Conceptualizing University Education Study Abroad Programs Using a Mutualistic Process

2019 ◽  
Vol 24 (5) ◽  
pp. 555-572
Author(s):  
Tara Johnson ◽  
Kristina Hains ◽  
Bryan Hains ◽  
Janela Salazar
Keyword(s):  
Study Abroad ◽  
International Education ◽  
Conceptual Framework ◽  
Local Community ◽  
University Education ◽  
Study Abroad Programs ◽  
Global Citizens ◽  
Community Voice ◽  
Education Experience ◽  
Negative Impacts

As we continue to develop into a more globalized society, it is an expectation that students in higher education become global citizens. While the literature supports the notion that students positively benefit from international education experiences, little research has been done to determine what role the community plays, or what effects the study abroad experience has on the community in which the student population is engaged. This study introduces an innovative conceptual framework that overlays the biological concept of symbiosis on the international education experience. This unique conceptual framework shines a light on the study abroad experience from the community’s perspective, as well as illustrating positive and negative impacts of student interaction within the local community. The results indicate that not only is there a role for communities but also communities need to be included in the planning and creation of these experiences, ultimately leading to more mutually beneficial outcomes. Ideally, these findings could be used by educators to capture the community voice to create more mutualistic programs in study abroad.

scholarly journals Karma and Yoga: Transformative Pedagogy and Empowering Communities through Study Abroad and Service Learning

2020 ◽  
Vol 1 (1) ◽  
pp. p53
Author(s):  
Anita Anantharam
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
International Education ◽  
Global Citizenship ◽  
Cultural Knowledge ◽  
Community Formation ◽  
Learning Assessment ◽  
Study Abroad Programs ◽  
Global Citizens ◽  
Studying Abroad

International education and global citizenship are keywords in our culture today and the success or failure of our attempts to be global citizens depends on the level of commitment we are able to make to cultures different than our own. The academic study of transnational feminism rests on the idea that cultural knowledge can be learned and appreciated. Studying abroad is a small step towards fostering global citizenship and transnational solidarity. This essay illustrates some of the successes of and impediments to community formation and global awareness through study abroad programs and initiatives. Service-learning assessment modules, non-traditional assignments, and stimulation of contemplative health are presented as pedagogical examples that make possible a mutually life-transforming experience for educators and students alike.

Institutionalizing International Education and Embedding Education Abroad Into the Campus Community

2019 ◽  
pp. 172-183
Author(s):  
Carola Smith
Keyword(s):  
Community College ◽  
Strategic Planning ◽  
Study Abroad ◽  
International Education ◽  
Campus Community ◽  
Study Abroad Programs ◽  
Education Abroad ◽  
Descriptive Case Study ◽  
International Collaborations

This chapter is a descriptive case study on one community college in California to show how the institution was able to successfully institutionalize study abroad through advocacy, strategic planning, and the cultivation of local, statewide, and international collaborations. Because of the longevity and vitality of the program examined in this particular case study, there is useful insight for other education abroad professionals who are at varying stages of implementing, developing, or institutionalizing study abroad programs at their respective institutions.

Critical Consciousness Raising About Global Economic Inequality Through Experiential and Emotional Learning

2020 ◽  
pp. 105382592097513
Author(s):  
Katarzyna Olcoń ◽  
Dorie J. Gilbert ◽  
Rose M. Pulliam
Keyword(s):  
Study Abroad ◽  
Critical Consciousness ◽  
College Graduates ◽  
Emotional Learning ◽  
Cognitive Domain ◽  
Study Abroad Programs ◽  
Consciousness Raising ◽  
Global Citizens ◽  
Study Abroad Program ◽  
Economic Inequalities

Background: The ability to question global structures and analyze one’s own positionality in relation to economic, political, and social forces is essential for college graduates. Although study abroad programs claim to develop students into global citizens, most studies do not critically examine student learning about global inequalities. Purpose: This study analyzed the process of critical consciousness raising about economic inequalities through experiential and emotional learning. Methodology/Approach: It employed ethnographic observations, in-depth interviews, and written journals of 27 U.S. college students who participated in a Ghana study abroad program in years 2016–2018. Data were analyzed using an inductive thematic approach. Findings/Conclusions: Witnessing and being emotionally affected by unjust global realities allowed students to question their actions and assumptions. Even though they seemed to have become more self-aware of their privilege and positionality, few of them questioned the global structures underlying economic injustice. Despite the limited analysis, they demonstrated inspiration to learn and do more. Implications: Moving beyond education’s traditional focus on students’ cognitive domain is crucial for critical consciousness raising about social injustice and global interconnections of oppression. Higher education should ensure a critical analysis of economic inequalities both abroad and in their own country.

