Watson, Jennifer (2014) Intercultural learning and development among youth participants in the short term educational programmes of an international charity (CISV). PhD thesis, Birkbeck, University of London.
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Abstract
Evaluation of non-formal learning in short-term programmes which offer opportunities for youth participants to develop aspects of intercultural competence has proved problematic, (Ilg, 2013, p. 190). This thesis compares the outcome of youth participant use of a Predictive and Reflective Questionnaire (PaRQ) with records of learning made by their adult group leaders. Simultaneously, it explores the use of this purpose designed, dual format, questionnaire, strategy as a potential tool for evaluation of non-formal learning in other situations. The 36, teenaged participants completed questionnaires at the beginning and end of their three week, international, Summer Camp. Each youth participant noted their predicted rating at the beginning of the programme and reflective rating at the end of the programme, in addition to their current position, on indicators of aspects of intercultural competence. Comparison of beginning and end scores for individual participants showed re-adjustment of perception of starting scores, similar to the score “re-calibration” noted by Thurber, Scanlin, Scheuler, & Henderson (2007). These changes, supported by learning outcomes suggested in participants’ narrative spaces, indicate that they may have reported inflated perceptions of competence on several items at the start of the programme. It is suggested that such re-adjustment supports the reflective strategy employed in this new evaluation tool. Comparison is also made between youth participants’ scores and programme leaders’ assessment of participant achievements, and discussion of discrepancies is provided. Parallel work included informal interviews with the nine group leaders focussed on use of the existing, competence based, Programme Director’s Planning and Evaluation Form (PDPEF) in both the current and any previous programmes in which they were involved. Recommendations are provided for further investigation of the potential of PaRQ as a tool to measure movement towards stated objectives in other programmes of non-formal learning, and for improved use of the CISV PDPEF.
Metadata
| Item Type: | Thesis |
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| Additional Information: | Originally submitted to the Department of Applied Linguistics and Communication, School of Social Sciences, History and Philosophy. |
| Copyright Holders: | The copyright of this thesis rests with the author, who asserts his/her right to be known as such according to the Copyright Designs and Patents Act 1988. No dealing with the thesis contrary to the copyright or moral rights of the author is permitted. |
| Depositing User: | Acquisitions And Metadata |
| Date Deposited: | 13 Nov 2014 09:55 |
| Last Modified: | 04 Jul 2024 05:47 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/40096 |
| DOI: | https://doi.org/10.18743/PUB.00040096 |
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