Globalization and Internationalization: The Impact on Education Abroad Programs

2001 ◽  
Vol 5 (2) ◽  
pp. 138-145 ◽  
Author(s):  
Lester T. McCabe
Keyword(s):  
Education Abroad ◽  
The Impact

scholarly journals “Education Abroad” for International Student Advisors: What is the impact on their professional development?

2019 ◽  
Vol 9 (1) ◽  
pp. 306-319 ◽  
Author(s):  
Wei Liu
Keyword(s):  
Professional Development ◽  
International Education ◽  
Comparative Research ◽  
International Student ◽  
Development Program ◽  
Study Abroad Programs ◽  
Education Abroad ◽  
Education Professionals ◽  
Staff Members ◽  
The Impact

It is generally agreed that participating in study abroad programs, even short term, has positive impacts on students. But what would be the impact of an “education abroad” opportunity for staff members in international education? Reported in this paper is a 3-month long professional development program in a Canadian university for 52 international student advisors from 51 different Chinese institutions. Based on data from a survey and their comparative research reports, the study aims to glean the impacts of such an education abroad opportunity for international education professionals after their exposure to a different national context and different practices in international education. Findings of this study show that international comparison can serve as an effective approach to the professional development of international education professionals which enhances their historical, contextual and cultural understanding of their own work.

scholarly journals An evaluation of an education abroad program on the intercultural learning and cross-cultural adaptability skills of university undergraduates

2020 ◽  
Vol 14 (2) ◽  
pp. 55-68
Author(s):  
Jennifer Fong
Keyword(s):  
Data Collection ◽  
Cross Cultural ◽  
Original Research ◽  
Intercultural Learning ◽  
Education Abroad ◽  
Content Type ◽  
Intercultural Awareness ◽  
Cultural Adaptability ◽  
University Undergraduates ◽  
The Impact

PurposeThe purpose of this case study is to explore to what extent US university undergraduates participating in a research abroad program through US–Taiwan Partnerships for International Research and Education (PIRE) developed intercultural awareness and cross-cultural adaptability skills. It also suggests additional program design features to enhance students' international experiences.Design/methodology/approachTo better understand participants' experiences in the PIRE program, this study adopts a mixed-methods approach. Demographic questionnaires, pre- and postsurveys, observational field notes and individual interviews were conducted for data collection and analysis.FindingsStudents perceived the experience abroad to improve their intercultural awareness and skills such as openness to cultural differences, coping with challenges abroad and effectively working in diverse teams. Specifically, quantitative findings reflected group gains in the areas of flexibility/openness and perceptual acuity, whereas qualitative findings indicated growth in students' emotional resilience and personal autonomy.Research limitations/implicationsAdditional data collection methods, such as pre-/postinstruments or a longitudinal study would provide a more comprehensive assessment of the impact of education abroad on students' intercultural learning.Social implicationsEvaluation of programs and outcomes can help identify areas to maximize student learning and assess the value of education abroad.Originality/valueThis is original research and makes a contribution to education abroad programs in postsecondary education.

scholarly journals Introduction

2010 ◽  
Vol 19 (1) ◽  
pp. v
Author(s):  
Brian Whalen
Keyword(s):  
Study Abroad ◽  
Strategic Partnership ◽  
Official Journal ◽  
Annual Conference ◽  
Special Issue ◽  
Education Abroad ◽  
Double Blind ◽  
Wide Range ◽  
The Impact

The articles in this volume of Frontiers examine a wide range of issues and topics in education abroad on both theoretical and practical levels. From explorations of the meaning of global citizenship and the cultural, physical and virtual contexts of study abroad to examinations of language acquisition and the impact of study abroad on careers, this volume adds valuable information and insights to our understanding.  Frontiers depends on the support of many institutions and individuals. Sponsoring institutions make is possible to publish Frontiers independently, thereby keeping the price low for the subscribers. The editorial board and the many volunteers who serve as manuscript reviews contribute their time and expertise and help determine the content of the journal. Their anonymous judgments of articles in a double-blind review process are one of the keys to producing high-quality content.  Since 2002, Frontiers has been the official journal of the Forum on Education Abroad. Recently the strategic partnership between Frontiers and the Forum was updated so that Forum members will continue to receive complimentary subscriptions to Frontiers. Frontiers and the Forum share the goal of promoting and disseminating research that enlightens our understanding of education abroad. Research results inform us about the impact and effectiveness of education abroad programs so that the field can work to improve them to benefit students.  As part of this partnership, the next volume of Frontiers, a Special Issue on “Study Abroad and the City,” will debut at the Forum’s Annual Conference in Boston, MA, April 6-8, 2011. The theme of the conference is “Making the Connection: Praxis and Theory in Education Abroad,” and a number of authors of the Frontiers Special Issue will lead sessions that use their articles as springboards for discussions.  Brian Whalen, Editor  Frontiers: The Interdisciplinary Journal of Study Abroad 

scholarly journals The Global Engagement Measurement Scale (GEMS): A New Scale for Assessing the Impact of Education Abroad and Campus Internationalization

2015 ◽  
Vol 26 (1) ◽  
pp. 231-247 ◽  
Author(s):  
Noel L. Shadowen ◽  
Lisa P. Chieffo ◽  
Nancy G. Guerra
Keyword(s):  
Measurement Scale ◽  
Education Abroad ◽  
Academic Impact ◽  
Structure Reliability ◽  
Global Engagement ◽  
New Instrument ◽  
Before And After ◽  
Campus Internationalization ◽  
Development And Validation ◽  
The Impact

We describe the development and validation of a new instrument to measure the non-academic impact of education abroad, the Global Engagement Measurement Scale (GEMS). Based on a review of the extant literature, we developed a 37-item instrument containing scales for four specific constructs of interest: a) cultural engagement; b) ambiguity tolerance; c) knowledge of the host site; and d) diversity openness. The measure was piloted with 263 education abroad students before and after a 5- week education abroad program. We examined the scales’ underlying factor structure, reliability, and sensitivity to education abroad program effects. Results indicate strong reliability and statistically significant increases across all scales following education abroad experiences. The GEMS instrument is brief and easy to administer, publically available, and includes important constructs for assessing the impact of education abroad. Additionally, the GEMS could be used to assess campus internationalization efforts with domestic and international students.

