scholarly journals Intercultural Impact From a Short-Term Study-Abroad Program in Thailand

2020 ◽  
Vol 2019 (1) ◽  
pp. 219
Author(s):  
Brad Deacon ◽  
Kevin Ottoson
Keyword(s):  
Study Abroad ◽  
Intercultural Competence ◽  
Health And Safety ◽  
Language Teachers ◽  
Intercultural Development ◽  
Short Term ◽  
Term Study ◽  
Studying Abroad ◽  
Short Term Study ◽  
Study Abroad Program

Recent government initiatives have helped increase the number of Japanese students studying abroad. However, our understanding of study abroad and intercultural development is largely informed by research in Western contexts. The purpose of this study was to uncover the key areas that students attribute to their intercultural competence growth and development during a short-term study-abroad program in Thailand. This paper offers findings from open-ended questionnaires that were given to 15 Japanese 2nd-year female university students before and after they participated in a three-week study abroad. Qualitative analysis of the pre-sojourn results primarily revealed health and safety concerns. These concerns were later shown to be mostly unrealized in post-sojourn findings analysis that instead emphasized the importance of students’ psychological and self-fulfillment needs. The implications this research has for language teachers, program coordinators, and other stakeholders who aim to support students’ intercultural development in short-term study-abroad programs are provided. 昨今の政府の取り組みにより、留学へ行く日本の学生数は増加傾向にある。しかし、留学や異文化教育についての私たちの理解は、西洋の文脈における研究から主に情報を得ていると言える。本研究の目的は、タイにおける３週間の留学プログラムの間に、学生の異文化理解やその発達が主に何によってもたらされたのかを明らかにすることだった。参加した１５名の女子学生たち（大学２年生）に対して、留学の事前と事後に自由回答式の質問を与え、その調査結果をもとに明らかになったことをここでは論じていく。事前調査における質的分析では、主に健康や安全面での懸念が明らかになった。これらの懸念は事後調査での分析ではほとんど認められず、代わりに心理的な自己実現欲求が重要な側面であることがわかった。この研究における示唆は、語学教員、留学コーディネーター、そしてその他、短期留学プログラムにおける学生の異文化教育を支援する関係者に向けられる。

scholarly journals Study abroad as a context for spiritual development

2016 ◽  
Vol 10 (1) ◽  
pp. 27-46
Author(s):  
Matthew Motyka ◽  
Timothy Wolcott
Keyword(s):  
Study Abroad ◽  
Case Studies ◽  
Spiritual Development ◽  
Identity Crisis ◽  
Interview Data ◽  
Intercultural Development ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
Study Abroad Program

In this article, we consider the cases of two American undergraduates, Lola and Audrey, who studied abroad for a semester in France. Drawing on interview data collected during their sojourn, we consider their accounts of living and learning in France through the lens of Jesuit spirituality. In doing so, we demonstrate that although these students’ accounts offer little evidence of linguistic or intercultural development, their deeply personal reactions to a term abroad in France suggest a kind of beneficial identity crisis best understood in the spiritual terms of desolation, consolation, discernment, and election. Following the case studies, we apply our findings to the outline of a short-term study abroad program in France designed to maximize linguistic and spiritual development.

scholarly journals Ideas for Designing and Implementing Portfolios for Short-Term Study Abroad

2020 ◽  
Vol 2019 (1) ◽  
pp. 229
Author(s):  
Tomoka Kaneko
Keyword(s):  
Study Abroad ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
Efl Students ◽  
Study Abroad Program

This paper describes how I designed and implemented a portfolio project in a short-term study-abroad program at my university in Japan. Sixteen EFL students participated, and of these, none had experience of producing portfolios before the study. I planned the project based on an analysis of the program and students. Central to the portfolio was a reflective report, designed to help the students reflect on what they learned and to set goals based on reflection throughout the program. The students received instructions on how to complete the portfolio in predeparture sessions, continuously worked on their portfolios during the stay abroad, and completed them after they returned to Japan. The examination of submitted portfolios and interviews with the students show that the process of producing the portfolios helped them become autonomous learners and maximize their study abroad experience and opportunities. 本稿では、著者が勤務する大学の短期海外語学研修プログラムに、どのようにポートフォリオを構想し、組み込んだかについて説明する。16名の大学生がプログラムに参加した。参加者は全員、プログラム以前にポートフォリオを作成した経験がなかった。海外での研修内容と参加学生の分析に基づいて、ポートフォリオの構想を立てた。学生は自分の学びをその都度振り返り、それに基づいて目標を立て、それらを振り返り報告書に記入した。この振り返り報告書は、ポートフォリオの中核を担うものである。学生は事前研修でポートフォリオの作成方法を学び、主に研修先で作成に取り組み、事後研修後に完成させた。提出されたポートフォリオと学生へのインタビューから、ポートフォリオを作成することにより、学生がよりよい自律的学習者となり、短期間の海外語学研修を有意義なものにしたと感じていることが分かった。

scholarly journals An Interprofessional, Intercultural, Immersive Short-Term Study Abroad Program: Public Health and Service Systems in Rome

2019 ◽  
Vol 31 (1) ◽  
pp. 148-168
Author(s):  
Sara A. McComb ◽  
Lorenzo Fedele ◽  
Patrick A. Brunese ◽  
Vicki L. Simpson
Keyword(s):  
Public Health ◽  
Study Abroad ◽  
Learning Outcomes ◽  
Service Sector ◽  
The United States ◽  
Technical Program ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
Study Abroad Program

