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|a LB2376.B37 1999_BardillLisaH. |2 BU-Local |
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|a The impact of semester at sea : a global comparative education program on the psychological development of undergraduate students |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 1999. |
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|a 148 leaves : |b ill. ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 1999. |
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|a Includes bibliographical references (leaves 100-110). |
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|a 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. |
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|a 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. |
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|a Electronic reproduction. |c Barry University, |d 2023. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a American students -- Foreign countries. |
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|a International education -- Activity programs -- United States. |
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|a College students -- United States -- Psychology. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001956/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/19/56/00001/LB2376_B37 1999_BardillLisathm.jpg |
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|a Theses and Dissertations |
