This qualitative study was designed to evaluate the impact internationalization initiatives in U.S. institutions of higher education have had on a school of music. The critical approach of intercultural communication served as the conceptual framework to guide understanding of internationalization initiatives or efforts within higher education institutions toward preparing students, in particular music graduates, for the global society (Issa, 2015). Data collected from questionnaires and interviews with various stakeholders, organizational documents and the institution’s website provided a more thorough understanding of the approach to, and challenges and benefits of internationalization initiatives in a school of music. This data was coded for consistencies and emerging themes in terms of approaches to, challenges, and benefits.
The results of this study could create social change for society and communities in better understanding the impact of internationalization initiatives implemented within higher education music departments toward enhancing the artistic and intellectual abilities and contributions of individuals, institutions, and the field of music as a whole. Findings from this study will also inform practices of administrators of music departments within higher education toward attracting and preparing international students as well as preparing current domestic students for a globalized society.
|Commitee:||Below, Debbie, Dalton, Margaret, Stader, David, Watkins, Paul|
|School:||University of Missouri - Columbia|
|Department:||Educational Leadership and Policy Analysis|
|School Location:||United States -- Missouri|
|Source:||DAI-A 80/08(E), Dissertation Abstracts International|
|Subjects:||Multicultural Education, Music education, Higher education|
|Keywords:||Internationalization of higher education, Music education, Study abroad|
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