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ERIC Number: ED537820
Record Type: Non-Journal
Publication Date: 2012
Pages: 110
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-2671-6260-1
The Influence of International Experience on Faculty Attitudes toward the Infusion of Global Perspectives
Bacalis-Ariman, Patricia R.
ProQuest LLC, Ed.D. Dissertation, Alliant International University
THE PROBLEM. The purpose of the study was to determine whether faculty attitudes about infusing global perspectives into the curriculum were influenced by international living experience. The study also explored whether gender, years of teaching, or age influenced faculty members' attitudes towards global perspectives into the curriculum. METHOD. A cross-sectional, single-stage procedure utilized a survey of 9 statements about faculty attitudes to assess their perceptions about infusing global perspectives into the curriculum. Composite scores were divided into 2 groups: faculty with international living experience or faculty with no international living experience. The composite scores were analyzed using an independent samples t test to determine whether gender, years teaching, and age affected faculty members' decisions to infuse global perspectives into the curriculum. RESULTS. Analysis of the data between faculty with and without international living experience showed no statistically significant difference in composite survey scores, suggesting that faculty's international living experience did not appear to make a difference in attitudes about global perspectives infusion into the curriculum. No statistically significant difference was found between females with and without international experience. For males with and without international experience, a marginal statistical significance of 0.052 was found, which warrants further study. No statistical significant difference was found for faculty when sorted by age or years of teaching experience. Faculty scores analyzed by question were revealing. The question scoring lowest with a mean of 1.51, Students gain enough global knowledge from other courses without the addition of global knowledge to my curriculum, suggested that faculty strongly disagreed with the statement. The question receiving the highest score, with a mean of 2.42, The university includes the goal of students becoming globally literate in its mission statement, suggested that faculty strongly agreed with the statement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A