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|Title: ||臺灣的大學生出國研修一年的經驗及其影響之研究 : 以淡江大學為例|
|Other Titles: ||My one-year sojourning experience overseas : a study of the cross-cultural experience among collegiate students|
台灣的大學生出國研修一年的經驗及其影響之研究 : 以淡江大學為例
|Authors: ||莊春暖;Chuang, Chuen-Nuan|
|Keywords: ||跨文化學習;交換學生;大三出國一年;Cross-cultural learning;exchange student;junior year abroad|
|Issue Date: ||2014-01-23 13:24:32 (UTC+8)|
There is a trend of increasing internationalization in higher education. The purpose of this study is to understand Taiwanese college students’ experiences in a year-long study abroad program and the effects of these experiences. The main goal of this study is to understand the influence of studying abroad on students’ self-concepts and career plans.
A qualitative design was used to investigate participants’ cross-cultural learning experiences. Data was collected from three sources: 359 reflections written by Tamkang University students who studied abroad during the 2008-09 school year, interviews with returned study-abroad students, and a focus group of returned study-abroad students.
Participants’ subjective experiences of studying abroad included high levels of willingness and determination, resulting in viewing challenges as valuable opportunites. As a result, participants had positive attitudes towards challenges and opportunities. Participants felt sufficiently prepared to deal with challenges, so they were able to resolve crises smoothly, deal with them bravely, and see them as a source of advancement and valuable experience.
Because of some objective factors, including cultural differences, limits on time spent studying abroad, and strong support systems, the participants had completely new experiences when living in the new cultural environment, which had some important effects on the participants’ life choices. Studying abroad for one year had a healing effect on overcoming challenges. Strong support systems were an important resource for dealing with difficulties. Besides providing concrete help, these support networks also gave participants a place for emotional support and self-disclosure, and were very helpful in reducing pressure.
Thus, participants were strongly influenced by their study-abroad experiences. These influences include the following factors:
1) Influences on participants self-concepts included:
a) Participants felt that many of their abilities were strengthened in areas such as language, professional, living, dealing with people and situations, increasing responsibility, and the ability to have their own opinions.
b) Participants felt more independent and had more courage to take on challenges and view challenges as learning opportunities.
c) Participants broadened their perspectives and learned the wisdom of viewing things from diverse perspectives.
d) Participants’ attitudes towards life were changed by overcoming obstacles and restraints and by having more open attitudes towards creating meaning in their lives.
e) Participants’ relationships with those in their support networks became closer, and they cherished opportunities to be with family and learned the meaning of gratitude.
2) Influences on participants’ career plans included:
a) Participants had a better feeling for heir lives, became clearer about their places in the world, strengthened their confidence in their decisions, and actively worked to achieve their goals.
b) Because participants’ self-concepts evolved, their career plans also changed as participants discovered their interests and potential.
c) Participants found their destiny and passion, and were willing to work hard to contribute to the people around them.
|Appears in Collections:||[教育心理與諮商研究所] 學位論文|
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