The Impact of Internationalization on Teaching and Learning: A Qualitative Exploratory Extreme Case Study in a Business PhD Program at an American Public Research University

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dc.contributor.advisor Phan, Le Ha
dc.contributor.advisor Ericson, David P.
dc.contributor.author Li, Wendan
dc.contributor.department Educational Foundations
dc.date.accessioned 2019-05-28T19:52:52Z
dc.date.available 2019-05-28T19:52:52Z
dc.date.issued 2018-12
dc.identifier.uri http://hdl.handle.net/10125/62364
dc.subject Educational evaluation
dc.subject case study
dc.subject cross-cultural learning and development
dc.subject international education
dc.subject internationalization
dc.subject PhD education
dc.subject transformation
dc.title The Impact of Internationalization on Teaching and Learning: A Qualitative Exploratory Extreme Case Study in a Business PhD Program at an American Public Research University
dc.type Thesis
dcterms.abstract Exploring the impact of internationalization on teaching and learning, this study employs a qualitative exploratory extreme case study at an internationally oriented business PhD program by analyzing the experiences of international students, domestic students, and faculty. The four research questions are: What is the meaning of internationalization at the level of doctorate? How, if at all, does internationalization impact teaching and learning? Why has there been an impact or not? What is the major attitude in the learning community towards internationalization? Most of the findings are consistent with the literature. This study enriches and adds new dimensions to the inherent challenges, ambiguity, confusion, problems, as well as the complicacy and complexity within the practice of internationalizing a PhD program. It provides new data on the indirect and pervasive impact of the values, beliefs, cultures, and traditions within the academe on the teaching and learning in a doctoral program. These factors have exerted the influence via shaping the purpose of doctoral education, the solitary academic culture, the difficulty in publishing international research at top journals, the implicit pressure from future job and career, the established status of U.S. dominance in theory development, and other ingrained intellectual traditions practiced in the academic world. Both the student and faculty data emphasized the crucial role of faculty in internationalizing the curriculum, teaching, and research. Their comments disclosed the gap between international education and intercultural education. This study explores difficulties in enabling international education to become intercultural education at a business PhD program. The importance of learning ecology and the creation of necessity became obvious in enabling transformative intercultural learning. If the academy, higher education administrators, faculty, and students are committed to fulfill the intercultural promise of internationalization, there needs to be a serious discussion on how to respond to the impact of some of the academic value, culture, and tradition on local practices. This study provides theoretical implication, policy implication, and suggestions for future research. It contributes value to the discourse of internationalization by engaging with the scholarly conversation on rethinking, reimagining, and rehumanizing internationalization through the lens of transformation.
dcterms.description Ph.D. Thesis. University of Hawaiʻi at Mānoa 2018.
dcterms.extent 271 pages
dcterms.language eng
dcterms.publisher University of Hawaiʻi at Mānoa
dcterms.rights All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.type Text
local.identifier.alturi http://dissertations.umi.com/hawii:10049
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