This Article Full Text (OnlineFirst PDF) All Versions of this Article: 1028315309331390v1 1028315309331390v2    most recent Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Scopus Google Scholar Articles by Parsons, R. L. Social Bookmarking                         What's this?

The Effects of an Internationalized University Experience on Domestic Students in the United States and Australia

^* To whom correspondence should be addressed.

	Abstract

This research was conducted to determine whether the benefits claimed by advocates of university internationalization would be evidenced by students at two universities in the United States and one in Australia. A review of the literature of study abroad, intergroup contact theory, intercultural communication and sensitivity, worldmindedness, and internationalization of the curriculum was conducted to determine the expected and desired outcomes of university internationalization, and an instrument was created to measure them. Responses from 1,302 students indicated that that the primary components of an internationalized education (study abroad, contact with international students, and an internationalized curriculum) and frequent attendance at international events, were significantly correlated with higher scores on almost all of the scales and subscales. Other international variables, as well as older age, a greater number of years at college, and senior versus freshman standing, were also significantly correlated, but with fewer scales.

First published on April 24, 2009, doi:10.1177/1028315309331390
This version was published on June 22, 2009


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?