International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2007, Vol. 3(1) 44-64

Cross-Cultural Perspectives of International Doctoral Students: Two-Way Learning in Library and Information Science Education

Bharat Mehra, & Ann P. Bishop

pp. 44 - 64   |  Manu. Number: ijpe.2007.015

Published online: February 15, 2007  |   Number of Views: 55  |  Number of Download: 323


Abstract

This paper draws upon a case study of library and information science (LIS) international doctoral students in the United States and documents their perspectives to identify ways to further internationalization. Internationalization is defined as incorporating non-US issues and elements into LIS education. The study explores internationalization in the context of a “two-way” learning process in which international students gain from the discipline, but also LIS education gains from the  cross- cultural experiences of the students. Documenting the perspectives of LIS international doctoral students provides a critical outlook by giving voice to an under-represented group. It also becomes a methodological    strategy    to    represent    global    diversity    and    facilitate     cross-cultural exchange.

Keywords: internationalization, cross-cultural perspectives, international doctoral students, two-way learning


How to Cite this Article?

APA 6th edition
Mehra, B. & Bishop, A.P. (2007). Cross-Cultural Perspectives of International Doctoral Students: Two-Way Learning in Library and Information Science Education . International Journal of Progressive Education, 3(1), 44-64.

Harvard
Mehra, B. and Bishop, A. (2007). Cross-Cultural Perspectives of International Doctoral Students: Two-Way Learning in Library and Information Science Education . International Journal of Progressive Education, 3(1), pp. 44-64.

Chicago 16th edition
Mehra, Bharat and Ann P. Bishop (2007). "Cross-Cultural Perspectives of International Doctoral Students: Two-Way Learning in Library and Information Science Education ". International Journal of Progressive Education 3 (1):44-64.

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