scholarly journals In Memoriam: David J. Macey

2008 ◽  
Vol 17 (1) ◽  
pp. 141-143
Author(s):  
Brian Whalen

Frontiers lost a long-time colleague and supporter when David Macey, former Director of Off-Campus Studies at Middlebury College, passed away on August 10, 2008. David J. Macey: A Remembrance At a professional conference around a dozen years ago, a number of us had gathered at the hotel lounge at the end of a long day of sessions and workshops that focused mainly on administrative and logistical aspects of education abroad. From the other side of the room, I heard something I had not experienced before at these often bland professional meetings. I was taken aback by the raised voices and passionate exclaims that caused many of us in the room to turn our heads and stare. It was a genuine, heated argument that was in full swing among five or six colleagues. The topic, of all things, seemed to have something to do with academic standards for study abroad programs. In the middle of the group I quickly identified the instigator of this animated exchange, an unmistakable fellow in casual dress, a full beard and broad smile, and a wild gleam in his eyes. I and others moved over to join the fray, and I knew that I had to meet the rabble-rouser who seemed quite content in how he had stirred up the crowd. That was the first time that I met David Macey, and that evening began a friendship with him that I valued greatly.  David was a gift to the field at a time when many of us came together to focus more attention on the academic nature of education abroad. He contributed mightily to efforts to raise the standards of the field. He was for many of us the conscience of education abroad, always reminding us that our programs should be as academically rigorous as possible. This was not an abstract idea for David. He loved to tell detailed stories about individual students and their successes, and I relished the opportunity to hear him describe the many examples of how Middlebury students were transformed by their overseas learning. I found inspiration for my own work in those stories, and I know many other colleagues did as well.  David was one of the most influential activists in our field. He threw his support and energy behind important initiatives at critical times. When he did, it was a signal to everyone that the initiative was a serious and worthy one. If David Macey and Middlebury were on board, then people took notice, and they also wanted to be involved.  I and the editorial board will remain grateful always for David’s faithful support of Frontiers. When the journal went through an uncertain period and needed institutional sponsors, David offered the support of Middlebury. He took an active personal interest in Frontiers, and often served as an outstanding manuscript reviewer. His support and involvement were important to making Frontiers the success that it has become.  David’s early and enthusiastic support of The Forum on Education Abroad was important to what was then a fledgling organization. Kathy Sideli of Indiana University, the founding Chair of the Board of the Forum, wrote, “I remember that getting David to commit Middlebury early on was a real indication to me that the founding board members of the Forum had hit on something significant.” David went on to serve as a peer reviewer in the Forum’s Standards Pilot Project, and attended the Forum meetings and conferences, where he made significant contributions. The Forum feels David’s loss deeply and will long remember him. I had tremendous affection for David as a colleague and as a person. I loved to hear him laugh, and took glee in trying to make him do so. We shared a running joke and a friendly rivalry between our two institutions, Dickinson and Middlebury. Whenever we met I would tease him by pointing out ways that Dickinson was far more advanced in education abroad, and he would be ready with a comeback describing how far ahead of Dickinson Middlebury was. After David retired as Director of Off-Campus Study, he called me to say that he would like to visit Dickinson with his successor, Jeff Cason, to exchange ideas about study abroad. Hosting David and Jeff at Dickinson was a true pleasure, but David asked me with a sly smile to please not tell anyone about their coming down, lest people have the impression that Middlebury was trying to learn something about study abroad from Dickinson.  I and many Frontiers readers remember David as the ideal education abroad professional, someone who focused on students, believed in academic rigor, was collegial with and supportive of others, and who was not afraid to raise critical issues and questions about the status quo. Most of all, I suspect that we will remember David’s hearty laugh, that gleam in his eyes, and the genuine pleasure that he took in making life more meaningful for all of us. Brian Whalen

Author(s):  
Carola Smith

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.


Author(s):  
Neeta Baporikar

Combination of study undertaken in the native settings, combined with abroad studies, creates better environment for acquiring holistic perspectives. This is truer for management programs due to globalized business environment. Consequently, thousands depart annually for education abroad experiences with the expectation that they will become better professionals and return home with significantly enhanced/advanced competencies and skills. However, learning in a foreign milieu may not always be superior to learning at home. Indeed, the extent to which the study abroad programs aid in becoming successful is dependent on a vast number of variables. Hence, the objective of this chapter is to have a clearer understanding of how study abroad programs function in the development of students' professional competencies. Adopting a case-based approach, the focus is on Omani students' experiences related to management programs. It also aims to provide strategies to enhance the returns from study abroad management programs in general and especially for students of Oman.


