Transnational Human Capital, Education, and Social Inequality. Analyses of International Student Exchange

2013 ◽  
Vol 42 (2) ◽  
Author(s):  
Jürgen Gerhards ◽  
Silke Hans
Keyword(s):  
Human Capital ◽  
Study Abroad ◽  
Language Proficiency ◽  
Intercultural Competence ◽  
International Student ◽  
Sociology Of Education ◽  
Economic Capital ◽  
Studying Abroad ◽  
Filtering Function ◽  
Study Abroad Program

SummaryDue to globalization, skills such as foreign language proficiency and intercultural competence, here referred to as transnational human capital, are becoming increasingly important. A study-abroad program during schooling is one of the most efficient ways to acquire transnational human capital. Until now, class-specific access to transnational capital has remained largely unexplored. With recourse to the literature on the sociology of education and to the work of Pierre Bourdieu, we have developed hypotheses and tested them using German Socio-Economic Panel (GSOEP) data. The findings indicate that the likelihood of studying abroad is determined a) by the capital available to the parents, b) by the cultural capital and the commitment of the child, c) by the opportunity structure, and d) by family conflicts. Attendance of a ‘Gymnasium’ has a crucial filtering function. Overall, the probability of acquiring transnational human capital through study abroad differs significantly according to the economic capital of the child’s parents.

scholarly journals Intercultural Impact From a Short-Term Study-Abroad Program in Thailand

2020 ◽  
Vol 2019 (1) ◽  
pp. 219
Author(s):  
Brad Deacon ◽  
Kevin Ottoson
Keyword(s):  
Study Abroad ◽  
Intercultural Competence ◽  
Health And Safety ◽  
Language Teachers ◽  
Intercultural Development ◽  
Short Term ◽  
Term Study ◽  
Studying Abroad ◽  
Short Term Study ◽  
Study Abroad Program

Recent government initiatives have helped increase the number of Japanese students studying abroad. However, our understanding of study abroad and intercultural development is largely informed by research in Western contexts. The purpose of this study was to uncover the key areas that students attribute to their intercultural competence growth and development during a short-term study-abroad program in Thailand. This paper offers findings from open-ended questionnaires that were given to 15 Japanese 2nd-year female university students before and after they participated in a three-week study abroad. Qualitative analysis of the pre-sojourn results primarily revealed health and safety concerns. These concerns were later shown to be mostly unrealized in post-sojourn findings analysis that instead emphasized the importance of students’ psychological and self-fulfillment needs. The implications this research has for language teachers, program coordinators, and other stakeholders who aim to support students’ intercultural development in short-term study-abroad programs are provided. 昨今の政府の取り組みにより、留学へ行く日本の学生数は増加傾向にある。しかし、留学や異文化教育についての私たちの理解は、西洋の文脈における研究から主に情報を得ていると言える。本研究の目的は、タイにおける３週間の留学プログラムの間に、学生の異文化理解やその発達が主に何によってもたらされたのかを明らかにすることだった。参加した１５名の女子学生たち（大学２年生）に対して、留学の事前と事後に自由回答式の質問を与え、その調査結果をもとに明らかになったことをここでは論じていく。事前調査における質的分析では、主に健康や安全面での懸念が明らかになった。これらの懸念は事後調査での分析ではほとんど認められず、代わりに心理的な自己実現欲求が重要な側面であることがわかった。この研究における示唆は、語学教員、留学コーディネーター、そしてその他、短期留学プログラムにおける学生の異文化教育を支援する関係者に向けられる。

scholarly journals Friends Matter: The Relationship Between Korean International Students’ Friendship Networks and Study Abroad Outcomes

2021 ◽  
Vol 8 (2) ◽  
pp. 138-155
Author(s):  
Jae-Eun Jon ◽  
Heeyun Kim ◽  
Soo-yong Byun
Keyword(s):  
International Students ◽  
Study Abroad ◽  
Intercultural Competence ◽  
Personal Development ◽  
International Student ◽  
Policy Implications ◽  
Friendship Networks ◽  
Studying Abroad ◽  
Student Exchange Programs ◽  
Korean International Students

This study examined the determinants of international students’ interactions with different friendship networks and the relationships of these interactions with study abroad outcomes, using data from 482 Korean college students who had participated in international student exchange programs. The results showed that students’ participation in extracurricular and off-campus activities while studying abroad was significantly related to their interactions with local and other international students. The results also showed that students’ interactions with co-national, local, and other international students while studying abroad were positively associated with their intercultural competence, personal development, and career development, even after controlling for other variables. We discuss the policy implications of these findings beyond the Korean context.

scholarly journals Enhancing Intercultural Competence: Can it be done without Studying Abroad?

