scholarly journals Fostering Intercultural Identity During Study Abroad to Strengthen Intercultural Competence

2017 ◽  
pp. 325-345 ◽  
Author(s):  
Niki Sol
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Intercultural Competence ◽  
Identity Negotiation ◽  
Study Abroad Programs ◽  
Education Abroad ◽  
Global Citizens ◽  
Studying Abroad ◽  
Pedagogical Design ◽  
Intercultural Identity

Universities are eager to foster global citizenship within their students, including through study abroad opportunities. However, studying abroad does not necessarily guarantee gains in intercultural competence (Paige & Vande Berg, 2012), especially for the shorter programs that have gained in popularity among university students. This chapter examines the recent literature and argues the need to nurture identity negotiation for students who choose to do part of their higher education abroad; the understanding of one's self is a key component to intercultural competence (Deardorff, 2006). More and more study abroad providers (universities and businesses) have begun to use guided intervention during abroad programs to enhance students' intercultural competence. With careful and intentional pedagogical design, study abroad programs can help students better understand their intercultural identity and become better global citizens.

scholarly journals Fostering Intercultural Identity During Study Abroad to Strengthen Intercultural Competence

2020 ◽  
pp. 1209-1229
Author(s):  
Niki Sol
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Intercultural Competence ◽  
Identity Negotiation ◽  
Study Abroad Programs ◽  
Education Abroad ◽  
Global Citizens ◽  
Studying Abroad ◽  
Pedagogical Design ◽  
Intercultural Identity

Universities are eager to foster global citizenship within their students, including through study abroad opportunities. However, studying abroad does not necessarily guarantee gains in intercultural competence (Paige & Vande Berg, 2012), especially for the shorter programs that have gained in popularity among university students. This chapter examines the recent literature and argues the need to nurture identity negotiation for students who choose to do part of their higher education abroad; the understanding of one's self is a key component to intercultural competence (Deardorff, 2006). More and more study abroad providers (universities and businesses) have begun to use guided intervention during abroad programs to enhance students' intercultural competence. With careful and intentional pedagogical design, study abroad programs can help students better understand their intercultural identity and become better global citizens.

scholarly journals Karma and Yoga: Transformative Pedagogy and Empowering Communities through Study Abroad and Service Learning

2020 ◽  
Vol 1 (1) ◽  
pp. p53
Author(s):  
Anita Anantharam
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
International Education ◽  
Global Citizenship ◽  
Cultural Knowledge ◽  
Community Formation ◽  
Learning Assessment ◽  
Study Abroad Programs ◽  
Global Citizens ◽  
Studying Abroad

International education and global citizenship are keywords in our culture today and the success or failure of our attempts to be global citizens depends on the level of commitment we are able to make to cultures different than our own. The academic study of transnational feminism rests on the idea that cultural knowledge can be learned and appreciated. Studying abroad is a small step towards fostering global citizenship and transnational solidarity. This essay illustrates some of the successes of and impediments to community formation and global awareness through study abroad programs and initiatives. Service-learning assessment modules, non-traditional assignments, and stimulation of contemplative health are presented as pedagogical examples that make possible a mutually life-transforming experience for educators and students alike.

scholarly journals Studying Abroad at Home: The Meaning of Education Abroad During the Pandemic

2021 ◽  
Vol 17 (1-2) ◽  
Author(s):  
Ioannis Gaitanidis
Keyword(s):  
Study Abroad ◽  
Study Abroad Programs ◽  
Education Abroad ◽  
Japanese Study ◽  
Studying Abroad ◽  
Short Term Study ◽  
The Face ◽  
Anthropological Fieldwork ◽  
Short Essay ◽  
Study Abroad Program

Studying abroad has virtually ended with the pandemic. New (online) formats are being already offered, but this has not stopped universities from having to revise curricula, renegotiate partnerships and consult with students about studying abroad in 2020 and beyond. This short essay stems from the author’s experience of cancelling his own Japanese study abroad program in late February 2020 to avoid the program participants taking unnecessary risks in the face of the unknown speed at which Covid-19 was spreading in Europe. The cancellation of that study trip brought to the fore, however, entrenched issues with short term study abroad programs and pushed the author to consider what the value of the ‘abroad’ in ‘study abroad’ had been until then. A short comparison with the practice of ethnography ensues, inspired by early pandemic debates on the future of anthropological fieldwork, which is another endeavour that has traditionally depended on relatively extended stays abroad. The essay closes with two problems that study abroad organisers will have to think about in a post-corona world.

