scholarly journals Factors impacting the intention to participate in student exchange program

2020 ◽  
Vol 4 (4) ◽  
pp. First
Author(s):  
Lê Hữu Tuấn Anh ◽  
Hoàng Thị Mai Khánh ◽  
Nguyễn Hoàng Hải ◽  
Mai Thị Thu Ngân ◽  
Võ Thị Sương ◽  
...  
Keyword(s):  
Structure Interview ◽  
International Exchange ◽  
Viet Nam ◽  
Exchange Programs ◽  
Exchange Program ◽  
Studying Abroad ◽  
Academic Exchange ◽  
Intention To Participate ◽  
Semi Structure Interview ◽  
Keywords Education

Ngày nay, học tập tại nước ngoài được xem là một cơ hội lớn đối với sinh viên để nâng cao kiến thức, trải nghiệm của chính bản thân trong tương lai. Đặc biệt, hình thức học tập thông qua các chương trình trao đổi văn hóa, học thuật tại nước ngoài đã và đang trở thành xu hướng phổ biến. Hình thức này tuy có những điểm chung so với việc du học dài hạn của sinh viên, nhưng ngoài ra những ưu điểm riêng của nó, cũng giúp hình thức này nhận được nhiều sự quan tâm của các bạn sinh viên.  Nghiên cứu này được nhóm tác giả thực hiện nhằm xác định các nhân tố ảnh hưởng đến quyết định tham gia chương trình trao đổi quốc tế (TĐQT) của sinh viên Việt Nam. Nghiên cứu được thực hiện theo phương pháp hỗn hợp, bao gồm nghiên cứu định tính (phỏng vấn chuyên gia) và nghiên cứu định lượng (khảo sát thông qua bảng hỏi), tiến hành trên 505 đối tượng trong thời gian từ tháng 11/2019 đến tháng 02/2020. Từ 8 nhân tố được kế thừa từ nghiên cứu trước và thông qua nghiên cứu định tính, kết quả phân tích định lượng chỉ ra 7 nhân tố có tác động trực tiếp lên quyết định tham gia các chương trình TĐQT của sinh viên. Từ đó, nghiên cứu đem lại những giải pháp cho sinh viên, các trường tổ chức liên kết và các phòng ban chuyên môn có thể xây dựng, đặt ra các mục tiêu phù hợp nhằm nâng cao hiệu quả của các chương trình TĐQT tại Việt Nam.   Từ khóa: Giáo dục, Trao đổi quốc tế, ý định tham gia, thành phố Hồ Chí Minh, Sinh viên In this day and age, studying abroad acts as an golden opportunity for students to expand their perspectives, and to gain priceless experience, which can facilitate their career path in the future. Moreover, international learning and knowledge propels students towards acceptance and understanding of an array of different cultural and community perspectives. Especially, a type of studying overseas called cultural and academic exchange programs has been becoming a popular trend. Although it shares a multitude of similarities with a long-term studying abroad programs, it has its own distinctive features which have been receiving a great deal of students’ attentions. This can be strong evidence that more and more students all around the world are participating in these programs every year. In terms of technical side, this research aims to identify factors having impacts on Vietnamese students’ decisions in participating in exchange programs. In specific, mixed methods are employed in the research, through qualitative methods (semi-structure interview) and quantitative method (survey), with 505 participants involving from November 2019 to February 2020. Based on literature review and qualitative analysis, a framework of 8 factors is proposed. Through quantitative analysis of survey questionnaire’s results, the research continues indicating a total of 7 factors that directly have influence on students’ decisions in taking part in exchange programs. Furthermore, the research provides several suggestions and objectives for individuals and organizations, which get involved in those exchange programs namely students, universities and educational institutions. Ultimately, the research is up for making a contribution to enhancing the effectiveness of exchange programs in Vietnam with a purpose that more Vietnamese students regardless of their backgrounds, can potentially have enough necessary qualities and satisfying the necessary conditions to carry on their studying abroad.     Keywords: Education, International exchange, Intention to participate, Ho Chi Minh City, Alumnus

Describing Undergraduate Students' Intercultural Learning through Study Abroad in Terms of Their ‘Cultural Responsiveness'

2016 ◽  
Vol 1 (2) ◽  
pp. 29-38
Author(s):  
Susan Oguro ◽  
Angela Giovanangeli
Keyword(s):  
Study Abroad ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Intercultural Competence ◽  
Cultural Responsiveness ◽  
International Exchange ◽  
Intercultural Learning ◽  
Study Abroad Programs ◽  
Exchange Programs ◽  
Exchange Program

Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home. Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of study abroad programs.

