Science and Engineering Education Abroad: An Overview

1997 ◽  
Vol 3 (1) ◽  
pp. 181-197 ◽  
Author(s):  
Urbain J. DeWinter
Keyword(s):  
Social Sciences ◽  
Study Abroad ◽  
Study Abroad Programs ◽  
Education Abroad ◽  
Science And Engineering ◽  
Humanities And Social Sciences ◽  
Faculty And Administrators ◽  
Demographic Patterns ◽  
The University ◽  
Do So

Today, we live in a very different world- an international and multicultural world- and once again, the university must adjust to the new emerging needs of our rapidly and profoundly changing society. For we too see an educational imbalance that this conference is addressing: all students, not just students of the humanities and social sciences, but of the sciences and engineering too, must be prepared for the global society in which they live and work. When asked why few American undergraduates study science and engineering in other countries, there are still faculty and administrators who respond "Why bother? It may be useful, though not essential, for students of the humanities and social sciences to study abroad, but it is certainly not necessary and perhaps even wasteful for students to do so in the physical and natural sciences."  This paper will address four aspects of this topic: (1) the rationales for study abroad in the sciences and engineering; (2) the demographic patterns in study abroad in science and engineering; (3) the perceived barriers to study abroad in science and engineering; and (4) some recommendations for the development of study abroad programs in science and engineering. 

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.

Study Abroad Management Programs

2018 ◽  
pp. 169-188
Author(s):  
Neeta Baporikar
Keyword(s):  
Study Abroad ◽  
Business Environment ◽  
Professional Competencies ◽  
Study Abroad Programs ◽  
Education Abroad ◽  
Vast Number ◽  
Return Home ◽  
Learning At Home ◽  
Development Of Students ◽  
Case Based

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.

“Should I Go to Ireland or Mexico?”

2018 ◽  
pp. 1868-1885
Author(s):  
Scott L. Roberts ◽  
Kristina Rouech
Keyword(s):  
Study Abroad ◽  
Student Teachers ◽  
Teacher Education Program ◽  
Education Students ◽  
Study Abroad Programs ◽  
University Professors ◽  
The University ◽  
The Impact ◽  
First Time ◽  
Further Development

This chapter presents and discusses the experience of two university professors' participation in two different study abroad programs. Within the first two years of employment at the university, one professor went to Oaxaca and the other went to Ireland with groups of pre-student teachers. The chapter discusses previous literature and the impact of study abroad programs on teacher education, program basics from the authors' university, the authors' personal experiences travelling with students for the first time, commonalities and differences among the two programs, benefits from their experiences, and ideas for further development of effective study abroad programs for education students.

Value Co-Creation in Faculty-Led Study Abroad Programs

2016 ◽  
pp. 325-348
Author(s):  
Sven Tuzovic
Keyword(s):  
Study Abroad ◽  
Intercultural Competence ◽  
Research Approach ◽  
Resource Integration ◽  
Global Learning ◽  
Study Abroad Programs ◽  
Operant Resources ◽  
Value Realization ◽  
University Experience ◽  
The University

Study Abroad (SA) education has become an increasingly important educational program for teaching global learning and intercultural competence, maturity, and sensitivity of students. Since the price tag attached to SA programs can be daunting, the question arises how value can be defined and, more importantly, how value is created. Some scholars have used the principles of service-dominant logic proposed by Vargo and Lusch (2004) to suggest that students should be engaged as an active co-creator of the university experience. Utilizing a qualitative research approach this chapter proposes that the value process of SA programs consists of three stages: (1) value proposition and potential; (2) resource integration and value co-creation; and (3) value realization evaluation. This study identifies key roles of the participants and their operand and operant resources that guide the value co-creation process. The framework provides faculty with a way to understand, adapt, and manage resource integration and influence students' SA value realization processes.

