scholarly journals Changing Minds: The Impact of Study Abroad Components on Students’ Changes in Their Religious Faith

2015 ◽  
Vol 26 (1) ◽  
pp. 144-166 ◽  
Author(s):  
Trevor Poag ◽  
Jill Sperandio
Keyword(s):  
Study Abroad ◽  
Latin American ◽  
Personal Development ◽  
Learning Experiences ◽  
Religious Faith ◽  
Formal Learning ◽  
Latin American Studies ◽  
Specific Study ◽  
Studying Abroad ◽  
The Impact

This study used Gardner’s (2006) framework of mind change to explore how alumni of the Latin American Studies Program (LASP) perceived specific study abroad components to influence changes in their religious faith. LASP alumni completed an anonymous, qualitative survey that invited them to indicate whether studying abroad influenced a change in their religious faith, describe this change and its consequent actions, and identify the study abroad components that most influenced this change. The survey generated 430 responses, which represent 24% of LASP’s alumni population. Results indicated that 89% of respondents perceived that studying abroad influenced a change in their religious faith. Respondents’ descriptions of this change revealed four themes—increased awareness of culture’s influence on religious faith, new embrace of doubt, more inclusive religious faith, and greater emphasis on social justice. Respondents’ descriptions of the actions that emerged from these changes illustrated five themes—justice-centered vocation, creating sustainable economies, transforming communities, family decisions, and personal development. Consistent with Gardner’s framework of mind change, respondents identified a blend of components that influenced their changes in religious faith. In respondents’ views, formal learning experiences (lectures, readings, assignments) that were brought to life by reflective engagement of the Latin American context (relationships with host families, study trips, discussion groups) drove their changes in religious faith. The results encourage educational leaders to prioritize study abroad models that achieve integration between formal learning experiences and direct engagement of the host context. The findings also indicate a need for more research on how specific study abroad components relate to student learning.

Studying Abroad in Nepal: Assessing Impact

2003 ◽  
Vol 9 (1) ◽  
pp. 175-188 ◽  
Author(s):  
Patricia Farrell ◽  
Murari Suvedi
Keyword(s):  
Personal Development ◽  
Intellectual Development ◽  
Longitudinal Research ◽  
Adult Learning Theory ◽  
Academic Program ◽  
The Body ◽  
Study Abroad Programs ◽  
Studying Abroad ◽  
Perceived Impact ◽  
The Impact

The purpose of this study is to analyze the reported or perceived impact of studying in Nepal on student’s academic program, personal development and intellectual development. The study draws upon adult learning theory to analyze survey instrument data, interviews, and case studies to discern the impact of the program on college students and to contribute to the body of longitudinal research on U.S. study abroad programs.

Deciphering the rising attractiveness of Asian countries as destinations for Vietnamese students seeking international education: The effect of desire for studying abroad on Vietnamese students' career planning and decision-making processes in Taiwan

2021 ◽  
Author(s):  
Kuo Chen
Keyword(s):  
Decision Making ◽  
Study Abroad ◽  
International Education ◽  
Qualitative Methodology ◽  
Planning Process ◽  
Career Planning ◽  
Asian Countries ◽  
Studying Abroad ◽  
Planning Factor ◽  
The Impact

Nowadays, Vietnamese students choose to study abroad in Asian countries, with Taiwan being one of the most appealing locations so far. The purpose of this research is to explain the planning process used by Vietnamese students to study abroad (the host country is Taiwan), as well as to suggest an appropriate model for students' decision-making once the desire to study abroad is established, in which the impact of career path on school selection is clarified and the importance of motivation to study abroad is emphasized.This research used a mixed-methods approach. In-depth interviews with 30 Vietnamese students studying in Taiwan are conducted using a qualitative methodology. The data gathered during those interviews is utilized to build questionnaires that will be sent to over 300 samples for quantitative study.The research findings demonstrate the primary elements influencing students' desire to study abroad, career planning, and decision-making in Taiwan, as well as the model of students' decision-making process. It is obvious that students' desire to study abroad has a direct effect on their career-planning factor, while this factor acts as a mediator between the aforementioned motivation and the students' decision-making factor.

Thoughtfully Preparing Business Students and Faculty for Study Abroad

2018 ◽  
pp. 872-894
Author(s):  
David Starr-Glass
Keyword(s):  
Study Abroad ◽  
Informal Learning ◽  
Business Students ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Formal Learning ◽  
Business Educators ◽  
Institutional Strategies ◽  
Business Undergraduates ◽  
Study Abroad Program

In the last twenty years study abroad program have grown in popularity. Study abroad experiences provide learning opportunities for participants, but these opportunities are only optimized if students are appropriately and thoughtfully prepared. Study abroad provides formal learning experiences, associated with coursework undertaken, and informal learning, related to new cultures and countries encountered. Students and the faculty who accompany them need to be sensitized to both of these opportunities. This chapter presents a context for study abroad experiences and suggests how they can provide students with a deeper appreciation of issues that are often overly abstracted in the college, particularly issues such as internationalization and globalization. It explores ways in which study abroad participants can be assisted to engage more fully with the experiences that they encounter abroad. In presenting learning and institutional strategies to help optimize study abroad, it is hoped that the chapter will be of value to business undergraduates, their faculty, and business educators.