The purpose of this paper is to describe a short term study abroad program that exposes engineering and nursing undergraduate students from the United States and Italy to an intercultural and interprofessional immersion experience . Faculty fr om Purdue University and Sapienza Università di Roma collaborated to design a technical program that demonstrates the complementary nature of engineering and public health in the service sector, with Rome as an integral component of the program. S pecifically, the intersection of topics including systems, reliability, process flow, maintenance management, and public health are covered through online lectures, in class activities and case study discussions, field experiences, and assessments. Here in, administrat ive issues such as student recruitment, selection, and preparation are elucidated. Additionally, the pedagogical approach used to ensure constructive alignment among the program goals, the intended learning outcomes, and the teaching and learning activitie s is described. Finally, examples of learning outcomes resulting from this alignment are provided.

scholarly journals Talking with ‘Others’: Experiences and perspective transformation in a short-term study abroad program

2021 ◽  
Vol 33 (2) ◽  
pp. 35-60
Author(s):  
Emmanuelle S. Chiocca
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Intercultural Competence ◽  
Classroom Culture ◽  
Student Experiences ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Multiple Data ◽  
Short Term Study

With the growth of short-term study abroad programs comes the need to develop impactful curricula and to provide supportive environments for deep learning abroad that is more than “upgraded” tourism but rather focused on educational outcomes. This qualitative case study investigates the experiences of five study abroad participants in Israel. Drawing from multiple data sources within an interpretive framework, the purpose of this study is to understand student experiences abroad. Data was analyzed inductively and thematically. Findings suggest that the holistic experience was anchored by (1) directed and diverse conversations, (2) hermeneutical reflections, (3) emotional disequilibrium, (4) intercultural competence development, and (5) student engagement in a classroom culture, which acted together as a gestalt. Results highlight the importance of dialogue, both with locals and within the classroom community, for transformative learning. These findings encourage international educators to provide instructional frames that encourage students to engage with local communities in critical ways.

オンラインによる海外留学の可能性―コロナ禍におけるブルネイでのオンライン短期海外研修の実践から― / Possibilities of Online Study Abroad Program: Practices of Online Short-Term Study Abroad Program in Brunei

2021 ◽  
Vol 14 (1) ◽  
pp. 4-18
Author(s):  
Masaki Seo
Keyword(s):  
Study Abroad ◽  
Short Term ◽  
Term Study ◽  
Online Study ◽  
Short Term Study ◽  
Study Abroad Program

新型コロナウィルスの感染拡大で人々の国や地域を超えた移動に制限がか かり、海外協定校などに学生を派遣する大学主催の海外留学及び海外研修の 実施は現時点では難しくなっている。このような状況において、オンライン を駆使した海外研修プログラムの開発が進められている。本稿では、2020 年 8 月に実施したブルネイでのオンライン短期海外研修に参加した学生の経 験と学びを考察し、オンラインによる海外留学の可能性を検討する。 本研究のリサーチクエスチョン(RQ)は、(1)オンライン短期海外研修 を通して参加者はどのような経験をしていたのか、(2)オンライン短期海 外研修を通して参加者は英語の能力を伸ばすことができたのか、である。 RQ1 に答えるために研修の事前事後にアンケート調査を、RQ2 に答えるた めに研修の事前事後に英語の試験を行い、それらを分析した。 調査の結果、オンライン短期海外研修の参加者の満足度は高く、講義型及 び体験型の授業を通してブルネイの言語や文化、ビジネスと産業、自然科学 などのコンテンツを学んだり、現地の学生と交流をしたりすることで、参加 者は「自宅にいながら、ブルネイにいるような体験ができ」ていた。また、 本研修が実際に海外に渡航することを躊躇している学生の参加を促している ことも伺えた。そして、研修の事前事後に行った英語の試験を分析した結果、 総合得点及びリスニングでの大意把握の得点は向上し、参加者の英語の能力 の伸びに対する自己評価でも、リスニングの能力の向上が最も認識されてい た。

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.

Short-Term Study Abroad in Psychology: Effects of a Cultural Scavenger Hunt on the Development of Intercultural Competence

2020 ◽  
Vol 48 (1) ◽  
pp. 32-40
Author(s):  
Ryan M. Zayac ◽  
Sydney Miller ◽  
Wolfgang Lenhard ◽  
Amber Paulk ◽  
Kirby Chrysler
Keyword(s):  
Study Abroad ◽  
Intercultural Competence ◽  
Short Form ◽  
The United States ◽  
Short Term ◽  
Term Study ◽  
Initial Development ◽  
Emotional Resilience ◽  
Intercultural Competencies ◽  
Short Term Study

Steadily increasing ethnic and cultural diversity in the United States has led employers to see intercultural competence as a valuable and necessary trait for those entering the workforce, including students studying psychology. One high-impact practice that may increase students’ multicultural awareness is study abroad. The current research examined the effectiveness of a cultural scavenger hunt offered during two short-term study abroad programs to increase participants’ intercultural competencies. Cultural competence was assessed in Study 1 ( N = 10) using the Miville-Guzman Universality-Diversity Scale–Short Form. Results indicated a statistically significant increase across all subscales. In Study 2 ( N = 16), the Cross-Cultural Adaptability Inventory was utilized. Results from Study 2 demonstrated statistically significant improvements in the Emotional Resilience subscale. These findings suggest that a cultural scavenger hunt may assist participants in actively engaging in the local culture and facilitate the initial development of intercultural competencies.

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