the experiences, meanings and outcomes of studying abroad

362 Pages·2000·17.13 MB·English

THE EXPERIENCES, MEANINGS AND OUTCOMES OF STUDYING ABROAD:
A QUALITATIVE MULTIPLE-CASE STUDY
Mahamood Shougee
A thesis submitted in conformity with the requirements
for the degree of Doctor of Philosophy
Department of Curriculum, Teaching and Learning
Ontario Institute for Studies in Education of the
University of Toronto
0 Copyright by Mahamood Shougee 1999
1+1 National Library Bibliothbque nationale
,,fo du Canada
Acquisitions and Acquisitions et
Bibliographic Services services bibliographiques
395 Wellington Street 395, rue Wellington
OttawaON KlAON4 Ottawa ON K1A ON4
Canada Canada
The author has granted a non- L'auteur a accorde me licence non
exclusive licence allowing the exclusive pennettant a la
National Library of Canada to Bibliotheque nationale du Canada de
reproduce, loan, distribute or sell reproduire, preter, distnbuer ou
copies of this thesis in microform, vendre des copies de cette these sous
paper or electronic formats. la foxme de microfiche/Wn, de
reproduction sur papier ou sur format
electronique .
The author retains ownership of the L'auteur conserve la propriete du
copyright in this thesis. Neither the droit d'autew qui protege cette these.
thesis nor substantial extracts fkom it Ni la these ni des extraits substantiels
may be printed or otherwise de celle-ci ne doivent &e imphes
reproduced without the author's ou autrement reproduits sans son
permission. autorisation.
The Experiences, Meanings and Outcomes of Studying Abroad:
A Qualitative Multiple-case Study
by
Mahamood Shougee
A thesis submitted in conformity with the requirements
for the degree of Doctor of Philosophy
Department of Curriculum, Teaching and Learning
Ontario Institute for Studies in Education of the
University of Toronto, 1998
Canadian universities are increasing the number of study abroad opportunities available
for students. This increase is based on the perception of beneficial academic, personal, and career
outcomes coming fiom study abroad programs. In this qualitative research study, I explored the
in-depth experiences of fourteen study abroad students. This study's conceptual hework
assumed that the curriculum of study abroad emerges fiom each participant's reflection on
herhis lived-experience. I also assumed that studying abroad is a holistic learning process
involving three temporal phases: before, during and after. Within tbis framework, I explored the
following aspects of my participants' experience: (1) motivations for studying abroad, (2)
preparing to leave, (3) experience abroad, and (4) the experience of returning home. Further, I
explored their construed meanings and outcomes of the study abroad experience.
The multiple-case study design used in this study considered the participants as
representative cases. Embedded in this design was also my autobiographical experience. Data
gathering included: (1) research conversations; (2) journal entries; (3) analysis of pertinent
documents; (4) art-based images of the underlying meaning of studying abroad; and (5) graphic
illustrations portraying the emotional peaks, valleys and plateaus of the study abroad experience.
I found parental socialization to be the dominant influence in forming the participants'
desire for studying abroad. Preparing to leave was a bittersweet time, influenced significantly by
the support, or lack of it, from the home institution. Their experience abroad led to an alternative
perspective on "culture shock": my participants experienced culture shock as a profound learning
experience rather than a debilitating difficulty. Their reentry experience led to an understanding
of "reverse-culture shock" as: (1) a process of mourning for the loss of attachments abroad, and
(2) a process of constructing relationships at home.
The core outcome of studying abroad was the transformation of self and perspective. I
developed a model that represents study abroad as a holistic learning process leading to
transformations of self and perspective. Theoretical perspectives from cultural and cross-cultural
psychology, global education, and transformational learning illuminated my findings. Based on
the findings, recommendations were made for study abroad research and practice.
iii
To
my mother Faha
and my wifo gathimath Thoujeega,
who have encouraged me consistenth on my
and love.
ACKNOWLEDGEMENTS
I owe this study to fourteen sojourners who gave me the privilege to listen to their stories. This
dissertation is their story. They were my research participants. R e g r a y I am unable to reveal their real
names. 1 thank them for their commitment to this study, their enthusiasm to share their stories with me,
and for their time.