The personal, linguistic, and intercultural development of Chinese sojourners in an English-speaking country

2017 ◽  
Vol 2 (1) ◽  
pp. 80-106 ◽  
Author(s):  
Jane Jackson
Keyword(s):  
Developmental Trajectories ◽  
Cultural Barriers ◽  
International Exchange ◽  
Intercultural Development ◽  
Exchange Programs ◽  
Exchange Program ◽  
English Speaking ◽  
Questionnaire Surveys ◽  
Intercultural Engagement ◽  
Depth Interviews

Abstract The number of Chinese students who are joining international exchange programs has increased significantly in recent years, with the majority enrolling in English-medium courses in the host country. To better understand how to prepare and support their learning, the present study investigated the developmental trajectories of 149 students from a Hong Kong university who participated in a semester-long exchange program in an English-speaking country. By way of questionnaire surveys, in-depth interviews, and document analysis (e.g., study plans, responses to email prompts), this mixed methods inquiry tracked their evolving attitudes, motivation, and depth of investment in language and intercultural learning. As well as individual differences, the findings brought to light environmental factors that led to differing outcomes. While some participants developed more self-efficacy in English and meaningful intercultural friendships, others found it difficult to overcome language and cultural barriers, suggesting the need for interventions to bolster language enhancement and intercultural engagement.

Describing Undergraduate Students' Intercultural Learning Through Study Abroad in Terms of Their ‘Cultural Responsiveness'

2020 ◽  
pp. 1436-1446
Author(s):  
Susan Oguro ◽  
Angela Giovanangeli
Keyword(s):  
Study Abroad ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Intercultural Competence ◽  
Cultural Responsiveness ◽  
International Exchange ◽  
Intercultural Learning ◽  
Study Abroad Programs ◽  
Exchange Programs ◽  
Exchange Program

Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home. Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of study abroad programs.

Centering Reflection in Teachers’ International Exchange Experience

2020 ◽  
Author(s):  
Emily Anderson
Keyword(s):  
Critical Reflection ◽  
Teaching Practice ◽  
Policy Research ◽  
International Exchange ◽  
Exchange Programs ◽  
Exchange Program ◽  
Policy Paper ◽  
Teacher Exchange ◽  
Teacher Exchange Programs ◽  
International Teacher

This policy paper discusses the importance of critical reflection in short-term international teacher exchange programs. It draws from the findings of a larger research project investigating teachers' use of comparison as a framework for pedagogical transfer. The paper defines intercultural pedagogical transfer as an educators' engagement with culture through an exchange experience, which forms the context for policy and pedagogical sense making. Here, culture refers to the norms, values, and expectations that inform teaching practice and policy discourses. Participating in an international exchange program involves teachers' reflections on history, culture and policy as the contexts that inform classroom practices. The discussion presented in this paper highlights the importance of critical reflection on teachers' ability to make and sustain changes to practice following an international professional development experience of a Teacher Exchange Program, supported by the Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research.

scholarly journals What They Learned Won’t Go Away: The Impacts of an International Exchange Program on Chinese Teacher Candidates’ Understanding of and Practice in Science Education

2020 ◽  
pp. 209653112095967
Author(s):  
George Zhou ◽  
Peiyu Wang ◽  
Tian Liu ◽  
Junyi Zhang ◽  
Yuanrong Li ◽  
...  
Keyword(s):  
Science Education ◽  
Classroom Environment ◽  
Teacher Candidates ◽  
Science Curriculum ◽  
International Exchange ◽  
Exchange Programs ◽  
Chinese Science ◽  
Exchange Program ◽  
Qualitative Research Design ◽  
Understanding Of Science

