Stakeholder view congruence on cross-border graduate double degree program implementation in Japan, Australia and the United States.

University of Minnesota Ph.D. dissertation. August 2011. Major: Educational Policy and Administration. Advisor: David Chapman. 1 computer file (PDF); v, 163 pages, appendices A-E.This comparative multiple case study research focuses on Japanese university efforts in establishing cross-border graduate double degree programs (GDDPs) with American and Australian partner institutions. Universities worldwide are increasingly responding to external and internal pressures to enter new educational markets abroad and establish strategic partnerships. The number of GDDPs is still small, but the proclaimed individual, institutional, and national benefits are significant. However, due to multiple academic, administrative, and recruitment challenges, double degree programs often fail to attract significant student numbers. Research shows that international collaborative program success or failure is closely connected to stakeholder acceptance and support. The study examines how staff members, faculty, and administrators at four selected universities in Japan, Australia, and the U.S. view double degree programs. Each case study university unique characteristics are described and taken into consideration. The central study focus is on the extent of stakeholder view congruence on the issues of double degree program benefits and rationale, challenges and success factors related to program implementation. Additionally research data indicates a high degree of view congruence among staff, administrators and faculty on program rationale, benefits, and major challenges in both of the case studies and across national borders. The key findings illustrate that there are common areas of congruence within and across case studies, primarily on program goals and benefits. The study also identifies common areas of disagreement among stakeholders within individual case study institutions on program challenges and success factors that indicate (1) lack of faculty motivation to participate in GDDPs, (2) lack of clarity regarding program goals and academic value among faculty, (3) lack of staff motivation to work with GDDPs, and (4) lack of student participation. The resulting explanatory model of GDDP implementation addresses these target areas. Recommendations for program leadership are also suggested to address the pervasive challenges, thus improving the program prospects of survival and sustainability. Recommendations for universities involved in cross-border degrees are timely, as the higher education sector worldwide is working out a common understanding of double degree programs in varying national regulatory frameworks and cultures

U Connect Tennessee – Year 4 Evaluation Report (2017-2018)

This is a summary report from the U Connect program's implementation in Tennessee during the fourth of the grant, Fall 2017-Spring 2018. This archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.U Connect uses a three state model that addresses the critical concerns of middle school aged children in historically vulnerable and marginalized populations. It is a collaboration between three institutions: University of Minnesota, Kentucky State University, and Tennessee State University. U Connect is a comprehensive program based on the Check & Connect framework developed at the University of Minnesota’s Institute on Community Integration with program enhancements from STEM education, nutrition education, and parent engagement. Primary outcomes from U Connect include: 1) Promotion of physical and psychological well-being. Creation of opportunities for youth, families, and community center staff to develop supportive relationships, 2) Demonstration and modeling of positive social norms, and 3) Creation of a safe place of inclusion that supports empowerment and skill building. Young people who participate will improve their pro-social behaviors at school, including attendance, personal behavior, academic performance, and engagement in school and within the after school program. Long term, this will provide youth with what they need to graduate high school, and graduate with sufficient skills for postsecondary education and/or employment. Also, parents will cultivate a home environment conductive for young people’s academic success. This is a summary report from the program's implementation in Tennessee during the fourth of the grant, Fall 2017-Spring 2018

U Connect Kentucky – Year 4 Evaluation Report (2017-2018)

This is a summary report from the U Connect program's implementation in Kentucky during the fourth year of the grant, fall 2017-spring 2018. This archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.U Connect uses a three state model that addresses the critical concerns of middle school aged children in historically vulnerable and marginalized populations. It is a collaboration between three institutions: University of Minnesota, Kentucky State University, and Tennessee State University. U Connect is a comprehensive program based on the Check & Connect framework developed at the University of Minnesota’s Institute on Community Integration with program enhancements from STEM education, nutrition education, and parent engagement. Primary outcomes from U Connect include: 1) Promotion of physical and psychological well-being. Creation of opportunities for youth, families, and community center staff to develop supportive relationships, 2) Demonstration and modeling of positive social norms, and 3) Creation of a safe place of inclusion that supports empowerment and skill building. Young people who participate will improve their pro-social behaviors at school, including attendance, personal behavior, academic performance, and engagement in school and within the after school program. Long term, this will provide youth with what they need to graduate high school, and graduate with sufficient skills for postsecondary education and/or employment. Also, parents will cultivate a home environment conductive for young people’s academic success. This is a summary report from the program's implementation in Kentucky during the fourth year of the grant, fall 2017-spring 2018

U Connect Minnesota – Year 4 Evaluation Report (2017-2018)