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Lata Krishnan ◽  
Lan Jin ◽  
Charles Calahan
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Intercultural Competence ◽  
Intervention Group ◽  
Learning Activities ◽  
Control Group ◽  
Intercultural Learning ◽  
Study Abroad Programs ◽  
Studying Abroad ◽  
Study Abroad Program

Participation in intensive, immersive, service-learning study abroad programs with intentional intercultural activities embedded in the course curriculum has been shown to enhance cultural competence as measured via the Intercultural Development Inventory (IDI®) (Krishnan, Masters, Holgate, Wang & Calahan, 2017; Krishnan, Lin & Benson, 2020). The purpose of this study was to evaluate the relative impact of embedding intercultural learning activities on students’ intercultural competence when included in an on-campus course compared to a study abroad program. The intervention group consisted of 34 students enrolled in the on-campus course which incorporated intentional intercultural activities. Forty-one students who did not take the course comprised the control group. Comparison of the pre- and post-IDI® scores showed a significant increase in intercultural competence in the intervention group and no change in score in the control group participants. Qualitative data supported these findings. The increase in group mean score is slightly lower than group mean score increases in study-abroad students. Results indicate that incorporating intentional intercultural learning activities in an on-campus course can be an effective mechanism for students to enhance intercultural competence without travelling abroad.

scholarly journals State Scholarship Programs and Grants as a Factor of the Human Capital Development: Russian and Foreign Experience

2021 ◽  
pp. 65-77
Author(s):  
Sergey Ryazantsev ◽  
Tamara Rostovskaya ◽  
Galina Ochirova ◽  
Julia Pletneva
Keyword(s):  
Human Capital ◽  
Study Abroad ◽  
Foreign Students ◽  
International Student ◽  
Student Mobility ◽  
Human Capital Development ◽  
Grant Programs ◽  
Studying Abroad ◽  
Capital Development ◽  
Scholarship Programs

Recognizing the importance of the development of human capital, many countries contribute to the growth of international student mobility through various state grants and scholarships for their citizens and foreign students. Nevertheless, there is a lack of research on the state's benefit from sponsoring scholarship programs and study abroad grants in the context of the development of the country's human capital. This article examines scholarship programs and grants to study abroad regarding human capital development, how they can help build human capital, and what can be an obstacle for that. The authors analyze the features and implementation mechanisms and provide typology of the programs in modern conditions. Based on a review of state scholarship programs and grants for studying abroad, and an analysis of scholars' studies and regulatory documents, authors identify existing and potential obstacles to building up and effectively using human capital such as non-return of scholarship holders to their homeland, deskilling, bureaucratic employment procedures, emigration intentions after fulfilling obligations under the program, etc. Exploring of foreign and Russian experience in implementing state scholarship and grant programs, authors determine several ways for the further development of the programs in the context of the idea of human capital building. The results of the study can be applied to the development and improvement of the Russian scholarship programs and grants for studying abroad.

scholarly journals Promoting intercultural competence in study abroad students

2021 ◽  
Author(s):  
Christian Tarchi ◽  
Alessio Surian
Keyword(s):  
Study Abroad ◽  
Cultural Differences ◽  
Active Control ◽  
Intercultural Competence ◽  
Critical Incident ◽  
Conceptual Knowledge ◽  
Studying Abroad ◽  
Long Time ◽  
Short Intervention ◽  
Study Abroad Students

AbstractUniversities have been promoting study abroad programmes for a long time to improve intercultural competence. However, the mere exposure to cultural differences while studying abroad does not ensure intercultural competence, unless study abroad students’ reflective processes are explicitly targeted. The article presents the results of a short intervention grounded in the problem-based approach aimed at improving intercultural competence in study abroad students. Students were assigned to three conditions: a video-log condition (in which they have to narrate a critical incident occurred to them), a reflection-induced video-logs (in which they were prompted to reflect on the video-logs produced), and an active control condition. The reflection-induced video-log intervention improved students’ perceived proficiency in Italian and perceived opportunities for cultural reflection, but it did not contribute to improve students’ applicable and conceptual knowledge of intercultural competence.

Studying Abroad to Inform Teaching in a Diverse Society

2017 ◽  
pp. 52-70
Author(s):  
Carolyn Walker Hitchens ◽  
Patricia Clark ◽  
Anthony Kline ◽  
Winnie Mucherah ◽  
Scott Popplewell ◽  
...  
Keyword(s):  
Elementary Education ◽  
Study Abroad ◽  
Education Program ◽  
General Description ◽  
General Overview ◽  
Studying Abroad ◽  
Diverse Society ◽  
Personal Reflections ◽  
Study Abroad Program ◽  
The Impact

This chapter presents information about Ball State University's Study Abroad Program within the Department of Elementary Education. A general description of students enrolled in the Elementary Education program is given, both historically and currently. Then the origins of the Ball State Elementary Education Study Abroad program are explained, followed by a description of countries and program types that have occurred over the years. A general overview of program considerations, including making contacts, recruiting students, and working with schools is then provided. Next, three travel programs in the department are described, including development, recruitment, and vignettes focusing on experiences in each program. Next, research about program experiences is presented, including the impact of study abroad experiences on students. Personal reflections from instructors who have participated will then be shared. Finally, suggestions about developing and implementing programs will be identified.

What difference does it make?

