scholarly journals Curating Cartographies of Knowledge: Reading Institutional Study Abroad Portfolio as Text

2017 ◽  
Vol 29 (1) ◽  
pp. 1-14
Author(s):  
Julie M. Ficarra
Keyword(s):  
Best Practices ◽  
Study Abroad ◽  
International Education ◽  
Learning Activities ◽  
Study Abroad Programs ◽  
Unit Of Analysis ◽  
Post Secondary ◽  
Political Complexity ◽  
The World ◽  
The U.S

The professionalization of the field of Study Abroad has led to an increase in research on the student experience as well as macro-level analyses of institutional ‘best practices’ for program development and implementation. Yet what has been largely ignored is the international education epistemology embedded in the curation of what I refer to as institutional study abroad portfolios (ISAPs) - the compilation of study abroad programs focusing on specific disciplines or learning activities in particular parts of the world. In this paper, I argue that by using ISAPs as a unit of analysis we can uncover political complexity that is often obfuscated both by institution-level policy analysis as well as program-level evaluation. I present an ISAP analyses of three post-secondary institutions in the U.S. that illustrates how ‘common sense’ geographical and disciplinary pairings come to produce ‘hidden curriculum’ which results in problematic and potentially unintended cartographies of knowledge legitimization.

Institutionalizing International Education and Embedding Education Abroad Into the Campus Community

2019 ◽  
pp. 172-183
Author(s):  
Carola Smith
Keyword(s):  
Community College ◽  
Strategic Planning ◽  
Study Abroad ◽  
International Education ◽  
Campus Community ◽  
Study Abroad Programs ◽  
Education Abroad ◽  
Descriptive Case Study ◽  
International Collaborations

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.

Opening the Door to Study Abroad From Community Colleges

2019 ◽  
pp. 22-36
Author(s):  
Julie Baer
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Best Practices ◽  
Study Abroad ◽  
Student Characteristics ◽  
Lessons Learned ◽  
Study Abroad Programs ◽  
The Past ◽  
Time Period

Drawing upon data from Open Doors®, this chapter highlights the unique characteristics of study abroad from community colleges over the past decade. It explores patterns in destinations, durations, and student characteristics for study abroad at community colleges over this time period. Through lessons learned from IIE's Heiskell Award winners and Generation Study Abroad (GSA) community college commitment partners, the chapter will conclude with best practices from community colleges that have made commitments to increase and diversify their study abroad programs.

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.

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 Evaluation and Study Abroad: Developing Assessment Criteria and Practices to Promote Excellence

1999 ◽  
Vol 5 (1) ◽  
pp. 101-127 ◽  
Author(s):  
Joan Gillespie ◽  
Larry A. Braskamp ◽  
David C. Braskamp
Keyword(s):  
Program Evaluation ◽  
Study Abroad ◽  
International Education ◽  
Task Force ◽  
Good Practice ◽  
Model Assessment ◽  
Academic Quality ◽  
Assessment Practice ◽  
Study Abroad Programs ◽  
Education Of Students

This paper describes how the authors worked with a Task Force to develop the IES Model Assessment Practice (MAP), a set of detailed criteria to use in evaluating IES study abroad programs, and how IES is beginning to implement MAP. Two sets of theories provided the framework for the project: current thinking about educational program evaluation and assessment in the U.S., including current definitions of academic quality; and organizational learning, whereby the processes of planning and decision-making involve members of the organization in gathering, sharing, and interpreting information. The 18-month project was sponsored by IES, The Institute for the International Education of Students (formerly the Institute of European Studies). With this publication, we propose that study abroad practitioners join a dialogue about program evaluation and share models of good practice for the benefit of our students.

scholarly journals Transformative Learning in Nicaragua: A Retrospective Analysis of University Agriculture Students’ Long-Term Changes in Perspective After a Study Abroad Course

2021 ◽  
Vol 28 (4) ◽  
pp. 63-78
Author(s):  
Janiece Pigg ◽  
Adam O’Malley ◽  
Richie Roberts ◽  
Kristin Stair
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Agricultural Education ◽  
Agriculture Students ◽  
Term Change ◽  
The World ◽  
Long Term Changes ◽  
The U.S

Study abroad courses have become a priority for institutions of higher education because of a need to broaden students’ perspectives of the world. However, a dearth of knowledge existed regarding whether the reported outcomes of study abroad courses, such changes to students’ perspectives, endure over time. In response, this retrospective study explored how university agriculture students’ (n = 5) shared experiences during a one-week study abroad course to Nicaragua influenced their long-term changes in perspective after returning to the U.S. in 2018. Through our phenomenological analysis, three themes emerged: (1) dichotomous learning outcomes, (2) recognition of power and privilege, and (3) advocacy for global experiences. In the first theme, dichotomous learning outcomes, participants’ long-term changes in perspective appeared to vary based on their level of academic maturity. Meanwhile, in the second theme, as university agriculture students compared their lived experiences in Nicaragua to their existing assumptions of the U.S., it appeared to elicit powerful shifts concerning how they viewed the world. And, as a result, they reported their experiences prompted them to consider the implications of social inequities more deeply. In the final theme, participants reported that after returning home, they began to advocate for global experiences among their peers, family, and friends. Consequently, our findings supported the use of short-term study abroad courses to foster a positive transformation in students’ global perspectives and behaviors after returning to the U.S. Keywords: agricultural education, study abroad, phenomenology, retrospective long-term change

scholarly journals Digitalization in international and mass education: A model proposal for Turkey