Author(s):  
Brian Whalen

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 


Author(s):  
Niki Sol

Universities are eager to foster global citizenship within their students, including through study abroad opportunities. However, studying abroad does not necessarily guarantee gains in intercultural competence (Paige & Vande Berg, 2012), especially for the shorter programs that have gained in popularity among university students. This chapter examines the recent literature and argues the need to nurture identity negotiation for students who choose to do part of their higher education abroad; the understanding of one's self is a key component to intercultural competence (Deardorff, 2006). More and more study abroad providers (universities and businesses) have begun to use guided intervention during abroad programs to enhance students' intercultural competence. With careful and intentional pedagogical design, study abroad programs can help students better understand their intercultural identity and become better global citizens.


2019 ◽  
Vol 31 (1) ◽  
pp. 7-7
Author(s):  
Tatsuo Arai ◽  

I congratulate the Journal of Robotics and Mechatronics (JRM) on the publication of its 30th anniversary issue. As one of JRM’s past Editors-in- Chief, I am extremely pleased and proud of this great achievement. JRM was the first journal dealing with robotics and mechatronics in the world when it was launched thirty years ago. Since then, the journal has made a strong impact on the robotics and mechatronics field. It has been hard for the journal to provide high quality issues for so many years. I would like to sincerely express my great respect to Mr. Hayashi, founder and former president of Fuji Technology Press Ltd.; former Editors-in-Chief Prof. Yamafuji, Prof. Fukuda, and Prof. Kaneko; the current Editor-in-Chief, Prof. Takita; and our colleagues, including the editorial board and editorial staff, for their hard work. I would also like to express my great appreciation to all the authors, reviewers, and readers for their superb contributions. This grand thirty-year achievement could not have been attained without all their contributions. I was Editor-in-Chief for seven years ‒ volumes 19 through 25 ‒ beginning in January 2007. I enjoyed my role as Editor-in-Chief, since many young, talented researchers and engineers took part in the editorial process, and I could discuss with them how we would achieve a high-quality journal. I remember clearly how hard they worked to edit superlative volumes by proposing and organizing special issues with up-to-date topics. During that period, we had the good fortune of collaborating with the Japan Society of Mechanical Engineers (JSME). They supported us in providing committee members for our editorial board, and in collecting and reviewing the many excellent papers. I would also express my thanks to JSME for their abundant and generous support. Because of it, JRM achieved a high reputation and contributed to both academia and industry. Today there are many relevant journals in the world. Competing with them and producing an even higher quality journal than ever before are the most critical issues in the next step of JRM’s advancement. I applaud the current editorial board members and staff and expect JRM to become the very top journal in the field. In conclusion, I hope I can celebrate with you ten and twenty years from now, again and again! Tatsuo Arai


Author(s):  
Brian Whalen

It is appropriate that this tenth volume of Frontiers be one of the most important publications in the history of education abroad. The number and range of research articles on outcomes of student learning abroad that are presented in this issue would have been hard to imagine when we published the first volume of Frontiers in 1995. On behalf of the editorial board, I want to extend a special thanks to Guest Editor Mick Vande Berg and the Co-Guest Editors Jane Edwards, Hiram Maxim, and Michael Woolf. They have been a delight with which to work, and have done an outstanding job through the stages of manuscript selection, editing and production of this volume.  Frontiers readers will be please to know that we expect to publish two volumes in 2005, as well as in succeeding years. This is made possible for three reasons. First, we have received additional support from new sponsors, and we thank them and our existing sponsors both for their generosity and for their belief in the mission of Frontiers. We are proud to be supported by academic institutions that are committed to strongly to international education. Second, there is more research being conducted in education abroad than ever before, and as a result, we are receiving more quality manuscripts. We have always believed that the quality of our content matters more than the frequency of our publication, and we are pleased that we now are receiving more high-quality research. Finally, we expect to begin to publish outstanding examples of student research abroad in future volumes as part of our collaboration with the Forum on Education Abroad. We believe that these will be of great interest to our readers and help to document the substantial learning outcomes of study abroad.  The first volume of Frontiers was published in 1995, and therefore next year marks our tenth anniversary. Our next volume will include a retrospective look at the history of Frontiers as well as how the journal’s evolution has mirrored developments in the field of study abroad. Since our first volume, we have published over 100 articles and essays, and these, we hope, have helped both to inspire and to inform the field of study abroad.  I want to take this opportunity to extend a special thanks to Dickinson College for continuing to provide substantial institutional support of Frontiers. And, I also want to thank you, our readers, for continuing to cross the frontiers of study abroad in each volume that we publish.  Brian Whalen, Dickinson College 


