Faculty Memoirs

2016 ◽  
pp. 370-396
Author(s):  
Devi Akella
Keyword(s):  
Study Abroad ◽  
Cultural Sensitivity ◽  
Learning Strategy ◽  
Global Perspective ◽  
Study Abroad Programs ◽  
Language And Culture ◽  
Effective Learning ◽  
Business Graduates ◽  
Global Nature ◽  
Study Abroad Program

The global nature of a contemporary economy emphasizes the need for business graduates to possess a global perspective, cultural sensitivity and the knowledge of language and culture of more than one country. Consequently, faculty driven, short-term, university study abroad programs allow students the opportunity to step outside the classroom and learn about the world in a safe, controlled and faculty regulated environment. ‘Learn by going' (Keese & O'Brien, 2011) happens to be the most effective learning strategy. This chapter describes the experience of the author as an instructor and team member of a study abroad program to China. The author discusses the program, curriculum, pedagogies adopted, and learning outcomes of students. Critical reflections of her own involvement in this educational tour to China are also shared.

Faculty Memoirs

2018 ◽  
pp. 1422-1448
Author(s):  
Devi Akella
Keyword(s):  
Study Abroad ◽  
Cultural Sensitivity ◽  
Learning Strategy ◽  
Global Perspective ◽  
Study Abroad Programs ◽  
Language And Culture ◽  
Effective Learning ◽  
Business Graduates ◽  
Global Nature ◽  
Study Abroad Program

The global nature of a contemporary economy emphasizes the need for business graduates to possess a global perspective, cultural sensitivity and the knowledge of language and culture of more than one country. Consequently, faculty driven, short-term, university study abroad programs allow students the opportunity to step outside the classroom and learn about the world in a safe, controlled and faculty regulated environment. ‘Learn by going' (Keese & O'Brien, 2011) happens to be the most effective learning strategy. This chapter describes the experience of the author as an instructor and team member of a study abroad program to China. The author discusses the program, curriculum, pedagogies adopted, and learning outcomes of students. Critical reflections of her own involvement in this educational tour to China are also shared.

scholarly journals Cultural Identification, Acculturation, and Academic Experience Abroad: A Case of a Joint Faculty-Led Short-Term Study Abroad Program

2018 ◽  
Vol 8 (2) ◽  
pp. 1152-1072 ◽  
Author(s):  
Jeongyi Lee ◽  
Kathryn Negrelli
Keyword(s):  
Study Abroad ◽  
Cultural Sensitivity ◽  
Global Competence ◽  
Cultural Identification ◽  
Academic Experience ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Short Term Study ◽  
Study Abroad Program

The number of students expanding their academic programs to include learning experiences abroad has been steadily increasing over the past two decades. This study investigates the cultural identification of short-term study abroad participants and its influence on their acculturation process. By means of a widely used acculturation scale, it was found that there were statistically significant effects of cultural experiences on cultural identification, specifically decreases in cultural identification scores. Implications from this study suggest a deeper understanding of students’ ethnic identifications can be helpful in developing study abroad programs that promote the goals of student awareness, cultural sensitivity, and global competence.

Learning Chinese

2018 ◽  
pp. 44-69
Author(s):  
Kaishan Kong
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Education ◽  
Cultural Knowledge ◽  
Culture Learning ◽  
Study Abroad Programs ◽  
Language And Culture ◽  
American Students

Both ACTFL standards and the world-readiness standards for learning languages include five aspects in foreign language education, among which are connections and comparisons. While many instructors consider these two aspects as means of effective instruction, in this chapter, connections and comparisons are studied as learning strategies that four American students adopted to apply in their study abroad contexts in China. Despite the different focus of their study abroad programs, this chapter discusses a variety of examples where the participants made connections and comparisons to enhance their language and culture learning. Findings reveal that connections and comparisons were not only fostering language learning but also developing cultural knowledge. Results provide implications to foreign language educators related to teaching and preparing students for study abroad experience.

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.

Critical Consciousness Raising About Global Economic Inequality Through Experiential and Emotional Learning

2020 ◽  
pp. 105382592097513
Author(s):  
Katarzyna Olcoń ◽  
Dorie J. Gilbert ◽  
Rose M. Pulliam
Keyword(s):  
Study Abroad ◽  
Critical Consciousness ◽  
College Graduates ◽  
Emotional Learning ◽  
Cognitive Domain ◽  
Study Abroad Programs ◽  
Consciousness Raising ◽  
Global Citizens ◽  
Study Abroad Program ◽  
Economic Inequalities

Background: The ability to question global structures and analyze one’s own positionality in relation to economic, political, and social forces is essential for college graduates. Although study abroad programs claim to develop students into global citizens, most studies do not critically examine student learning about global inequalities. Purpose: This study analyzed the process of critical consciousness raising about economic inequalities through experiential and emotional learning. Methodology/Approach: It employed ethnographic observations, in-depth interviews, and written journals of 27 U.S. college students who participated in a Ghana study abroad program in years 2016–2018. Data were analyzed using an inductive thematic approach. Findings/Conclusions: Witnessing and being emotionally affected by unjust global realities allowed students to question their actions and assumptions. Even though they seemed to have become more self-aware of their privilege and positionality, few of them questioned the global structures underlying economic injustice. Despite the limited analysis, they demonstrated inspiration to learn and do more. Implications: Moving beyond education’s traditional focus on students’ cognitive domain is crucial for critical consciousness raising about social injustice and global interconnections of oppression. Higher education should ensure a critical analysis of economic inequalities both abroad and in their own country.

