Third Space: Evaluating a Pilot Alette Willis, Lorena Georgiadou, Johanna Holtan, and John Harries.
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Transcript of Third Space: Evaluating a Pilot Alette Willis, Lorena Georgiadou, Johanna Holtan, and John Harries.
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Third Space:
Evaluating a Pilot
Alette Willis, Lorena Georgiadou, Johanna Holtan, and John Harries
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PTAS Questions
Why did we become interested in the project?
What questions did you hope to answer?
How are we attempting to answer these questions?
What have we found out so far?
What have we learnt and how will this inform teaching and learning practices?
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Why did we become interested in the project?
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HE Context
HE HE emphasis on global competencies / citizenship
Growing opportunities for ‘experiences abroad’
Intercultural engagement is not guaranteed
Appropriate preparation and support for transformative learning to happen
(Holmes et al., 2015; Jackson, 2014)
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Edinburgh Uni Context
HE Edin Uni emphasis on global
1000+ Students abroad per year
Intercultural engagement?
Minimal preparation and support provided
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There is no comprehensive support programme for Edinburgh Uni students going abroad aimed at enabling intercultural exchange and transformative learning
What questions did you hope to answer?
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Pre-departure Sojourner Re-entry
What might a comprehensive HEI support provision look like?
From the literature:• Pre-departure sessions • Credit-bearing modules
(Messelink et al., 2015; Penman and Ratz, 2015)
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We provide the Tools to explore, reflect upon, and share cultural experiences
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Third Space Pilot
Originated from student feedback
Designed by Edinburgh University staff
Supported by Institute for Academic Development and
EUSA GlobalPromote reflexivity and
intercultural engagement
Support student transitions and learning
40 UoE students recruited to pilot ‘Third Space’
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The Third Space Pilot
Weekend Retreat Toolbox Welcome Home Conference
April 2014
October 2015
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Pre-departure: Weekend Retreat(Spring 2014)
• 2 days away from University• Promotion of ‘reflexive inquirer’ attitude – Mindful exploration of everyday life– Engagement with ‘other’
• Interactive sessions and Workshops – Story-crafting and story-telling– Ethnographic Skills
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Sojourner: The Toolbox(Summer 2014 to Summer 2015)
• Online and in person• 30 ‘fun’ activities encouraging students to:– Learn something new about the ‘host’ culture– Reflect on their own (cultural) identity– Engage with ‘local’ people
• Network of 24 students actively engaged
https://3rdspaceproject.wordpress.com/welcome/
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Re-entry: Welcome Home Conference(Autumn 2015)
• 2 day event• Student-led sessions• Aims: – Reflect on and communicate learning– Further self-enhancement – Avoid reverse culture shock– Evaluate the overall provision
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Does Third Space effectively support students on their study abroad programmes in engaging interculturally
and transforming into global citizens with global competencies?
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There is no comprehensive support programme for Edinburgh Uni students going abroad aimed at enabling intercultural exchange and transformative learning
Does Third Space effectively support students on their study abroad programmes in engaging interculturally and transforming into global citizens with global competencies?
How are we attempting to answer these questions?
![Page 18: Third Space: Evaluating a Pilot Alette Willis, Lorena Georgiadou, Johanna Holtan, and John Harries.](https://reader030.fdocuments.in/reader030/viewer/2022032612/56649eb45503460f94bbd231/html5/thumbnails/18.jpg)
Evaluation of the Third Space
Questionnaires and interviews
• What worked well• What could be
improved• Impact of Retreat on
pre-departure attitude/experience
Document analysis of blogs and reflexive
narratives• To follow student
engagement with material
• To track learning/reflexivity/i
ntercultural engagement
World Café Event
• Overall evaluation Refinement
• Identifying ways of making this a
student-led provision Sustainability
PRE-DEPARTURE SOJOURNER RE-ENTRY
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Through questionnaires, interviews, document analysis and World Cafe Event…Ongoing…
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There is no comprehensive support programme for Edinburgh Uni students going abroad aimed at enabling intercultural exchange and transformative learning
Does Third Space effectively support students on their study abroad programmes in engaging interculturally and transforming into global citizens with global competencies?
Through questionnaires, interviews, document analysis and World Cafe Event…Ongoing…
What have we found out so far?
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Engagement
40 Students 24 out of 38 still active 155 blog posts ?
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Favourite Activities
Local Food
Beautiful Buildings
Go Team!
My Favourite Place
Local Expressions
10
8
7
7
6
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A Third Spacer’s thoughts…
‘Third Space definitely made me think more about what I am getting from my university exchange. I am realizing more how all the experiences that I have gained during the last seven month could affect and hopefully improve the wide range of skills that we were discussing and writing on the board during the weekend retreat last year. Moreover, I really appreciate the network of students on exchange that we have thanks to Third Space. I do not feel alone but rather as a part of the exchange group of people. Everything seems easier when there are more of us dealing with the same problems.’
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More than half (24) of the students in the pilot maintained their engagement over a year.
Initial evidence that Third Space encouraged and enabled students to engage interculturally
and reflexively.
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There is no comprehensive support programme for Edinburgh Uni students going abroad aimed at enabling intercultural exchange and transformative learning
Does Third Space effectively support students on their study abroad programmes in engaging interculturally and transforming into global citizens with global competencies?
Through questionnaires, interviews, document analysis and World Cafe Event…Ongoing…
More than half (24) of the students in the pilot maintained their engagement over a year. Initial evidence that Third Space encouraged and enabled students to engage interculturally and reflexively.
What have we learnt and how will this inform teaching and learning practices?
![Page 26: Third Space: Evaluating a Pilot Alette Willis, Lorena Georgiadou, Johanna Holtan, and John Harries.](https://reader030.fdocuments.in/reader030/viewer/2022032612/56649eb45503460f94bbd231/html5/thumbnails/26.jpg)
PTAS Pilot will inform ongoing development of Third Space
Welcome Home Conference
Rolling it out
International / Exchange students at Edinburgh Uni
Sustainability
Timing
Staying true to the values of Third Space
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References• HOLMES, P., BAVIERI, L. & GANASSIN, S. 2015. Developing
intercultural understanding for study abroad: students' and teachers' perspectives on pre-departure intercultural learning. Intercultural Education, 26, 16-30.
• JACKSON, J. 2014. Education Abroad. In: JACKSON, J. (ed.) The Routledge Handbook of Language and Intercultural Communication. Londond: Routledge.
• MESSELINK, H. E., VAN MAELE, J. & SPENCER-OATEY, H. 2015. Intercultural competencies: what students in study and placement mobility should be learning. Intercultural Education, 26, 62-72.
• PENMAN, C. & RATZ, S. 2015. A module-based approach to foster and document the intercultural process before and during the residence abroad. Intercultural Education, 26, 49-61.
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Thank you for your attention
Contact Details: [email protected]@[email protected]
This research was funded by the Principal’s Teaching Awards Scheme (PTAS), Institute for Academic Development, University of Edinburgh
Special Thanks to the rest of the Third Space Team: Areti Manataki, Siobhan Magee and Dave McNaughtonand to all the ‘Third Spacers’ for their contributions