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- Creators: W. P. Carey School of Business
- Resource Type: Text
Description
Inspired by my own experiences, I began this study to examine students' cultural engagement while studying abroad. Students' motivations to study abroad vastly vary and no two experiences are the same, due to the multitude of factors involved. Study abroad program providers and organizations frequently cite intercultural competence as a vital skill in the 21st century for all young professionals to build, and is often a goal of students to develop through their study abroad experiences. Before departure, some students may have a romanticized, grand vision of integrating themselves in a foreign culture and learning the language. Upon arrival, reality may prove to be quite different and students can get swept up in the novelty of living in a new environment and traveling with their new American friends from the same program. The vision of intercultural competence and foreign language acquisition gradually fades when realizing just how difficult they both are to achieve, especially in such a short time period. My hope is that this study can highlight issues that returned students of study abroad programs faced while abroad and can provide valuable insight for future study abroad participants into how to become more immersed in their host culture. By creating awareness of the merits of intercultural competence and the methods to develop it through study abroad, future students can become better equipped to have a more enriching experience. https://cultureasustudyabroad.wordpress.com/
ContributorsThoesen, Raquel Nathania (Author) / Scott Lynch, Jacquelyn (Thesis director) / Herrera Niesen, Carrie (Committee member) / W. P. Carey School of Business (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Civic engagement is often defined as political activism; to be a part of governmental decision making, the practices thereof, and various efforts of participation in voting. However, civic engagement is also known for its role within non-political work, such as community building and development. Because of the former definition many members of our society have a tendency to not embrace the full potential of their community roles. It is always about who is a Republican, who is a Democrat, who looks better, or who has a better name. Now it must be noted that this is not in absolute, not all members of our society work in this thought process, but many still do. If that doesn't come as a surprise to you, then the simplicity of how you can be an engaged member will. As a student attending Arizona State University at the West campus in Phoenix, Arizona, I have chosen to challenge the traditional view of civic engagement and prepare this development plan for the campus community. Having done so, I not only discovered the paths that one can take to be engaged in such matters, but also continued my role as a civil servant.
ContributorsWaldie, Howard William (Author) / Ackroyd, William (Thesis director) / Smith, Sharon (Committee member) / Alvarez Manninen, Bertha (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor) / School of Humanities, Arts, and Cultural Studies (Contributor)
Created2015-05
Description
In the fall of 2012 I had the incredible experience of studying abroad in Rome, Italy. While there I was able to travel to several different European countries and experience the local lifestyle from a student's perspective. During my travels I found it difficult to find a succinct weekend travel guide for the city that I was in. Travel books are expensive and burdensome for backpackers, and wireless internet connection is rather scarce in European cities. I often found myself looking at a church or historical monument and not knowing why I was surrounded by tons of tourists. The entire semester I had hoped for a detailed, easy to read, itinerary for major European cities. I thought it would be even better to gear it towards young independent travelers. A guide for backpackers made by backpackers so to speak. No longer will student travelers feel the need to buy a $40 travel book for a country that they may only be spending a few days in. This guide will contain everything one needs to know such as where to sleep, what to eat and drink, and how much it will all cost. No longer will a young traveler be staring at a famous memorial and not know one piece of information about it. No longer will backpackers wanting to experience nightlife have to wander around a city until they find a tourist filled pub. "The European Explorer" will be the must have guide for all future backpackers. Much of my research is from personal experience. I was able to see firsthand what students enjoy, and what they do not enjoy while traveling. Based off of my itineraries I will use the internet and travel books to pull the most vital information and transform it into one itinerary. It is up to the user what he or she wants to do or see. There will be options for various interests such as art, religion, architecture etc. The itinerary as a whole is meant to be a grand trip of Europe, but can be divided up to the users liking. My sources vary from travel blogs and forums to history websites to travel books. I will be using approximately 2-3 resources for each destination. A forward to my thesis will include general vital information such as how to ride the rail, safety tips, and hostel information. This information is best to be read by the user before travel has started. Another addition will be an analysis of travel guides, including the history of them, the profitability of the guides, and the future of travel guides.
