Fourteenth International Conference on e-Learning & Innovative Pedagogies

Abstract

International students’ presence on university campuses can have many positive impacts, both culturally and economically. The diverse perspectives they bring can broaden cultural awareness and lead to a greater sense of global citizenship. Yet, for years, international students have been marginalized on university campuses (Yan & Pei, 2018), which in turn undermines any movement towards “constructive globalism”. There are three essential approaches to improve constructive globalism within the university environment: expand educational opportunities for all, be adaptable to change, and minimize inequality (Bremmer, 2018). Using ubiquitous learning technologies, an inclusive education environment has the power to heighten the engagement level between international and domestic students. Through this student-centered engagement, both international and domestic students develop cross-cultural skills and global awareness by having the skills to navigate cross-cultural boundaries. This research is based on a mixed method analysis from data collected through surveying and interviewing domestic and international students, as well as professionals in the field. It applies a conceptual framework synthesizing organizational culture (Schein, 1990), the GLOBE cultural dimensions (House et al, 2004), global awareness (Hanvey, 1982), and the Developmental Model of Intercultural Sensitivity (Bennett, 1993). This study identifies different methods of ubiquitous learning which can strengthen students’ cross-cultural skills and lead to a more constructive globalism. The research addresses implications for practice, theory, and further research.

Presenters

David Anderson
Professor and Coordinator of the PhD Program in Educational Leadership, Leadership and Counseling, Eastern Michigan University, Michigan, United States

Joanne Hosny
Advisor, Eastern Michigan University