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 Development of a Short-Term, Athletic Training and Public Health International Service-Learning Study Abroad Program to Nicaragua

2019 ◽  
Vol 14 (4) ◽  
pp. 283-292 ◽  
Author(s):  
Adam B. Rosen ◽  
Christine C. Center ◽  
Jason D. Coleman
Keyword(s):  
Public Health ◽  
Service Learning ◽  
Study Abroad ◽  
Injury Prevention ◽  
Athletic Training ◽  
Student Athletes ◽  
Learning Study ◽  
Short Term ◽  
Study Abroad Programs ◽  
Study Abroad Program

Context Study abroad programs are a key educational opportunity for athletic training students to grow in cultural competence. Yet, there are few faculty-led, study abroad programs specifically designed for athletic training community engagement in low-income nations. Objective To describe the process of developing and implementing a short-term athletic training and public health service-learning study abroad program to Nicaragua. Background Partnerships with a Nicaraguan partner institution aimed at creating sustainable study abroad programs for students from a variety of disciplines were initially explored. A short-term, study abroad program with athletic training and public health faculty was established based on the opportunities and benefits that it would provide to students, interests of host staff, and the accessibility to a local community. Synthesis Nine athletic training and exercise science students, composed mostly of graduate students, participated in the program in Nicaragua. Students worked with local soccer coaches and their student-athletes. Curriculum for the coaches included basic athletic injury prevention and management techniques including the Fédération Internationale de Football Association 11+ injury prevention protocol, concussions and head injury, heat illness and hydration management, nutrition and performance, and basic first aid. With the student-athletes, the group implemented injury prevention skills including the Fédération Internationale de Football Association 11+, proper heading techniques, and teamwork drills. Results Working with the Nicaraguan soccer players and coaches provided students important lessons in cultural competence, interprofessional education, communication, and patient care. Recommendation(s) As athletic training education shifts to a professional master's degree, it is important for educators to consider study abroad program length, structure, and student learning outcomes if they are interested in creating faculty-led programs. Conclusion(s) Athletic training study abroad programs, which provide students with opportunities for direct interaction with coaches and student-athletes, can provide students with beneficial learning opportunities. This program can offer a framework for those interested in offering short-term programs abroad.

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 Feeling Our Way: Emotions and the Politics of Global Citizenship in Study Abroad Programming

2017 ◽  
Vol 29 (2) ◽  
pp. 79-93
Author(s):  
Nicole Laliberté ◽  
Charlene Waddell
Keyword(s):  
Study Abroad ◽  
Global Citizenship ◽  
Emotional Responses ◽  
Study Abroad Programs ◽  
Student Responses ◽  
Political Implications ◽  
Shame And Guilt ◽  
Emotional Politics ◽  
Study Abroad Program ◽  
The Relationship

The terms ‘solidarity’ and ‘ethical travel’ were used to frame a one-week study abroad program to Guatemala. The students involved came from a Canadian university and were primed through pre-trip meetings and program materials to expect their trip to produce good feelings of connection and support. However, many of the students experienced bad feelings that were variously described as frustration, disappointment, shame, and guilt. In this paper, we take the ‘bad feelings’ of this trip seriously to understand the relationship between this study abroad program and the (re)production of privilege. Based on interviews with student participants, we identify a trio of emotional responses –shame/guilt, frustration/anger, and critical empathy– that highlight the variability of student responses and their political implications. We argue that this critical analysis of emotional politics is an underutilized tool for examining how study abroad programs can simultaneously (re)produce and challenge privilege.  

scholarly journals Broadening the ‘Environment’ in Social Work

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Heather Boetto ◽  
Bernadette Moorhead ◽  
Karen Bell
Keyword(s):  
Social Work ◽  
Study Abroad ◽  
Positive Impact ◽  
International Study ◽  
Social Work Students ◽  
Cultural Issues ◽  
Study Abroad Programs ◽  
Mixed Methods Approach ◽  
Critical Social Work ◽  
Study Abroad Program

Adopting a critical social work frame of reference, this paper explores the impacts and challenges of a two-week study abroad program to India on Australian social work students’ understanding of the environment in practice. Using a mixed methods approach, a small study was undertaken in 2011 involving pre and post-program surveys, as well as a facilitated reflective workshop to explore environmental social work.  Results are discussed and indicate the program had a positive impact on expanding students’ conventional socio-cultural understanding of the environment and global dimensions of environmental degradation.  Whilst this is positive and suggests some justification for the international study abroad program, other questions and challenges are raised relating to complex cultural issues and neo-colonial aspects of study abroad programs.

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