I am gratefid to the members of my thesis committee. The encouragement, suggestions and
fiendship of my supervisor, Professor David Selby, enabled me to complete this work. The gentle
manner in which he guided me dong my thesis journey has made my research a joyll one. I am gratefid
to Professor Patrick Diamond for instilling confidence in my ability to complete the thesis journey. He
encouraged me to explore my own autobiographical experience in this work I am gratefui to Professor
Graham Pike for his insightfd comments, suggestions and encouragement. Graham's suggestions
regarding the research methodology were most helpfut. I am indebted to all three members of my
committee for their generosity with time. They were always available to meet me whenever I needed their
advice.
I want to thank Professor Lyle Ei&, the External Examiner, for his interest in my thesis topic.
Professor Peter Gamlin, Professor Diane Gerin-Lajoie, and Professor Howard Russell supported this
thesis by being members of my Final Oral Examination. I thank them for their interest in my thesis and
willingness to sit on my Examination committee.
My fiend George Fogarasi helped me by reading and commenting on my chapters. George, I
thank you for your friendship, support and insighdid comments.
I thank my parents (Mohamed Shougee and Faiza Ali), my brother (Ibrahim Waheed) and my
sisters (Fanana, Mariam, Fathimath and Sharoona) for their encouragement. Finally, and most
importantlyy I acknowledge the love and support of my wife Fathimath Thoufeega and my son
Abdurrahman Shougee. They allowed me to concentrate on my thesis during my spare time. My thesis
journey involved ups and downs; Fathimath encouraged me to move forward during difficult times and
helped to celebrate the small achievements along the way. My son motivated me to reach the end by
reminding me how much I could "play" with him when my thesis is completed. He insisted that there
should be a life outside of writing a thesis.
TABLE OF CONTENTS
....................... .. ..... .. ............................................................................... -. ......... . ..................... ,... ....................... .. ...... ...
LIST OF TABLES .+a..... Xl11
LIST OF FIGURES ............---.-------....-.--- - ..-.----,...---.-.---..--- ".-.-..--...-.... ---.-.----..-...-..-..-.-...-. xiv
LIST OF APPENDICES .............................................. . ...................................................... ................................................. ................. XV
CHAPTER I Setting the Stage
~~oduction......., .........-. . .... -. ........... ....-. ...- . ...........,.,. -..-..+.... -... .......- .,.-. ...... -. ."... .. .... ..,..,....-.-. ..... ..-..- ..... .-.-......--.-...----.---------..-.
The need for study ahad resear& in Canada --...----.-...---- -.--..---...---.--.--..
Autobiographical experience of studying abroad: Arriving at the topic -..-.--.--.--.--...
Encowering study &road .......-...--. -- ............................. w..---.---..--....-.-...--..--.-.-.--.--.
A student in the Maldives ......................................................................... ..... ... ...... ... ... .. ...... ....... .. ........... .. .....................
A Foreign Student in Canada ... -----.-----.""..----.-.-
Research questions and conceptual framework .......................-.. ................................................................
Guiding questions ........................................ .....,
The framework .................................................................... ... ..............................................................................................
-
Assumptions ........... --- ...--
--------.---
.............................................................. ..... ................ . .........
CurricuJar perspectives in my framework
what is to come -----.-----.----.-- .-----------..-.---.----.--------
CHAPTER 11 Literature Review
2.1 Introduction ...................................... .....- . ............................................. .......................................... .. ................. --.-....-.. .... 24
2.2 Development of study abroad programs in Europe and the United States:
An overview ........................... ....................................................................................................... 27
Recent developments in Europe. .................................................................................................................... 29
Recent developments in the united States ~~--~~~~-~.~.~+~~-eeeeeeeeeeeeeeeeeeeeee-~-~~~~~~~~*3~~0~~ ~~~~~-~~*~~~~~
.................................................................. -. -. ... ......... -- ..---. -. ..... ..-..-... ...... . ...
The experience abroad ""
Study abroad settings ..-..--
Before: Setting the stage for studying abroad ...-.-.... ". .."..-...--........ -.-- ...-........ ... .. .... ....*........ .......
During: Experience in the host country ... ..
After: Re-entry experience ............................ ............................................ ".-".....w.-..---~-w....w".........-.-......-..
"
The outcomes of study abroad -- ..-....
.................. ........................................................................................................ ... -.- .........................................
Global awareness "
Global competence -
.a--.-----.-.----.-----..---..-..
merculmal competence ..................................................................................... ......w. ................ .".. ....- ........ ...... ............. -. -..
Language acquisition ..-.---- -"....--
Shifting focus to ''intrinsic'' outcomes I. ......................................................................... ".-- ........................
Academic change ............---.--. "------.
Developing global understanding or global perspective ........................................................................
