. 9(2), 87–95.

Goulah, J. (2012). Realizing Daisaku Ikeda’s educational philosophy through language learning and study abroad: A critical instrumental case study. Critical Inquiry in Language Studies, 9(1–2), 60–89. doi:10.1080/15427587.2012.648065

Green, M. (2012). Global citizenship: What are we talking. Trends & Insights for International Education Leaders. January 2012. Retrieved from https://www.nafsa.org/_/File/_/ti_global_citizen.pdf

Heinzmann, S., Künzle, R., Schallhart, N., & Müller, M. (2015). The effect of study abroad on intercultural competence: Results from a longitudinal quasi-experimental study. Frontiers: The Interdisciplinary Journal of Study Abroad, 26, 187–208.

Hendershot, K., & Sperandio, J. (2009). Study abroad and development of global citizen identity and cosmopolitan ideals in undergraduates. Current Issues in Comparative Education, 12, 45–55.

Ikeda, D. (1994). Message from the founder on the occasion of the Soka University of America, Graduate School opening. Retrieved from http://www.soka.edu/administration/office-of-the-president/memorable-speeches.aspx

Ikeda, D. (2010). Soka education: For the happiness of the individual. Santa Monica, CA: Middleway Press.

Institute of International Education (IIE). (2018). The 2018 Open Doors report on international education exchange. New York, NY: Institute of International Education.

Jooste, N., & Heleta, S. (2017). Global citizenship versus globally competent graduates: A critical view from the south. Journal of Studies in International Education, 21(1), 39–51. doi:10.1177/1028315316637341

Krutka, D. G., & Carano, K. T. (2016). Videoconferencing for global citizenship education: Wise practices for social studies educators. Journal of Social Studies Education Research, 7(2), 109–136.

Larsen, M. A. (2014). Critical global citizenship and international service learning: A case study of the intensification effect. Journal of Global Citizenship & Equity Education, 4(1), 1–43.

Lilley, K., Barker, M., & Harris, N. (2015). Exploring the process of global citizen learning and the student mind-set. Journal of Studies in International Education, 19(3), 225–245. doi:10.1177/1028315314547822

Myers, J. P. (2016). Charting a democratic course for Global Citizenship Education: Research directions and current challenges. Education Policy Analysis Archives, 24(55), doi: 10.14507/epaa.24.2174

Morais, D. B., & Ogden, A. C. (2011). Initial development and validation of the Global Citizenship Scale. Journal of Studies in International Education, 15(5), 445–466. doi:10.1177/1028315310375308

Parsons, R. L. (2010). The effects of an international university experience on domestic students in the United States and Australia. Journal of Studies in International Education, 44(4), 313–334.

Roy, T. (2014). Student perception and the value of studying abroad: A look at Michigan State University undergraduate business students (Unpublished master’s thesis). Retrieved from https://www.edu.su.se/polopoly_fs/1.181282.1403532122!/menu/standard/file/Travis%20Roy%20-%20Student%20Perceptions%20%20The%20Value%20of%20Studying%20Abroad%20%28FINAL%29.pdf

Sklad, M., Friedman, J., Park, E., & Oomen, B. (2016). “Going global”: A qualitative and quantitative analysis of global citizenship education at a Dutch liberal arts and sciences college. Higher Education, 72, 323–340. doi:10.1007/s10734-015-9959-6

Soka University of America. (n.d.-a). About residential life. Retrieved from http://www.soka.edu/student_life/housing/default.aspx

Soka University of America. (n.d.-b). About student activities. Retrieved from http://www.soka.edu/student_life/student-activities/default.aspx

Soka University of America. (n.d.-c) Academic overview (BA program). Retrieved from http://www.soka.edu/academics/Academic-BA-Program.aspx

Soka University of America. (n.d.-d). Campus news. Retrieved from http://www.soka.edu/news_events/news/2017/09/Soka%20University%20Ranks%20High.aspx

Soka University of America. (n.d.-e). Learning clusters. Retrieved from http://www.soka.edu/academics/learning-clusters.aspx

Soka University of America. (n.d.-f). Liberal arts curriculum. Retrieved from http://www.soka.edu/academics/liberal-arts-curriculum.aspx

Soka University of America. (n.d.-g). Mission and values. Retrieved from http://www.soka.edu/about_soka/mission_and_values.aspx

Soka University of America (n.d.-h). SUA learning outcomes. Retrieved fro https://soka.box.com/s/dlk5e6ekiaxme6foe47rs6jizho8ctoa

Tarrant, M. A., Rubin, D. L., & Stoner, L. (2014). The added value of study abroad: Fostering a global citizenry. Journal of Studies in International Education, 18(2), 141–161. doi:10.1177/1028315313497589

Trede, F., Bowles, W., & Bridges, D. (2013). Developing intercultural competence and global citizenship through international experiences: Academics’ perceptions. Intercultural Education, 24(5), 442–455. doi:10.1080/14675986.2013.825578

Wang, C., & Hoffman, D. M. (2016). Are WE the world? A critical reflection on selfhood in U.S. global citizenship education. Education Policy Analysis Archives, 24(56), 1–22. doi:10.14507/epaa24.2152

Whitley, C. T., & Yoder, S. D. (2015). Developing social responsibility and political engagement: Assessing the aggregate impacts of university civic engagement on associated attitudes and behaviors. Education, Citizenship, and Social Justice, 10(3), 217–233. doi:10.1177/1746197915583941

Published
2019-05-15
How to Cite
Kishino, H., & Takahashi, T. (2019). Global Citizenship Development. Journal of International Students, 9(2), 535-559. https://doi.org/10.32674/jis.v9i2.390
Section
Research Articles