scholarly journals Students’ Perceived Barriers, Benefits & International Programmatic Preferences

2019 ◽  
Vol 26 (3) ◽  
pp. 134-146 ◽  
Author(s):  
Olivia Caillouet ◽  
Lisa Wood
Keyword(s):  
Study Abroad ◽  
Undergraduate Students ◽  
Agricultural Education ◽  
Perceived Barriers ◽  
Self Awareness ◽  
International Programs ◽  
Engaged Learning ◽  
Freshman Orientation ◽  
Summer Session ◽  
Required Courses

Study abroad experiences can change college students by contributing to their development of self-awareness, communication skills, and ability to navigate the unknown. The objective of this study was to determine students’ perceived barriers, benefits, and preferences for international programs (IP). Undergraduate students in large-enrollment, required courses by major, and all freshman orientation undergraduate courses in Bumpers College were targeted and all grade classifications were represented (n = 672). Based on a five-point Likert-type scale (1 = completely disagree to 5 = completely agree), students reported “cost is too high” (M = 3.93, SD = 1.00) and being “too busy with school” (M = 3.54, SD = 1.10) as the barriers keeping them from participating in an IP. Using the same Likert-scale, students reported “socially/culturally learn more about a host country” (M = 4.61, SD = 0.67) and “life-changing opportunity” (M = 4.60, SD = 0.66) as the most influencing benefits. Students were most interested in short-term, faculty-led programs (n = 234, 27.2%) with a length of two to three weeks (n = 224, 30.7%) during summer session I (n = 307, 39.4%). Students reported they would like to learn more information about future IPs through email (n = 278, 34.8%), classroom visits (n = 111, 13.9%), and their academic advisors (n = 108, 13.5%). Assessing student’s barriers, benefits, and preferences for IPs will guide Bumpers College program development. It is important to focus IP efforts on students’ needs and interests, while also providing meaningful, engaged learning in all environments. Keywords: agricultural education; barriers and benefits; international programs; study abroad

Ethnographic Assessments Using Ethnographic Fieldwork Methods to Help Undergraduate Students Experience, Understand, and Describe Living Abroad

2010 ◽  
Vol 32 (3) ◽  
pp. 38-44 ◽  
Author(s):  
Joseph Kinsella
Keyword(s):  
Study Abroad ◽  
Undergraduate Students ◽  
Self Awareness ◽  
Ethnographic Fieldwork ◽  
Undergraduate Study ◽  
The People ◽  
Local Practices ◽  
Reflection Prompts ◽  
Living Skills ◽  
Students Success

In this article, I examine one strategy through which international educators attempted to measure the success of undergraduate study abroad experiences. Using guided reflection prompts grounded in ethnographic fieldwork practices, we hoped to develop a method by which we could measure our students' success connecting their daily experiences abroad with concepts learned in the classroom, describing their physical surroundings and the people with whom they share them, and challenging stereotypes they knowingly or unknowingly retained when they began their program abroad. Drawn from over five years of essays collected from students at the conclusion of their study abroad experience, we focused our analysis on the students' self-awareness and their ability to be conscious of their own values and judgments as they tried to adapt to local practices and values while attaining new knowledge, thereby enhancing their intercultural living skills.

scholarly journals The Autonomy of Indonesian EFL Students: A Mixed Method Investigation

2021 ◽  
Vol 20 (11) ◽  
pp. 422-443
Author(s):  
M Melvina ◽  
Nenden Sri Lengkanawati ◽  
Yanty Wirza
Keyword(s):  
Undergraduate Students ◽  
Mixed Method ◽  
Teaching Practice ◽  
Learner Autonomy ◽  
Independent Learning ◽  
Self Awareness ◽  
State University ◽  
Mixed Method Design ◽  
Efl Students ◽  
Second Year

The present study sought to scrutinize undergraduate EFL students’ learning autonomy in a state university in Indonesia. This study employed a triangulation study of mixed-method design by distributing questionnaires and conducting interviews to get quantitative and qualitative data. The questionnaire was distributed to 40 second year participants enrolled in listening, speaking, reading, and writing for academic purposes classes, whereas 15 participants were selected for the interview Descriptive statistics and thematic analysis were used to analyse the data collected from the questionnaire and the interview. Findings revealed that the level of students’ learner autonomy was classified as moderate level of autonomy. This indicated that Indonesian undergraduate students were considered somewhat autonomous learners. In addition, the Indonesian undergraduate students defined learner autonomy as independent learning with or without the teacher’s assistance, students responsible for their own learning, and learner autonomy was the student’s self-awareness and self-initiated to learn outside the classroom to find ways of learning and collaborate with others. The study recommended that teachers should consistently develop learner autonomy in their teaching practice.

