A Relational-Centred International Education Partnership: A Phenomenological Inquiry Into The Lived Experiences Of Child And Youth Care/Social Care Students And Faculty

This qualitative study examines boththe process and effects of a relational-centred international education partnership between MacEwan Universityin Alberta, Canada, and Irelands Athlone Institute of Technology. It also seeks to capture the meaning of and the transformative effects of theinternation...

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Veröffentlicht in:	Contemporary issues in education research (Littleton, Colo.) Colo.), 2013-06, Vol.6 (3), p.279
Hauptverfasser:	Bellefeuille, Gerard, McGrath, Jenny
Format:	Artikel
Sprache:	eng
Schlagworte:	Alberta Attitude Change Capacity Building Children Children & youth Collaboration College Faculty Colleges Colleges & universities Competence Conversation Cultural Awareness Cultural Context Culture Data collection Education Extracurricular activities Focus Groups Foreign Countries Globalization Hermeneutics Higher Education Initiatives Institutional Cooperation International education International Programs Interviews Ireland Job Skills Journal Writing Learner Engagement Literature Reviews Participation Partnership agreements Partnerships Partnerships in Education Phenomenology Practicums Professional Identity Qualitative Research Relevance (Education) School Personnel Social Work Student Attitudes Students Studies Study Abroad Surveys Teacher Attitudes Teaching Teaching Methods
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Beschreibung
Zusammenfassung:	This qualitative study examines boththe process and effects of a relational-centred international education partnership between MacEwan Universityin Alberta, Canada, and Irelands Athlone Institute of Technology. It also seeks to capture the meaning of and the transformative effects of theinternational education partnership on students and faculty as they evolved throughlived experience and emerged into consciousness. Data collectionstrategies included surveys, personal interviews, reflective journaling, andconversation stylefocus groups. Data were analyzed by means ofphenomenological hermeneutic analysis.Three main themes emerged that were common to both students andfaculty. In addition, a number of group-specific themes emerged.
ISSN:	1940-5847 1941-756X
DOI:	10.19030/cier.v6i3.7897