Tourism Policing in a University Setting

2019 ◽  
pp. 155-185
Keyword(s):  
Study Abroad ◽  
University Students ◽  
Tourism Industry ◽  
Police Departments ◽  
Study Abroad Programs ◽  
Local Economies ◽  
University Life ◽  
The Town ◽  
University Setting ◽  
Us University

Chapter 6 examines the interplay between university students and the tourism industry and between the town and gown divide with regards to tourism. The chapter notes the sociological similarities between off-campus university life and its impact on both tourism and local economies. The chapter briefly touches upon study abroad programs and how US university police departments can aid students to be safe when traveling abroad.

Americans Learning Gamelan in Bali

2020 ◽  
pp. 113-132
Author(s):  
Elizabeth A Clendinning
Keyword(s):  
Study Abroad ◽  
Performing Arts ◽  
Tourism Industry ◽  
Study Abroad Programs ◽  
Direct Involvement ◽  
Music Making ◽  
Educational Tourism ◽  
Hands On ◽  
Dance Instruction

The chapter analyzes the development and scope of educational tourism programs in the performing arts, including collegiate study-abroad programs, in the context of the Balinese tourism industry. The programs—which include hands-on music making and dance instruction, lectures and workshops, and visits to performing arts events and tourist sites—feature elements of both educational and leisure tourism. Through an examination of several different models for such “edutourism” programs, the chapter suggests that while they capitalize on presenting an “authentic” experience of Balinese-ness for participants, they also provide distinctive opportunities for foreigners to transcend the conventional tourist role via more direct involvement in Balinese community events and by treating and compensating teachers as professionals.

Study-abroad students’ identity and social integration

2018 ◽  
Vol 3 (2) ◽  
pp. 167-190
Author(s):  
Federica Goldoni
Keyword(s):  
Critical Race Theory ◽  
Study Abroad ◽  
Social Integration ◽  
Critical Role ◽  
Target Language ◽  
Race Theory ◽  
Study Abroad Programs ◽  
Content Type ◽  
Race Ethnicity ◽  
Us University

Abstract Students’ experiences abroad can vary a great deal and their identity plays a critical role in shaping their experiences. This study employed sociocultural theory, Critical Race Theory and Bourdieu’s notions of habitus and capital to explore the experiences of four groups of US undergraduates enrolled in four study abroad programs in Spain sponsored by a large US university located in the South East. Findings showed how students’ identity intersected and shaped their journey and impacted their social integration. The examples of Albert, Theresa, and Rebecca, three focal students, allowed for the analysis of how differently students’ identity, notably gender, race, ethnicity, age, social class, and nationality, affected their interactions with locals and perceptions of the target language, culture, and society. Important implications are discussed, including the importance of training study abroad participants before, during and after the trip, and selecting activities that facilitate greater and more sustained social integration.

scholarly journals Food Identity and its Impact Upon the Study Abroad Experience

2016 ◽  
Vol 6 (4) ◽  
pp. 1062-1068
Author(s):  
Andrea Ciliotta-Rubery
Keyword(s):  
Study Abroad ◽  
Host Country ◽  
Study Abroad Programs ◽  
University Life ◽  
Thoughtful Discussion ◽  
Food Identity

Study Abroad programs go to great lengths to prepare students for living and working in environments unlike their own. While much of the preparation focuses on the challenges of university life, travel, safety and the like, this paper suggests that an early and thoughtful discussion of “food identity” will provide students with the tools necessary to become more insightful of the culture of their host country. Since eating is vital, regional foods provide a wonderful opportunity for entering into the culture of another. By exposing students to such factors as the malleable, political, gendered and deliberately constructed nature of food identities, students become more cognizant of the complex histories of other people and places, through the portal of their food.

scholarly journals The Impact of Cultural Intelligence on University Students’ Intention to Study Abroad: The Role of Perceived Value

2021 ◽  
Vol 37 (2) ◽  
Author(s):  
Khuc The Anh ◽  
Le Thi Thanh Dang ◽  
Nhu Vu Bich Ngoc ◽  
Ngo Thanh Dat ◽  
Tran Thi Ngoc Anh
Keyword(s):  
Study Abroad ◽  
University Students ◽  
Cultural Intelligence ◽  
Perceived Value ◽  
Positive Influence ◽  
Study Abroad Programs ◽  
Mediating Role ◽  
Using Data ◽  
The Impact

This research aims to examine the relationship among cultural intelligence (CQ), perceived value (PV) and students’ intention to study abroad. By using data gathered in 739 university students, along with statistical analysis, the carrying out results show that there is a positive correlation between CQ and the intention to study abroad through the mediating role of PV. In particular, CQ and PV have positive influence on students’ intention to study abroad and CQ is an antecedent of PV. This study focuses on the influence of specific factors on the intention to study abroad. Meanwhile, this research contributes to the educational field CQ, which is a totally new factor in Vietnam. With a view to helping students in deciding to participate in study abroad programs and improving the quality of education, advice is given to students and related educational organizations.