Development of self .. ....... -. ..- . ... --... .""-.... ..
.....................".. .......... "
Concluding ........................................................ ..........................................................................................................................
CHAPTER III Methodology
3.1 Introduction ............................................................................................................................................. ...... .......-.... ........... - ............ ......
3.2 Collective case-shdy design .........................................................................................................................................................
33 The study's relation to phenomenology .............................. ... "".. .-.- .............................................. ..
3.4 Selecting prticipQnts ................................................................................................................................................................................
3.5 Data coflection ............................................ "-.. ..-." ..---.--...".....-. -. ..... -.- .. "--.. ...- . ........---.-.....- .
Data collection time-lino ....................................................................................................................................................................
Observations- - . . . . . . ---. . ----......-.. "-..---..-".--"-..--..-------.--..---.
Interviews: research conversatioils.. .................................................................................................................................
-
Documents .................................................................. .................................... .-. ........................ ...
"
Personal documents: Journals and diaries ...........................................................................................................
Official documents ............................... .. ....................................................................
Photographs and visual devices ...........................................................................................................................................
experience.... . ............... ...--" ........-..... .. ......... .. .....-......... "."..
Focus A joint reflection on " " "
vii
Page
3.6 Data analysis ......... .......-... - .-............ ...... ...................................... ...
86
3.7 Ensuring quality ... - 89
Prolonged engagement ......................................... ................................................................. .. 90
Triangulation . ... 90
Clarifjllng bias .................................................. ............................................................................................ ........ 91
Checking with participants: Member checking .. --.... . 92
3.8 ethics .................................................................................................................................. ~*.....*.+~-~++.~+...-......~..
92
--
3.9 Conclusion . ............ ..--.. .........--.......-----
94
Myj ourney with the data ........................................... ................................................................................. ............. 94
CHAPTER N The journey begins
4.4 Setting the stage ......-....IIIY.-.-.-... -. - 102
4.4.1 Motivations for study abroad 104
A desire for cross-cultural immersion experience abroad:
T'he underlying motivation ...,.....,.... .................................................................................................... 108
-
The profoundness of the desire for study ab r..o..a..d--- ..... 109
........................................... .... .............................................
Desire for studY abroad as a conation , , 111
Other motivations for study abroad -- ......-.. .. .-..... .. 114
Learning the language of the host country and career directions .-...... ..-........... 115
Searching for a transitional experience ..-.......... -. . 118
Stepping out of constraining boundaries ............................................................................... ...... 119
4.4-2 The formation of the desire for study abroad: Influence of farnilyarrd.&iends 122
Subtle forms of parental influence .................................... ................................ .....
e e b.+e.ae..e.~.......... 123
........-.-...... ....-..
Direct forms of influence ...'A-..-.......... 125
Negotiating autonomy and relatedness .................---. . .............. .................................... .-...." ...--.."..-..... 127
Influence of fiends: Choosing the study abroad destination -.- ..---.-----.... 129
viii
Page
4.4.3 Theoretical hunches ................ -.-. .......-..-.- ..-. ....--... .-...--...-.-.- 131
-.-
The beginning of a global transition -. 133
Co-construction of life-course development and change 135
.a.......-......-...-.....
Negotiating autonomy and relatedness to parents . 139
Why parents' play a central role in children's desire for study abroad ............. 140
4.5 Conclusion: Moving on to the journey ,.. 144
CHAPTER V Before. during and after
The PSAE-curve's relationship to literature on the cross-cultural adjustment
of sojourners 152
....................m................................................................................................................................
5.3 PART TWO Before: Preparing to leave-. ....-., 155
5.3.1 Transition ftom excitement to apprehensiveness ....................................... ... .......-........-...............+......... 158
~3.2 .."........... ................................................................................................. -.-. ....... ...-. ............... - 160
Sojo men among professors ..-... .......- . -. 169
- -
53.4 A bittersweet time ......... --I_-...U.... - , 173
5.3.5 Imagining .......................................... -. ......... ............................................................ ............................................................... 173
"
53.6 Concluding ....-. ... .............................................
176
5.4 PART THREE During :T aking the journey ...................... ..... -. ..... .................... .................................... 178
"- "
5.4- 1 Arriving anc! settling in ......... ..-- ..... 181
Connecting with the physical and namal landscape ......... ....-.......-.. ..........-.- ......... --.. .... - 182
Overcoming challenges of settling in ....... 184
Becoming lonely .-. ................................................................................................................................... 18 5