Recommendations for Leading Short-Term Health, Kinesiology and Sport Study Abroad Programs

As destination of choice for many short-term study abroad programs, Berlin offers students of German language, culture and history a number of sites richly layered with significance. The complexities of these sites and the competing narratives that surround them are difficult for students to grasp in a condensed period of time. Using approaches from the spatial humanities, this article offers a case study for enhancing student learning through the creation of digital maps and itineraries in a campus-based course for subsequent use during a three-week program in Berlin. In particular, the concept of deep mapping is discussed as a means of augmenting understanding of the city and its history from a narrative across time to a narrative across the physical space of the city. As itineraries, these course-based projects were replicated on site. In moving from the digital environment to the urban landscape, this article concludes by noting meanings uncovered and narratives formed as we moved through the physical space of the city.

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The Ebb and Flow of Study Abroad: A Comparative Analysis of PRC and International Students in Taiwan

Sustainability ◽

10.3390/su13115844 ◽

2021 ◽

Vol 13 (11) ◽

pp. 5844

Author(s):

Amy Roberts ◽

Gregory S. Ching

Keyword(s):

International Students ◽

Study Abroad ◽

Short Term ◽

Study Abroad Programs ◽

Term Study ◽

Republic Of China ◽

Short Term Study ◽

The Mean ◽

Cross Tabulation ◽

Pacific Community

The dialogue about study abroad is a contemporary trend. Since 2011, enrolments from the People’s Republic of China (PRC) have gradually increased and PRC students have now become one of the largest groups of incoming study abroad participants in Taiwan. In this study, investigators explored the characteristics of PRC students in comparison with other international students studying in Taiwan universities. Data were collected from 1870 study abroad students. Data collected include the various study abroad goals, prior study abroad experiences, the Short-term Study Abroad Situational Change Survey, the revised East Asian Acculturation Measures, the Study Abroad Acculturative Hassles, and their overall study abroad satisfaction. Data analyses included computation of the mean, frequency, cross-tabulation of respondents’ responses for identified questions, and various group comparisons. Implications suggest that the characteristics of PRC students are valuable and potentially transformative markers for sustainable cross-strait ties. Study abroad programs in Taiwan are noted as one piece of the emerging discourse for sustainable co-existence between Taiwan and the PRC. As such, PRC study abroad participants along with faculty and students in Taiwan universities have an opportunity to play a role in reshaping future exchanges as well as transforming themselves into stewards of a trans-Pacific community.

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Study Abroad Objectives and Satisfaction of International Students in Japan

Journal of International Students ◽

10.32674/jis.v8i4.238 ◽

2018 ◽

Vol 8 (4) ◽

Author(s):

Matthias Hennings ◽

Shin Tanabe

Keyword(s):

International Students ◽

Study Abroad ◽

Student Satisfaction ◽

Language Skills ◽

Cross Cultural ◽

Short Term ◽

Study Abroad Programs ◽

Term Study ◽

Short Term Study ◽

Cultural Skills

Many Japanese universities have created short-term study abroad programs with the aim of offering a satisfying study abroad experience to international students. Based on a survey of 131 international students, this paper analyzes these students’ objectives and their relation to student satisfaction. As the results show, many students regard their experience of living in Japan as more important than their academic pursuits. Furthermore, for students with prior knowledge of Japanese, improving language skills tends to result in higher satisfaction, while for students who do not speak the local language, achieving cross-cultural skills is a major factor for having a satisfying experience.

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Talking with ‘Others’: Experiences and perspective transformation in a short-term study abroad program

Frontiers: The Interdisciplinary Journal of Study Abroad ◽

10.36366/frontiers.v33i2.484 ◽

2021 ◽

Vol 33 (2) ◽

pp. 35-60

Author(s):

Emmanuelle S. Chiocca

Keyword(s):

Study Abroad ◽

Transformative Learning ◽

Intercultural Competence ◽

Classroom Culture ◽

Student Experiences ◽

Short Term ◽

Study Abroad Programs ◽

Term Study ◽

Multiple Data ◽

Short Term Study

With the growth of short-term study abroad programs comes the need to develop impactful curricula and to provide supportive environments for deep learning abroad that is more than “upgraded” tourism but rather focused on educational outcomes. This qualitative case study investigates the experiences of five study abroad participants in Israel. Drawing from multiple data sources within an interpretive framework, the purpose of this study is to understand student experiences abroad. Data was analyzed inductively and thematically. Findings suggest that the holistic experience was anchored by (1) directed and diverse conversations, (2) hermeneutical reflections, (3) emotional disequilibrium, (4) intercultural competence development, and (5) student engagement in a classroom culture, which acted together as a gestalt. Results highlight the importance of dialogue, both with locals and within the classroom community, for transformative learning. These findings encourage international educators to provide instructional frames that encourage students to engage with local communities in critical ways.

