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Cultural Communication: From Inner Thoughts to Dialogue
Údaje o názvu Cultural Communication: From Inner Thoughts to Dialogue [rukopis] / Glory Kubicek Další variantní názvy Culture and Language: Student perceptions of learning in education Osobní jméno Kubicek, Glory, (autor diplomové práce nebo disertace) Překl.náz Culture and Language: Student perceptions of learning in education Vyd.údaje 2021 Fyz.popis 72 p. (162 185 characters) + 1 MAXQDA file of focus groups Poznámka Ved. práce Antonín Kalous Dal.odpovědnost Kalous, Antonín, 1977- (vedoucí diplomové práce nebo disertace) Dal.odpovědnost Univerzita Palackého. Katedra historie (udelovatel akademické hodnosti) Klíč.slova student perceptions * internationalization * higher education * dialogism * Erasmus Mundus * student perceptions * internationalization * higher education * dialogism * Erasmus Mundus Forma, žánr diplomové práce master's theses MDT (043)378.2 Země vyd. Česko Jazyk dok. angličtina Druh dok. PUBLIKAČNÍ ČINNOST Titul Mgr. Studijní program Navazující Studijní program Humanities Studijní obor Euroculture kniha
Kvalifikační práce Staženo Velikost datum zpřístupnění 00276123-663682010.pdf 7 452.1 KB 29.08.2021 Posudek Typ posudku 00276123-ved-732417200.docx Posudek vedoucího 00276123-opon-502649198.docx Posudek oponenta Průběh obhajoby datum zadání datum odevzdání datum obhajoby přidělená hodnocení typ hodnocení 00276123-prubeh-288713838.pdf 22.03.2021 29.08.2021 29.09.2021 C Hodnocení známkou Ostatní přílohy Velikost Popis 00276123-other-234235901.mx20 7.1 MB
Student perception studies of experiences in higher education face a significant gap in understanding. To address this gap, this study analyzed the shared educational experiences of students from diverse backgrounds through dialogue. Seeking to explain how students of the Euroculture Erasmus Mundus Master of Arts Program positioned themselves in their educational experiences, this study conducted focus groups of current and previous Euroculture students. Five focus groups, each consisting of two to four students, discussed a variety of questions pertaining to their educational experiences ranging from background information to influences on personal perceptions of education for an hour and a half. Results showed three main conclusions. First, commonalities amongst most groups in the form of terms used and ideas presented proving that there are certain notions and ideas common to students in shared educational experiences regardless of discussion with others. Second, that individual backgrounds, family influences, personal views, and goals all make far more of a difference in how students discuss their educational experiences and position themselves within them than other generalized factors such as country of origin. And third, even coming from different cultural and personal backgrounds, students always find a way to relate and share commonalities when discussing their experiences, thus bringing a level of solidarity among students to educational experiences.Student perception studies of experiences in higher education face a significant gap in understanding. To address this gap, this study analyzed the shared educational experiences of students from diverse backgrounds through dialogue. Seeking to explain how students of the Euroculture Erasmus Mundus Master of Arts Program positioned themselves in their educational experiences, this study conducted focus groups of current and previous Euroculture students. Five focus groups, each consisting of two to four students, discussed a variety of questions pertaining to their educational experiences ranging from background information to influences on personal perceptions of education for an hour and a half. Results showed three main conclusions. First, commonalities amongst most groups in the form of terms used and ideas presented proving that there are certain notions and ideas common to students in shared educational experiences regardless of discussion with others. Second, that individual backgrounds, family influences, personal views, and goals all make far more of a difference in how students discuss their educational experiences and position themselves within them than other generalized factors such as country of origin. And third, even coming from different cultural and personal backgrounds, students always find a way to relate and share commonalities when discussing their experiences, thus bringing a level of solidarity among students to educational experiences.
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