Global Citizenship

Reframing Student Accommodation
in Education Abroad
Reporting on a Cross-national Study of Learning Outcomes
CIEE Annual Conference 2011
Anthony Ogden, Ph.D. (Chair)
University of Kentucky
Dan Dewey, Ph.D.
Brigham Young University
Tomomi Kumai
Osaka Gakuin University

Introductions & Presentation Overview
セッション 概 要
• Literature : What do we know about student housing?
• Introduction to study & Methodology
• Global Citizenship Scale
• Findings: Quantitative & Qualitative
• Discussion & Implications of findings
• Study limitations & Future research
• Q&A, Discussion

So, what does the literature say?
先 行 研 究
Student housing has long been considered an essential component
in the education abroad experience, but it is one of the least
examined areas of outcomes assessment research.
Much of the existing research focuses on homestays and there is
little on other housing types.
Many claim that homestays are the “best” housing type, but there is
little evidence on why students should (or should not) choose to live
with a host family.
Too often student accommodation is facilitated as
a minor component of a program with little
on-going support for the learning of both
students and hosts.
both

So, what does the literature say?
先 行 研 究
Homestays & Dormitories
•Students engage more linguistically in the homestay than in the
classroom (Iino, 2006).
•A family setting is more beneficial than an apartment setting because
it creates more opportunities to negotiate for meaning (Mancheno,
2008).
•Increases in emotional involvement with a different culture, altruism
and idealism (Hansel, 1986).
•Students were less like to gain in speaking and
listening in the homestay than in the dormitory,
more likely to gain in reading (Rivers, 1998).
but

So, what does the literature say?
先 行 研 究
Roommates
•Language learners develop more when paired with those more proficient
than themselves (Mancheno, 2008).
•Living with someone of another culture decreased prejudice (Laar & Levin,
2003).
•Participants in interracial rooms reported less satisfaction and
involvement with their roommate than did participants in same-race
rooms (Shook & Fazio, 2008).
•No differences in roommate rapport and understanding between int’l/US
and US/US pairs (Saidla & Parodi, 1991).
•Living with international students does not promote
higher
levels of cultural activity among US college
students
(Minson, 2000).

So, what does the literature say?
先 行 研 究
Intervening in Student Learning
•Participants in a peer program showed higher social adjustment scores
than non-participants (Abe, Talbot & Geelhoed, 1998).
•Support from interpersonal networks in the host country is negatively
related to social difficulty (Ye, 2006).
•The absence of an on-site director impacts the nature of cultural
immersion (Wilkinson, 1998).
•In order for immersion to result in an increased understanding of the
host culture, students need “decisive intervention”
(Laubscher, 1994).
•Housing requires more complex interventions than
simple design changes (Vande Berg, Connor-Linton,
2009)
& Paige,

So, what does the literature say?
先 行 研 究
The Georgetown Consortium Project
(Vande Berg, Connor-Linton, & Paige, 2009)
No correlation between types of housing and oral proficiency gains.
Students who spent more time with members of their host families
showed significant gains in oral proficiency and intercultural learning.
Students who lived with students from the host country showed gains
in their intercultural learning.
Students who spent the least amount of time with US nationals made
the greatest gains in intercultural learning.
Students who spent 26-50% of their time with
host nationals made the most progress in the
intercultural learning.

Introduction to Study & Methodology
研 究 紹 介 と 方 法 論
• Program overview: Structure, Objectives, On-going
orientation, Learning contract
• Study methodology & framework
• Global Citizenship Scale (Morais & Ogden, 2010)
Special thanks to CET Academic Programs.

Program Overview: Program Structure
プログラム 概 要 :プログラムの 構 成
• 8-week, summer, Japan-based, hybrid program
• Intensive Japanese language (180 contact hours)
• Japanese-only language pledge
• J-Chat Lounge & Weekly J-Chat events, company visits,
volunteer, community service, etc.
• 生 活 シェア: 1:1 in local apartments with
US/Japanese pairs.

Program Overview: Program Objectives
プログラム 概 要 :プログラムの 目 的
• Maximize intercultural living experiences for cultural
exploration and self-discovery
文 化 理 解 と 自 己 発 見 のために、 異 文 化 間 の 生 活 経 験 を 最 大 限 させる。
• Develop skills to enhance effectiveness at negotiating
intercultural encounters
異 文 化 経 験 を 理 解 する 際 の 効 率 性 を 高 める。
• Understand the relationship of language and communication
styles to basic cultural values
言 語 とコミュニケーションスタイルが、いかに 基 本 的 な 異 文 化 での 価
値 観 に 影 響 を 及 ぼすのかを 理 解 する。
• Appreciate cultural differences in approaches to conflict
resolution
文 化 間 で 起 こりえる 誤 解 等 に 対 する 解 決 アプローチの 違 いを 理 解 する。

