Year of Publication

2015

Degree Name

Master of Science (MS)

Document Type

Master's Thesis

College

Agriculture, Food and Environment

Department

Community and Leadership Development

First Advisor

Dr. Kristina Ricketts

Abstract

In the growing trend of education abroad, students in higher education are expected to become global citizens. While the literature supports the notion that students can positively benefit from the process of international education, yet little research exists in determining the community’s roles and perspectives and to evaluate mutually beneficial outcomes. This study identifies the three phases of international education, pre-immersion, immersion and post-immersion and overlays the biological concepts of symbiosis to capture the community voice to create mutualistic programs in education abroad. The results indicate that not only is there a role for communities, but that communities need to be included in all three phases of education abroad to help dictate mutualistic outcomes.

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