The Role and Value of In-Country African Instructors in International Experiential Training Programs; A Qualitative Case Study from the University of Minnesota

Résumé

Abstract Background: For effective delivery of International experiential training programs, many universities in the Global North, have created partnerships with universities in the global south especially in Africa to enhance their capacity and diversity of learning for their students. However, there is hardly any literature that exhibits the value and roles of African instructors in international experiential learning programs.Methods: This was a qualitative case study that examined the role of instructors and experts from Africa in influencing student learning processes and outcomes in the GCC 3003/5003 - Seeking Solutions to Global Health Issues. Semi-structured interviews with (2) students, (2)University of Minnesota lead faculty for the course, and (3) in-country instructors/experts from countries in East Africa and the Horn of Africa were conducted. Data was analyzed thematically.Results: The African In-country course instructors/experts describe themselves as “conduits” and “bridge builders,” filling gaps in knowledge for students, and “providing a true picture reflection of happenings on the ground.” Conclusions: In-country African instructors’ roles can be viewed as those aimed at validating students' ideas to apply to the local settings, streamlining students' focus, providing a platform for multi-stakeholder engagement to a particular topic coupled with bringing a real in-country context experience in the classroom.

Citer ce document

Accès au document

Ce document est hébergé sur son dépôt institutionnel d'origine.

Auteur(s)

Statistiques

Consultations : 1

Téléchargements : 0