Students’ motivations, perceived benefits and constraints towards study abroad and other international education opportunities

2018 ◽  
Vol 11 (1) ◽  
pp. 63-78 ◽  
Author(s):  
Tamilla Curtis ◽  
John R. Ledgerwood
Keyword(s):  
Study Abroad ◽  
International Education ◽  
Online Survey ◽  
International Travel ◽  
Perceived Benefits ◽  
Study Abroad Programs ◽  
Missed Opportunities ◽  
Content Type ◽  
University Campuses ◽  
Study Abroad Program

Purpose The purpose of this study is to identify students’ motivations and perceived benefits of engaging in study abroad programs, as well as challenges and missed opportunities. Design/methodology/approach An online survey was sent to random samples of students on two university campuses. Descriptive statistics and frequency analyses were conducted with the use of the SPSS data management software package. Findings Despite the majority of students having previous international travel experience and understanding the benefits of study abroad programs, most of them will not pursue the possibility to enroll in the study abroad programs. Contrary, most of respondents did express an interest to participate in international co-op/internship opportunities while attending the university. The study identified motivations, perceived benefits and constraints for students to enroll in study abroad programs. Research limitations/implications Further research using samples from different universities and colleges would present a more comprehensive picture of motivations, expectations and constraints. Practical implications Educators should promote study abroad program benefits and clearly identify the link between international experiences and future students’ employability. Study abroad programs can serve as important tool for increasing overall students’ retention and recruitment. Social implications In higher education, study abroad programs can serve as important tool for increasing overall students’ retention and recruitment. Originality/value This research uncovers students’ study abroad intent, interests, motivations, perceived personal and professional benefits and desired structure for the program. The findings provide insights into how administrators can enhance the value of the summer study abroad program offered by higher educational institutions.

scholarly journals The Short-Term “Bridge Model” Study Abroad Program: Peacebuilding in Latin America

2013 ◽  
Vol 46 (04) ◽  
pp. 791-796 ◽  
Author(s):  
Jeffrey D. Pugh
Keyword(s):  
Study Abroad ◽  
International Education ◽  
Discrete Event ◽  
Study Abroad Programs ◽  
Model Study ◽  
Bridge Model ◽  
Immersion Programs ◽  
Short Program ◽  
Objective Outcomes ◽  
Study Abroad Program

AbstractThe conventional wisdom about political science international education assumes that students choose between short “island” study abroad programs that are accessible but have only superficial impact, and longer immersion programs, achieving a greater effect. This article argues that well-designed study abroad programs can combine the best of both models to achieve significant impact even in a short program. It proposes a “bridge model” for reconceptualizing study abroad not as a discrete event with more or less impact on student learning, but as a key intervention that furthers a student's overall development within an internationalized curriculum. The article examines the case of a peacebuilding study abroad program in Ecuador. It measures alumni perceptions of impact, objective outcomes, and alumni network development. The key finding is that solid program design and structured cross-cultural interaction produces the type of long-term effect and networks traditionally associated with immersion programs.

scholarly journals Evaluation and Study Abroad: Developing Assessment Criteria and Practices to Promote Excellence

1999 ◽  
Vol 5 (1) ◽  
pp. 101-127 ◽  
Author(s):  
Joan Gillespie ◽  
Larry A. Braskamp ◽  
David C. Braskamp
Keyword(s):  
Program Evaluation ◽  
Study Abroad ◽  
International Education ◽  
Task Force ◽  
Good Practice ◽  
Model Assessment ◽  
Academic Quality ◽  
Assessment Practice ◽  
Study Abroad Programs ◽  
Education Of Students

This paper describes how the authors worked with a Task Force to develop the IES Model Assessment Practice (MAP), a set of detailed criteria to use in evaluating IES study abroad programs, and how IES is beginning to implement MAP. Two sets of theories provided the framework for the project: current thinking about educational program evaluation and assessment in the U.S., including current definitions of academic quality; and organizational learning, whereby the processes of planning and decision-making involve members of the organization in gathering, sharing, and interpreting information. The 18-month project was sponsored by IES, The Institute for the International Education of Students (formerly the Institute of European Studies). With this publication, we propose that study abroad practitioners join a dialogue about program evaluation and share models of good practice for the benefit of our students.

scholarly journals Developing Global Competencies through International Teaching: Using Critical Cosmopolitan Theory to Compare Case Studies of Two Study Abroad Programs

