THE STRUCTURE AND PROCESS OF CURRICULUM INTEGRATION IN STUDY ABROAD PROGRAMS: THE UNIVERSITY OF AKRON INTERNATIONAL BUSINESS MODEL

This chapter presents and discusses the experience of two university professors' participation in two different study abroad programs. Within the first two years of employment at the university, one professor went to Oaxaca and the other went to Ireland with groups of pre-student teachers. The chapter discusses previous literature and the impact of study abroad programs on teacher education, program basics from the authors' university, the authors' personal experiences travelling with students for the first time, commonalities and differences among the two programs, benefits from their experiences, and ideas for further development of effective study abroad programs for education students.

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Value Co-Creation in Faculty-Led Study Abroad Programs

Handbook of Research on Study Abroad Programs and Outbound Mobility - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0169-5.ch013 ◽

2016 ◽

pp. 325-348

Author(s):

Sven Tuzovic

Keyword(s):

Study Abroad ◽

Intercultural Competence ◽

Research Approach ◽

Resource Integration ◽

Global Learning ◽

Study Abroad Programs ◽

Operant Resources ◽

Value Realization ◽

University Experience ◽

The University

Study Abroad (SA) education has become an increasingly important educational program for teaching global learning and intercultural competence, maturity, and sensitivity of students. Since the price tag attached to SA programs can be daunting, the question arises how value can be defined and, more importantly, how value is created. Some scholars have used the principles of service-dominant logic proposed by Vargo and Lusch (2004) to suggest that students should be engaged as an active co-creator of the university experience. Utilizing a qualitative research approach this chapter proposes that the value process of SA programs consists of three stages: (1) value proposition and potential; (2) resource integration and value co-creation; and (3) value realization evaluation. This study identifies key roles of the participants and their operand and operant resources that guide the value co-creation process. The framework provides faculty with a way to understand, adapt, and manage resource integration and influence students' SA value realization processes.

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Experiments in Cultural Anthropology Field School

Practicing Anthropology ◽

10.17730/praa.32.3.jw57848m80g4t712 ◽

2010 ◽

Vol 32 (3) ◽

pp. 9-12

Author(s):

Cassandra White

Keyword(s):

Study Abroad ◽

Cultural Anthropology ◽

Basic Training ◽

Study Abroad Programs ◽

University Of Florida ◽

Field School ◽

Field Schools ◽

The University ◽

To Receive ◽

Firsthand Experience

Undergraduate and graduate students in many areas of study (business, healthcare, education, law, and communications, for example) have multiple opportunities to receive firsthand experience in their discipline through internships. Within anthropology, "field schools" or study abroad programs often serve the purpose of internships in terms of providing the basic training students would need to learn how to do fieldwork. As an undergraduate and M.A. student at the University of Florida in the early 1990s, I attended three study abroad programs with an anthropology focus (in Mérida, Mexico; Brunnenburg, Italy; and Rio de Janeiro, Brazil); only one program (in Italy) was billed as a "field school," but all three provided excellent ethnographic training that would serve me well for future fieldwork.

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Higher education require adaptation of students study abroad programs

SHS Web of Conferences ◽

10.1051/shsconf/20207402003 ◽

2020 ◽

Vol 74 ◽

pp. 02003

Author(s):

Vojtech Ferencz ◽

Daniela Hrehová ◽

Andrea Seňová

Keyword(s):

Higher Education ◽

Study Abroad ◽

School Environment ◽

Foreign Students ◽

Educational Practice ◽

First Year ◽

Study Abroad Programs ◽

Cultural Ideologies ◽

The University ◽

Political Economic

Globalization includes transnational political, economic and cultural ideologies and values. Globalization has a significant impact on education as new positions can enter higher education and study abroad. The influx of foreign students in Slovakia increased significantly. Therefore, successful interaction with the school environment and constant adaptation to the country are crucial for all students. However, many students face challenges when they attend higher education outside their home countries. The article shows that various investigators have carried out a large number of studies on the factors that affect students’ ability to adapt to different global challenges. The article provides some results of students’ adaptation effects during the first year of the Technical University in Košice. in the Daily Life section, we recorded statistically significant results between groups (Ukrainian students and other foreign students). Globalization includes transnational political, economic and cultural ideologies and values. The findings of the research questionnaire have important meaning for educators to help students in their efforts to succeed in a period of globalization and in adaptation in real educational practice. The university must be prepared to meet students not only academically, but also socially and culturally.

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International Business Training In The 21st Century: How Do They Learn?

International Business & Economics Research Journal (IBER) ◽

10.19030/iber.v1i3.3901 ◽

2011 ◽

Vol 1 (3) ◽

Author(s):

David S. Harrison ◽

Michael Ritchie

Keyword(s):

Study Abroad ◽

International Business ◽

Study Abroad Programs ◽

Global Marketplace ◽

Business Training ◽

Business Courses ◽

Business Operations ◽

Business Course ◽

Foreign Universities ◽

Core Course

International business and the global marketplace have captured the American mindset. This is evidenced throughout our media, and certainly on U.S. business school campuses. More and more universities require international business courses as core course requirements, and many now offer international business as separate majors. Business study abroad programs have been around for years. Programs range from direct enrollment at foreign universities to packaged courses offered by U.S. universities in other countries. Although these programs are popular with students and faculty alike, one questions how much learning is actually accomplished in these in-tensive but often brief programs. Based on the results of tests we administered we concluded that students participating in a three week Study Abroad course learned more about understanding the importance cultural differences in international business operations than students who cover the topic in a required international business course on campus.

