scholarly journals Study Abroad: Factors Lending to the Decision

2019 ◽  
Author(s):  
Eden Garman
Keyword(s):  
United States ◽  
Study Abroad ◽  
United States Of America ◽  
Student Involvement ◽  
Social Judgment ◽  
The United States ◽  
Study Abroad Programs ◽  
Social Judgment Theory ◽  
Financial Aspect

In a world that is becoming more globally connected, universities in the United States of America are pushing for more students to participate in study abroad opportunities. The researcher looked to answer the following questions: What factors influence student involvement in study abroad programs? What influence does the study abroad office exert over a student’s decision to study abroad? What conceptions or circumstances do students have prior to college that stimulate them to decide one way or another? The results where then analyzed quantitatively and qualitatively paired with Social Judgment Theory. The data suggests that females, non-athletes, those that have traveled outside of the country before, and students who had a parent attend college are more likely to study abroad. The study also discusses a financial aspect, GPA, and traveling outside the country as additional factors.

What do the flyers say? Embedded ‘Orientalist’ constructions in social work study abroad programs in the United States

2012 ◽  
Vol 57 (6) ◽  
pp. 576-589 ◽  
Author(s):  
Dhrubodhi Mukherjee ◽  
Dalia Chowdhury
Keyword(s):  
United States ◽  
Content Analysis ◽  
Social Work ◽  
Study Abroad ◽  
Qualitative Content Analysis ◽  
The United States ◽  
Work Study ◽  
Study Abroad Programs

We conducted qualitative content analysis, using the theoretical lens of Edward Said’s concept of Orientalism, of nine study abroad flyers to India and Egypt sponsored by social work schools in the United States. We show that the promotional content of these flyers cater to Orientalist biases; we recommend measures to amend it.

scholarly journals Changes in Speech Acts During Study Abroad Programs: Japanese Students Studying in the United States and Australia

2019 ◽  
Vol 41 (2) ◽  
pp. 105
Author(s):  
Emi Fukasawa
Keyword(s):  
United States ◽  
Study Abroad ◽  
Speech Acts ◽  
The United States ◽  
Study Abroad Programs ◽  
Japanese Students ◽  
Before And After ◽  
Before And After Study ◽  
Explicit Feedback

This paper details an exploration into changes in speech acts and interactions in English (i.e., requests and refusals) in nonclassroom interactions before and after study abroad programs. I transcribed role-plays of two Japanese students before and after they completed study abroad programs in the United States and Australia, carried out periodic online interviews during their stays overseas, and conducted follow-up interviews once they returned to Japan. The results show that changes in the use of expressions occurred for three reasons: 1) input-initiated changes from noticing form–meaning–function relationships, 2) instruction-initiated changes, and 3) output-initiated changes. Because some of the changes were problematic and led to misunderstandings or impoliteness, I conclude that learning from natural input alone is not sufficient to learn how to navigate between function and situation. Therefore, the results suggest that explicit feedback and instructions in classrooms are important before and during study abroad programs. 本論文は留学前後の教室外のインタラクションにおける、英語での発話行為（依頼と断り）とインタラクションの変化を探る。アメリカとオーストラリアへ留学前後の2名の日本人学生のロールプレイを書き起こし、留学中に定期的なオンラインインタビューを実施し、帰国後にフォローアップインタビューを行った。その結果、言語使用の変化には3つの理由があることが示された：1）表現形式・意味・機能の気づきから起こるインプットによる変化、2）指導による変化、3）アウトプットによる変化である。これらの変化の中には誤解や失礼さを招くという問題も見られることから、機能と状況のバランスの取り方を学ぶためには自然なインプットだけでは不十分であると言える。したがって、本研究の結果は留学前と留学中に教室での明示的なフィードバックと指導が重要であることを示唆し

Embracing Disruptions of Identity: How Can Sociology Enhance the Experiences of Students of Color in Study Abroad?

