Enhancing Intercultural Experiences for University Students
Third Space:
Evaluating a Pilot
Alette Willis, Lorena Georgiadou, Johanna Holtan, and John Harries
PTAS Questions
HE Context
(Holmes et al., 2015; Jackson, 2014)
Edinburgh Uni Context
What might a comprehensive HEI
support provision look like?
From the literature:
•
Pre-departure sessions
•
Credit-bearing modules
(Messelink et al., 2015; Penman and Ratz, 2015)
We provide the Tools to explore, reflect upon,
and share cultural experiences
Third Space Pilot
The Third Space Pilot
April
2014
October
2015
Pre-departure: Weekend Retreat
(Spring 2014)
•
2 days away from University
•
Promotion of ‘reflexive inquirer’ attitude
–
Mindful exploration of everyday life
–
Engagement with ‘other’
•
Interactive sessions and Workshops
–
Story-crafting and story-telling
–
Ethnographic Skills
Sojourner: The
Toolbox
(Summer 2014 to Summer 2015)
•
Online and in person
•
30 ‘fun’ activities encouraging students to:
–
Learn something new about the ‘host’ culture
–
Reflect on their own (cultural) identity
–
Engage with ‘local’ people
•
Network of 24 students actively engaged
https://3rdspaceproject.wordpress.com/welcome/
Re-entry: Welcome Home Conference
(Autumn 2015)
•
2 day event
•
Student-led sessions
•
Aims:
–
Reflect on and communicate learning
–
Further self-enhancement
–
Avoid reverse culture shock
–
Evaluate the overall provision
Evaluation of the Third Space
PRE-DEPARTURE
SOJOURNER
RE-ENTRY
Engagement
Favourite Activities
10
8
7
7
6
A Third Spacer’s thoughts…
‘Third Space definitely made me
think more
about what I
am getting from my university exchange. I am realizing
more how all the experiences that I have gained during
the last seven month
could affect and hopefully
improve
the wide range of skills
that we were discussing and
writing on the board during the weekend retreat last year.
Moreover, I really
appreciate the network of students
on
exchange that we have thanks to Third Space.
I do not
feel alone
but rather as a part of the exchange group of
people.
Everything seems easier
when there are more of
us dealing with the same problems.’
PTAS Pilot will inform ongoing
development of Third Space
References
•
HOLMES, P., BAVIERI, L. & GANASSIN, S. 2015. Developing
intercultural understanding for study abroad: students' and
teachers' perspectives on pre-departure intercultural learning.
Intercultural Education,
26
,
16-30.
•
JACKSON, J. 2014. Education Abroad.
In:
JACKSON, J. (ed.)
The
Routledge Handbook of Language and Intercultural Communication.
Londond: Routledge.
•
MESSELINK, H. E., VAN MAELE, J. & SPENCER-OATEY, H. 2015.
Intercultural competencies: what students in study and placement
mobility should be learning.
Intercultural Education,
26
,
62-72.
•
PENMAN, C. & RATZ, S. 2015. A module-based approach to foster
and document the intercultural process before and during the
residence abroad.
Intercultural Education,
26
,
49-61.
Thank you for your attention
Contact Details:
A.Willis@ed.ac.uk
Lorena.Georgiadou@ed.ac.uk
Johanna.Holtan@ed.ac.uk
This research was funded by the
Principal’s
Teaching Awards Scheme (PTAS)
, Institute
for Academic Development, University of
Edinburgh
Special Thanks to the rest of the Third Space Team:
Areti Manataki, Siobhan Magee and Dave McNaughton
and to all the ‘Third Spacers’ for their contributions
Exploring the need for comprehensive support programs at Edinburgh University to enable transformative learning and intercultural exchange among students going abroad. The pilot project, Third Space, aims to support student transitions and enhance cultural exploration through tools for reflection and sharing experiences.
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Presentation Transcript
Third Space: Evaluating a Pilot Alette Willis, Lorena Georgiadou, Johanna Holtan, and John Harries
PTAS Questions Why did we become interested in the project? What questions did you hope to answer? How are we attempting to answer these questions? What have we found out so far? What have we learnt and how will this inform teaching and learning practices?
Why did we become interested in the project?
HE Context HE HE emphasis on global competencies / citizenship Growing opportunities for experiences abroad Intercultural engagement is not guaranteed Appropriate preparation and support for transformative learning to happen (Holmes et al., 2015; Jackson, 2014)
Edinburgh Uni Context HE Edin Uni emphasis on global 1000+ Students abroad per year Intercultural engagement? Minimal preparation and support provided
There is no comprehensive support programme for Edinburgh Uni students going abroad aimed at enabling intercultural exchange and transformative learning
There is no comprehensive support programme for Edinburgh Uni students going abroad aimed at enabling intercultural exchange and transformative learning What questions did you hope to answer?
