Dealing with Reverse Culture Shock for Students Returning from Study Abroad Programs

2016 ◽  
pp. 306-326
Author(s):  
Amir Manzoor
Keyword(s):  
Developing Countries ◽  
Study Abroad ◽  
Culture Shock ◽  
University Campus ◽  
Study Abroad Programs ◽  
Exchange Programs ◽  
University Campuses ◽  
Return Home ◽  
The University ◽  
Developed World

When students return from their study abroad programs, they can often feel distress, anxiety, and cultural identity confusion. Many university campuses within the developed world are providing resources to help students deal with these feelings. However, this is not always the case with the universities of developing world. An increasing number of students from developing countries are going abroad for their studies and many of them are part of study exchange programs. It is important for universities in the students' home countries to become abreast of these difficulties and prepare students to deal with them on the university campus. This study uses a large public university in Sindh, Pakistan to determine what kinds of resources are available to study abroad students and the role these resources play in helping students with feelings of reentry shock. The study also provides suggestions to assist in culturally ambiguous situations experienced once students return home.

scholarly journals How to Run Together: On Study Abroad and the ASD Experience

2020 ◽  
Vol 32 (1) ◽  
pp. 104-118
Author(s):  
Araceli Masterson-Algar ◽  
Brian Jennings ◽  
Mark Odenwelder
Keyword(s):  
Study Abroad ◽  
Students With Disabilities ◽  
Course Design ◽  
Cultural Literacy ◽  
Study Abroad Programs ◽  
High Functioning ◽  
University Campuses ◽  
Large Numbers ◽  
Cultural Processes ◽  
Challenges And Opportunities

The growing offering of study abroad programs across university campuses seemingly disregards the large numbers of students with disabilities accessing higher education. Given that study abroad experiences are becoming expected and, in many institutions, mandatory requirements towards graduation, it is imperative that accommodations for disabilities, as well as course design be addressed.  Furthermore, the promotion of study abroad programs as a means to develop some sort of ‘cultural literacy’ demands attention to the cultural processes surrounding perceptions of/ and responses to disability, and which are, above all, culturally specific. Through two case studies in Cuenca, Ecuador, we address some of the challenges and opportunities associated with the participation of two ASD students, both high functioning, in the study abroad experience. 

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.

Sexual Violence in the University Campuses of Delhi, India, and Therapeutic Jurisprudence for Justice to Victims

2017 ◽  
pp. 198-212
Author(s):  
Hina Kousar
Keyword(s):  
Young Adults ◽  
Sexual Harassment ◽  
Sexual Violence ◽  
College Campuses ◽  
Therapeutic Jurisprudence ◽  
University Campus ◽  
University Campuses ◽  
The University

This chapter explores the existence of therapeutic jurisprudential approach in the present laws and guidelines that may address sexual harassment in the university campuses in Delhi, India. It has been seen that sexual harassment in the college campuses has often been overlooked as courtship problems between young adults. In this course, the trauma and victimization of women had also been overlooked. This chapter suggests that university campus sexual harassment may be exhaustive and it may include various forms of harassment including physical touching, verbal sexual bullying to even graver offences like molestation. This chapter researches on several forms of sexual harassments which are prevalent in the university campuses and which may defy the existing regulations due to the patriarchal social setup. It further researches on needs of therapeutic jurisprudence to deal with such problems.

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.

Describing Undergraduate Students' Intercultural Learning through Study Abroad in Terms of Their ‘Cultural Responsiveness'

2016 ◽  
Vol 1 (2) ◽  
pp. 29-38
Author(s):  
Susan Oguro ◽  
Angela Giovanangeli
Keyword(s):  
Study Abroad ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Intercultural Competence ◽  
Cultural Responsiveness ◽  
International Exchange ◽  
Intercultural Learning ◽  
Study Abroad Programs ◽  
Exchange Programs ◽  
Exchange Program

Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home. Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of 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.

Maximizing Cross-Cultural Learning From Exchange Study Abroad Programs: Transformative Learning Theory

2020 ◽  
Vol 24 (5) ◽  
pp. 535-554
Author(s):  
Agnieszka Chwialkowska
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Learning Theory ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Transformative Learning Theory ◽  
Study Abroad Programs ◽  
Exchange Programs ◽  
Exchange Study ◽  
Travel Abroad

While some institutions require their students to spend a semester abroad as a prerequisite to earning a business degree, academics challenge the view that travel abroad helps students become culturally competent. Many students admit that they failed to immerse themselves in a cross-cultural environment. Therefore, the purpose of this study is to identify the components of exchange study abroad programs (ESP) that facilitate student cross-cultural learning (CCL). Building on transformative learning theory (TLT), we propose and test a conceptual model of relationships between different components of exchange programs and student CCL. The data collected from more than 700 students participating in a semester and two-semester-long programs are analyzed through logistic regression. This research contributes to the literature on the effectiveness of ESP by identifying the key components that maximize positive outcomes for students. By building on TLT, it reveals the importance of getting out of one’s comfort zone and providing students with support during the ESP. This study bears practical implications as it provides academic institutions and students with important insights that help maximize student CCL.

How can ecological fairs increase sustainability in a university campus?

2019 ◽  
Vol 20 (3) ◽  
pp. 515-529
Author(s):  
Luciana Londero Brandli ◽  
Amanda Lange Salvia ◽  
Leila Dal Moro ◽  
Vanessa Tibola da Rocha ◽  
Janaina Mazutti ◽  
...  
Keyword(s):  
Local Community ◽  
Social Economic ◽  
University Campus ◽  
Content Type ◽  
University Campuses ◽  
The Social ◽  
Short Period ◽  
The University ◽  
Practical Implications

Purpose This paper aims to highlight the contribution of ecological fairs to the promotion of sustainability in university campuses, based on a case study carried out at the University of Passo Fundo, located in Southern Brazil. Design/methodology/approach Producers and consumers of the ecological fairs were interviewed to analyse how the social, economic and environmental spheres of sustainable development are impacted by these fairs. In total, 24 interviews were conducted. Findings The results showed how fairs positively impact the academic and local community while bringing sustainability into university campuses. Research limitations/implications The main limitations of this study were the number of interviews and the short period during when the study was conducted. Practical implications This case study demonstrated how the promotion of ecological fairs on a university campus plays an important role in the implementation and practice of sustainability and can serve as an example for other institutions that intend to work on similar projects. Originality/value This paper contributes to the literature by providing a discussion on how ecological fairs represent a good addition in the process of universities to become more sustainable and which aspects of each sustainability sphere are involved.

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.

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