2021 ◽  
Vol 49 (2) ◽  
pp. 123-135
Author(s):  
Sangeetha Madhavan ◽  
Vusumuzi G. Dlamini
Keyword(s):  
United States ◽  
South Africa ◽  
Study Abroad ◽  
Students Of Color ◽  
Critical Role ◽  
The United States ◽  
Study Abroad Programs ◽  
Significant Time ◽  
Journal Entries

Efforts are underway to globalize sociology in the United States through study abroad experiences. At the same time, there is a push to extend the reach of such programs to students of color. We use student journal entries and fieldnotes from trips to South Africa to analyze how students of color grapple with a disruption of identity in a Black majority setting. Findings reveal that students were challenged by new axes of identity, namely, language and place, and were confronted with their own relative privilege. Sociology can play a critical role in helping students maximize benefit from such experiences if undergraduate curricula incorporate additional axes of intersectionality and include more scholarship from Africa and the Diaspora. Moreover, study abroad programs need to devote significant time to structured debriefings in all pedagogical activities. This would provide faculty and students a space to productively manage and even embrace the disruption of identity.

Study Abroad in Kenya: Now and in the Future

2000 ◽  
Vol 28 (1-2) ◽  
pp. 84-88
Author(s):  
Simeon S. Kanani
Keyword(s):  
United States ◽  
Study Abroad ◽  
International Development ◽  
Field Observation ◽  
The United States ◽  
University Of Minnesota ◽  
Study Abroad Programs ◽  
African Countries ◽  
Center Stage ◽  
The University

As Kenya’s inbound tourism takes center stage as the country’s biggest income earner, study-abroad programs have emerged as the fastest growing subsector of the industry, making the country one of Africa’s most popular study-abroad destinations. In 1999 alone, a total of 22 credit-awarding academic study-abroad programs were operating in Kenya, an increase from 15 programs in 1998. Out of these 22 programs, 15 were from the United States, four were from Europe, and one was from Japan. In contrast, there were more than 80 noncredit study-abroad programs in 1999, most of which were short two-week study tours or field observation excursions. Of the noncredit study-abroad programs, 62 were from different African countries while 14 were from Europe and 12 were from the United States. This article describes the credit-awarding study-abroad programs and focuses on the University of Minnesota Studies in International Development (MSID) Kenya program.

scholarly journals The Role of Faculty Study Abroad Directors: A Case Study

2007 ◽  
Vol 15 (1) ◽  
pp. 149-172 ◽  
Author(s):  
Matthew L. Goode
Keyword(s):  
United States ◽  
Study Abroad ◽  
North American ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
The United States ◽  
Study Abroad Programs ◽  
North American College

This study explores the issues facing study abroad faculty directors at one undergraduate, liberal arts college in the United States; referred to in this article as North American College. This particular college was selected because it had been successful at recruiting its students for study abroad programs: 70% of the graduating class of 2005 studied abroad at some time during their years at NAC.

scholarly journals Ethics And Corporal Punishment Within The Schools Across The Globe

2012 ◽  
Vol 8 (2) ◽  
pp. 165-172
Author(s):  
Usha Rajdev
Keyword(s):  
United States ◽  
United Kingdom ◽  
Study Abroad ◽  
Classroom Management ◽  
Corporal Punishment ◽  
The United States ◽  
Study Abroad Programs ◽  
Anthropological Research ◽  
Management Discipline ◽  
Specific Discipline

This paper contains cultural anthropological research on various discipline measures used within the classrooms in India, United Kingdom, China, Africa, and the United States. My recent visit to schools in India on study abroad programs prompted my desire to research across the globe different methods of classroom management discipline conducted within the schools. Findings suggest that corporal punishment is being favored among most countries. Hitting or yelling at a child, a common practice in some schools is not ethically acceptable by me, as an educator, nor by my students who witnessed several incidences whilst in India. We were caught in the ethics verses culturally acceptable norm dilemma. The purpose of this paper is not to devise specific discipline measures at this juncture, but rather to investigate the acceptable practices within the classrooms in the above stated countries. Implications for this only further my ethical obligations and challenges that lie ahead.

scholarly journals Fulfilling Educational Competencies through Global Pharmacy Experiences

Pharmacy ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 50 ◽  
Author(s):  
Lindsey M. Childs-Kean ◽  
Carol Motycka ◽  
Sven A. Normann ◽  
Randell Doty
Keyword(s):  
United States ◽  
Study Abroad ◽  
International Education ◽  
Pharmacy Practice ◽  
International Health ◽  
The United States ◽  
International Programs ◽  
Study Abroad Programs ◽  
International Experiences