2019 ◽  
Vol 31 (2) ◽  
pp. 105-120
Author(s):  
Erik Jon Byker ◽  
Tingting Xu
Keyword(s):  
Study Abroad ◽  
Case Studies ◽  
Teacher Candidates ◽  
Study Abroad Programs ◽  
Global Competencies ◽  
Global Citizens ◽  
Intercultural Awareness ◽  
International Teaching ◽  
Study Abroad Program

For students to become global citizens they need globally competent teachers. The purpose of this article is to describe and compare the development of global competencies in teacher candidates who participated in international teaching-focused study abroad programs. The article is framed by Critical Cosmopolitan Theory (Byker, 2013), which offers a lens for the development of global competencies through the fusion of critical consciousness (Freire, 1970) and cosmopolitanism (Appiah, 2010). In the field of teacher education, study abroad experiences can help enhance teacher candidates’ commitment to culturally responsive teaching practices (Gay, 2002) and intercultural awareness (Hammer, Bennett, & Wiseman, 2003). The article reports on two case studies of study abroad programs for U.S. teacher candidates. One case study focuses on a study abroad program in China (n=13) and the other case study focuses on a study abroad program in South Africa (n=22). The article compares the teacher candidates’ perceptions of their study abroad experiences in relationship to the development of global competencies.

The Outreach Triad for Successful Study Abroad Programs

2019 ◽  
pp. 107-119
Author(s):  
Jennifer Joy Robertson
Keyword(s):  
Community College ◽  
Study Abroad ◽  
Local Community ◽  
Study Abroad Programs ◽  
Community Partners ◽  
Program Administrators ◽  
Number Of Factors ◽  
Key Stakeholders ◽  
Funding Opportunities ◽  
Communication Methods

The old adage “build it and they will come” does not apply in the context of study abroad at the community college. Community colleges have historically struggled with study abroad enrollment due to a number of factors including inadequate funding, insufficient institutional support, and a lack of interest and awareness on behalf of their students. While there are many factors that go into successful programming for study abroad, one key element is outreach. This chapter will define outreach in terms of the marketing and communication methods to three key stakeholders in study abroad: students, faculty, and the local community. It will be argued that program administrators need to better understand the various ways in which outreach is used to increase both student enrollment, minority students in particular, and the number of faculty engaged in leading study abroad at the community college. The chapter will conclude by proposing some strategies for identifying funding opportunities from local community partners.

Online journaling and language learning in intensive summer study abroad programs

2021 ◽  
pp. 136216882110366
Author(s):  
Theresa Schenker
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Summer Program ◽  
Student Interest ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Short Term Study ◽  
Negative Impacts ◽  
Effective Inclusion

In spite of the superior effects of semester- or year-long educational experiences abroad, the majority of students prefers short-term study abroad for which participation numbers are steadily rising. Due to the increased student interest in short-term study abroad options, investigations into how a short stay abroad can be designed to maximize learning outcomes for participants are important. While some studies suggest that technology can have negative impacts on language learning during study abroad, effective inclusion of technology can maximize learning. This article summarizes the results of three years of research investigating the effects of daily online journaling during an intensive German summer program on second language (L2) learners’ writing skills during an intensive German summer program. The context of the program will be described along with the rationale for including online journaling assignments. The study investigates whether there is a relationship between the amount students wrote in their daily blogs and their writing development, and whether students’ linguistic progress can be traced in their journal posts. Lastly, the article will provide a pedagogical evaluation of the benefits of incorporating journaling or blogging in short-term study abroad programs and present suggestions for successful projects. The terms journaling and blogging are used interchangeably in this manuscript; while a blog was used as the journal platform in this project, a different format than a blog can serve the same purpose of providing a space for reflective journaling for students.

Global Citizenship

2015 ◽  
pp. 263-283
Author(s):  
Steven J. Bigatti ◽  
Emily Sirk ◽  
Michael M. Bigatti ◽  
Silvia M. Bigatti
Keyword(s):  
Study Abroad ◽  
21St Century ◽  
Global Citizenship ◽  
Study Abroad Programs ◽  
Global Citizen ◽  
Global Citizens ◽  
Technology Roadmap ◽  
And Training ◽  
Modern Workplace

This chapter explores the reality of the modern workplace: the demand for global citizens well-exceeds the supply, and while a manager in the 21st century must increasingly be a global citizen manager, this goal is seldom attained. The skills can be learned, but training has not been broadly implemented in schools or businesses, and typically considered the purview solely of study abroad programs or foreign assignments. The chapter presents some key tools on the technology roadmap for use in educating global citizens and training the 21st century manager.

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