Student Outcomes Of Participating in an International Research Experience
Student Outcomes Of Participating in an International Research Experience
复制标题
学生参与国际研究经历的成果
DOI：
10.18260/1-2--28862
复制
发表时间：
2017
影响因子：
3.4
通讯作者：
B. Jesiek
中科院分区：
文献类型：
--
作者：
Lauren Hatfield;C. Amelink;Nicole P. Sanderlin;H. Lyne;B. Jesiek
目前的工程文献要求工程师通过国际经验来发展全球能力。研究已经研究了学生是否发展了全球能力，但很少有研究关注这些能力如何转化为研究环境。弗吉尼亚理工学院和州立大学（弗吉尼亚理工大学）的学生国际研究经验（IRES）允许工程学院的研究生和本科生有机会在一个夏天参加诺丁汉大学一系列工程领域的指导研究经验。学生们在弗吉尼亚理工大学学习三周，然后立即前往英国进行为期七周的全职研究。在本文中，我们提供了一个详细的解释IRES计划，并使用混合方法研究，以探讨是否全面的国际经验有任何影响参与者的全球能力的发展和参与者的国际研究技能的任何影响。结果表明，IRES程序结构有利于增加文化知识和与国际研究相关的挑战和好处的理解。另外两个重要的发现是，在参加该计划后，学生表示文化知识是完成国际任务所必需的，参与也影响了学生对参与国际研究所需技能的看法。
Current engineering literature calls for engineers to develop global competencies through international experiences. Studies have examined whether or not students develop global competencies, but there are fewer studies that look at how those competencies translate to the research environment. The International Research Experience for Students (IRES) at Virginia Polytechnic Institute and State University (Virginia Tech) allows College of Engineering graduate students and undergraduates the opportunity to participate in a guided research experience over a range of engineering fields at the University of Nottingham over a summer. The students spend three weeks prepping at Virginia Tech and then immediately travel to the UK for seven weeks of full-time research. In this paper, we provide a detailed explanation of the IRES program and use a mixed methods study to explore whether the comprehensive international experience had any impact on the participants’ development of global competencies and any impact on the participants’ international research skills. Results indicate that the IRES program structure facilitates increased cultural knowledge and understanding of the challenges and benefits associated with international research. Two other significant findings were that after participating in the program, students indicate cultural knowledge is necessary in completing an international assignment and that participation also influenced students’ perceptions of what skills are needed to participate in international research.