Program Overview: On-Going Orientation
プログラム 概 要 : 継 続 的 オリエンテーション
CET Students
OGU Students
• Welcome orientation
• Career integration workshop
• Pre-reentry training
• Intercultural conflict resol.
[Contrast Culture]
• Pre-arrival orientation
• Post-program orientation
• Intercultural communication workshop [HC/LC com.]
• Cultural adjustment workshop [Barnga]
• Intercultural value dimensions [Flashcards, debriefing]

Program Overview: Learning Contract
プログラム 概 要 : 学 習 契 約 書
Learning Goal/ 学 習 上 のゴール:
何 を 学 習 したいか。
Methods/ 方 法 :
どのようにして 学 習 するか。
Method of Evaluation/ 評 価 の 方 法 :
どのように 学 習 したことを 示 すつもりか。
1.
2.
3.
4.
5.
Resources/リソース:
あなたが 学 習 しなくてはならないこと。
Completion Date/ 完 了 の 時 期 :
いつまでに 学 習 を 完 了 するのか。

Methodology & Framework
研 究 方 法 ・フレームワーク
To what extent does student accommodation mediate changes in
students’ global citizenship and thereby, social responsibility, global
competence and global civic engagement, and how does change
over time differ between visiting and host students?
• Two-year (Summer 2010 & 2011), mixed-methodology
• 生 活 シェア program participants
• Global Citizenship Scale (Jpn. & Eng.), pre- &
post-testing
• Learning contract, on-going orientation,
program evaluations

Methodology & Framework
研 究 方 法 ・フレームワーク
Self-Selection
Education Abroad
Experience
Summer, 8-week
Program (Japan)
Global Citizenship
Social Responsibility
Global Competence
Global Civic Engagement
Global Justice & Disparities
Altruism & Empathy
Glob. Interconnectedness & Pers. Resp.
Self-Awareness
Intercultural Communication
Global Knowledge
Involvement in Civic Organizations
Political Voice
Glocal Civic Action
Moderating Variables
On-Going Orientation Program

So, what is global citizenship?
Global Citizenshipとは?

So, what is global citizenship?
Global Citizenshipとは?
• Social Responsibility. The perceived level of interdependence
and social concern to others, to society, and to the environment.
• Global Competence. Having an open mind while actively
seeking to understand cultural norms and expectations of others,
leveraging this knowledge to interact, communicate and work
effectively outside one’s environment.
• Global Civic Engagement. Demonstrated action and/or
predisposition toward recognizing local, state, national and global
community issues and responding through actions such as
volunteerism, political activism and community participation.

So, what is global citizenship?
Global Citizenshipとは?
Social
Responsibility
Global
Competence
Global Civic
Engagement
?
• The Coffee Shop Intellectual
One can have a sense of social responsibility and the
competence needed to effectively engage the world, but do
little beyond merely discussing issues.

So, what is global citizenship?
Global Citizenshipとは?
Social
Responsibility
Global Civic
Engagement
Global
Competence
?
• The Naïve Idealist
One can have a sense of social responsibility and be fully
engaged in local and global issues, yet lack the competency
needed to engage effectively in the world.

So, what is global citizenship?
Global Citizenshipとは?
Global
Competence
Global Civic
Engagement
Social
Responsibility
?
• The Imperialist
One can have the competence to effectively engage in the world
and be actively doing so, but lack a sense of social responsibility
or genuine concern for others.

Global Citizenship Scale (Morais & Ogden, 2010)
Global Citizenshipの 尺 度
Social
Responsibility
• Global Justice & Disparities
• Altruism & Empathy
• Global Interconnectedness & Personal Respon.
Global
Citizenship
Global
Competence
• Self-Awareness
• Intercultural Communication
• Global Knowledge
Global Civic
Engagement
• Involvement in Civic Organizations
• Political Voice
• Glocal Civic Activism
Scale: S-B Scaled χ 2 df CFI NNFI RMSEA SRMR
Global Citizenship 707.79 394 .91 .90 .05 .06

What has the existing research shown?
Global Citizenshipとは?
To what extent does participation
in course-embedded education
abroad programming mediate
changes in global citizenship
(Ogden, 2010)?
*
**
*
Embedded

Quantitative Findings: Demographics
数 量 的 結 果 :Global Citizenshipの 尺 度
• Institution:
• Gender:
• Age:
• Time Frame:
30 OGU, 30 CET
35 female, 25 male
20.02 (SD=1.34)
2010 (n=24), 2011 (n=36)
• Standing: Freshman (7), Sophomore (16), Junior (27),
Senior (8), Graduate (2)
• Languages:
1.03 OGU, 1.85 CET
• Previous Travel: 2.6 OGU, 9.3 CET
• Previous EA:
15 OGU, 14 CET

Quantitative Findings: Sample
数 量 的 結 果 :Global Citizenshipの 尺 度
Findings not statistically significant.

