This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
College graduates are expected to acquire certain skill sets that are necessary andsought after by potential employers, as many industries in the United States continue to
grow a global footprint. Employers also value good communication skills, and
communication classes are a staple of most general education curricula, including those
taught on community college…
College graduates are expected to acquire certain skill sets that are necessary andsought after by potential employers, as many industries in the United States continue to
grow a global footprint. Employers also value good communication skills, and
communication classes are a staple of most general education curricula, including those
taught on community college campuses. The diversity of the student populations on
community college campuses in the United States is vast, as is the cultural wealth
accompanying this diversity. Diverse and internationalized student populations at
community colleges include local students living in communities surrounding community
colleges and international students studying abroad in the United States. This action
research study infused intercultural intelligence activities into a third culture
Communication 100 classroom using the prescribed course objectives to prepare both
local and international students to enter a global, or a glocal-local (glocal) workforce.
This was done by having local and international students communicate, share, and teach
each other and their instructor via their cultural capital in a third culture classroom.
Mixed methods were employed by collecting student reflection journals after completing
four class activities that introduced them to the principles of cultural intelligence.
Students in an experimental class and two control classes completed the Global
Perspectives Inventory (GPI) as a pre- and post-assessment. The experimental students’
GPI scores indicated they perceived themselves to have grown more on all seven
variables in the study and felt more prepared to enter a global workforce. In the
experimental class, results from both qualitative and quantitative data indicated that the
international and local Latine students had comparable cultural intelligence skills upon
entering the class and that they felt they learned more about the world by working with
each other. Their perceptions changed in a positive direction regarding their intercultural
intelligence growth, and they felt more prepared to enter a global and glocal workforce
due to their participation in the Communication 100 third culture classroom.