Higher Education Abroad

2020 ◽  
pp. 221-242
Author(s):  
Khalid Arae ◽  
Kussai Haj-Yehia
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Access To Higher Education ◽  
Key Factors ◽  
Official Statistics ◽  
Education Abroad ◽  
Limited Access ◽  
Studying Abroad ◽  
State Of Israel ◽  
Historical Origins

Through an investigation tracing the historical origins and trends associated with the Palestinian Minority in Israel (PAMI), this chapter investigates why a large proportion of those students—33% in fact—now choose to study abroad. Data are drawn from official statistics, documents and representative studies of PAMI students' to thus enable the authors to identify key factors that hinder PAMI access to Higher Education (HE) in Israel. Limited access to HE in the State of Israel is a strong motivator for PAMI students studying abroad, as it provides greater opportunity to pursue HE. This chapter discusses the features of globalization that have led to the development of a highly competitive international academic market and the effect that this has had on PAMI students' choice of location for HE and also choice of chosen field of study.

scholarly journals Enhancing Intercultural Competence: Can it be done without Studying Abroad?

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Lata Krishnan ◽  
Lan Jin ◽  
Charles Calahan
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Intercultural Competence ◽  
Intervention Group ◽  
Learning Activities ◽  
Control Group ◽  
Intercultural Learning ◽  
Study Abroad Programs ◽  
Studying Abroad ◽  
Study Abroad Program

Participation in intensive, immersive, service-learning study abroad programs with intentional intercultural activities embedded in the course curriculum has been shown to enhance cultural competence as measured via the Intercultural Development Inventory (IDI®) (Krishnan, Masters, Holgate, Wang & Calahan, 2017; Krishnan, Lin & Benson, 2020). The purpose of this study was to evaluate the relative impact of embedding intercultural learning activities on students’ intercultural competence when included in an on-campus course compared to a study abroad program. The intervention group consisted of 34 students enrolled in the on-campus course which incorporated intentional intercultural activities. Forty-one students who did not take the course comprised the control group. Comparison of the pre- and post-IDI® scores showed a significant increase in intercultural competence in the intervention group and no change in score in the control group participants. Qualitative data supported these findings. The increase in group mean score is slightly lower than group mean score increases in study-abroad students. Results indicate that incorporating intentional intercultural learning activities in an on-campus course can be an effective mechanism for students to enhance intercultural competence without travelling abroad.

Higher Education Abroad

2016 ◽  
pp. 66-87
Author(s):  
Khalid Arae ◽  
Kussai Haj-Yehia
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Access To Higher Education ◽  
Key Factors ◽  
Official Statistics ◽  
Education Abroad ◽  
Limited Access ◽  
Studying Abroad ◽  
State Of Israel ◽  
Historical Origins

Through an investigation tracing the historical origins and trends associated with the Palestinian Minority in Israel (PAMI), this chapter investigates why a large proportion of those students—33% in fact—now choose to study abroad. Data are drawn from official statistics, documents and representative studies of PAMI students' to thus enable the authors to identify key factors that hinder PAMI access to Higher Education (HE) in Israel. Limited access to HE in the State of Israel is a strong motivator for PAMI students studying abroad, as it provides greater opportunity to pursue HE. This chapter discusses the features of globalization that have led to the development of a highly competitive international academic market and the effect that this has had on PAMI students' choice of location for HE and also choice of chosen field of study.

scholarly journals Promoting intercultural competence in study abroad students

2021 ◽  
Author(s):  
Christian Tarchi ◽  
Alessio Surian
Keyword(s):  
Study Abroad ◽  
Cultural Differences ◽  
Active Control ◽  
Intercultural Competence ◽  
Critical Incident ◽  
Conceptual Knowledge ◽  
Studying Abroad ◽  
Long Time ◽  
Short Intervention ◽  
Study Abroad Students

AbstractUniversities have been promoting study abroad programmes for a long time to improve intercultural competence. However, the mere exposure to cultural differences while studying abroad does not ensure intercultural competence, unless study abroad students’ reflective processes are explicitly targeted. The article presents the results of a short intervention grounded in the problem-based approach aimed at improving intercultural competence in study abroad students. Students were assigned to three conditions: a video-log condition (in which they have to narrate a critical incident occurred to them), a reflection-induced video-logs (in which they were prompted to reflect on the video-logs produced), and an active control condition. The reflection-induced video-log intervention improved students’ perceived proficiency in Italian and perceived opportunities for cultural reflection, but it did not contribute to improve students’ applicable and conceptual knowledge of intercultural competence.

Without Crossing a Border: Exploring the Impact of Shifting Study Abroad Online on Students’ Learning and Intercultural Competence Development during the COVID-19 Pandemic

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Yingjie Liu ◽  
Thomas Shirley
Keyword(s):  
Study Abroad ◽  
Intercultural Competence ◽  
Cultural Exchange ◽  
Competence Development ◽  
Study Abroad Programs ◽  
Online Study ◽  
Curriculum Redesign ◽  
Online Format ◽  
The Impact

While all higher education was affected by the COVID-19 pandemic, study abroad programs were uniquely challenged by the associated restrictions and limitations. This case study integrates a Collaborative Online International Learning (COIL) pedagogy approach and virtual reality (VR) technologies into the curriculum redesign process to transform a business study abroad course into an online format. Using VR technology, U.S. students and their international partners in Germany, Brazil, and India created and shared cultural exchange virtual tours. The redesigned online study abroad course engaged students in active learning activities and cultivated students’ intercultural competence development.

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.

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