ContributorsTaubman, Daniel Jordan (Author) / Bruhn, Karen (Thesis director) / Piper, Erin (Committee member) / Barrett, The Honors College (Contributor) / WPC Graduate Programs (Contributor) / W. P. Carey School of Business (Contributor) / School of Accountancy (Contributor)
Created2014-05
Description
This is a book proposal for a Study Abroad Survival Guide entitled "A Guide to Conquering Study Abroad: My Experience in Western Europe." It includes both a proposal and manuscript. The proposal is directed at Avalon Travel, a large publisher. The manuscript follows the book proposal and would also be sent to the publisher. My book highlights key things that students must know about going abroad before they go, while they are there, and when they get back. This information will be presented in a hard copy and an eBook. This book's purpose is to encourage students to study abroad and help prepare them for the adventures ahead. While studying abroad in Rome for a semester, I realized I wanted to help persuade students that studying abroad is an unbelievable opportunity, and wanted to help answer their questions that arise before and along the way. Distribution for this book will begin locally at Arizona State University before moving to other college campuses. The marketing focus will be on other Pac-12 Universities. Scouring the internet and library databases reveals no book that fills this niche of advising college students thinking about, or already studying abroad. Part of the reason I am the best person to write a study abroad survival guide is because I went abroad and had a very successful trip.
ContributorsPfeiffer, Ryan Edward (Author) / deLusé, Stephanie (Thesis director) / Foy, Joseph (Committee member) / Barrett, The Honors College (Contributor) / W. P. Carey School of Business (Contributor) / Department of Marketing (Contributor) / Department of Finance (Contributor)
Created2014-05
Description
First-generation college students are an underrepresented group in terms of study
abroad participation nationally and at Arizona State University (ASU). The ASU and
International Studies Abroad (ISA) Planning Scholars Scholarship Program was
developed to support first-generation college students in their pursuit of study abroad.
This mixed-methods study examined what the specific needs of first-generation college
students are as they pursue study abroad experiences and what effect the ASU and ISA
Planning Scholars Program had on them. A combination of surveys, semi-structured
interviews, and a photovoice project provided data for the study. Key findings included
that first-generation college students had concerns about finances, finding a study abroad
program that would keep them on track for graduation, making friends while they study
abroad, and traveling abroad alone. The study indicated that the Planning Scholars
program did increase students’ confidence in pursuing study abroad. Additionally, the
theory of First-Generation Strength was developed which suggests that first-generation
college students possess certain strengths and capital that help them overcome a variety
of new obstacles and make them an ideal candidate for study abroad due to their
experiences with having to navigate new contexts, such as going to college,
independently.
abroad participation nationally and at Arizona State University (ASU). The ASU and
International Studies Abroad (ISA) Planning Scholars Scholarship Program was
developed to support first-generation college students in their pursuit of study abroad.
This mixed-methods study examined what the specific needs of first-generation college
students are as they pursue study abroad experiences and what effect the ASU and ISA
Planning Scholars Program had on them. A combination of surveys, semi-structured
interviews, and a photovoice project provided data for the study. Key findings included
that first-generation college students had concerns about finances, finding a study abroad
program that would keep them on track for graduation, making friends while they study
abroad, and traveling abroad alone. The study indicated that the Planning Scholars
program did increase students’ confidence in pursuing study abroad. Additionally, the
theory of First-Generation Strength was developed which suggests that first-generation
college students possess certain strengths and capital that help them overcome a variety
of new obstacles and make them an ideal candidate for study abroad due to their
experiences with having to navigate new contexts, such as going to college,
independently.
ContributorsRausch, Kyle (Author) / Puckett, Kathleen (Thesis advisor) / Lynch, Jacquelyn S (Committee member) / Smith, Sharon (Committee member) / Arizona State University (Publisher)
Created2017
Description
This paper is an examination of my own personal experience living and studying abroad in Scotland and how this experience relates to the concept of tourist versus traveler. The concept of tourist versus traveler is found in many different work of travel writing. Paul Fussell described the tourist versus traveler idea best. Travelers, according to Fussell, "learn not just foreign customs and curious cuisines and unfamiliar beliefs and novel forms of government, they learn, if they are lucky, humility." The aim of this project is to look at the differences between a tourist and a traveler is reference to my own personal experiences studying abroad. After spending a semester living and studying in Scotland I noticed that my behavior had changed, becoming more likely to try new things and immerse myself in Scottish society, instead of seeing the important historical places. I spent five months living in Scotland and during this time I noticed that the more time I spent abroad the less I wanted to do the tourist traps and the more I wanted experience Scotland through the parts of the country most generally would not see. My paper moves from my experience as a tourist to later in the semester when I had been living there for a while. This work can also be used to examine what living and studying abroad is like for students. Different countries have different ways of handling education and this work can help highlight these differences.
ContributorsDominy, Rachel Marie (Author) / Scott Lynch, Jacquelyn (Thesis director) / McAdams, Charity (Committee member) / Department of Management (Contributor) / Department of English (Contributor) / W. P. Carey School of Business (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05