Blue Zone of Ikaria, Greece: An education abroad program for nursing and health-related disciplines

2020 ◽  
Vol 10 (5) ◽  
pp. 31
Author(s):  
Jessica L. Naber ◽  
Grace Phelps
Keyword(s):  
Study Abroad ◽  
International Education ◽  
Cultural Awareness ◽  
Student Response ◽  
Education Abroad ◽  
Studying Abroad ◽  
Health Related ◽  
Study Abroad Program ◽  
Different Cultures ◽  
The Impact

International education is growing among American students. In the past two decades, the number of students studying abroad has more than tripled. Research has provided evidence that students who participate in study abroad are more likely to have a variety of career prospects and are more aware socially and culturally. In a world where nurses will be providing care for an increasingly diverse population, cultural awareness and improved interaction with people of different cultures is invaluable. A faculty member with education abroad experience at a mid-size university in the southern United States developed a study abroad program for the summer of 2019 to Ikaria, Greece. This program centered around the concept of Blue Zones, areas of the world identified as having the largest population of centenarians, or people that have lived for longer than 100 years. This article outlines the process of development of the program and the course associated with the program. There is information about course description, course objectives, grading procedures, course activities, and a schedule of activities that students participated in while abroad. Student response to this education abroad experience was very positive. Students have reported that they attempt to implement the nine concepts into their everyday lives since returning, and the impact that this program and other education abroad programs has had, is profound.

The Impact of International Virtual Exchange on Participation in Education Abroad

2021 ◽  
pp. 102831532110527
Author(s):  
Jonathan Lee ◽  
Jami Leibowitz ◽  
Jon Rezek
Keyword(s):  
Study Abroad ◽  
Academic Career ◽  
Probability Model ◽  
Education Abroad ◽  
American University ◽  
Language Courses ◽  
Foreign Language Courses ◽  
Linear Probability ◽  
The Impact ◽  
Comprehensive Internationalization

International virtual exchange is gaining popularity as an innovative approach to providing international experiences to students, particularly considering the COVID-19 pandemic. However, little research has been conducted on this unique teaching approach or how it fits into university comprehensive internationalization plans. In this paper, we develop a simple theoretical model to explain the impact of taking international virtual exchange classes on students’ decisions to subsequently study abroad. We use a linear probability model with a longitudinal panel that follows 39,381 students through their entire academic career at a large American university to estimate the impact of international virtual exchange and foreign language courses on the probability of subsequent study abroad. Based on our preferred matching model, which accounts for observable differences in student characteristics, we find the likelihood a student will subsequently study abroad approximately doubles if they take an international virtual exchange course.

scholarly journals Listening to the Voices of Students Who Studied Abroad: Students their agency to maximize their abroad experiences

2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Rosalind Latiner Raby ◽  
Rupert Ward ◽  
Gary Rhodes
Keyword(s):  
United States ◽  
Study Abroad ◽  
Institutional Support ◽  
Student Voices ◽  
Education Abroad ◽  
College And University ◽  
Studying Abroad ◽  
Critical Skills ◽  
Institutional Support Services ◽  
The Impact

This article learns from student voices about how their education abroad experiences was shaped by their agency. Interviews and focus groups were conducted with 22 United States community college and university students and with United States faculty and United Kingdom senior staff who worked at a study abroad Center in London. The study focuses on what the students said were the impact they had from studying abroad, what they said about institutional support that they needed prior to studying abroad, and what they said about their changing sense of being while studying abroad. Counter-Barrier construct and agency theories were used to ground the findings.  The findings showed that these students used their agency to influence their decisions to study abroad, to find the strength to transcend weak institutional support services, and to recognize their own personal, social, and critical skills development as a result of studying abroad.

Toward a Common Research Model: Leveraging Education Abroad Participation to Enhance College Graduation Rates

2018 ◽  
Vol 22 (2) ◽  
pp. 91-107
Author(s):  
John Haupt ◽  
Anthony C. Ogden ◽  
Donald Rubin
Keyword(s):  
Graduation Rates ◽  
Meta Analysis ◽  
Descriptive Analysis ◽  
Value Added ◽  
College Graduation ◽  
Research Model ◽  
Education Abroad ◽  
National Education ◽  
College Graduation Rates ◽  
The Impact

This article calls for a common research model that can be replicated across institutions to systematically collect data on the impact of education abroad participation on college graduation rates. The ultimate goal of the proposed GRAD LEAP (Leveraging Education Abroad Participation for Graduation) model is to facilitate a meta-analysis yielding generalizable findings that can inform both institutional and national education abroad policy. The model consists of two levels of analysis: (a) a descriptive analysis to estimate and compare true graduation rates for education abroad participants and nonparticipants, and (b) a parametric analysis to estimate the value-added of education abroad participation, beyond factors already understood to impact graduation rates. The proposed research model can be expanded to include analysis of the impact of specific program factors on graduation rates (e.g., program duration, program type, student accommodation, etc.).

Sign in / Sign up

Export Citation Format

Share Document