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Cultivating Global Scholars -- Lessons from a Virtual Research Symposium

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Title: Cultivating Global Scholars -- Lessons from a Virtual Research Symposium
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
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  Data: Cultivating Global Scholars -- Lessons from a Virtual Research Symposium
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  Data: <searchLink fieldCode="SO" term="%22Educational+Research+and+Development+Journal%22"><i>Educational Research and Development Journal</i></searchLink>. 2025 28(2):1-23.
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  Data: Chinese American Educational Research and Development Association. e-mail: info@caerda.org; Web site: https://www.viethconsulting.com/members/publication/new_waves_home.php
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  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
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  Data: 1526-8659
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  Data: 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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  Data: 2026
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    Languages:
      – Text: English
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      – SubjectFull: Student Research
        Type: general
      – SubjectFull: Doctoral Students
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      – SubjectFull: Doctoral Programs
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Communities of Practice
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      – SubjectFull: Cultural Awareness
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      – SubjectFull: Intercultural Communication
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      – SubjectFull: Research Skills
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      – TitleFull: Cultivating Global Scholars -- Lessons from a Virtual Research Symposium
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