Study Abroad Australia

2017 ◽  
pp. 87-110
Author(s):  
Johnell Bentz ◽  
Jamie N. Pearson ◽  
Allison Witt
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Student Perceptions ◽  
Short Term ◽  
Long Term Study ◽  
Teachers Experiences ◽  
Research Findings ◽  
Study Abroad Program ◽  
Participant Outcomes

Research findings suggest that teaching experiences abroad have a significant impact on participant outcomes and perceptions; however, findings have also indicated that short-term experiences in particular, may not have the same impact as long-term study abroad experiences. This chapter highlights the facilitators and challenges of planning and developing a short-term, faculty-led experience abroad to Australia for preservice teachers. This three-week study abroad experience included immersive experiences and a commitment to critically examining issues surrounding diversity. The authors also describe a research study that was embedded in the study abroad program, known as Photovoice. Photovoice was employed as a means to document the preservice teachers' experiences and perceptions related to diversity. Participant photos and descriptions represent student perceptions of how diversity is represented in Australian schools and society.

Effective or Self-Selective: Random Assignment Demonstrates Short-Term Study Abroad Effectively Encourages Further Study Abroad

2018 ◽  
Vol 23 (4) ◽  
pp. 411-428
Author(s):  
Maki Kato ◽  
Ken Suzuki
Keyword(s):  
Study Abroad ◽  
Participation Rate ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Long Term Study ◽  
Short Term Study ◽  
Study Results ◽  
Study Abroad Program

Much attention has been paid to the effects of study abroad, especially because of recent increases in participation in such programs. One problem, however, is the selection bias of participants inherent in study abroad programs. The present study examines whether participation in a short-term study abroad program leads to participation in further long-term study abroad programs. Data were obtained from 705 applicants in the 2013-2015 academic year at a Japanese university, 300 of whom were assigned randomly to participate in a short-term study abroad program. The study results showed a significantly higher participation rate among previous participants than among nonparticipants. The results of a questionnaire completed by the former participants of the short-term program showed that they were more likely to translate plans for participating in the long-term study abroad program into action based on their prior overseas experiences.

scholarly journals Business Students' Choice of Short-Term or Long-Term Study Abroad Opportunities

2013 ◽  
Vol 24 (2) ◽  
pp. 125-137 ◽  
Author(s):  
Stacey R. Fitzsimmons ◽  
David J. Flanagan ◽  
Xiaodan “Abby” Wang
Keyword(s):  
Study Abroad ◽  
Business Students ◽  
Short Term ◽  
Term Study ◽  
Long Term Study

The Effect of a Short-Term Study Abroad Class on Students' Cross-Cultural Awareness

2007 ◽  
Vol 13 (1) ◽  
pp. 39-51 ◽  
Author(s):  
Susan C. Mapp ◽  
Peggy McFarland ◽  
Elizabeth A. Newell
Keyword(s):  
Study Abroad ◽  
Cultural Awareness ◽  
Cross Cultural ◽  
Assessment Tools ◽  
Qualitative Assessment ◽  
Short Term ◽  
Term Study ◽  
Long Term Study ◽  
Short Term Study

The purpose of this study was to discover if short-term study abroad trips produce the same changes in students that have been documented in long-term study abroad trips. The study was conducted with current and past participants of a short-term study abroad trip to Ireland from a small liberal arts school. Quantitative and qualitative assessment tools were used to address the question. Results found that change was supported by the qualitative, but not the quantitative, assessment. Students reported the trip increased their cross-cultural awareness and their interest in a long-term study abroad experience. As these results support the hypothesis that short-term study abroad experiences have a positive effect on students' growth, it is important that programs develop and facilitate such opportunities for their students. Not only will this improve the global awareness and cultural competence of participants, but it will increase participation in long-term study abroad programs.

scholarly journals The Long-Term Impact of a Short-Term Study Abroad Program: Perspectives on Global Citizenship

2019 ◽  
Vol 8 (4) ◽  
pp. 18 ◽  
Author(s):  
Todd M. Vanden Berg ◽  
Lissa Schwander
Keyword(s):  
Study Abroad ◽  
Global Citizenship ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Short Term Study ◽  
Mixed Measure ◽  
Long Term Impact ◽  
Study Abroad Program

This paper explores the long-term impact of a short-term study abroad program on alumni of the program years after having taken the course. Through using a mixed measure survey, the data reveals that short-term study abroad programs can have a significant and direct impact on the lives of alumni. The specific program considered has impacted alumni choices of international tourist destinations, activities alumni participate in while traveling abroad, as well as the choices alumni make concerning lodging while traveling abroad. In short, after participating in a short-term study abroad program, alumni have developed a global citizenship identity.

scholarly journals Long-Term Impacts of Short-Term Study Abroad: Teacher Perceptions of Preservice Study Abroad Experiences

2015 ◽  
Vol 26 (1) ◽  
pp. 107-120 ◽  
Author(s):  
James Shiveley ◽  
Thomas Misco
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Teacher Perceptions ◽  
Teacher Preparation Programs ◽  
Short Term ◽  
Term Study ◽  
Preparation Programs ◽  
Personal Impact ◽  
Short Term Study

Given the calls for a stronger global focus among pre-service teachers and the value of study abroad experiences to assist in this process, many teacher preparation programs have worked to include study abroad experiences into their programs. Including study abroad experiences lasting a semester or more has proven to be a challenge for many such programs however, given the highly structured and locally contextual nature of teacher education. The result is that most study abroad experiences available for preservice teachers are short-term, lasting only a few weeks. The purpose of this study was to determine whether or not a short-term study abroad course, taken during preservice teachers’ undergraduate program, had any lasting professional or personal impact once they become teachers.

scholarly journals Eastern Promises Fulfilled: The Differential Impact of Marketing-Focused Short-Term Study Abroad Programs in India and Japan

2019 ◽  
Vol 31 (2) ◽  
pp. 158-179
Author(s):  
Zafar Iqbal
Keyword(s):  
Study Abroad ◽  
Business Students ◽  
Differential Impact ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Long Term Study ◽  
Short Term Study ◽  
Study Abroad Program ◽  
The Impact

This study compares two marketing focused short term study programs in Asia (Indi a and Japan) and highlights reasons as to why students perceive that they learn more in one country than the other . Research to date has sparsely assessed the impact of study abroad programs on students’ perceived growth . The existing literature has rarely focused on short term study abroad programs while focusing mainly on undergraduate non business students studying in Europe in long term study abroad program s Short term study abroad programs (lasting less than eight weeks) are not considere d rigorous enough and several doubts exist as to their effectiveness as a pedagogical technique. This paper uses survey methodology and a sample of 92 undergraduate and graduate business students who have completed a short term study abroad program. The results show that students in these particular short term study abroad programs perceive greater personal, professional, and inter cultural growth than in a 10 week quarter long course. Students’ backgrounds could be a differential impact facto r, but more research needs to be done. Marketing educators, when designing short term study abroad programs, are encouraged to balance freedom and structure, and account for students’ backgrounds.

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