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.

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 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 WOMEN’S ACCESS TO SCIENCE PROGRAMMES IN HIGHER EDUCATION IN AFRICA

1994 ◽  
Vol 6 (1) ◽  
Author(s):  
Joel B. Babalola
Keyword(s):  
Higher Education ◽  
Supply And Demand ◽  
Science And Technology ◽  
African Women ◽  
Limiting Factors ◽  
Successful Implementation ◽  
Access To Higher Education ◽  
African Countries ◽  
Limited Access ◽  
International Agencies

This paper seeks to prefer solutions to the problems of limited access of African women to higher education in the area of science and technology. As a matter of fact, African women not only suffer from limited access to higher education, but due to supply and demand factors, are also prevented from pursuing those courses like their male counterparts at that level. In analyzing the effect of the supportive or limiting factors on women’s access to science and technology courses, the author is of the opinion that for African countries to attain a very high profile in science and technology, they have to mobilize the genius of their womenfolk, sharpen their policy measures and seek the support and cooperation of the international agencies. Furthermore, African countries should consider the formation of country and gender – specific programmes as important ingredients to the successful implementation of women access to science in the higher education scheme. And finally, though Africa has several alternatives to encourage women’s greater participation in science and technology courses in higher institutions, expansion policies which are complemented with cost-reducing and benefit-raising strategies are favoured.

scholarly journals Unique Opportunities: Influence of study abroad on Black students

2016 ◽  
Vol 28 (1) ◽  
pp. 61-77 ◽  
Author(s):  
Jasmine A. Lee ◽  
Qiana Green
Keyword(s):  
Higher Education ◽  
Identity Development ◽  
Study Abroad ◽  
Black Students ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Positive Outcomes ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Studying Abroad

Higher education scholars argue studying abroad results in multiple positive outcomes for undergraduate students; however, Black students continue to be underrepresented as study abroad participants. Utilizing analytic Afrocentricity as the theoretical framework, case study methodology, and semi-structured interviews, this paper furthers higher education research by exploring the influences of study abroad experiences in South Africa on Black undergraduate students. Findings indicate not only positive outcomes on racial identity development, but also academic and career aspirations, and conducting undergraduate research.

A Qualitative Look at the Impact of the COVID-19 Pandemic on American College Students Studying Abroad

2021 ◽  
Vol 33 (3) ◽  
pp. 70-100
Author(s):  
Eric Pedersen ◽  
Reagan Fitzke ◽  
Kathryn Bouskill ◽  
Angeles Sedano
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Preliminary Evidence ◽  
Academic Programs ◽  
Financial Loss ◽  
Studying Abroad ◽  
Abrupt Changes ◽  
The Impact ◽  
Emotional And Behavioral Health ◽  
Study Abroad Students

COVID-19 has impacted higher education greatly, with many colleges and universities being forced to quickly implement procedures for operation as closures and restrictions shifted many programs online. These abrupt changes amounted to uncertainty and challenges for students worldwide. Students who were studying abroad during the onset of the COVID-19 pandemic faced unique challenges as programs shut down and many returned home from overseas. The current study investigated the impact of COVID-19 on U.S. study abroad students through a qualitative lens. Students reported unique stressors related to being abroad during the onset of the pandemic, such as missed experiences, financial loss, travel difficulties, and stressors related to academic programs. Additionally, many reported considerable and lasting impacts on emotional and behavioral health. This study provides preliminary evidence for the effects of COVID-19 on study abroad students, and highlights the importance of addressing the needs of this population during and after the pandemic.

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.

Blue Zone of Ikaria, Greece: An education abroad program for nursing and health-related disciplines

2020 ◽  
Vol 10 (5) ◽  
pp. 31
Author(s):  
Jessica L. Naber ◽  
Grace Phelps
Keyword(s):  
Study Abroad ◽  
International Education ◽  
Cultural Awareness ◽  
Student Response ◽  
Education Abroad ◽  
Studying Abroad ◽  
Health Related ◽  
Study Abroad Program ◽  
Different Cultures ◽  
The Impact

International education is growing among American students. In the past two decades, the number of students studying abroad has more than tripled. Research has provided evidence that students who participate in study abroad are more likely to have a variety of career prospects and are more aware socially and culturally. In a world where nurses will be providing care for an increasingly diverse population, cultural awareness and improved interaction with people of different cultures is invaluable. A faculty member with education abroad experience at a mid-size university in the southern United States developed a study abroad program for the summer of 2019 to Ikaria, Greece. This program centered around the concept of Blue Zones, areas of the world identified as having the largest population of centenarians, or people that have lived for longer than 100 years. This article outlines the process of development of the program and the course associated with the program. There is information about course description, course objectives, grading procedures, course activities, and a schedule of activities that students participated in while abroad. Student response to this education abroad experience was very positive. Students have reported that they attempt to implement the nine concepts into their everyday lives since returning, and the impact that this program and other education abroad programs has had, is profound.

Binational learning communities: A work in progress

2015 ◽  
Vol 8 (2) ◽  
pp. 86-94 ◽  
Author(s):  
Joan Gross
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Learning Communities ◽  
Learning Community ◽  
Learning Experience ◽  
State Institution ◽  
Food Culture ◽  
Studying Abroad ◽  
Pros And Cons ◽  
Teaching Learning

Studying abroad can be a life-altering experience, but not necessarily. I credit the two study-abroad experiences I had as an undergraduate as setting my course as an anthropologist. At this stage in my career, having directed, taught and evaluated five study-abroad programmes in three different countries, I felt ready to create my own based on the pros and cons I had observed. In December 2013, I completed a pilot run of a binational learning community focused on food, culture and social justice in Ecuador and Oregon and would like to share the experience in order to encourage other higher education teachers to invent similar programmes. It is not an easy model to pull off, especially in a large state institution, but it achieved the kind of coherence that I have found lacking in other study-abroad programmes and was a very satisfying teaching/learning experience. I will outline some issues concerning study-abroad programmes and then describethe programme I was involved in implementing in 2013.

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.

Sign in / Sign up

Export Citation Format

Share Document