scholarly journals Exploring East Asian Undergraduate Students’ Perceptions about the Effectiveness of their Preparation for Study Abroad for Academic Success in U.S. Universities

2020 ◽  
Vol 10 (1) ◽  
pp. 181-202
Author(s):  
Meiren Chen ◽  
Hyeyoung Bang
Keyword(s):  
Academic Success ◽  
Study Abroad ◽  
Undergraduate Students ◽  
English Language ◽  
East Asian ◽  
Asian Students ◽  
Proficiency Tests ◽  
Undergraduate Study ◽  
East Asian Students ◽  
The U.S

We use grounded theory as a framework to explore how preparation for studying abroad affects the academic success of East Asian undergraduate students in U.S. universities. Based on interviews with twelve participants from China, Hong Kong, South Korea, and Taiwan, we found that knowledge of English language and American culture, which is highly involved with their preparation for study abroad and their undergraduate study in the U.S, are two core categories affecting East Asian students’ academic success. High levels of preparation for study abroad help East Asian students better adapt to American universities. At the same time, East Asian students spend more time on English proficiency tests than learning the culture both before and after they arrive to the U.S., which can be detrimental. We suggest that U.S. universities provide more support for cultural adaptation such as learning communities to have active cultural exchanges within context.

Describing Undergraduate Students' Intercultural Learning through Study Abroad in Terms of Their ‘Cultural Responsiveness'

2016 ◽  
Vol 1 (2) ◽  
pp. 29-38
Author(s):  
Susan Oguro ◽  
Angela Giovanangeli
Keyword(s):  
Study Abroad ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Intercultural Competence ◽  
Cultural Responsiveness ◽  
International Exchange ◽  
Intercultural Learning ◽  
Study Abroad Programs ◽  
Exchange Programs ◽  
Exchange Program

Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home. Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of study abroad programs.

Comfort: Context for the Study Abroad Faculty Role

2019 ◽  
Vol 32 (4) ◽  
pp. 314-319 ◽  
Author(s):  
Janet H. Davis ◽  
Diane Spoljoric
Keyword(s):  
Study Abroad ◽  
Nursing Faculty ◽  
International Programs ◽  
Nurse Faculty ◽  
Study Abroad Programs ◽  
Faculty Role ◽  
Meaningful Context ◽  
Leader Role ◽  
Nursing Course ◽  
Comfort Theory

Universities are increasingly undertaking student study abroad programs led by nursing faculty. The authors launched an inaugural study abroad nursing course. They proposed that the significance of the faculty trip role extends beyond the operational tasks required for international programs. Comfort theory was chosen as a good fit, since it offered a context for the significance of nursing faculty leading study abroad trips. It was consistent with the authors’ experiences. Nurse faculty members applying technical and coaching interventions to relieve needs can strengthen students facing the demands of international experiences. It was concluded that comfort theory provided meaningful context for the international trip leader role.

The validity and reliability of the revised Chinese version of the Situational Self-Awareness Scale

2009 ◽  
Vol 37 (6) ◽  
pp. 743-752 ◽  
Author(s):  
Xu-Feng Liu ◽  
Yong-Cong Shao ◽  
Ye-Bing Yang ◽  
Sheng-Jun Wu ◽  
Hai Yang ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Reliability And Validity ◽  
Chinese Version ◽  
Self Awareness ◽  
Validity And Reliability ◽  
Good Reliability ◽  
The Public ◽  
Confirmatory Factor ◽  
Public Setting ◽  
Test Retest Reliability

In this study a Chinese version of the Situational Self-Awareness Scale (SSAS; Govern & Marsch, 2001) was developed and tested for validity and reliability. Participants were 1,244 undergraduate students. Exploratory and confirmatory factor analysis and other statistical methods yielded results indicating a good correlation of items in the Chinese (C-SSAS) and English version of the scale. When private self-awareness was assessed in a private setting the score of participants was significantly greater and likewise the public self-awareness scores were higher when the scale was completed in a public setting. Test-retest reliability was significant across situations and time. The reallocation of one item to public self-awareness in the C-SSAS from private in the SSAS was indicative of differences between Eastern and Western cultures and this is discussed. In general, the results indicated that the Chinese version of the SSAS has good reliability and validity. The scale should, therefore, be suitable as a reference to develop scales for evaluating personnel working in specific occupations.

