Department of Educational Administration
First Advisor
Stephanie Bondi
Date of this Version
Spring 4-2019
Citation
Benavides, M. T. (2019). Intercultural leadership development of undergraduate students using the transformative intercultural learning model. (Master's thesis). University of Nebraska, Lincoln, Nebraska.
Abstract
This instrumental case study was conducted in order to understand how undergraduate students develop intercultural leadership and what they learn in an intercultural leadership program grounded in the transformative intercultural learning model. As a result of this study, three themes emerged regarding students’ learning experiences: Changes in Intercultural Development Inventory Assessment Results Indicated Positive Growth in Intercultural Competence, Intercultural Leadership Development Broadened Students’ Understanding of Culture and Leadership and Intercultural Leadership Development Requires Intentional Opportunities to Make Meaning. The corresponding subthemes helped clarify the learning experience of the participants, which aligned with the transformative intercultural learning model. In addition to confirming much of the research done separately on intercultural learning and leadership identity development, the results of this study provide educators with an understanding of what learning looks like at the intersection of intercultural and leadership development, which I define as intercultural leadership development. This study offers elements that educators can use to design critically reflective, interactive, and disorienting intercultural leadership development programs in order to effectively develop intercultural leaders of change.
Adviser: Stephanie Bondi
Comments
A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts, Major: Educational Administration, Under the Supervision of Professor Stephanie Bondi. Lincoln, Nebraska: April 12, 2019
Copyright 2019 Mac Benavides