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Program Design and the Development of Students’ Global Perspectives in Faculty-Led Short-Term Study Abroad

Journal of Studies in International Education ◽

10.1177/1028315320906156 ◽

2020 ◽

pp. 102831532090615

Author(s):

Melissa Whatley ◽

Adam C. Landon ◽

Michael A. Tarrant ◽

Donald Rubin

Keyword(s):

Study Abroad ◽

Program Design ◽

Global Perspective ◽

Short Term ◽

Study Abroad Programs ◽

Term Study ◽

Global Perspectives ◽

Studying Abroad ◽

Short Term Study ◽

Before And After

This study explores connections between design features of faculty-led short-term study abroad programs and resulting changes in students’ global perspectives. Over 2,000 students provided data for this study, completing the Global Perspective Inventory (GPI) before and after studying abroad. Results indicated that program features such as participation in an internship and opportunities for reflection are positively associated with global perspective development while abroad, whereas features such as number of students traveling together and coursework in English are negatively associated with such development. Given the increasing numbers of students who participate in faculty-led short-term abroad programs, research that provides evidence-based recommendations concerning program design is essential to enhancing global perspectives through study abroad.

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Duration Matters: Separating the Impact of Depth and Duration in Study Abroad Programs

Journal of Studies in International Education ◽

10.1177/1028315319887389 ◽

2019 ◽

pp. 102831531988738

Author(s):

Stephen B. DeLoach ◽

Mark R. Kurt ◽

Neal H. Olitsky

Keyword(s):

Study Abroad ◽

Academic Program ◽

Global Awareness ◽

Short Term ◽

Study Abroad Programs ◽

Four Dimensions ◽

Short Term Study ◽

English Speaking ◽

The Impact

Study abroad participation has increased dramatically over the past two decades, primarily through the growth of short-term study abroad experiences. Given this, it is logical to ask whether short-term experiences are capable of delivering student learning outcomes equivalent to those of long-term experiences. The research presented in this article addresses this question by asking if program duration (i.e., temporal length of the academic program) or depth (i.e., focused and reflective interaction with the destination culture) has a greater impact on changes in students’ global awareness. A longitudinal study across 80 study abroad programs from a single institution, measured global awareness pre- and post-abroad experience. This design controlled for preexisting differences (self-selection) and allowed us to rigorously estimate the relative effects of depth and duration across four dimensions of global awareness. Results show that a longer duration was associated with significant changes in three out of the four global awareness dimensions measured. The only depth measure that positively and significantly impacted global awareness was when the study abroad destination was a non-English speaking country. Even in this instance, the impact non-English speaking destination was increased further for longer durations.

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Development of a Short-Term, Athletic Training and Public Health International Service-Learning Study Abroad Program to Nicaragua

Athletic Training Education Journal ◽

10.4085/1404283 ◽

2019 ◽

Vol 14 (4) ◽

pp. 283-292 ◽

Cited By ~ 1

Author(s):

Adam B. Rosen ◽

Christine C. Center ◽

Jason D. Coleman

Keyword(s):

Public Health ◽

Service Learning ◽

Study Abroad ◽

Injury Prevention ◽

Athletic Training ◽

Student Athletes ◽

Learning Study ◽

Short Term ◽

Study Abroad Programs ◽

Study Abroad Program

Context Study abroad programs are a key educational opportunity for athletic training students to grow in cultural competence. Yet, there are few faculty-led, study abroad programs specifically designed for athletic training community engagement in low-income nations. Objective To describe the process of developing and implementing a short-term athletic training and public health service-learning study abroad program to Nicaragua. Background Partnerships with a Nicaraguan partner institution aimed at creating sustainable study abroad programs for students from a variety of disciplines were initially explored. A short-term, study abroad program with athletic training and public health faculty was established based on the opportunities and benefits that it would provide to students, interests of host staff, and the accessibility to a local community. Synthesis Nine athletic training and exercise science students, composed mostly of graduate students, participated in the program in Nicaragua. Students worked with local soccer coaches and their student-athletes. Curriculum for the coaches included basic athletic injury prevention and management techniques including the Fédération Internationale de Football Association 11+ injury prevention protocol, concussions and head injury, heat illness and hydration management, nutrition and performance, and basic first aid. With the student-athletes, the group implemented injury prevention skills including the Fédération Internationale de Football Association 11+, proper heading techniques, and teamwork drills. Results Working with the Nicaraguan soccer players and coaches provided students important lessons in cultural competence, interprofessional education, communication, and patient care. Recommendation(s) As athletic training education shifts to a professional master's degree, it is important for educators to consider study abroad program length, structure, and student learning outcomes if they are interested in creating faculty-led programs. Conclusion(s) Athletic training study abroad programs, which provide students with opportunities for direct interaction with coaches and student-athletes, can provide students with beneficial learning opportunities. This program can offer a framework for those interested in offering short-term programs abroad.

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