Mastering a New Language for Student Development

Considering a Broader Theoretical Model and Practical Applications

Mary Ogburn, Boston University

Craig Rinker, Georgetown University

Alissa Kramer, Boston University

Small group discussion

(five minutes)

What interested you most about this today’s

session/what do you hope to get out of it?

What student development theories are you already

familiar with (and how does it guide your practice?)

Current Tools for Student

Development in Study Abroad

Bennett:

DMIS: Developmental Model of Intercultural Sensitivity (Milton Bennett):

A research-based model which looks at how individuals view and

understand cultural differences between ourselves and others. It

places people’s mindsets on a continuum, from the most ethnocentric,

to the most ethnorelative viewpoints.

IDI: Intercultural Development Inventory: An instrument that means a

person not just where they are located on the DMIS, but also where a

person thinks they are located. It measures both our perceptions of

ourselves, and also how we really think about and interact with those

from different cultures.

Kolb: Learning Style Inventory and Experiential Learning : the idea that learning

preferences can be described using two continuums: active experimentation-

reflective observation and abstract conceptualization-concrete experience

Hofstede: Dimensions of culture

http://languageandculture.com/blog/?p=639

https://en.wikipedia.org/wiki/David_A._Kolb

Why is Kegan different?

- Language grounded in decades of research

- Broader implications, affecting all arenas of life

- Non-judgmental; assumes every adult is still going through

different stages of development at different times

Key Publications:

The Evolving Self (1982)

In Over Our Heads (1994)

Immunity to Change (2009)

Robert Kegan, PhD

Information vs. Transformation

We constantly make meaning of our surroundings

and experiences

Other people may make very different meanings

from the same surroundings or experiences

Constructivism

Subject & Object Relationships

“Once I began to do research with Black study abroad

alumni, I realized that most of the beliefs I had

previously held about their pathways to study abroad,

experiences abroad, and outcomes were

inaccurate….We as individuals also need to do the

uncomfortable work of identifying and confronting our

biases and educating ourselves regarding the

populations we hope to serve before we can effect

change.”

-Karyn L. Sweeney

“Reframing Diversity: Inclusive Excellence and Education Abroad.” The Forum Focus. October

2015, Volume 2.

• 1 – Young children

• 2 – The “Instrumental” Mind• 3 – The “Socialized” Mind

• 4 – The “Self-Authoring” Mind

• 5 – The “Self-Transformational” Mind

Orders of Mind

Third Order

Self-reflective, but look to

authority figures for guidance

Focus on belonging,

relationships

Devoted to institutions/groups

and living up to their values

Adhere to social expectations

“Self”-esteem reliant on

external approval

Torn in two over decisions

when encountering conflicting

values

Fourth Order

Self-motivated, self-evaluative

Successfully crafted an

independent “self” and

personal value system

Weigh opinions of others and

examine rules, but final

decision comes from within

Deep capacity for empathy and

taking the perspective of

others

“Self”-esteem derived

internally

Socialized Mind & Self-Authoring Mind

Distinct Intermediate Stages

Fourth Order

“I’m not a pawn in a cookie-cutter system any longer.”

“I realized something for the first time. As silly and simple a realization it may be,…I finally understood that being an adult means making decisions…I am the one who makes the decisions that will direct my life.”

(Quotes from study abroad alumni blog posts.)

• Challenges us

• Prompts us to question what we used to take for granted

• Is a persistent experience over a period of time

• Causes us to feel the limits of our current way of knowing

• Impacts a sphere of life that we care about

• Is accompanied by sufficient supports so that we are not overwhelmed

Optimal Conflict…

Holding Environments

Safe spaces that are also

challenging

Where people can feel safe

addressing difficult issues

Deliberately Developmental Organizations (DDOs)

Enable the ongoing

development for all

Involve constant work on

yourself in addition to your

professional projects and

responsibilities

K

“Paying attention to someone’s particular form of

mind is not going to change the world. Paying

attention to the sense-making of yourself and others,

however, might change the course of your life. Those

of us who work in this space find ourselves being more

gentle with those around us, less frustrated by the

foibles of humanity, and more filled with admiration

and affection for those who are doing their best.

…Adult development theories exist to give us a

glimpse into what sense the world makes to us and to

others in the present and to show us all a path to a

different set of possibilities for the future.”

-Dr. Jennifer Garvey Berger

Practical Applications

“Away from their primary culture, [students] are freed to a large degree from the

socializing pressures of home, with little replacement pressure in their new

environment. What a relief: out of the pressure cooker and into a fascinating new

environment with little adult supervision!

Is it any wonder, then, that many students abroad might choose to minimize

unfamiliar challenges to whatever degree possible by:

a) clustering with their compatriots,

b) avoiding the language challenge, and

c) exploring the host culture in like-minded groups of other expatriate

adolescents?”*

What is our job?

