Cultivating Global Scholars -- Lessons from a Virtual Research Symposium
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| Title: | Cultivating Global Scholars -- Lessons from a Virtual Research Symposium |
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| Language: | English |
| Authors: | Scott Kissau, Chuang Wang, Bianca Roters, Anni Lenz |
| Source: | Educational Research and Development Journal. 2025 28(2):1-23. |
| Availability: | Chinese American Educational Research and Development Association. e-mail: info@caerda.org; Web site: https://www.viethconsulting.com/members/publication/new_waves_home.php |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Research, Doctoral Students, Doctoral Programs, Foreign Countries, Communities of Practice, Global Approach, Partnerships in Education, Scholarship, Cultural Awareness, Intercultural Communication, Research Skills, Conferences (Gatherings), Computer Mediated Communication, Minority Group Students, Part Time Students, Access to Education, Student Experience, Program Effectiveness, Teacher Educator Education, Apprenticeships, Skill Development, Asynchronous Communication, Intercollegiate Cooperation |
| Geographic Terms: | United States, Germany |
| ISSN: | 1526-8659 |
| Abstract: | Access to International Research Collaboration (IRC) is limited for part-time and racially minoritized doctoral students. This study evaluates a virtual research symposium hosted by a U.S. institution and German partner university to examine its influence on participants' perceived intercultural competence (IC) and research skills. Participants included 31 doctoral student presenters preparing to become future teacher educators from programs differing in structure and demographics: a highly structured U.S. program and a German apprenticeship model. Using a convergent mixed methods design, data were collected via surveys and semi-structured interviews. Findings indicated a differential impact: participation resulted in non-significant changes in perceived IC, which qualitative data linked to insufficient asynchronous interaction. In contrast, the symposium significantly enhanced research skills, particularly familiarity with research poster presentation characteristics. The study concludes that while virtual IRCs support accessible skill development, designs should include structured, synchronous components to foster cross-cultural competence. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493818 |
| Database: | ERIC |
| Abstract: | Access to International Research Collaboration (IRC) is limited for part-time and racially minoritized doctoral students. This study evaluates a virtual research symposium hosted by a U.S. institution and German partner university to examine its influence on participants' perceived intercultural competence (IC) and research skills. Participants included 31 doctoral student presenters preparing to become future teacher educators from programs differing in structure and demographics: a highly structured U.S. program and a German apprenticeship model. Using a convergent mixed methods design, data were collected via surveys and semi-structured interviews. Findings indicated a differential impact: participation resulted in non-significant changes in perceived IC, which qualitative data linked to insufficient asynchronous interaction. In contrast, the symposium significantly enhanced research skills, particularly familiarity with research poster presentation characteristics. The study concludes that while virtual IRCs support accessible skill development, designs should include structured, synchronous components to foster cross-cultural competence. |
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| ISSN: | 1526-8659 |