What might a comprehensive HEI support provision look like? From the literature: Pre-departure sessions Credit-bearing modules Pre- Sojourner Re-entry departure (Messelink et al., 2015; Penman and Ratz, 2015)
We provide the Tools to explore, reflect upon, and share cultural experiences
Third Space Pilot 40 UoE students recruited to pilot Third Space Support student transitions and learning Promote reflexivity and intercultural engagement Supported by Institute for Academic Development and EUSA Global Designed by Edinburgh University staff Originated from student feedback
The Third Space Pilot Welcome Home Conference Weekend Retreat Toolbox October 2015 April 2014
Pre-departure: Weekend Retreat (Spring 2014) 2 days away from University Promotion of reflexive inquirer attitude Mindful exploration of everyday life Engagement with other Interactive sessions and Workshops Story-crafting and story-telling Ethnographic Skills
Sojourner: The Toolbox (Summer 2014 to Summer 2015) Online and in person 30 fun activities encouraging students to: Learn something new about the host culture Reflect on their own (cultural) identity Engage with local people Network of 24 students actively engaged https://3rdspaceproject.wordpress.com/welcome/
Re-entry: Welcome Home Conference (Autumn 2015) 2 day event Student-led sessions Aims: Reflect on and communicate learning Further self-enhancement Avoid reverse culture shock Evaluate the overall provision
Does Third Space effectively support students on their study abroad programmes in engaging interculturally and transforming into global citizens with global competencies?
There is no comprehensive support programme for Edinburgh Uni students going abroad aimed at enabling intercultural exchange and transformative learning Does Third Space effectively support students on their study abroad programmes in engaging interculturally and transforming into global citizens with global competencies? How are we attempting to answer these questions?
Evaluation of the Third Space SOJOURNER PRE-DEPARTURE RE-ENTRY Questionnaires and interviews Document analysis of blogs and reflexive narratives World Caf Event What worked well What could be improved Impact of Retreat on pre-departure attitude/experience Overall evaluation Refinement Identifying ways of making this a student- led provision Sustainability To follow student engagement with material To track learning/reflexivity/inte rcultural engagement
Through questionnaires, interviews, document analysis and World Cafe Event Ongoing
There is no comprehensive support programme for Edinburgh Uni students going abroad aimed at enabling intercultural exchange and transformative learning Does Third Space effectively support students on their study abroad programmes in engaging interculturally and transforming into global citizens with global competencies? Through questionnaires, interviews, document analysis and World Cafe Event Ongoing What have we found out so far?
Engagement 24 out of 38 still active 40 Students ? 155 blog posts
Favourite Activities 10 Local Food Beautiful Buildings 8 Go Team! 7 My Favourite Place 7 Local Expressions 6
A Third Spacers thoughts Third Space definitely made me think more about what I am getting from my university exchange. I am realizing more how all the experiences that I have gained during the last seven month could affect and hopefully improve the wide range of skills that we were discussing and writing on the board during the weekend retreat last year. Moreover, I really appreciate the network of students on exchange that we have thanks to Third Space. I do not feel alone but rather as a part of the exchange group of people. Everything seems easier when there are more of us dealing with the same problems.
More than half (24) of the students in the pilot maintained their engagement over a year. Initial evidence that Third Space encouraged and enabled students to engage interculturally and reflexively.
There is no comprehensive support programme for Edinburgh Uni students going abroad aimed at enabling intercultural exchange and transformative learning Does Third Space effectively support students on their study abroad programmes in engaging interculturally and transforming into global citizens with global competencies? Through questionnaires, interviews, document analysis and World Cafe Event Ongoing More than half (24) of the students in the pilot maintained their engagement over a year. Initial evidence that Third Space encouraged and enabled students to engage interculturally and reflexively. What have we learnt and how will this inform teaching and learning practices?
PTAS Pilot will inform ongoing development of Third Space Welcome Home Conference Rolling it out International / Exchange students at Edinburgh Uni Sustainability Timing Staying true to the values of Third Space
References HOLMES, P., BAVIERI, L. & GANASSIN, S. 2015. Developing intercultural understanding for study abroad: students' and teachers' perspectives on pre-departure intercultural learning. Intercultural Education, 26, 16-30. JACKSON, J. 2014. Education Abroad. In: JACKSON, J. (ed.) The Routledge Handbook of Language and Intercultural Communication. Londond: Routledge. MESSELINK, H. E., VAN MAELE, J. & SPENCER-OATEY, H. 2015. Intercultural competencies: what students in study and placement mobility should be learning. Intercultural Education, 26, 62-72. PENMAN, C. & RATZ, S. 2015. A module-based approach to foster and document the intercultural process before and during the residence abroad. Intercultural Education, 26, 49-61.
Thank you for your attention Contact Details: A.Willis@ed.ac.uk Lorena.Georgiadou@ed.ac.uk Johanna.Holtan@ed.ac.uk This research was funded by the Principal s Teaching Awards Scheme (PTAS), Institute for Academic Development, University of Edinburgh Special Thanks to the rest of the Third Space Team: Areti Manataki, Siobhan Magee and Dave McNaughton and to all the Third Spacers for their contributions