2007 ◽  
Vol 14 (1) ◽  
pp. vii-viii
Author(s):  
Brian Whalen

This, our second in a series of Special Issues highlighting undergraduate research abroad, continues a fruitful collaboration between Frontiers and the Forum on Education Abroad. Our purpose is to publish what we believe are some of the very best examples of study abroad learning. Our shared hope is that students, faculty, and education abroad professionals will find inspiration in these pages and consider ways that they might incorporate research into study abroad programming.  The selection of the papers for this volume began with the Forum’s Undergraduate Research Award. The two winners of the award were Emily Kanstrom and Colin Smith, and they were invited to submit their papers to Frontiers for consideration. An additional 12 students who were ranked highly by the selection committee were also asked to submit their papers to Frontiers. The Frontiers editorial board recommended those included in this volume for publication.  This volume includes impressive articles that reflect the variety of learning experiences in which our students abroad are engaged. The research paradigm is a powerful one for engaging students actively in a host culture and society. The students represented in this volume utilized a wide range of interpersonal, intercultural and analytical skills to carry out their research, and in the process it is clear that they learned a tremendous amount about their topics, the host nationals with whom they lived, and about themselves. What comes through in reading these papers is the way in which study abroad can be a process of maturation during which students discover confidence in themselves as learners. Readers will recall that in our first Special Issue we asked on-campus faculty advisors to write about the importance of the students’ research within the context of the home campus curriculum and the students’ academic major. For this volume we wanted to take a different approach and ask on-site directors and faculty familiar with the students’ work to write about the research from their perspective. These reflections appear after each student article, and together they help us to understand the framework for each student’s research. We are committed to tracing the outcomes of these students’ learning by asking previous student authors to provide updates about their lives and how their experience abroad continues to impact them. As we might have predicted, these students have continued to engage the world in very interesting and valuable ways. We hope that you enjoy these updates and the ones that will appear in future volumes. Special thanks to Lee Miller of Sam Houston State University who coordinated the Undergraduate Research Awards and the mentoring of the students who presented at the 2005 Forum conference. Lee worked with the selection committee that chose the winners and that nominated the other students who were invited to submit their papers. A full description of the selection process is available on the Forum web site at www.forumea.org.  Thanks also to Paul Houlihan of the School for Field Studies for his thoughtful introduction to this volume, which helps us to look at study abroad from the perspective of the on-site faculty and staff who receive students. Paul points out several useful ways in which home campuses can better prepare students for research abroad The Forum Undergraduate Research Awards are now in their third year and is a project of the Forum’s Committee on Outcomes Assessment. We believe that honoring students for their research and publishing fine examples of study abroad academic work helps both to raise the bar for rigorous study abroad and to document learning outcomes. The Committee welcomes nominations and applications for the Undergraduate Research Awards from all Forum member institutions. This volume would not have been possible without funding from the IFSA Foundation, which provided a grant to publish this and our other Special Issues. The continued support of the institutional sponsors of Frontiers, especially Dickinson College, which provides a home to both the Forum and to Frontiers, is very much appreciated. Brian Whalen, Editor Dickinson College The Forum on Education Abroad  


Author(s):  
Ioannis Gaitanidis

Studying abroad has virtually ended with the pandemic. New (online) formats are being already offered, but this has not stopped universities from having to revise curricula, renegotiate partnerships and consult with students about studying abroad in 2020 and beyond. This short essay stems from the author’s experience of cancelling his own Japanese study abroad program in late February 2020 to avoid the program participants taking unnecessary risks in the face of the unknown speed at which Covid-19 was spreading in Europe. The cancellation of that study trip brought to the fore, however, entrenched issues with short term study abroad programs and pushed the author to consider what the value of the ‘abroad’ in ‘study abroad’ had been until then. A short comparison with the practice of ethnography ensues, inspired by early pandemic debates on the future of anthropological fieldwork, which is another endeavour that has traditionally depended on relatively extended stays abroad. The essay closes with two problems that study abroad organisers will have to think about in a post-corona world.