2018 ◽  
Vol 3 (2) ◽  
pp. 191-219 ◽  
Author(s):  
Gianna Hessel ◽  
Robert Vanderplank
Keyword(s):  
Study Abroad ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Group Differences ◽  
Exchange Students ◽  
Advanced Level ◽  
Studying Abroad ◽  
Linguistic Proficiency ◽  
At Home

Abstract Direct effects of participation in study abroad on linguistic proficiency have been notoriously difficult to differentiate from mere participant, time and study effects. This study examines English proficiency gains among 136 advanced-level German university students who applied for an ERASMUS exchange and either studied at a British university or continued to study at home. Participants completed C-tests of English language proficiency and comprehensive questionnaires at baseline, after three and nine months. After the first three months, those studying abroad had made significantly higher proficiency gains than the ERASMUS applicants who continued to study at home. During the subsequent six months, linguistic progress among the study abroad participants slowed and between-group differences were no longer significant. The results further substantiate hypotheses on significant linguistic benefits of participation in study abroad for advanced L2 learners, while also highlighting the need to facilitate sustained linguistic progress among exchange students, particularly during more extended stays.

scholarly journals On the Factors Influencing EFL Students’ Intercultural Competence

2019 ◽  
Vol 54 (1) ◽  
pp. 133-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Study Abroad ◽  
Language Proficiency ◽  
Educational Level ◽  
Intercultural Competence ◽  
Cultural Intelligence ◽  
Tertiary Education ◽  
Small Degree ◽  
Practical Applications ◽  
Intercultural Competencies ◽  
Efl Students

AbstractCultural intelligence (CQ) as a micro-level construct describing intercultural competence has garnered growing attention in academic literature recently, resulting in an increase in research. This paper reports on the empirical research which, using as a survey instrument the Cultural Intelligence Scale (CQS) developed by Earley and Ang (2003), examined intercultural competencies of Polish EFL students at the tertiary education, measured by the level of CQ. In addition, the investigation aimed to analyze whether individual difference variables such as gender, educational level, linguistic proficiency, multilingualism, motivation to study English, and study abroad experience are significant predictors of students’ level of CQ. The results show that the respondents’ intercultural competence has been developed only to a small degree. Further, CQ is positively related to gender, educational level, foreign language proficiency, the number of foreign languages known, motivation to study English, and study abroad experience. Some practical applications of the study findings for the Polish tertiary education have been presented.

scholarly journals Intragroup Conflict During Study Abroad

2015 ◽  
Vol 5 (3) ◽  
pp. 244-259 ◽  
Author(s):  
Peter Bodycott
Keyword(s):  
Study Abroad ◽  
Short Term ◽  
Intragroup Conflict ◽  
National Group ◽  
Studying Abroad ◽  
Short Term Study ◽  
Negative Effect ◽  
Program Involvement ◽  
Study Abroad Program ◽  
Support Students

Co-national groups of individuals from the same country can provide members with psychological and sociocultural support when coping with the stresses of studying abroad. This article examines intragroup task and relationship conflict that occurred in one co-national group during a 14-week short-term study abroad program. Findings reveal the negative effect of intragroup conflict, within the co-national group, on student’s personal and social −ethnic− identities, acculturation and program involvement. Recommendations are made about ways to help students in co-national groups cope with acculturation and intragroup conflict, and how institutions can better prepare and support students for study abroad.

scholarly journals Development and Validation of the Wesleyan Intercultural Competence Scale (WICS): A Tool for Measuring the Impact of Study Abroad Experiences

2014 ◽  
Vol 24 (1) ◽  
pp. 25-58 ◽  
Author(s):  
Steven Stemler ◽  
Toshie Imada ◽  
Carolyn Sorkin
Keyword(s):  
Study Abroad ◽  
Intercultural Competence ◽  
External Validation ◽  
Developmental Theory ◽  
Self Report ◽  
Study Abroad Programs ◽  
Competence Scale ◽  
Study Abroad Program ◽  
The Impact ◽  
Over Time

One of the most frequently cited aims of higher education institutions is to help students develop intercultural competence. Study abroad programs are a primary vehicle for helping to achieve this goal; however, it has been difficult to quantify their impact as most existing measures of intercultural competence rely on subjective self-report methods that are easy to fake and that suffer from ceiling effects when attempting to measure change over time. Building on Bennett’s (1986) developmental theory, the current paper describes a new test–the Wesleyan Intercultural Competence Scale (WICS)–that uses a situational judgment testing approach to measure the development of intercultural competence within the context of a study-abroad experience. A total of 97 study-abroad students from Wesleyan took the WICSalong with eight external validation measures and a background questionnaire. Thirty participants took the test at two time points–once at the beginning of a study-abroad program and once at the end. The results indicate that the WICShad strong evidence in support of its content, construct, and criterion-related validity. In addition, the WICSwas capable of detecting changes in the development of intercultural competence over time in a way that none of the other validation measures were. The substantive findings revealed that the amount of time spent speaking the local language and the number of different situations experienced were strong predictors of the development of intercultural competence. Implications and future directions are discussed.

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