A Case Study Exploring Ways to Increase Access to Education Abroad for Career and Technical Students With Limited Availability

2019 ◽  
pp. 242-254
Author(s):  
Anne-Marie McKee
Keyword(s):  
Community College ◽  
Service Learning ◽  
Study Abroad ◽  
Access To Education ◽  
Education Abroad ◽  
Limited Availability ◽  
Career And Technical ◽  
Studying Abroad ◽  
Technical Students

This chapter looks into the experiences of the career and technical students who studied abroad and how their experiences affected them and transformed them in the years since studying abroad. The purpose is to examine the experiences of studying abroad for CTE students attending a rural-based community college. In this study, relevant categories and themes of meaning for CTE study abroad students were identified. One goal of this study was to see if these students' study abroad experiences affected them in the workplace and if the service-learning component of their study abroad experiences led to other altruistic practices.

Institutionalizing International Education and Embedding Education Abroad Into the Campus Community

2019 ◽  
pp. 172-183
Author(s):  
Carola Smith
Keyword(s):  
Community College ◽  
Strategic Planning ◽  
Study Abroad ◽  
International Education ◽  
Campus Community ◽  
Study Abroad Programs ◽  
Education Abroad ◽  
Descriptive Case Study ◽  
International Collaborations

This chapter is a descriptive case study on one community college in California to show how the institution was able to successfully institutionalize study abroad through advocacy, strategic planning, and the cultivation of local, statewide, and international collaborations. Because of the longevity and vitality of the program examined in this particular case study, there is useful insight for other education abroad professionals who are at varying stages of implementing, developing, or institutionalizing study abroad programs at their respective institutions.

Service-learning study-abroad and Europe’s migration crisis – a case study

2021 ◽  
Vol 32 (2) ◽  
pp. 121-144
Author(s):  
Sabine Hirschauer ◽  
Regina Karp ◽  
Michele Kekeh ◽  
Muge Akpinar-Elci
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Learning Study ◽  
Migration Crisis

Japanese English Majors’ Experiences and Attitudes to Study Abroad: A Case Study of Students at a Private University in Tokyo

2020 ◽  
Vol 13 (2) ◽  
pp. 38-52
Author(s):  
Anthony Tobin
Keyword(s):  
Study Abroad ◽  
English Language ◽  
Private University ◽  
Studying Abroad ◽  
Short Term Study ◽  
Overseas Travel ◽  
Recent Trends ◽  
English Speaking ◽  
Japanese English

This study investigates both the benefits of and recent trends in studying abroad for Japanese students and examines the results of a survey on study abroad taken by students majoring in English at a private university in Tokyo. Statistics from JASSO showed that the trend in study abroad before 2020 was for an increasing number of Japanese university students to spend a period of time studying abroad, though most of the increase was in short-term study. The English language questionnaire sought to discover what proportion of a group of seventy-two students had already studied abroad, or planned to do so, and to establish whether those who had gained experience had benefited from it, as well as detailing student anxieties which may have deterred students from studying abroad. The survey on study abroad, taken in January 2018, had a 100% response rate. Twenty-three (32%) of the students answered that they had already studied abroad, mostly for short durations in English-speaking countries. Most of the students who studied abroad had a positive experience, reputedly improved their English skills and recommended that other students study abroad. Twenty-six (53%) of the students without study abroad experience were planning to study abroad, even though they had some issues which concerned them, such as their ability to communicate in English, personal safety, and financial matters. The main reason for not electing to study abroad for this particular sample was found to be related to the overall costs of overseas travel, accommodation, and tuition. この研究では日本人学生に対する留学の利点および最近の留学の傾向を調べ、さら に東京の私立大学で英語を専攻している学生に対して実施した留学についての調査 の結果を検討している。JASSO の統計によると、２０２０年までは留学する日本人 大学生の数は増加傾向であったが、そのほとんどは短期留学であった。英語で行わ れたアンケート調査の目的は、著者の三つのクラスの７２名の学生のうちの何割が 留学経験がある、もしくは留学の予定があるか、またすでに留学した学生はその経 験から恩恵を受けたと感じているか、学生は留学をするにあたってどのような不安 を持つか、さらに留学しないと答えた学生の場合は留学しない理由を明らかにする ことである。２０１８年１月に行われた調査の回答率は１００パーセントであっ た。２３人（３２パーセント）の学生は留学経験があり、ほとんどの場合が英語圏 の国への短期留学である。留学経験のある学生の大半数が有益な経験ができ、英語 力が上達したと感じており、他の学生に留学を勧めると答えている。留学経験のな い学生の２６人（５３パーセント）が留学する予定だが、英語のコミュニケーショ ン、安全、金銭などについて不安を感じていた。留学しない理由については、旅 費、宿泊代、授業料など経済的な理由が大半であった。

The Hybrid Model

2019 ◽  
pp. 147-157
Author(s):  
William David Fell ◽  
Siobhan Wright
Keyword(s):  
Community College ◽  
Study Abroad ◽  
Continuing Education ◽  
Hybrid Model ◽  
International Travel ◽  
Small Community ◽  
Lifelong Learners ◽  
Rural Community College ◽  
Study Abroad Students

This chapter is a case study of Carroll Community College, a small rural community college, and its plan to develop a viable travel program by using a hybrid model. This model includes three distinct cohorts: study abroad students (students who travel and take an associated credit course), lifelong learning students (travelers who take a continuing education course to prepare for the travel experience), and educational tourists (travelers who do not take an associated course). By allowing not only study abroad students but also lifelong learners (often called continuing education students) to participate in an international travel program, Carroll's mission is addressed. This chapter is a case study of how and why Carroll implemented the hybrid model as an example for other small community colleges that might wish to achieve similar results.

Lessons Learned

2019 ◽  
pp. 120-130
Author(s):  
Taryn Gassner Tangpricha
Keyword(s):  
Community College ◽  
Study Abroad ◽  
Lessons Learned ◽  
Student Enrollment ◽  
Mutual Benefit ◽  
Community Members ◽  
Technical Community ◽  
Study Abroad Program ◽  
Division Department

This chapter conducts a case study of Delaware Technical Community College as it grew its programs from 2009 to present. Despite directive from the President, support and engagement was not widespread across the state: varying by campus, division, department, and instructor. Study abroad leadership was tasked with aligning the program with the college's mission, vision, and strategic directions, and building support internally and externally to boost student enrollment in the study abroad program. By targeting three key groups of stakeholders—students, faculty, and community members—and supporting shared values towards a mutual benefit, Delaware Technical Community College was able to grow its study abroad enrollment by over 400% from 2010 to 2018.

Changing the Conversation

2019 ◽  
pp. 1-21
Author(s):  
Rosalind Latiner Raby
Keyword(s):  
College Students ◽  
Community College ◽  
Community Colleges ◽  
Study Abroad ◽  
Community College Students ◽  
Professional Growth ◽  
Education Abroad ◽  
Institutional Choices

Community college literature uses three distinct narratives to explain why few community colleges offer education abroad and why limited numbers of community college students study abroad. This chapter explores the viability of these narratives and counters them by showing that non-traditional community college students understand the role of education abroad to enhance their personal and professional growth, are capable of making sound decisions, and are able to balance work, school, and family. The chapter concludes with a discussion on how weak institutional choices remain the most important element that negatively impacts the choice to study abroad.

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 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.

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