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In this chapter, the authors will discuss the global learning partnership (GLP), which is an innovative and evidence-informed model of experiential learning for health professional students. The model is based on partnerships between universities to promote the UN Sustainable Development Goals (SDGs) agenda.

The GLP is a placement opportunity for an inter-professional cohort of visiting and local students and academics, designed as an action-orientated, community engagement learning experience focused on addressing community health and well-being needs (Goal 3). Consistent with the SDGs, strong partnerships (Goal 17) are essential to lasting impact.

The aim of developing the GLP was to design, implement, and trial a new model of global placement that was sustainable, capacity building, and a genuine learning opportunity for local and international health science students, driven by the agenda to increase learning about and action on the SDGs. This model was designed to harness the strengths of existing educational frameworks recognized for the beneficial learning opportunities they provide; inter-professional learning; learning from and with communities with SDG needs; and with a three-week immersion component for building cultural competency.

In addition to focusing on the SDG agenda, the GLP is unique in drawing on the knowledge and skills of local students and academics in educating the visiting students to work in geopolitically and socioculturally complex community setting building, as visitors learn from both local students and the local community about best practice.

This chapter will provide discussion of the theoretical framework underpinning the model design and draw on the student and academic experience. Practice details are also provided to allow educators in other organizations to replicate the partnership model.

The process of global leadership development remains a challenging theoretical problem in the field of global leadership. To help address this issue, we develop a theoretically grounded process model of global leadership competency development that addresses the dynamics involved in the adoption and enhancement of intercultural competencies associated with global leadership. We do this by integrating theoretical constructs associated with competency development from the adult learning and development, cognitive-behavior therapy, global leadership development, leadership development, organizational development, and social learning theory literatures. The resulting model includes testable propositions – a critical feature that existing global leadership development process models currently lack. Our chapter concludes with a discussion of the implications of the model for future research and practice.

The use of organizational ethnography has grown significantly during the past decades. While language is an important component of ethnographic research, the challenges associated with language barriers are rarely discussed in the literature. The purpose of this paper is to open up a discussion on language barriers in organizational ethnography.

The author draws on her experience as a PhD student doing an organizational ethnography of an emergency department in a country where she initially did not speak the local language.

The paper examines the author's research process, from access negotiation to presentation of findings, illustrating the language barriers encountered doing an ethnography in parallel to learning the local language in Sweden.

This paper calls for awareness of the influence of the ethnographer's language skills and shows the importance of discussing this in relation to how we teach and learn ethnography, research practice and diversity in academia.

The paper makes three contributions to organizational ethnography. First, it contributes to the insider/outsider debate by nuancing the ethnographer's experience. Second, it answers calls for transparency by presenting a personal ethnographic account. Third, it contributes to developing the methodology by offering tips to deal with language barriers in doing ethnography abroad.

This study aims to investigate how the “cooking holiday” concept can be used by tourism authorities and practitioners and, to that end, proposes a hierarchical framework for improving culinary tourism.

This study adopted the Delphi method to filter and verify the criteria, thereby constructing a hierarchical framework of cooking holidays in Taiwan. The analytic hierarchy process (AHP) was also applied to calculate the relative weight of each attribute and criterion, thus identifying their degrees of importance.

Four attributes (“local food,” “food trail,” “cooking experience” and “environment and atmosphere”) and 22 criteria were identified to comprise a cooking holiday experience framework. Research findings reveal “cooking experience” as the most crucial of the four attributes identified. Of the more numerous criteria, “ingredients with integrity,” “local features” and “diverse curriculum” were identified as the three most important.

The hierarchical framework of cooking holiday experiences can be used by tourism authorities and practitioners to enhance experiential quality for tourists and promote culinary tourism in Taiwan. According to the research findings, cooking class participants can concentrate on the “cooking experience” while emphasizing “ingredients with integrity,” “local features” and “diverse curricula” in the context of cooking holidays.

This study offers valuable insights and suggests directions for future research on culinary tourism. This study also offers a framework for developing cooking holidays.

