Visiting Faculty from Abroad: Contributing to Global Competency of Nutrition Students at Hawassa University, Awassa, Ethiopia

• Published in: NACTA journal Vol. 57; no. 3a; pp. 111 - 114
• Main Authors: Dahl, Wendy J., Ford, Amanda L., Whiting, Susan J.
• Format: Journal Article
• Language: English
• Published: Twin Falls North American Colleges and Teachers of Agriculture (NACTA) 01.09.2013; North American Colleges and Teachers of Agriculture
• Subjects: African culture; College Curriculum; College instruction; College students; Competence; Core curriculum; Course Content; Course Objectives; Cultural Differences; Dietetics; Educational research; Global education; Global method of teaching; Higher Education; International students; Language; Learning; Learning Experience; Learning experiences; Methods; Nutrition; Outcomes of education; Program Design; Research Methodology; Student Attitudes; Study abroad; Surveys; Teacher exchange programs; Teacher-student relationships; Teaching; Teaching Methods; Thinking Skills; Universities; Ethiopia
• ISSN: 0149-4910

Significant research has been carried out examining study abroad learning experiences. In contrast, little is known about the impact of being taught by professors from abroad. Our aim was to examine the learning experiences of current and past students of the Masters in Applied Human Nutrition Program at Hawassa University, Awassa, Ethiopia, who have been taught courses by faculty from North American and European universities. Participants completed an online questionnaire through SurveyMonkey®. Respondents (46/67; 34 M, 11 F, 1 unreported; 31±6 y) confirmed that the course objectives were achieved with most reporting satisfaction with the course content, projects and assignments and critical thinking requirements. Most respondents felt that the visiting professors from abroad enhanced their program and were considerate of cultural differences. However, only 73% of respondents believed that the course material/content that was presented by the visiting professors from abroad was relevant to the nutritional concerns that exist in Ethiopia, suggesting that some students may be less interested in Western nutrition issues. Most respondents agreed or strongly agreed that being taught by visiting professors improved their second language (English) skills. Further, 74% of respondents had never left Ethiopia, but 63% reported being more likely to travel outside of Ethiopia following their interactions with visiting faculty. In general, student perspectives of visiting professors from abroad were positive and their role, beyond teaching, may be to enhance the global competence of students.