PERCEIVED BARRIERS TO ENTREPRENEURIAL INTENTION: THE MEDIATING ROLE OF SELF-EFFICACY

2020 ◽  
Vol 25 (03) ◽  
pp. 2050016
Author(s):  
EMRE ŞAHIN DÖLARSLAN ◽  
AKIN KOÇAK ◽  
PHILIP WALSH
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Entrepreneurial Intention ◽  
Perceived Barriers ◽  
Deterrent Effect ◽  
Mediating Role ◽  
Intention Formation ◽  
The Relationship

Drawing from Social Cognitive Career Theory (SCCT), the purpose of the study is to enhance understanding of the intention formation mechanism within the context of perceived barriers and self-efficacy (SE). The current study assesses whether SE mediates the relationship between perceived barriers and entrepreneurial intention (EI). The study specifically analyzed the relationship among perceived barriers, SE and EI. In addition, the direct and indirect effects of perceived barriers on intention are examined. Based on a survey of 471 undergraduate students who have taken management courses, our findings suggest the SE level of potential entrepreneurs is not sufficient to determine the intention formation even if the decisive effect of SE on EI is found. Therefore, in contrast to earlier studies, the results obtained from this study reveal the necessity to take into account the deterrent effect of the perceived barriers to evaluating the effect of SE in the formation of EI.

scholarly journals Bringing Books Back: Enhancing the Understanding of Psychotherapy in Psychology Students Through Book Club Participation

2021 ◽  
pp. 009862832110141
Author(s):  
Olga Khokhlova ◽  
Aditi Bhatia
Keyword(s):  
Undergraduate Students ◽  
Book Club ◽  
Therapeutic Process ◽  
Real Life ◽  
Private University ◽  
Book Clubs ◽  
Self Awareness ◽  
Educational Strategies ◽  
Structured Interviews ◽  
Reality Orientation

Background: The experiential and reflective nature of psychotherapeutic training is not always captured in undergraduate psychology teaching, therefore, there is a need for educational strategies that provide opportunities for deeper understanding of the therapeutic process. Objective: This article evaluates one such strategy—A Book Club, to support the understanding of psychotherapeutic practice and mental health in Psychology undergraduate students at a private university in Dubai, UAE. Method: Psychotherapy-related books were assigned as prior reading each month, which were then discussed in the group meetings facilitated by clinically experienced Psychology lecturers. Fifteen semi-structured interviews were carried out with students and analyzed using thematic analysis. Results: Four primary themes were generated—(1) Diversity in perspectives, (2) Autonomous learning environment, (3) Reality orientation, and (4) Sparking self-insight. The results highlight that Book Clubs are useful in fostering deeper conceptualizations of the therapeutic relationship, visualizing future careers in psychotherapy, and promoting self-awareness among students. Conclusion: Discussions centred around books can provide students with discourse opportunities that enhance students’ interpersonal skills and improve student engagement. Teaching Implication: Book clubs can be a useful platform for teachers to help students connect the knowledge that they have previously acquired in the classroom with real-life experiences of psychotherapists described in books.

Fostering self-reflection in translation students

2014 ◽  
Vol 9 (1) ◽  
pp. 150-164 ◽  
Author(s):  
Ulf Norberg
Keyword(s):  
Experimental Study ◽  
Undergraduate Students ◽  
Self Awareness ◽  
Self Reflection ◽  
Process Oriented ◽  
Initial Reading

The objective of this paper is to examine students’ understanding of the processes involved in translation if they are asked to write self-reflections on the strategies and procedures that they have employed and to submit these with their translations. The material analyzed in this study comprises retrospective, guided commentaries submitted during two terms by a group of undergraduate students studying translation. The results indicate that commentaries can foster heightened self-awareness of several aspects of the process, such as initial reading and revision. It is argued that the design of instructions for commentaries, including their variation and built-in progression, is of great importance for process-oriented translation teaching and deserves further experimental study.

Sign in / Sign up

Export Citation Format

Share Document