Study Abroad in a Time of Terror; U.S. Student Experiences in Brussels

2017 ◽  
Vol 29 (1) ◽  
pp. 15-27
Author(s):  
Paul H. Gleye
Keyword(s):  
Study Abroad ◽  
University Students ◽  
Student Experiences ◽  
Study Abroad Programs ◽  
The Future ◽  
Study Abroad Program

When terrorists bombed the Brussels airport and metro in March 2016, seventeen U.S. university students were in Brussels, halfway through a faculty-led semester abroad program.  Although the students were unharmed, they encountered deep concern for their safety, and the future of study abroad programs in Brussels was immediately put into question.  Two days after the attacks they recorded their reactions to the bombings, to the aftermath they experienced in Brussels, and to a question as to whether the study abroad program should be terminated.  This essay records, in the students’ own words, their responses to the horrific and unimaginable events, and it records the students’ views on the future of study abroad programs in a time of uncertainty.  The students unanimously expressed resolve that despite the trauma they had no regrets about participating in the study abroad program and that such tragic events should not lead to a withdrawal of study abroad opportunities in the future.  The essay concludes with recommendations for preparing students for uncertainty and providing support in times of need.

scholarly journals Increasing Intercultural Competence in Undergraduate Education: Study Abroad is a Viable Way, but Not the Only Way

2020 ◽  
Vol 32 (3) ◽  
pp. 126-155
Author(s):  
Virginia B. (Ginger) Wickline ◽  
Allie M. Shea ◽  
Cheryl D. Young ◽  
Deborah Wiese
Keyword(s):  
Study Abroad ◽  
University Students ◽  
Nous Avons ◽  
Undergraduate Students ◽  
Undergraduate Education ◽  
Intercultural Competence ◽  
Institutions Of Higher Education ◽  
Study Abroad Programs ◽  
Premier Cycle ◽  
Campus Activities

Undergraduate students (N = 1,261) at a Midwest, public doctoral institution completed intercultural competence (ICC) measures before/after study abroad or an on-campus global course (G-Course). We hypothesized that students in study abroad versus on-campus global courses would differ in ICC both before/after their global experience. We predicted that students would increase in ICC after study abroad or a G-course (compared to their own pre-scores). We hypothesized that students who did not intend to study abroad would be lower in ICC than those who intended to study abroad, who would be lower than study abroad students. Lastly, we predicted that students who engaged more often in globally related extracurricular and co-curricular activities would report higher ICC. The data fully or partially supported each hypothesis: highlighting myriad factors impacting university students’ ICC scores both at home and abroad and revealing important differences between students who choose to study abroad and those who do not. Study abroad does appear to change some but not all aspects of ICC. A student self-selection bias might make ICC changes more difficult to document after study abroad programs. Moreover, on-campus activities are also related to ICC development for university students. When institutions of higher education are seeking to help develop ICC in their students, study abroad is not the only effective approach and should therefore be considered one important campus internationalization tool among many. Abstract in French   Les étudiants de premier cycle (N = 1261) dans un établissement doctoral public du Midwest ont suivi des mesures de compétence interculturelle (ICC) avant / après leurs études à l'étranger ou un cours global sur le campus (cours G). Nous avons émis l'hypothèse que les étudiants en études à l'étranger par rapport aux cours mondiaux sur le campus différeraient en ICC avant / après leur expérience globale. Nous avons prédit que les étudiants augmenteraient en ICC après des études à l'étranger ou un cours G (par rapport à leurs propres pré-scores). Nous avons émis l'hypothèse que les étudiants qui n'avaient pas l'intention d'étudier à l'étranger seraient plus bas en ICC que ceux qui avaient l'intention d'étudier à l'étranger, qui seraient inférieurs aux étudiants à l'étranger. Enfin, nous avons prédit que les étudiants qui s'engageaient plus souvent dans des activités parascolaires et parascolaires liées à l'échelle mondiale auraient un ICC plus élevé. Les données étayaient totalement ou partiellement chaque hypothèse: mettant en évidence une myriade de facteurs ayant un impact sur les scores ICC des étudiants universitaires tant au pays qu'à l'étranger et révélant des différences importantes entre les étudiants qui choisissent d'étudier à l'étranger et ceux qui ne le font pas. Les études à l'étranger semblent changer certains aspects de la CPI, mais pas tous. Un biais d'auto-sélection des étudiants peut rendre les changements ICC plus difficiles à documenter après des études à l'étranger. De plus, les activités sur le campus sont également liées au développement de l'ICC pour les étudiants universitaires. Lorsque les établissements d'enseignement supérieur cherchent à contribuer au développement de l'ICC chez leurs étudiants, étudier à l'étranger n'est pas la seule approche efficace et devrait donc être considéré comme un outil d'internationalisation de campus important parmi tant d'autres.

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