Experiments in Cultural Anthropology Field School

2010 ◽  
Vol 32 (3) ◽  
pp. 9-12
Author(s):  
Cassandra White
Keyword(s):  
Study Abroad ◽  
Cultural Anthropology ◽  
Basic Training ◽  
Study Abroad Programs ◽  
University Of Florida ◽  
Field School ◽  
Field Schools ◽  
The University ◽  
To Receive ◽  
Firsthand Experience

Undergraduate and graduate students in many areas of study (business, healthcare, education, law, and communications, for example) have multiple opportunities to receive firsthand experience in their discipline through internships. Within anthropology, "field schools" or study abroad programs often serve the purpose of internships in terms of providing the basic training students would need to learn how to do fieldwork. As an undergraduate and M.A. student at the University of Florida in the early 1990s, I attended three study abroad programs with an anthropology focus (in Mérida, Mexico; Brunnenburg, Italy; and Rio de Janeiro, Brazil); only one program (in Italy) was billed as a "field school," but all three provided excellent ethnographic training that would serve me well for future fieldwork.

scholarly journals Failing Gloriously and Other Essays

2019 ◽  
Author(s):  
Shawn Graham
Keyword(s):  
Social Sciences ◽  
Professional Development ◽  
21St Century ◽  
Digital Humanities ◽  
Digital Archaeology ◽  
Humanities And Social Sciences ◽  
Academic Memoir ◽  
The University

Please, you gotta help me. I’ve nuked the university. Failing Gloriously and Other Essays documents Shawn Graham’s odyssey through the digital humanities and digital archaeology against the backdrop of the 21st-century university. At turns hilarious, depressing, and inspiring, Graham’s book presents a contemporary take on the academic memoir, but rather than celebrating the victories, he reflects on the failures and considers their impact on his intellectual and professional development. These aren’t heroic tales of overcoming odds or paeans to failure as evidence for a macho willingness to take risks. They’re honest lessons laced with a genuine humility that encourages us to think about making it safer for ourselves and others to fail. A foreword from Eric Kansa and an afterword by Neha Gupta engage the lessons of Failing Gloriously and consider the role of failure in digital archaeology, the humanities, and social sciences.

scholarly journals HUME Lab: výzkumná infrastruktura pro podporu experimentálního výzkumu v sociálních a humanitních vědách

E-psychologie ◽  
2021 ◽  
Vol 15 (4) ◽  
pp. 98-100
Author(s):  
Eva Kundtová Klucová
Keyword(s):  
Social Sciences ◽  
International Research ◽  
Research Infrastructure ◽  
Research Teams ◽  
The Past ◽  
Laboratory Services ◽  
Humanities And Social Sciences ◽  
The University ◽  
Support Facility

HUME Lab is a research infrastructure at the Faculty of Arts of Masaryk University University (FF MU). As a support facility, it helps with the implementation of experiment methodology within research in the humanities and social sciences. The laboratory services are available primarily to researchers from FF MU, but they are also open for any interested researchers across the university and beyond. Various projects using the HUME Lab equipment and services have been carried out in the past involving, for example, CEITEC, BUT, or various international research teams usually with the participation of FF MU researchers.

scholarly journals Higher education require adaptation of students study abroad programs

2020 ◽  
Vol 74 ◽  
pp. 02003
Author(s):  
Vojtech Ferencz ◽  
Daniela Hrehová ◽  
Andrea Seňová
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
School Environment ◽  
Foreign Students ◽  
Educational Practice ◽  
First Year ◽  
Study Abroad Programs ◽  
Cultural Ideologies ◽  
The University ◽  
Political Economic

Globalization includes transnational political, economic and cultural ideologies and values. Globalization has a significant impact on education as new positions can enter higher education and study abroad. The influx of foreign students in Slovakia increased significantly. Therefore, successful interaction with the school environment and constant adaptation to the country are crucial for all students. However, many students face challenges when they attend higher education outside their home countries. The article shows that various investigators have carried out a large number of studies on the factors that affect students’ ability to adapt to different global challenges. The article provides some results of students’ adaptation effects during the first year of the Technical University in Košice. in the Daily Life section, we recorded statistically significant results between groups (Ukrainian students and other foreign students). Globalization includes transnational political, economic and cultural ideologies and values. The findings of the research questionnaire have important meaning for educators to help students in their efforts to succeed in a period of globalization and in adaptation in real educational practice. The university must be prepared to meet students not only academically, but also socially and culturally.

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