本文旨在探究可以如何运用「烹饪假期」之概念, 藉由阶层架构之提出, 藉以提升美食观光。

本文运用德尔菲法筛选与确认台湾烹饪假期阶层架构之指标与建构。并以层级分析法(AHP)估算每一属性与指针之相对权重, 藉以确认相对重要程度。

烹饪假期体验架构系由四个属性（「在地饮食」、「产制体验」、「烹饪体验」与「环境氛围」）与二十二个指标构成。研究发现显示「烹饪体验」在于四个属性之中最为重要。多项指标之中, 「安心食材」「在地特色」与「多元课程」系为最为重要之三个指标。

烹饪假期体验之阶层架构可为观光主管机关与业者运用, 藉以提升游客之体验质量与推广台湾之美食观光。依据研究发现, 烹饪教室参与者可以专注「烹饪体验」, 并且强调「安心食材」、「在地特色」与「多元课程」之要素, 藉以发展烹饪假期。

本文提供具有价值之洞见, 可供美食观光未来研究之参考。本文同时提供一个可以用以发展烹饪假期之架构。

Este estudio tiene como objetivo investigar cómo se puede utilizar el concepto de “vacaciones de cocina” al proponer un marco jerárquico para mejorar el turismo culinario.

Este estudio adoptó el método Delphi para filtrar y verificar los criterios y construir el marco jerárquico de las vacaciones de cocina en Taiwán. El proceso analítico jerárquico (AHP) también se aplica para calcular el peso relativo de cada atributo y el criterio para identificar su grado de importancia.

Se identificaron cuatro atributos (“comida local”, “ruta culinaria”, “experiencia culinaria” y “entorno y ambiente”) y 22 criterios para comprender un marco de experiencia de vacaciones culinarias. Los resultados de la investigación revelan que la “experiencia culinaria” es el atributo más relevante de los cuatro identificados. De los criterios más numerosos, “ingredientes con integridad”, “características locales” y “currículum diverso” fueron identificados como los tres más importantes.

El marco jerárquico de la experiencia de las vacaciones de cocina se puede utilizar para que las autoridades y los profesionales del turismo mejoren la calidad de la experiencia de los turistas y promuevan el turismo culinario en Taiwán. Según los resultados de la investigación, los participantes de las clases de cocina pueden concentrarse en la “experiencia de cocina” y enfatizar los elementos de “ingredientes con integridad”, “características locales” y r“currículum diverso” para las vacaciones de cocina.

este estudio ofrece información valiosa, proporciona una referencia para futuras investigaciones sobre turismo culinario. Este estudio también ofrece un marco teórico, que se puede utilizar para desarrollar vacaciones de cocina.

The Beagle Bay Immersion Program is a Christian Service-Learning experience, which facilitates opportunities for secondary school students to experience unique expressions of cultural diversity found in remote Aboriginal communities of Western Australia. Through engagement in the program, students undergo a process of experiential learning, identifying core social justice issues present in a broader Australian social context, and helping to address identified community needs. This immersion program is conducted as part of the Christian Service-Learning Program at a Perth-based Catholic Secondary College in Western Australia. The Beagle Bay Immersion Program serves as an opportunity for students to engage in acts of discipleship, modeling values of social and cultural inclusivity as a means of enriching their own communities. Underpinned by core Gospel values, the program aims to actively promote a “spirit of solidarity and service to others” (Prendiville, 2016, p. 42) both among the immediate participants and the wider school community. Presented in this chapter is an examination of the values which guide the College’s Service-Learning Program and the ways in which the Beagle Bay Immersion Program facilitates attitudes of inclusivity by exposing students to diverse populations. Christian Service-Learning can serve as a means through which students can circumvent barriers that preclude exposure to diversity. The Beagle Bay Immersion Program seeks to build relationships through service, which benefit both the College and Beagle Bay Communities, providing students opportunities for personal, spiritual, and academic growth while fostering a culture of inclusion.