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Innovations in university language teaching

Australian Review of Applied Linguistics Series S ◽

10.1075/aralss.9.02gas ◽

1992 ◽

Vol 9 ◽

pp. 19-32

Author(s):

June Gassin

Keyword(s):

Study Abroad ◽

Language Policy ◽

Language Teaching ◽

Study Abroad Programs ◽

Policy And Practice ◽

The Past ◽

New Directions ◽

Summer Schools ◽

The University

University language teaching in Australia has undergone significant changes over the past few years in spite of considerable constraints. Many institutions have responded positively to the changing needs of their students with new courses, study abroad programs and summer schools. This paper focuses on some recent innovations taking place in language teaching at the University of Melbourne. These relate to both policy and practice and include the establishment of a School of Languages. Taken as a whole these innovations constitute an important step in the development of a coherent university language policy and provide new directions in language teaching at this University.

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Developing Research Partnerships in Emerging Nations

Msingi Journal ◽

10.33886/mj.v1i2.46 ◽

2018 ◽

Vol 1 (2) ◽

pp. 89-119

Author(s):

Agreement Lathi Jotia

Keyword(s):

Study Abroad ◽

Academic Staff ◽

Study Abroad Programs ◽

Research Partnerships ◽

Central Florida ◽

Emerging Nations ◽

University Of Botswana ◽

The North ◽

The University ◽

North And South

This article, which was built upon research linked to the development of sustainable study abroad programs in emerging nations, focuses on key challenges to true partnerships between universities in the “North” and “South.” The article begins with an analysis of challenges frequently experienced by universities from the “North” and “South” when attempting to develop an equitable partnership based on joint grants and/or research projects. It also includes a discussion of struggles experienced by faculty (also known as “academic staff ”) at both universities who desire a more equitable relationship that will enhance the missions of both institutions. Following this theoretical analysis, the study focused on one particular partnership between two universities from the “North” and the “South” (The University of Central Florida, USA, and the University of Botswana), during study abroad programs spanning five years and funded by the U.S. State Department (2012-2015) and the Fulbright-Hays Groups Project Abroad (2011). An analysis of this partnership is particularly relevant as it focuses on the initial steps, dialogues, perspectives and actions of both institutions as they worked through a host of preconceived notions on neocolonialism and the challenges of successfully operating by another’s “rules of engagement” within a dynamic geopolitical platform.

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Architecture & Practice: Pre-Modern Training for Post Modern Practice International Design Build: Educational & Professional Experiments

Cross Americas: Probing Disglobal Networks- Papers ◽

10.35483/acsa.intl.2016.13 ◽

2016 ◽

Author(s):

Phillip Gallegos ◽

◽

Maria Delgado ◽

Keyword(s):

Study Abroad ◽

Research Design ◽

International Study ◽

Undergraduate Curriculum ◽

Study Abroad Programs ◽

Architectural Practice ◽

University Of Colorado ◽

Design Build ◽

The University ◽

Educational Professional

In order to bridge the radical gap between education and practice, the undergraduate program at the University of Colorado Denver has experimented with study abroad programs in the undergraduate curriculum to match architectural practice with education. The strategy has been to develop a curriculum in international design-build that can employ traditional studio skills of research, design and cultural criticism. This paper explores the options and the outcomes of the strategic inclusion of international study and practice in the form of an undergraduate design/build course sequence.

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Making Study Abroad a Winning Proposition for Pre-Tenure Faculty

Frontiers: The Interdisciplinary Journal of Study Abroad ◽

10.36366/frontiers.v18i1.264 ◽

2009 ◽

Vol 18 (1) ◽

pp. 231-240 ◽

Cited By ~ 3

Author(s):

William G. Moseley

Keyword(s):

Study Abroad ◽

Junior Faculty ◽

Faculty Members ◽

Study Abroad Programs ◽

Swarthmore College ◽

Pomona College ◽

Research Collaborations ◽

University Of Cape Town ◽

The University

Assuming that junior faculty have something to contribute to study abroad, how might colleges and universities increase the participation of pre-tenure faculty in study abroad programs in a way that both enhances the student experience and furthers the goals of these faculty members? While much has been written about the positive aspects of study abroad for students (e.g., Dwyer and Peters 2004; Hadis 2005), there is smaller literature on the benefits of study abroad for faculty (e.g., Goodwin and Nacht 1991; Hornig 1995), and especially junior faculty. Using a Macalester College-Pomona College-Swarthmore College sponsored program at the University of Cape Town as a case study, this article outlines how study abroad opportunities may be leveraged in support of the research imperatives of junior faculty, as a mechanism for encouraging student-faculty research collaborations, as a vehicle for exploring collaboration with non-US faculty, and (most obviously) a joyful opportunity for sharing one’s place-based knowledge.

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Dealing with Reverse Culture Shock for Students Returning from Study Abroad Programs

Advancing Teacher Education and Curriculum Development through Study Abroad Programs - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-9672-3.ch017 ◽

2016 ◽

pp. 306-326

Author(s):

Amir Manzoor

Keyword(s):

Developing Countries ◽

Study Abroad ◽

Culture Shock ◽

University Campus ◽

Study Abroad Programs ◽

Exchange Programs ◽

University Campuses ◽

Return Home ◽

The University ◽

Developed World

When students return from their study abroad programs, they can often feel distress, anxiety, and cultural identity confusion. Many university campuses within the developed world are providing resources to help students deal with these feelings. However, this is not always the case with the universities of developing world. An increasing number of students from developing countries are going abroad for their studies and many of them are part of study exchange programs. It is important for universities in the students' home countries to become abreast of these difficulties and prepare students to deal with them on the university campus. This study uses a large public university in Sindh, Pakistan to determine what kinds of resources are available to study abroad students and the role these resources play in helping students with feelings of reentry shock. The study also provides suggestions to assist in culturally ambiguous situations experienced once students return home.

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