scholarly journals Broadening the ‘Environment’ in Social Work

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Heather Boetto ◽  
Bernadette Moorhead ◽  
Karen Bell
Keyword(s):  
Social Work ◽  
Study Abroad ◽  
Positive Impact ◽  
International Study ◽  
Social Work Students ◽  
Cultural Issues ◽  
Study Abroad Programs ◽  
Mixed Methods Approach ◽  
Critical Social Work ◽  
Study Abroad Program

Adopting a critical social work frame of reference, this paper explores the impacts and challenges of a two-week study abroad program to India on Australian social work students’ understanding of the environment in practice. Using a mixed methods approach, a small study was undertaken in 2011 involving pre and post-program surveys, as well as a facilitated reflective workshop to explore environmental social work.  Results are discussed and indicate the program had a positive impact on expanding students’ conventional socio-cultural understanding of the environment and global dimensions of environmental degradation.  Whilst this is positive and suggests some justification for the international study abroad program, other questions and challenges are raised relating to complex cultural issues and neo-colonial aspects of study abroad programs.

An International Social Work Exchange: What, So What, and Now What?

2003 ◽  
Vol 8 (2) ◽  
pp. 97-108 ◽  
Author(s):  
Karen A. Ford ◽  
Carolyn Bartick Ericson
Keyword(s):  
Social Work ◽  
Study Abroad ◽  
Student Perspective ◽  
Study Abroad Programs ◽  
Education Model ◽  
Collective Development ◽  
Social Work Program ◽  
Study Abroad Program ◽  
Journal Entries ◽  
International Social

Building on a belief in the value of study-abroad programs, this article describes the effects of an international experience for BSW students and the transformation of these effects into knowledge for individual and collective development. Perceptions of BSW students are explored examining changes in attitudes and perspectives after a two-week social work survey course in a Dutch social work program. Qualitative and quantitative methodologies are used to discuss changes in responses to survey questions, pre- and postinternational experience, as well as analysis of directed journal entries and integrative papers using an experiential education model. The findings in this study demonstrate the multidimensionality of a study-abroad program, the effect on the students and the importance of the student perspective as they view the profession.

The impact of a social work study abroad program in Australia on multicultural learning

2006 ◽  
Vol 49 (3) ◽  
pp. 390-401 ◽  
Author(s):  
Sherry R. Fairchild ◽  
Vijayan K. Pillai ◽  
Carolyn Noble
Keyword(s):  
Social Work ◽  
Study Abroad ◽  
Focus Groups ◽  
Social Work Students ◽  
Travail Social ◽  
Multicultural Knowledge ◽  
Programs Of Study ◽  
Social Work Program ◽  
Study Abroad Program ◽  
The Impact

English Internationalizing the US social work curriculum with programs of study abroad is an effective method to develop students’ awareness of the importance of global interdependence and increase multicultural knowledge. Results from the Multicultural Awareness/Knowledge/Skill Survey and pre-post focus groups indicate the merits of a US-Australian social work program of study abroad for master’s-level social work students. French Internationaliser le curriculum américain en travail social par le biais de programmes d'études à l'étranger est un moyen efficace pour prendre conscience de l'importance de l'interdépendance globale et pour hausser nos connaissances multiculturelles. Les résultats du sondage sur les degrés de conscience, de connaissances et d'habiletés multiculturelles ainsi que les résultats des entrevues en 'focus groups' pré et post expérience, révèlent les mérites d'un programme d'étude de maítrise à l'étranger en travail social dans un échange entre les Ütats-Unis et l'Australie. Spanish Una manera eficaz de desarrollar el sentido de interdependencia global y aumentar el conocimiento de asuntos multiculturales es a través de planes de estudio que incorporen temas internacionales y con programas en países fuera del propio. Los resultados de la encuesta Conciencia Multicultural/Conocimiento/Destrezas, y los grupos de pre y post focus señalan los méritos que tienen en este sentido los programas internacionales de master's de trabajo social entre EE.UU. y Australia.

scholarly journals Transformative Learning of Pre-Service Teachers during Study Abroad

2015 ◽  
pp. 42-55 ◽  
Author(s):  
Angela Vatalaro ◽  
Judit Szente ◽  
Judith Levin
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Learning Experiences ◽  
International Study ◽  
Reggio Emilia ◽  
Global Competence ◽  
Future Research ◽  
Global Awareness ◽  
Study Abroad Programs ◽  
Study Abroad Program

Only a small percentage of pre-service teachers are exposed to meaningful, comprehensive curricula that enhance global competence (Lucas & Villegas, 2002; Tucker, 1982; Wells, 2008). In response to pre-service teachers’ limited exposure to diverse curricula, many universities offer international study abroad programs that provide students with experiences designed to increase multicultural and global awareness that they may not receive in their regular coursework. This paper shares how a Study Abroad Program to Reggio Emilia, Italy transformed pre-service teachers’ learning experiences. Conclusions, discussions, and recommendations for future research are also included.

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.

Critical Questions on Critical Social Work: Students’ Perspectives

2019 ◽  
Vol 49 (8) ◽  
pp. 2130-2147 ◽  
Author(s):  
Adi Barak
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Research Study ◽  
Social Work Students ◽  
Phenomenological Approach ◽  
Critical Questions ◽  
Critical Social Work ◽  
A Priority ◽  
Work Education ◽  
Critical Social

Abstract This research study explored the perspectives of social work students (n = 118) in the final semester of their studies regarding the implementation of critical social work in their future practices. Using performance ethnographies to collect data, students were asked to share their perspectives about implementing critical social work both in individual interventions and as a way to change the practice of mainstream social work organisations. Research ethnographies were analysed using a descriptive phenomenological approach, in an attempt to describe the shared essential experience of participants. Results demonstrated that students are influenced by several lines of thinking that come into direct conflict with one another: (i) they feel that critical social work is essential for individual interventions while also feeling that critical social work is not a priority for individual interventions and (ii) they feel that critical social work should and could change mainstream social work organisations while also feeling that critical social work should not and could not change mainstream social work organisations. These results contribute to a better understanding of the barriers in implementing critical social work, as well as the dilemmas and questions that should be addressed in social work education. Implications for social work education are outlined.

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

2019 ◽  
Vol 14 (4) ◽  
pp. 283-292 ◽  
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.

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 Feeling Our Way: Emotions and the Politics of Global Citizenship in Study Abroad Programming

2017 ◽  
Vol 29 (2) ◽  
pp. 79-93
Author(s):  
Nicole Laliberté ◽  
Charlene Waddell
Keyword(s):  
Study Abroad ◽  
Global Citizenship ◽  
Emotional Responses ◽  
Study Abroad Programs ◽  
Student Responses ◽  
Political Implications ◽  
Shame And Guilt ◽  
Emotional Politics ◽  
Study Abroad Program ◽  
The Relationship

The terms ‘solidarity’ and ‘ethical travel’ were used to frame a one-week study abroad program to Guatemala. The students involved came from a Canadian university and were primed through pre-trip meetings and program materials to expect their trip to produce good feelings of connection and support. However, many of the students experienced bad feelings that were variously described as frustration, disappointment, shame, and guilt. In this paper, we take the ‘bad feelings’ of this trip seriously to understand the relationship between this study abroad program and the (re)production of privilege. Based on interviews with student participants, we identify a trio of emotional responses –shame/guilt, frustration/anger, and critical empathy– that highlight the variability of student responses and their political implications. We argue that this critical analysis of emotional politics is an underutilized tool for examining how study abroad programs can simultaneously (re)produce and challenge privilege.  

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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