Quantitative Findings: Sample
数 量 的 結 果 :Global Citizenship: Social
Responsibility
Findings not statistically significant.

Quantitative Findings: Sample
数 量 的 結 果 :Global Citizenship: Global
Competence
Findings not statistically significant.

Quantitative Findings: Sample
数 量 的 結 果 :Global Citizenship: Global Civic
Engagement
Findings not statistically significant.

Quantitative Findings: Sample
数 量 的 結 果 :Global Citizenshipの 尺 度

Qualitative Findings: Learning Contracts
質 的 結 果 : 学 習 契 約 書
What does it means to be an interculturally competent person?
What are the most important criteria or characteristics?
CET Students
OGU Students
• Being respectful
• Understanding
• Accepting
• Open-minded
• Observing
• Adapting
Reported needing to observe,
respect and understand.
• Having one’s own opinion
• Being able to speak up
• Having intercultural
experience
• Being more active and
assertive
Reported needing to be more
assertive to be global.

Qualitative Findings: Learning Contracts
質 的 結 果 : 学 習 契 約 書
CET Students
• To improve language &
conversation skills.
• To learn about everyday
life in Japan.
• To learn about Japanese
culture.
• To develop friendships.
• To better navigate in
Japan.
OGU Students
• To learn about new
cultures.
• To develop new cooking
skills.
• To learn about the US.
• To understand different
lifestyles.
• To enhance
communication skills.

Qualitative Findings: On-Going Orientation
質 的 結 果 : 進 行 中 のオリエンテーション

Qualitative Findings: Program Evaluations
質 的 結 果 :プログラムの 評 価
CET Students
OGU Students
• Were looking most forward to
interacting with Jpn. people
and using the language.
• Were worried most about not
getting along or having a
roommate who is shy.
• Learned most about social
interaction, compromising
and patience.
• Most difficult was the lack of
conversation.
• Were looking most forward to
interacting with international
students.
• Were worried most about
different lifestyles, cultural
differences and food.
• Learned most about
communication and difficulty
of having a roommate.
• Most difficult was logistics
(cleaning, temp., etc.) & lang.

Discussion of Findings
結 果 討 論
To what extent does student accommodation mediate changes in
students’ global citizenship and thereby, social responsibility, global
competence and global civic engagement, and how does change
over time differ between visiting and host students?
• Students showed non-significant change over time in
global citizenship.
• There were significant differences in global citizenship
between OGU and CET students.
• Students were self-selected and thus, may
have started at a very high level of global
citizenship.

Discussion of Findings
結 果 討 論
• Definitions of intercultural competence and
expectations differed between the two groups.
• Learning contracts for the 生 活 シェア differed on
language-learning vs. lifestyle oriented goals.
• OGU and CET students were both concerned about
social interaction.
• Differences between students in global
citizenship, expectations of the
experience, etc. may be largely based on
cultural norms and expectations.

Discussion of Findings
結 果 討 論
Is this an example of using the wrong assessment tool?
• The goals of the 生 活 シェア program are more aligned with
intercultural communication than with global citizenship.
• Although a sub-dimension of the Global Citizenship Scale
examines intercultural communication, it may not be
focused enough to elucidate pre/post gains.
• Gains in intercultural competence and
language could be measured both objectively
and by self-assessment.

Study Limitations & Future Research
研 究 の 限 界 と 今 後 の 計 画
Limitations
• Low sample size
• Testing, history,
selectionmaturation
• Lack of validation of
Japanese scale
version
• Data miscoding
error potential
Future Research
• Larger study comparing housing type
• Utilization of control groups that allow
comparison with those not
participating in the housing program
• Examine program duration
comparisons (long-term vs. short-term)
• Utilization of other measures (IDI, etc.)
• Compare similar program types across
other countries
• Experiment with other interventions
(i.e. on-going orientation)

Q&A, Discussion
Q&Aと 討 論
• What do these results mean for program development and
implementation?
• Simply living together may not be enough. How must we
further intervene in the learning throughout the
experience?
• Is Global Citizenship an elite, western concept?

Reframing Student Accommodation
in Education Abroad
Reporting on a Cross-national Study of Learning Outcomes
CIEE Annual Conference 2011
Anthony Ogden, Ph.D.
a.ogden@uky.edu
Dan Dewey, Ph.D.
ddewey@byu.edu
Tomomi Kumai
kumai@ogu.ac.jp