An institution's global engagement and its connection with the surrounding community: A case study
General Material Designation
[Thesis]
Subsequent Statement of Responsibility
;supervisor: Robison, Mark; Diamond, Michael A.
.PUBLICATION, DISTRIBUTION, ETC
Name of Publisher, Distributor, etc.
University of Southern California: United States -- California
Date of Publication, Distribution, etc.
: 2012
PHYSICAL DESCRIPTION
Specific Material Designation and Extent of Item
133 Pages
DISSERTATION (THESIS) NOTE
Dissertation or thesis details and type of degree
Ed.D.
SUMMARY OR ABSTRACT
Text of Note
The forces of globalization stimulate many structural and cultural changes in higher education, and one of the major changes occurs through transforming the curriculum to prepare students to meet the demands of a global society. Experiential learning is one way to internationalize an institution's curriculum, and cooperative education in particular integrates learning experiences in academic settings with workplace settings to develop a variety of critical skills. This dissertation examined the extent to which an institution's global or international programs connect with its surrounding community through a case study of Northeastern University. Marginson and Rhodes' (2002) glonacal agency heuristic served as a framework to examine the perceived benefits of the co-op program and the connections it forges with the community. The principal finding from the analysis of interviews, documents, and other materials was that Northeastern's global engagement, in the form of its co-op program, created connections with its surrounding community through the students' actions in the form of working or volunteering for a local business or organization related to their international co-op experiences. The existence of Northeastern's co-op program, its commitment to internationalizing its campus, and its growing material resources help provide the opportunity for students to engage in international experiential learning to make these connections. Faculty and staff encouraged and supported this process through their belief and promotion of these international programs.