Engagement in Continuing Subject Knowledge Development

A Year After Short-Term International Courses

Bibliographic Data

ID21611396
AuthorsY Sakurai (0000-0003-1150-3132, Ochanomizu University, Bunkyo-ku, Tokyo, Japan, corresponding author)
Year2022
Volume26
Issue4
Pages493-510
Publication date2022-09-01
Open AccessYes
TypeARTICLE
VenueJournal of Studies in International Education (JOURNAL)
Journal identifiersISSN: 1028-3153 • E-ISSN: 1552-7808
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/10283153211004284
OpenAlexW3149531922
LanguageEN
References cited37

This article examines how students’ subject knowledge acquired in short-term international courses (SICs) developed while engaging in university studies in the year following their SICs. It also explores factors associated with their engagement and disengagement. Two interviews with a 1-year interval with 25 students revealed their transformations in their SIC subject matter knowledge. Some students’ engagement in continuing studies of the SIC-related subject matter was supported in a multifaceted manner by their personal motivation, teaching-learning environment, educational structure, and wider social relationships. However, the analysis demonstrated that many students discontinued deepening their knowledge of the subject matter. Students’ personal factors and certain dimensions of the institutional educational system explained their disengagement in continuing studies. Concerning the continuing SIC impacts on students in interdisciplinary liberal arts programs, the study discusses some suggestions drawing on the concepts of integrative learning and formative assessment

Curriculum · Disengagement theory · Formative assessment · Higher education · Mathematics education · Pedagogy · Political science · Sociology · Subject matter · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms · Medicine · Psychology

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