2021 ◽  
Vol 13 (4) ◽  
pp. 911-933
Author(s):  
Hikmet Salahaddin Gezici ◽  
Yasin Taşpınar ◽  
Mustafa Kocaoglu
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
International Education ◽  
Education System ◽  
The Other ◽  
Mass Education ◽  
Higher Education System ◽  
Other Hand ◽  
Turkish Higher Education ◽  
The World

There is a debate as to whether internationalization should be a target or a means to achieve goals with broader perspectives. Digitalization, on the other hand, is a de facto trend that permeates all communicative, economic and social areas. For this purpose, the study aimed to examine literature on the field and the findings of the researchers on the issue were included. The research also discussed the internationalization and digitalization efforts carried out in the world and in Turkey. An internationalization model proposal for the Turkish higher education system is presented in outline, taking the best practices around the world into account. Model involves a digitalization-oriented education approach that aims to increase the opportunities for students to get support from their families and to minimize their socio-economic difficulties. The contributions of a massification provided by digitalization to international education have been revealed in this study. Keywords: digitalization; education; internationalization; massification; Turkey.  

Opening the Classroom to the World

2020 ◽  
pp. 981-1003
Author(s):  
Xingbei Ye ◽  
Inna Molitoris ◽  
David Anderson
Keyword(s):  
Grounded Theory ◽  
Data Analysis ◽  
International Students ◽  
Data Collection ◽  
Study Abroad ◽  
Faculty Perspectives ◽  
Study Abroad Programs ◽  
Substantive Theory ◽  
Mobile Students ◽  
The World

Most curriculum internationalization studies have been focusing on international students and study abroad programs, which has excluded the majority of non-mobile students on American campuses. In addition, the existing studies have been conducted from administrator and faculty perspectives. This chapter generates a substantive theory of intercultural curriculum and teaching methods from the experiences of students who have taken intercultural classes in American classrooms. Active interview theory and grounded theory were utilized for data collection and data analysis. Based on the pure voices from both domestic and international students, this chapter has identified three core categories and eight sub-categories representing student-preferred internationalized curriculum. These categories or themes offer new angles to look at curriculum internationalization.

The Importance of Intercultural Learning in Study Abroad

2020 ◽  
pp. 923-938
Author(s):  
Steven T. Duke
Keyword(s):  
Study Abroad ◽  
Intercultural Communication ◽  
College Graduates ◽  
Intercultural Learning ◽  
Study Abroad Programs ◽  
Intercultural Communication Competence ◽  
Culturally Based ◽  
The World ◽  
Learning Programs ◽  
Lead Study

College graduates in the 2010's will work in a world that is more globalized than ever before. Graduates need to be prepared to work with people from many parts of the world. Study abroad programs offer an ideal context in which teachers-in-training can learn about intercultural communication and different patterns of culturally-based behavior. This chapter first defines a series of key words; including culture, intercultural communication, intercultural communication competence, and intercultural learning. The chapter then provides an in-depth look at intercultural learning programs and courses developed and implemented by a variety of United States universities and study abroad organizations. Intentional, holistic, and research-driven methods of instruction are described. Suggestions and recommendations are also provided. This chapter also advocates that institutions implement cultural mentoring for faculty who lead study abroad programs.

scholarly journals Safety and solidarity: Governance of higher risk study abroad programs and activities

2013 ◽  
Vol 7 (2) ◽  
Author(s):  
Derek Tannis
Keyword(s):  
Study Abroad ◽  
Secondary Students ◽  
Financial Risk ◽  
Informed Choice ◽  
Standard Of Care ◽  
Risk Governance ◽  
Study Abroad Programs ◽  
Post Secondary ◽  
The Face

In this paper, the role of risk governance is examined in relation to higher risk study abroad programs and activities involving post-secondary students. In the face of increased global uncertainties, post-secondary institutional legal and financial risk thresholds can conflict with an ethic of global solidarity, mutuality and academic freedom. A relational standard of care augments prescriptive diagnostics of informed consent and exemption/appeal structures, safeguarding faculty and student liberty and security through deliberative, informed choice. This approach provides a viable means to pursue ethical internationalization in post-secondary education, as it places value on global human wellbeing through sharing of knowledge, skills and resources, aligning safety with values of solidarity and mutuality.

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