Ethnographic Learning While Studying Abroad

1996 ◽  
Vol 2 (1) ◽  
pp. 23-44 ◽  
Author(s):  
Richard Jurasek ◽  
Howard Lamson ◽  
Patricia O’Maley
Keyword(s):  
Study Abroad ◽  
Student Learning ◽  
Learning Processes ◽  
Teaching Tool ◽  
Study Abroad Programs ◽  
Interactive Process ◽  
Learning And Teaching ◽  
Studying Abroad

This article outlines the theories and applications of ethnography on study abroad programs in an exploration of student learning processes throughout the experience. The first section presents an overview of ethnographic approaches and discusses ethnography as a learning and teaching tool on study abroad. The second section analyzes three student ethnographic projects carried out over a ten-week period in Mexico and in Austria. Finally, the last section emphasizes the importance of ethnographic projects as an intensified experience by which students develop insights through an ongoing reflective and interactive process. 

scholarly journals Universal Design and Study Abroad: (Re-)Designing Programs for Access

2009 ◽  
Vol 18 (1) ◽  
pp. 269-288
Author(s):  
Heidi Soneson ◽  
Roberta J. Cordano
Keyword(s):  
Study Abroad ◽  
Student Learning ◽  
Universal Design ◽  
Academic Experience ◽  
Study Abroad Programs ◽  
Studying Abroad ◽  
Functional Differences ◽  
Design Changes ◽  
Assessment Survey ◽  
The U.S

This article provides study abroad programs with a new and innovative way to create a more responsive overseas context for the growing range of students studying abroad. By utilizing the Access Assessment Survey to consider ways to meet the needs of students with various functional differences, U.S. institutions and overseas providers can identify the program modifications and design changes required to benefit a variety of student learning and living needs. In order for study abroad to be an integral part of the U.S. student’s academic experience and, in this process, help to create informed citizens, it must be accessible to many different learners. Identifying and addressing the needs of students with functional differences is an important step in this direction.

scholarly journals The Practice of the Fieldbook: Facilitating and Evaluating Field-based Learning

2002 ◽  
Vol 8 (1) ◽  
pp. 113-142 ◽  
Author(s):  
Carol Brandt ◽  
Thomas Manley
Keyword(s):  
Study Abroad ◽  
Student Learning ◽  
Field Study ◽  
Applied Research ◽  
Pedagogical Practices ◽  
Study Abroad Programs ◽  
New Directions ◽  
Study Programs ◽  
Improving Student Learning

Our purpose is to elucidate a writing technique devised for experience-based study abroad programs. Known as the Fieldbook, the technique has been used with significant success on field study programs offered through Pitzer College. We believe the applied research offered in our case study contributes in critical ways to our understanding of pedagogical practices and suggests positive new directions for improving student learning.

Program Design and the Development of Students’ Global Perspectives in Faculty-Led Short-Term Study Abroad

2020 ◽  
pp. 102831532090615
Author(s):  
Melissa Whatley ◽  
Adam C. Landon ◽  
Michael A. Tarrant ◽  
Donald Rubin
Keyword(s):  
Study Abroad ◽  
Program Design ◽  
Global Perspective ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Global Perspectives ◽  
Studying Abroad ◽  
Short Term Study ◽  
Before And After

This study explores connections between design features of faculty-led short-term study abroad programs and resulting changes in students’ global perspectives. Over 2,000 students provided data for this study, completing the Global Perspective Inventory (GPI) before and after studying abroad. Results indicated that program features such as participation in an internship and opportunities for reflection are positively associated with global perspective development while abroad, whereas features such as number of students traveling together and coursework in English are negatively associated with such development. Given the increasing numbers of students who participate in faculty-led short-term abroad programs, research that provides evidence-based recommendations concerning program design is essential to enhancing global perspectives through study abroad.

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>

scholarly journals Do Study Abroad Programs Enhance the Employability of Graduates?

