Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600643
Title: Perceptions of former International Baccalaureate Diploma Programme (IBDP) students on the transformational impact of the Service element of Creativity Action Service (CAS) on their lives: a case study from Brazil
Author: Lindemann, lara Maria Fontes
ISNI:       0000 0004 5351 9375
Awarding Body: University of Bath
Current Institution: University of Bath
Date of Award: 2014
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Abstract:
International education with its multi facets is a fertile soil for research at present mainly due to an ever increasing interest in this field from the market worldwide. The International Baccalaureate Diploma Programme (IBDP) consists of a curriculum for students over sixteen years old. The number of schools that deliver the IBOP is rapidly growing having reached over 2,300 in 2012. At its core is Creativity Action Service (CAS), a compulsory component. One of the claims of the IBOP is that CAS is a 'transforming' agent. CAS was designed to help students develop new talents, values, abilities and skills to become ethical beings at local, national and/or global levels. This study explores how exposure to the Service element of CAS impacts on the lives and career paths of students from one international school who successfully completed the IBOP and enables them to become global citizens. After a thorough review of the literature on international education, service-learning and citizenship, I invited alumni who successfully concluded the IBOP at St. Paul 's School, Sao Paulo, Brazil, over a ten year period, to take part in this study by completing a web-based questionnaire (WBQ). A sample of respondents were also interviewed in order to investigate further issues raised by the WBQ. Rich data were produced from both research tools, some of which brought detailed accounts on characteristics which allowed me to address the research question and objectives. Key findings arose from this research in alignment with current knowledge as described in the literature. Among the limitations of this case study is the fact that it was carried out in one school which operates in a particular cultural context. However, I believe that lessons from such observations shed light onto the wider discussion of the significance of CAS in international education. To conclude, recommendations for future research are made.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.600643  DOI: Not available
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