The impact of semester at sea : a global comparative education program on the psychological development of undergraduate students

Material Information

Title:
The impact of semester at sea : a global comparative education program on the psychological development of undergraduate students
Series Title:
Barry University Dissertations -- School of Education
Creator:
Bardill, Lisa H.
Place of Publication:
Miami, Fla.
Publisher:
Barry University
Publication Date:
Language:
English
Physical Description:
148 leaves : ill. ; 28 cm

Thesis/Dissertation Information

Degree Disciplines:
Education

Notes

Abstract:
The purpose of this study was to determine if participation in Semester at Sea (SAS) makes an impact on undergraduate students' psychosocial development. The research method adopted for the study was a dominant (quantitative) and less dominant (qualitative) design. The Student Development Task and Lifestyle Inventory (SDTLI), which measures some aspects of Chickering's Psychosocial model, was utilized to measure participants' psychosocial development both before and after the spring 1999 voyage. An open-ended interview was completed with 10% of those sampled a month after the participant's voyage to further understand what this experience meant for the student and to determine if the student did develop psychosocially because of participation in the Semester at Sea program. A demographic questionnaire was completed with the posttest, to measure whether or not gender, age, year in school, ethnicity, and/or type of home institution of the sample did affect the participants' psychosocial development. Significant differences on the SDTLI were found overall for total score of the inventory and for the Establishing and Clarifying Purpose (PUR) scale. Based on these results, participants did develop p sychosocially because of the SAS experience and scored higher than students their own age in the PUR developmental task. These high scorers can be described as, "purposeful, goal-oriented, prudent risk takers, and good managers of their time and money." (Winston & Miller, 1987b, p. 27-28) Demographics of the sample were not significant to suggest that age, gender, ethnicity, class rank, or type of home institution made a difference on the participants' development. Follow-up phone interviews supported the quantitative findings however, also indicated that the demographics of the sample may have been important. Gender and type of home institution seemed to affect the participant's experience according to those interviewed. The personal contact with faculty was recognized as a difference in those participants' enrolled in public institutions and the two male students interviewed mentioned they became more open because of this experience. These types of statements were not made directly by the females who participated in SAS.
Thesis:
Thesis (Ph.D.)--Barry University, 1999.
Bibliography:
Includes bibliographical references (leaves 100-110).

Record Information

Source Institution:
Barry University
Holding Location:
Barry University Archives and Special Collections
Rights Management:
Copyright Lisa H. Bardill. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Resource Identifier:
LB2376.B37 1999_BardillLisaH. ( BU-Local )

BUDC Membership

Aggregations:
Barry University
Theses and Dissertations