2015 ◽  
Vol 10 (2) ◽  
pp. 223-243 ◽  
Author(s):  
Giorgio Di Pietro
Keyword(s):  
Study Abroad ◽  
Instrumental Variable ◽  
Fixed Effects ◽  
International Student ◽  
Study Abroad Programs ◽  
Large Sample ◽  
Instrumental Variable Estimation ◽  
Studying Abroad ◽  
Using Data ◽  
The Impact

Using data on a large sample of recent Italian graduates, this paper investigates the extent to which participation in study abroad programs during university studies impacts subsequent employment likelihood. To address the problem of endogeneity related to participation in study abroad programs, I use a combination of fixed effects and instrumental variable estimation where the instrumental variable is exposure to international student exchange schemes. My estimates show that studying abroad has a relatively large and statistically meaningful effect on the probability of being in employment three years after graduation. This effect is mainly driven by the impact that study abroad programs have on the employment prospects of graduates from disadvantaged (but not very disadvantaged) backgrounds, though positive but imprecise effects are also found for graduates from advantaged backgrounds.

scholarly journals Fostering Intercultural Identity During Study Abroad to Strengthen Intercultural Competence

2017 ◽  
pp. 325-345 ◽  
Author(s):  
Niki Sol
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Intercultural Competence ◽  
Identity Negotiation ◽  
Study Abroad Programs ◽  
Education Abroad ◽  
Global Citizens ◽  
Studying Abroad ◽  
Pedagogical Design ◽  
Intercultural Identity

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.

scholarly journals Karma and Yoga: Transformative Pedagogy and Empowering Communities through Study Abroad and Service Learning

2020 ◽  
Vol 1 (1) ◽  
pp. p53
Author(s):  
Anita Anantharam
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
International Education ◽  
Global Citizenship ◽  
Cultural Knowledge ◽  
Community Formation ◽  
Learning Assessment ◽  
Study Abroad Programs ◽  
Global Citizens ◽  
Studying Abroad

International education and global citizenship are keywords in our culture today and the success or failure of our attempts to be global citizens depends on the level of commitment we are able to make to cultures different than our own. The academic study of transnational feminism rests on the idea that cultural knowledge can be learned and appreciated. Studying abroad is a small step towards fostering global citizenship and transnational solidarity. This essay illustrates some of the successes of and impediments to community formation and global awareness through study abroad programs and initiatives. Service-learning assessment modules, non-traditional assignments, and stimulation of contemplative health are presented as pedagogical examples that make possible a mutually life-transforming experience for educators and students alike.

scholarly journals 463 Keeping in Touch While Studying Abroad

HortScience ◽  
2000 ◽  
Vol 35 (3) ◽  
pp. 473E-474
Author(s):  
Tim Rhodus
Keyword(s):  
Study Abroad ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Study Abroad Programs ◽  
Threaded Discussions ◽  
Studying Abroad ◽  
Home Institution ◽  
New Students ◽  
Study Abroad Program ◽  
At Home

Study Abroad programs are designed to provide a variety of learning opportunities for students. Experiencing firsthand the culture, environment, and/or industry is often described as the most memorable benefit by those who study for a quarter or semester in another country. Unfortunately, it is difficult to share this learning experience with classmates and family members who are back at home. One solution that has been implemented with the College's Study Abroad program at The Ohio State Univ., is to design a web site that chronicles the experiences and activities of students while they are abroad. In addition to the photos and stories being contributed from abroad, classmates and other individuals from the home institution can submit questions and participate in threaded discussions with those abroad. For example, students at home can post questions regarding an upcoming tour location and utilize the responses and photos for a class they are attending. Finally, being able to review experiences from previous trips is an outstanding strategy for promoting the program to new students. Online experiences from the Dominican Republic and England programs are available at: http://cfaes.ohio-state.edu/studyabroad.

Beyond the Black Study Abroad Experience

2019 ◽  
Vol 4 (1) ◽  
pp. 1-21
Author(s):  
Amy Yeboah
Keyword(s):  
Study Abroad ◽  
Black Students ◽  
Students Of Color ◽  
Black Study ◽  
Study Abroad Programs ◽  
Studying Abroad ◽  
Collective Self ◽  
Finding Study ◽  
Financial Burdens ◽  
Minority Serving Institutions

The lack of participation in study abroad programs by Black students is a persistent concern in international higher education. The Penn Center for Minority Serving Institutions (Gasmen, 2016), reported three main obstacles facing students of color: financial burdens, fear of anticipated racism, and finding study abroad programs of interest to them. While most scholarship on Black students studying abroad concentrates solely on increasing the number of opportunities, this article was determined to shift the focus onto the cultural gap. This paper describes the development of the 2014 Young African Leadership Initiative (YAALI) fellowship that aims to go beyond the typical study abroad experience for Black students by providing travel opportunities to Africa, combatting fear with education and mapping a collective self-reflective experience. Over 4 years of the YAALI fellowship successfully increased Black students’ participation in study abroad experiences.  

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