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.

scholarly journals The Impact of Motivational and Metacognitive Cultural Intelligence on the Study Abroad Experience

2016 ◽  
Vol 2 (1) ◽  
pp. 115 ◽  
Author(s):  
Bernadette M. Racicot ◽  
Diane L. Ferry
Keyword(s):  
Study Abroad ◽  
Cultural Intelligence ◽  
Process Analysis ◽  
Study Abroad Programs ◽  
Studying Abroad ◽  
Cultural Experiences ◽  
Time Lagged ◽  
Conditional Process Analysis ◽  
The Impact ◽  
And Training

<p>The current study used a time-lagged design to examine the effects of Metacognitive and Motivational Cultural Intelligence (CQ) prior to studying abroad on the experiential behavior of students during their study abroad trip and their future interest in work and study abroad opportunities. Using Hayes’ conditional process analysis, results indicated that Motivational CQ predicted Metacognitive CQ which predicted cultural experiences pursued while studying abroad which in turn predicted future interest in working/studying abroad. Implications for improving the study abroad experience and training of students for study abroad programs are discussed.</p>

Language contact, language loyalty, and language prejudice on the Mexican border

1986 ◽  
Vol 15 (2) ◽  
pp. 193-220 ◽  
Author(s):  
Margarita Hidalgo
Keyword(s):  
Latin American ◽  
Language Contact ◽  
Language Attitudes ◽  
Ethnic Studies ◽  
Code Switching ◽  
Latin American Studies ◽  
Hispanic Linguistics ◽  
Contact Language ◽  
The Impact ◽  
The Relationship

ABSTRACTThis paper documents attitudes toward English, Spanish, and Spanish-English Code-switching in Juarez, Mexico, the oldest and largest city along the Mexican–U.S. border. It refutes the finding of related work which has shown two distinct orientations – integrative and instrumental – toward English as a foreign and as a second language, but supports various assumptions regarding the relationship between attitudes and use and the impact of the local milieu on language attitudes. It also explores attitudes toward correctness and sentiments of language loyalty, and highlights the influence of language loyalty on perceptions of Spanish-English Code-switching. Eighty-five Juarez residents were interviewed. (Language attitudes, so-ciolinguistics, Hispanic linguistics, border studies, ethnic studies, Latin American studies)

scholarly journals Students’ Stories of Studying Abroad: Reflections Upon Return

2015 ◽  
Vol 5 (1) ◽  
pp. 50-59 ◽  
Author(s):  
Jane Costello
Keyword(s):  
Decision Making ◽  
Study Abroad ◽  
Technology Use ◽  
Student Participation ◽  
Structured Interviews ◽  
Personal Lives ◽  
Studying Abroad ◽  
Cultural Experiences ◽  
The Impact ◽  
Inform Decision Making

Study abroad brings an enriching experience to students’ academic and personal lives. This narrative essay relays two students’ experiences with study abroad sojourns and touches upon their technology use during their study abroad as recounted in semi-structured interviews. Details of their cultural experiences and reflections thereof as well as the impact these experiences had on their lives are presented. Student participation in study abroad semesters is increasing each year. Understanding previous students’ experience studying abroad, how this impacted their studies and life afterwards can inform decision making of other students considering this option. Additionally, awareness of the technologies used to stay in touch with those at home informs administrative and technical decisions for institutions to consider.

The Impact of Study Abroad on Business Students’ Career Goals

2004 ◽  
Vol 10 (1) ◽  
pp. 117-130 ◽  
Author(s):  
Tammy Orahood ◽  
Larisa Kruze ◽  
Denise Easley Pearson
Keyword(s):  
Study Abroad ◽  
International Business ◽  
Observational Learning ◽  
Business Students ◽  
Career Plans ◽  
International Dimension ◽  
Positive Study ◽  
Studying Abroad ◽  
Positive Outlook ◽  
The Impact

This study seeks to understand the impact of studying abroad on business students and their career plans to determine whether study abroad experiences are all “hype,” or if they have “substance.” It considers study abroad experiences as “learning experiences,” providing first-hand and observational learning for developing associated skills (Krumboltz, 1979). Thus, this study assumes that a positive study abroad experience will lead towards a favorable international dimension in a given career. These dimensions would include a positive outlook on working in an international capacity, the development of skills useful to international business, and entry into a career with international involvement.

Thoughtfully Preparing Business Students and Faculty for Study Abroad

2016 ◽  
pp. 250-272 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Study Abroad ◽  
Informal Learning ◽  
Business Students ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Formal Learning ◽  
Business Educators ◽  
Institutional Strategies ◽  
Business Undergraduates ◽  
Study Abroad Program

In the last twenty years study abroad program have grown in popularity. Study abroad experiences provide learning opportunities for participants, but these opportunities are only optimized if students are appropriately and thoughtfully prepared. Study abroad provides formal learning experiences, associated with coursework undertaken, and informal learning, related to new cultures and countries encountered. Students and the faculty who accompany them need to be sensitized to both of these opportunities. This chapter presents a context for study abroad experiences and suggests how they can provide students with a deeper appreciation of issues that are often overly abstracted in the college, particularly issues such as internationalization and globalization. It explores ways in which study abroad participants can be assisted to engage more fully with the experiences that they encounter abroad. In presenting learning and institutional strategies to help optimize study abroad, it is hoped that the chapter will be of value to business undergraduates, their faculty, and business educators.

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