This is a summary report from the U Connect program's implementation in Minnesota during the fourth of the grant, Fall 2017-Spring 2018. This archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.U Connect uses a three state model that addresses the critical concerns of middle school aged children in historically vulnerable and marginalized populations. It is a collaboration between three institutions: University of Minnesota, Kentucky State University, and Tennessee State University. U Connect is a comprehensive program based on the Check & Connect framework developed at the University of Minnesota’s Institute on Community Integration with program enhancements from STEM education, nutrition education, and parent engagement. Primary outcomes from U Connect include: 1) Promotion of physical and psychological well-being. Creation of opportunities for youth, families, and community center staff to develop supportive relationships, 2) Demonstration and modeling of positive social norms, and 3) Creation of a safe place of inclusion that supports empowerment and skill building. Young people who participate will improve their pro-social behaviors at school, including attendance, personal behavior, academic performance, and engagement in school and within the after school program. Long term, this will provide youth with what they need to graduate high school, and graduate with sufficient skills for postsecondary education and/or employment. Also, parents will cultivate a home environment conductive for young people’s academic success. This is a summary report from the program's implementation in Minnesota during the fourth of the grant, Fall 2017-Spring 2018

U Connect Tennessee – Year 3 Evaluation Report, Fall 2016-Spring 2017

This is a summary report from the U Connect program's implementation in Tennessee during the third of the grant, Fall 2016-Spring 2017. This archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.U Connect uses a three state model that addresses the critical concerns of middle school aged children in historically vulnerable and marginalized populations. It is a collaboration between three institutions: University of Minnesota, Kentucky State University, andTennessee State University. U Connect is a comprehensive program based on the Check & Connect framework developed at the University of Minnesota’s Institute on Community Integration with program enhancements from STEM education, nutrition education, and parent engagement. Primary outcomes from U Connect include: 1) Promotion of physical and psychological well-being. Creation of opportunities for youth, families, and community center staff to develop supportive relationships, 2) Demonstration and modeling of positive social norms, and 3) Creation of a safe place of inclusion that supports empowerment and skill building. Young people who participate will improve their pro-social behaviors at school, including attendance, personal behavior, academic performance, and engagement in school and within the after school program. Long term, this will provide youth with what they need to graduate high school, and graduate with sufficient skills for postsecondary education and/or employment. Also, parents will cultivate a home environment conductive for young people’s academic success. This is a summary report from the program's implementation in Tennessee during the third of the grant, Fall 2016-Spring 2017

U Connect Kentucky – Year 3 Evaluation Report, Fall 2016-Spring 2017

This is a summary report from the U Connect program's implementation in Kentucky during the third year of the grant, fall 2016-spring 2017. This archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.U Connect uses a three state model that addresses the critical concerns of middle school aged children in historically vulnerable and marginalized populations. It is a collaboration between three institutions: University of Minnesota, Kentucky State University, andTennessee State University. U Connect is a comprehensive program based on the Check & Connect framework developed at the University of Minnesota’s Institute on Community Integration with program enhancements from STEM education, nutrition education, and parent engagement. Primary outcomes from U Connect include: 1) Promotion of physical and psychological well-being. Creation of opportunities for youth, families, and community center staff to develop supportive relationships, 2) Demonstration and modeling of positive social norms, and 3) Creation of a safe place of inclusion that supports empowerment and skill building. Young people who participate will improve their pro-social behaviors at school, including attendance, personal behavior, academic performance, and engagement in school and within the after school program. Long term, this will provide youth with what they need to graduate high school, and graduate with sufficient skills for postsecondary education and/or employment. Also, parents will cultivate a home environment conductive for young people’s academic success. This is a summary report from the program's implementation in Kentucky during the third year of the grant, fall 2016-spring 2017

“It Would Be Better If You Can Hang Out With Different People”: An Examination of Cross-National Interaction in Postsecondary Classrooms

This study examines the motivations and experiences of international and domestic students on three U.S. campuses related to cross-national interactions within classroom settings. The study also examines the role of instructors in facilitating such interactions through individual and group interviews. Findings indicate that domestic students appreciate the global perspectives of international students related to course content. International students, in turn, appreciate the “real world” perspectives that domestic students provide about the US (but do not necessarily find value in their content-related comments). The implications of this study are that cross-national interactions have different meanings for different stakeholders (i.e., some perceive to benefit academically while others perceive to benefit culturally). The implications of this study relate to how instructors structure student interactions and what might be reasonable outcomes for students in international groups in postsecondary classrooms.&nbsp