2021 ◽  
Vol 33 (1) ◽  
pp. 187-205
Author(s):  
Annie Nguyen

In a qualitative study, photo narratives from eight students covering eighty total photos were collected and analyzed to understand the existing student experience across eight short-term study abroad programs from three different institutions in Texas. Photos and their connected narrative interviews were examined for compositional focus, statements connected to intercultural growth, and whether photos were related to planned program activities. Given the growing visual libraries of students, this research provides an initial look at ways digital media already exists in study abroad. Moving forward, photo narratives offer the potential for education abroad leaders to embrace digital media while enhancing intercultural learning through structured assessments rooted in visual theory and photoethnography to better prepare and reveal students’ stories, learning, and intent. Abstract in Vietnamese Trong một nghiên cứu định tính, những câu chuyện bằng hình ảnh của tám sinh viên bao gồm tám mươi bức ảnh được chọn, sau đó phân tích để hiểu được trải nghiệm của các sinh viên hiện có trong tám chương trình du học ngắn hạn từ ba cơ sở dại học khác nhau ở Texas. Các bức ảnh và các cuộc phỏng vấn về các câu chuyện được kết nối của họ đã được kiểm tra về trọng tâm thành phần, về các tuyên bố liên quan đến sự phát triển giữa các nền văn hóa, và về việc liệu các bức ảnh này có liên quan đến hoạt động của chương trình đã được lên kế hoạch hay không. Với các thư viện trực quan ngày càng tăng của các sinh viên, nghiên cứu đã cung cấp một cái nhìn ban đầu về các phương tiện truyền thông kỹ thuật số hiện có trong chương trình du học. Trong tương lai, việc tường thuật bằng hình ảnh sẽ mang lại tiềm năng cho các nhà lãnh đạo giáo dục ở nước ngoài tiếp nhận phương tiện truyền thông kỹ thuật số trong việc tăng cường học tập giữa các nền văn hóa thông qua các bài đánh giá có cấu trúc bắt nguồn từ lý thuyết trực quan và việc mô tả dân tộc học bằng ảnh để chuẩn bị và trình bày tiểu sử, quá trình học tập, và ý định của các sinh viên được tốt hơn.


Author(s):  
Angela R. McLean ◽  
Robert M. May

In this introductory chapter, we indicate the aims and structure of this book. We also indicate some of the ways in which the book is not synoptic in its coverage, but rather offers an interlinked account of some major developments in our understanding of the dynamics of ecological systems, from populations to communities, along with practical applications to important problems. Ecology is a young science. Theword ecology itself was coined not much more than 100 years ago, and the oldest professional society, the British Ecological Society, is less than a century old. Arguably the first published work on ecology was Gilbert White’s The Natural History of Selborne. This book, published in 1789, was ahead of its time in seeing plants and animals not as individual objects of wonder—things to be assembled in a cabinet of curiosities—but as parts of acommunity of living organisms, interacting with the environment, other organisms, and humans. The book has not merely remained in print, but has run steadily through well over 200 editions and translations, to attain the status of the fourth most published book (in the sense of separate editions) in the English language. The following excerpt captures White’s blend of detailed observation and concern for basic questions. Among the many singularities attending those amusing birds, the swifts, I am now confirmed in the opinion that we have every year the same number of pairs invariably; at least, the result of my inquiry has been exactly the same for a long time past. The swallows and martins are so numerous, and so widely distributed over the village, that it is hardly possible to recount them; while the swifts, though they do not all build in the church, yet so frequently haunt it, and play and rendezvous round it, that they are easily enumerated. The number that I constantly find are eight pairs, about half of which reside in the church, and the rest in some of the lowest and meanest thatched cottages.


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