The purpose of this paper is to investigate the efficacy of foreign immersion programs in terms of increasing cross-cultural awareness among university students in business, accounting, human resources and agriculture. The authors extrapolate from their population to the practice of developing business professionals on international assignments.

This paper presents findings of a four-year, government-sponsored university exchange program involving 40 professional management and agriculture science students from four US and Brazilian top research universities who participated in a semester-long study abroad experience. Pre-departure and post-exchange data were collected using the well-established Intercultural Development Inventory (IDI). In addition, the authors collected academic performance data and verbal mid- and end-project personal assessments. Two of the authors of this paper served as project directors, the third as evaluation specialist.

Despite intensive pre-departure preparation, in-country support and cultural immersion, the research subjects failed to attain significant and consistently higher levels of intercultural awareness. Students tended to overestimate their own level of cross-cultural competence both before and after the program. While students tended to perform well academically and voiced high levels of satisfaction with their own overseas stay, objective measures of cross-cultural awareness did not mirror these outcomes.

Multiple measures of cross-cultural competence exist, and it is possible that the development in areas other than those measured by the IDI did take place. It is also sensible to assume that cognitive development might take longer and was not captured by the post-test right after return.

The paper suggests that cross-cultural development requires carefully designed interventions, feedback and mentoring/coaching. Simply sending individuals on overseas assignments, no matter how well prepared and supported by the institution, does not guarantee the development of multi-cultural attitudes and cognitive frames of mind.

The development of cross-cultural competence has been described as a central concern for universities and workplaces alike. The burgeoning research literature on cross-cultural development reflects not only the importance of the topic but also the struggle to find effective pedagogical and andragogical approaches to fostering such development in university students, expatriate managers, working professionals and members of the workforce in general.

The paper presents evaluation findings of a carefully designed and well-supported exchange program over a period of four years and involving three cohorts of students. These students are at the cusp of moving into the workplace, where many will assume professional and leadership positions in international settings. Given the high failure rate of international development and placement and the increasing global interconnectedness of academic and business organizations, the paper suggests the need for carefully designed and well-supported overseas programs to maximize cross-cultural development.

Civic engagement involves working to make a difference in one’s community. Experiential learning enhances civic knowledge and promotes the process of reflection that students can take beyond their educational experiences. The purpose of this paper is to identify whether civic engagement may be increased through domestic experiential learning experiences and to inform future educators about how a domestic immersion experience can be used to increase civic engagement among students.

Twenty-five students who participated in a domestic immersion experience in January 2022 were sampled. Reflection and changes in civic engagement were measured with student responses to questions before, during and after the immersion.

During the preimmersion, students showed a desire to learn about the Afghan refugee population and considered preimmersion anxiety mitigation strategies. Using the Association of American Colleges and Universities’ Civic engagement VALUE rubric, the four main themes were diversity of communities and cultures, civic identity and commitment, civic communication and civic action and reflection. The main themes yielded post immersion were increased civic engagement and aptitude to apply knowledge and skills. The subcategories of continued civic engagement were career planning, volunteering and educating others.

The findings provide guidelines to future work in civic engagement. This case study provides insights into the impacts of domestic immersion experiences and how it allows the opportunity for experiential learning.

Addresses the need for leaders in organizations to deal with the complexities of intercultural relationships through the process of training and cultural immersion. Specifically, the focus of the research report is on the building of positive relationships and attitudes between young police constables, largely from an Anglo‐Celtic, white Australian background and people from an Australian Aboriginal community, called Cherbourg, in the state of Queensland. Presents the project as one small but successful organizational attempt to bring about organizational culture change. Discusses the difficulties and complexities of endeavouring to change attitudes which have been affected by contemporary, mainstream negative stereotypes of Aboriginal Australians. Documents the project’s curriculum innovation, evaluation by external university‐based consultants, analyses and reflections about organizational culture change. Concludes that people in other organizations may benefit from similar initiatives; that there is a lot more to be done and studied about bringing about organizational cultural changes in the Queensland Police Services and, indeed, other service organizations through training and cultural immersion innovations such as the Cherbourg Project.