*Excerpt from Stuart, D. K. (2012). “Taking stage development theory seriously.”

Case Study: Boston University Arabic Language and

Internship/Service Learning Programs

Runs summer and fall only

Rabat, Morocco

Center for Cross Cultural Learning (CCCL)

Homestays, internships and service learning placements

8-14 students

Case Study

Fall, 2013:

“The CCCL is very incompetent, unable to understand students needs, and

had extremely unfair and un-based (sic) grading.”

“The host institution, Center for Cross-Cultural Learning, did not meet our

expectations”

“The internship course was ridiculous and our internships were not really

internships. We were rarely given tasks and were all very disappointed in

this aspect of the program. I personally was forced to switch NGOs half way

through the course because I was never given a task. Many of the other

students also spent most of their time at their "internship" observing and

doing nothing.”

“it's employees lack academic integrity, competence, and compassion”

“I felt very deceived by the program as to what was promised to me

versus the reality.”

Only 45% of the students at that time would have recommended

the program to a friend

Students in over their heads?

What are the benefits of Volunteering?

For yourself:

To gain a sense of purpose

To develop personal skills

To get work experience

To hone language skills

Sense of comradery

Learn decision making

For the organization:

Free labor

“Be inspired by the

volunteer”

Cultural exchange

Advance the cause

Improve conditions

Students were asked:

“According to you, what are the

elements of a successful (study

abroad/internship) experience?”

US Students

Being open-minded

Being patient

Having a positive attitude

and a dynamic personality

Moroccan Students

Being ambitious

Ability to integrate

Commitment

Flexibility

Being a good public

speaker

Being a good listener

Changes Made:

Moving assumptions from subject to object: Comprehensive pre-departure presentation with site-specific handbook and transformational culture slides

Optimal conflict: Continuous cultural reflection done on site through CCCL and BU

Development of the holding environment: In depth cultural knowledge for students before, during and re-entry debrief upon return to campus

Measurement: Early and mid-semester check in and evaluations as well as re-entry

Application: short-answer including question about previous adversity and perceived cultural differences as opposed to one short answer question

Recommendations: changed from content courses instead of language evaluation, which help better assess students development as opposed to only language level, which is fairly unhelpful outside of the classroom for this program

Evaluations, 2014:

“While my internship tasks were unchallenging and

tedious, I learned a lot just from observing the

work and flow of my office. I really enjoyed the

opportunity and definitely gained a new

perspective.”

“I really enjoyed being able to engage in dialogue

with different individuals and not only change my

own perceptions, but start to help them uncover that

stereotypes about Americans are not always true.”

100% of students recommended the program

As we now also know, the development doesn’t happen

right away or right when we want it.

The development of the students in this inaugural group

is still happening today!

“At the time, it seemed like all the bad overshadowed

that good but now I only remember the good. Thank you

for providing us with an educational semester, both in

and out of the classroom. Whenever I look through

pictures or remember details about my experience, all I

do is smile. From this opportunity, I have grown as an

individual and know I am a better person because of my

experience.”

-Former student, in an e-mail dated April, 2015

Walking the Walk after Talking the Talk…

Signs of a Culture Committed to the Development of Individuals

Mission and vision – development of the individual – ALL constituents (students,

staff, etc.)

Articulation through core activities – How do activities support development? Are

activities transformational?

Strategies for developing a culture that embraces individual transformation

Practical Applications: For Organizations Working with Students

• Programming

• Policy and process

• Support services

• Hiring

• Training and development

• Intentional

• Challenging

• Supportive

• Teamwork (Group work)

• Leaders and followers – Coaching

• Acknowledgement of Individual (while

also appreciated the central themes of

culture)

Strategies for Developing a Team

Develop an Organizational Strategy for Staffing

Hiring “ethos”

Understanding the skills and experience needed for positions

Active training and development program that challenges and

provides opportunity for elevation

Understanding limitations -> it’s about what your do next

As an Individual

As a professional, seek out opportunities to work in

organizations that match your professional ideals -> student-

center approach

Promote a culture of transformative learning

Strategies for Developing a Team continued…

Training and Development

Understanding of limitations -> supervisor/supervisee

relationship

Mentoring and coaching

Opportunities

How can we identify ways for professionals to see their world

differently?

Creating situations that are ambiguous and challenging

Leadership development

Importance of Kegan’s self-authorization stage -> ability to

create a value system

Successful leadership

What was your main takeaway from this presentation?

(Please jot down on a piece of paper and talk at your table

for a few minutes about main themes. We will collect and

discuss as a group after second question.)

What are some other ways we can help “meet students

where they are” and also support their transition from

one Order of Mind to the next?

Discussion

Thank you!