Purpose: The Canadian university where this study took place has established an international exchange program in teacher education with a large Chinese university. This study was designed to examine how the international exchange program influenced Chinese science teacher candidates’ understanding of science education and how such learning impacted their teaching in China. Design/Approach/Methods: The study adopted a qualitative research design with interview and reflective journal as the main approaches for data collection. Findings: Participants greatly appreciated the opportunity of exchange. They reported an improved understanding of Canadian school education and its science curriculum and pedagogy, which changed many aspects of their original values about the relationship between the teacher and students, classroom environment, and so on. Although they faced many constraints to implement what they learned from the exchange in Chinese science classrooms, what they learned had never be forgotten. Participants tried to apply them here and there at the level they could control. Originality/Value: There are many reported studies in the literature about Chinese international students on Western campuses. However, research on Chinese students who participate in international exchange programs is very rare. The findings of this study can inform policymakers and education practitioners about student international exchange programs and benefit future exchange participants.

scholarly journals International Appraisal of Nursing Culture and Curricula: A Qualitative Study of Erasmus Students

Scientifica ◽  
2016 ◽  
Vol 2016 ◽  
pp. 1-6
Author(s):  
Jose Siles Gonzalez ◽  
Carmen Solano Ruiz ◽  
Angela Gaban Gutierrez
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Comparative Education ◽  
Theoretical Background ◽  
International Exchange ◽  
Exchange Programs ◽  
Exchange Program ◽  
Nursing Curricula ◽  
The United Kingdom ◽  
Cultural Connections

Introduction. Globalization of knowledge has emphasized the need to promote the adoption of international exchange programs in nursing. Nevertheless, the differences in cultural, educational, and structural schemes have challenged the mutual appraisal and understanding of the nursing curricula between countries. Research on nursing curricula should allow performing an analysis of different cultural idiosyncrasies in which educational and health institutions are found. These studies would contribute valuable information to the educative and organizational systems and their cultural variability.Objective. To examine the experiences of nursing students on international exchange programs.Methods. Comparative Education was taken as theoretical background. The clinical practice diaries of seven Spanish Nursing Erasmus students (a European international exchange program) were used as field journals. These students undertook their placements in the United Kingdom. A content analysis was carried out to find major themes.Results. Data extracted from the students clinical practice diaries indicated cultural, educational, and structural differences between countries. Most students reflected the hidden curriculum in their diaries, writing about affective, ideological, personal, and social elements and beliefs.Conclusions. The students’ experiences on international exchange programs were found to be sources of interest to clarify the ideological and cultural connections that underlie educational and health systems.

scholarly journals From 4-H International Youth Exchange to Global Citizen: Common Pathways of Ten Past Program Participants

2014 ◽  
Vol 9 (2) ◽  
pp. 85-98
Author(s):  
Mary E. Arnold ◽  
Jamie Davis ◽  
Aimee L. Corliss
Keyword(s):  
Theory Of Change ◽  
International Exchange ◽  
Theory Approach ◽  
Global Citizen ◽  
Exchange Programs ◽  
Exchange Program ◽  
The Life Course ◽  
Key Events ◽  
Further Development ◽  
Grounded Theory Approach

This qualitative study examined the life course of ten adults who participated as youth in the 4-H International Exchange program. The purpose of this research was to explore the pathways that led each participant to their exchange experience as a youth and how that experience set the stage for further development into an adulthood marked by cultural interest, awareness, competence and global citizenship. Using a grounded theory approach the data were analyzed through selective, open, and axial codings that elucidated a series of key events, opportunities, and qualities that form a common pathway among all participants. The results of this research contribute to the articulation of a theory of change upon which international youth exchange programs can be effectively developed and enhanced. Specific recommendations for international youth exchange programs are presented.

scholarly journals Centering Reflection in Teachers’ International Exchange Experience

2020 ◽  
Keyword(s):  
Critical Reflection ◽  
Teaching Practice ◽  
Policy Research ◽  
International Exchange ◽  
Exchange Programs ◽  
Exchange Program ◽  
Policy Paper ◽  
Teacher Exchange ◽  
Teacher Exchange Programs ◽  
International Teacher

This policy paper discusses the importance of critical reflection in short-term international teacher exchange programs. It draws from the findings of a larger research project investigating teachers' use of comparison as a framework for pedagogical transfer. The paper defines intercultural pedagogical transfer as an educators' engagement with culture through an exchange experience, which forms the context for policy and pedagogical sense making. Here, culture refers to the norms, values, and expectations that inform teaching practice and policy discourses. Participating in an international exchange program involves teachers' reflections on history, culture and policy as the contexts that inform classroom practices. The discussion presented in this paper highlights the importance of critical reflection on teachers' ability to make and sustain changes to practice following an international professional development experience of a Teacher Exchange Program, supported by the Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research.

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