Many Colleges of Pharmacy in the United States offer international education and practice experiences to their students. Multiple publications have described these offerings and related them back to the CAPE 2013 Outcomes. This article describes the multiple international programs offered by one College of Pharmacy, including international Advanced Pharmacy Practice Experiences, Short Study Abroad Programs, and International Health Outreach Trips. The article also details the relevant competencies associated with these international experiences.

scholarly journals Enhancing Business Students International Capabilities Through Global Education Programs

2011 ◽  
Vol 3 (6) ◽  
Author(s):  
Aristides R. Baraya ◽  
Michael C. Budden ◽  
Rusty L. Juban
Keyword(s):  
United States ◽  
Study Abroad ◽  
International Business ◽  
Global Education ◽  
Cultural Awareness ◽  
The United States ◽  
Cross Cultural ◽  
Global Perspective ◽  
Education Programs ◽  
Study Abroad Programs

Today, the development of a global vision is the cornerstone that guarantees personal, economic and social development, improves competitiveness, and strengthens democracy. Future business professionals will need to understand international business patterns and cultures in order to successfully work in corporations in either the United States or abroad. One way to achieve these goals is through the use of study abroad programs.  Study abroad programs develop cross-cultural awareness as well as the interpersonal and professional skills necessary to operate in a changing business environment.A common perception of North Americans is that they are in general ethnocentric and resist efforts to internationalize. While this may or may not be true for all those who reside in the United States, it is undeniable that future college graduates require a better education in international business and cross-cultural differences. The Association to Advance Collegiate Schools of Business International (AACSB) has risen to this challenge by requiring participating schools to include a global perspective in their business education programs. In accordance with AACSB accreditation, colleges and universities must incorporate into their mission a focus on “strong and growing global economic forces” (AACSB Standards for Business Accreditation, 1991). For business schools, this entails covering topics that convey to students the United States’ role in the global environment and understanding economic and cultural dynamics that play a role in transactions between businesses in other countries. Teaching the intricacies of international business law and the difficulties associated with marketing to individuals of a different language cause can lead to a diminished learning environment in traditional classroom settings. In response to AACSB’s charge to improve education on international issues, some schools have stepped out of the classroom and literally moved courses into the global marketplace (Pretzels & Curico, 1996). This paper discusses the rationale for experiential education programs, the benefits of these initiatives to students, and current trends in international study abroad programs.

Cultural Awareness of Students in Communication Sciences and Disorders: A Mixed-Methods Study

2020 ◽  
Vol 5 (5) ◽  
pp. 1231-1242
Author(s):  
Celeste Domsch ◽  
Lori Stiritz ◽  
Jay Huff
Keyword(s):  
United States ◽  
Study Abroad ◽  
Cultural Awareness ◽  
Qualitative Data ◽  
The United States ◽  
Self Report ◽  
Global Awareness ◽  
Short Term ◽  
Term Study ◽  
Short Term Study

Purpose This study used a mixed-methods design to assess changes in students' cultural awareness during and following a short-term study abroad. Method Thirty-six undergraduate and graduate students participated in a 2-week study abroad to England during the summers of 2016 and 2017. Quantitative data were collected using standardized self-report measures administered prior to departure and after returning to the United States and were analyzed using paired-samples t tests. Qualitative data were collected in the form of daily journal reflections during the trip and interviews after returning to the United States and analyzed using phenomenological methods. Results No statistically significant changes were evident on any standardized self-report measures once corrections for multiple t tests were applied. In addition, a ceiling effect was found on one measure. On the qualitative measures, themes from student transcripts included increased global awareness and a sense of personal growth. Conclusions Measuring cultural awareness poses many challenges. One is that social desirability bias may influence responses. A second is that current measures of cultural competence may exhibit ceiling or floor effects. Analysis of qualitative data may be more useful in examining effects of participation in a short-term study abroad, which appears to result in decreased ethnocentrism and increased global awareness in communication sciences and disorders students. Future work may wish to consider the long-term effects of participation in a study abroad for emerging professionals in the field.

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