Alien at home: Adjustment strategies of students returning from a six-months over-sea's educational programme |
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| Institution: | 1. University of Rennes 1, Faculty of Medicine, F-35043 Rennes, France;2. INSERM, U746, F-35042 Rennes, France;3. CNRS, IRISA, UMR 6074, F-35042 Rennes, France;4. INRIA, VisAGeS Project Team, F-35042 Rennes, France;5. Warwick Manufacturing Group, University of Warwick, CV4 7AL Coventry, United Kingdom;6. CHU Rennes, Department of Neuroradiology, F-35033 Rennes, France;1. Shandong Provincial Key Laboratory of Communicable Disease Control and Prevention, Department of viral Infectious disease control and prevention, Shandong Provincial Center for Disease Control and Prevention, Jinan, China;2. State Key Laboratory of Pathogen and Biosecurity, Beijing Institute of Microbiology and Epidemiology, Beijing, China;3. Jining Center for Disease Control and Prevention, Jining, China;4. Jiaxiang Center for Disease Control and Prevention, Jining, China;5. School of Public Health, Shandong University, Jinan, China;1. University of Rennes 1, Faculty of medecine, F-35043 Rennes, France;2. INSERM, U746, F-35042 Rennes, France;3. CNRS, IRISA, UMR 6074, F-35042 Rennes, France;4. Inria, VISAGES project-team, F-35042 Rennes, France;5. CHU Rennes, Department of Neuroradiology, F-35033 Rennes, France |
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| Abstract: | This paper assesses German students’ adjustment strategies after a six months expeditionary learning programme on high seas with intercultural encounters in Cuba and Costa Rica. A postal survey (N = 128, global response quote rg = .44) has been conducted with students having returned from four separate learning expeditions from 2008 to 2012. The students reports were coded in five categories, i.e. (1) reintegration narratives (RN), (2) perception of schooling (PoS), (3) self-perception (SP), (4) perceived programme effects (PPE), and (5) social context (SC), which were also quantified on a 5-point Likert-scale. By means of principal components analyses (PCA) and polynominal interpolation (PI), we searched into underlying distribution patterns in the categories. No significant differences were found with respect to gender in the four groups in a one-way ANOVA. However, significant differences with respect to (4) self-perception (SP) and perceived programme effects (PPE) can be referred to group 3. This accords well with the findings of the PCA and PI, which corroborate a U-curve with its apex after eight months at home. It can be shown that all four cohorts show symptoms of expedition reverse culture shock, which indicates that pedagogical intervention also after the cruise may be undertaken. |
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| Keywords: | Reverse culture shock Expeditionary learning Expedition Outdoor education Adjustment strategies |
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