Presentation on theme: "Jennifer Malerich Co-Op Project Defense M.S. Global & International Education Drexel University August 24, 2009."— Presentation transcript:
Jennifer Malerich Co-Op Project Defense M.S. Global & International Education Drexel University August 24, 2009
Introduction Education –MS, Global & International Education Drexel University Expected Graduation: September 2009 –BA, International Studies The University of Arizona: May 2000 Professional Experience –Independent International Education Consultant –Cultural Experiences Abroad (CEA) Professional Associations –NAFSA
Problem & Objective Global Education and Career Development Abroad (GlobalEd), new internship provider in Seville, Spain. Problem: –Little understood regarding how international internships can help students develop skills valued by employers. –GlobalEd wants to break into the international internship market. Objective: –Design complementary academic course for internship to help students develop desired skills and competencies and earn academic credit.
Literature Review Public understanding doesn’t extend to understanding of international education as a skill building platform for the workplace. Human capital theory posits that education enhances productivity and therefore enhances future earnings (Maikish, 2008), making education a predictor of future success in the labor market (Wiers-Jenssen, 2008). Screening/Signaling Theory indicates that international internship sends a signal to future employers of potential productivity. International education helps students develop intercultural/global competencies (i.e. relationship capital) and move towards global citizenship.
Literature Review Global Workforce Development (GWD) has been coined to represent the necessity to develop graduates of higher education with the skills to respond to an increasingly complex and interrelated global economy (Bremer, 2006). Employers place great value on experience. International internships are accepted method of gaining experience and developing global skills. Accepted assessment practice. Theories of experiential education explain blend of theory and practice. Degree to which international internships is favored is dependent on overall company global activity. Employers are beginning to favor intercultural/global skills and qualities when evaluating new hires. Second language experience continues to be valued.
Research Questions 1.What skills and qualities are valued by employers? 2.Which can be developed through an international internship experience? 3.How can these skills and qualities be crafted into a multi-disciplinary academic course which supports the experiential portion of an international internship?
Research Questions Research conducted within the Pragmatic Knowledge claim due to pluralistic approach to research. Theoretical Framework: –Economic Theories of Education (Human Capital Development Theory & Signaling/Screening Affect) –Experiential Education Theory –Intercultural Competency Development Methodology –Informal interviews with participant –Interviews with, and observations of, potential and existing internship employers –Review of published syllabi and assessment tools
Findings Participant Feedback Language skills critical to success Rotation experience valuable Orientation and support services significant Observations: Academic credit important to potential internship employers Team-based internships advantageous Academic major and language skills valuable Assessment Tools (Myers-Briggs & IDI) Wide usage, data storage and analysis capabilities useful Cost structure aligned with product needs Provides opportunities for future research and application
Findings - Syllabi Review Intercultural Communication –Some commonality in themes and learning objectives –No consistency in texts; use of supplementary readings indicative of multi-disciplinary course –Common forms of assessment included class participation, group projects, reflection papers and exams Career Development –Consistency in themes and learning objectives seen through GWD –No consistency in texts or readings used –Journal entries and final project were common assessment methods Internship –Highest consistency in purpose, learning objectives and activities –Contact Hours/Credit Ratio not consistent –No consistency in texts or readings used –Professional development plans and resumes/CV’s consistently used
Results Career Development for Global Workplace -Syllabus-Session Overviews & Assignments -Journal & Exercises -Individual Reflection Journal Learning Objectives: -Time Management -Goal Setting -Critical Analysis -Written expression -Public Speaking -Culture/Intercultural Competencies -Self-awareness-Professional Development Plan Methods of Assessment -Class Participation-Professional Conduct & Evaluation -Journal & Exercises-Individual Reflection Journal -Final Presentation & Capstone Paper
Conclusion Research Question #3 most fully addressed and findings included in design of course. Research went beyond scope of #3 and additional findings addressed total program design (example language skills & orientation). Research Questions # 1 & 2 require original research of US based employers to fully understand and were not properly addressed through this project. Results leave significant further research to be completed.
Future Implications Course designed will be instrumental in achieving GlobalEd’s goals of increased in enrollment and securing a School of Record. Rotating term-based cohorts of students leaves great opportunity for further researching using Meyers-Briggs and IDI assessment tools. Multi-disciplinary nature of course requires guest lectures and instructors and significant work on copyright clearance to make required texts available to students. Future School of Record adaptations of course necessary when agreement solidified.
Recommendations Standards of Good Practice for International Internships Field recognition of international internships as a separate program type when conducing research. Future research conducted specifically on international internships value within GWD.
Learning Outcomes & Career Goals Professional Learning Outcomes: –Instructional Design –Gained additional international work experience –Ideas for original program design and research Personal Learning Outcomes: –Second Chance Study Abroad –Confirmed need for personal interaction Career Goals: –Further education in Instructional Design –Obtain position with international education organization –Obtain overseas position –Conduct original research - earned doctorate. –Vice President/Dean of Global Education
Works Cited Bremer, D. (2006). Wanted: Global Workers. International Educator, 40-45. Maikish, A. (2008). Economics of Education: Human Capital Model and the Demand for Education Wiers-Jenssen, J. (2008). Does Higher Education Attained Abroad Lead to International Jobs? Journal of Studies in International Education, 101- 130
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