Abroad Experience Research Articles

Intercultural Competence Development of Chinese Students After a Short-Term Study Abroad Experience

Intercultural Competence Development of Chinese Students After a Short-Term Study Abroad Experience

Statistical Analysis of Study Abroad Experiences of International Students in Five Major Host Countries of Europe

This paper examines a large dataset of questionnaire responses (n=5,321) of international students who have studied abroad (mainly via the Erasmus+ programme). Their acculturation experiences with campus discrimination (an acculturative stressor), academic support (a mediator of acculturation) and academic satisfaction (an outcome of acculturation) are analyzed and compared among five European countries (France, Germany, Italy, Spain, and Portugal). The measures of acculturation experiences are verified by Principal Component Analysis, which yields three components; Campus Discrimination, Academic Support, and Academic Satisfaction. The components are used as aggregate indexes for ranking the five major destination countries in Europe based on students’ experiences. A country-by-country comparison suggests that experiences from study abroad are most positive in Germany.

What Erasmus students do expect from their abroad experience? A multidimensional scale tested for the case of Spain

PurposeSince universities adopted a “Student as Customer” approach, student consumer behavior is a field of study which has become crucial. In the European higher education area, more understanding is needed on International students, and more precisely on Erasmus students. The purpose of this paper is to validate a multidimensional scale to assess Erasmus students’ value expectations (i.e. expected value) on the basis of costs and benefits in their choices as consumers of an academic experience abroad.Design/methodology/approachA survey conducted on a sample of 192 students from 50 universities show the role of functional, social and emotional values along with costs of time and effort in the perceived value of an Erasmus experience.FindingsAfter validating the five scales, the results show that social and emotional are the aspects were students’ expected value dimensions are the highest, as the Erasmus experience is expected to enrich their studies and enable them to boost their self-confidence, while functionally helping them to find a job in the future. Concerning the sacrifices, the Erasmus experience has a high cost with regard to effort, time and energy, but students are willing to go through it: an Erasmus stay is seen as a good investment, whose benefits will be reaped in the long run.Originality/valueThe contribution of this paper comes from the scope and the target: a multidimensional trade-off approach to the expected value of the Erasmus experience. Other works have already depicted the educational experience through the value concept, but none, to the best of the authors’ knowledge, has measured expected value on the pre-purchase phase for Erasmus students.

A Nursing Study Abroad Experience in the Blue Zone of Sardinia, Italy: A Case Study of the Program and Development

Each year, more than 300,000 American students have an international experience to earn academic credit on a variety of programs ranging from two weeks to a full academic year. Education Abroad (EA) enables students to “experience new perspectives, learn how to navigate different cultures, work with diverse peers, and communicate in other languages” [1]. In nursing, studying abroad has been shown to help with cultural awareness, personal growth, cultural immersion, and networking. EA opportunities help nursing students to gain “diverse cultural perspectives, as well as global competence” [2] in a world where they will be providing care for an increasingly diverse population. At a mid-size university in the American South, an associate professor in nursing who has previous EA experience, became interested in a health-related concept known as the Blue Zones, described below. She realized that this particular research area of interest could be applied to an opportunity for a health-related study abroad program for nursing students and other college students interested in the concept. In this article, the authors will describe the concept of Blue Zones, how an EA program focusing on the concept was developed, what was involved in the course connected with the program, and details of the experience.

The Impact of Study Abroad Experiences of Junior High School Students on their Personalities and Life Counses

The Impact of Study Abroad Experiences of Junior High School Students on their Personalities and Life Counses

Exploring The Development of Intercultural Competence of Korean Language Learners at University Level

2018. 대학 수준의 한국어 학습자의 상호문화 간 소통역량 발전 연구. 국제한국어교육 4(2). 49-79. 2000년대 초부터 영국을 비롯한 유럽에서의 한국어교육은 학습자들의 수는 물론 교육 교육프로그램을 제공하는 기관의 수에서 크게 발전하였다. 또한 세계화에 따른 이동의 편리함 등으로 인해 단기연수 혹은 교환학생 프로그램 등을 통해 한국의 언어와 문화를 경험하는 학생들의 수도 매우 증가하였다. 이에 따라 서로 다른 문화 차이를 이해하고 소통할 수 있는 능력인 상호문화간 소통역량(Intercultural Competence)이 언어교육에서 중요한 능력 중하나로 떠오르게 되었다. 본 논문에서는 문화간 감수성 발달이론 (Developmental Model of Intercultural Sensitivity, DMIS)에 기초하여 상호문화적 역량의 정도를 알아보는 척도인 IDI (Intercultural Development Inventory)를 이용해서 영국의 대학교에서 한국어를 공부 하는 1학년 학습자들의 상호문화적 역량이 1년 사이에 어떻게 발전하는지 알아보고 어떠한 변인들이 이 변화에 영향을 미치는지 살펴보았다. 연구 결과 학습자들은 대체로 상호문화적 역량이 일부 발전했으나 그차이는 통계적으로 의미가 있지 않은 것으로 나타났다. 한국어 프로그 램을 시작하기 전의 다른 외국어 학습경험은 학습자들의 초기 상호문화적 역량에 큰 영향을 미치는 것으로 나타났지만 그 외에 해외 체류 경험이나 재학 기간 중 한국 사람들과의 교류경험 변인은 영향을 미치지 않았다. 본 연구 결과를 바탕으로 전반적인 대학 한국문화교육 커리큘 럼과 특히 교환학생 프로그램 전후에 상호문화간 역량을 키울 수 있는 프로그램의 적극적인 개발 필요성과 문화지식의 전달자가 아닌 학생들이 직접 자신의 경험과 지식을 통합하고 해석할 수 있도록 도와줄 수있는 ‘문화적 지도자’로서의 한국어 교사역할의 필요성을 논의하였다. (소아스, 런던대학교)Hyejin Jang. 2018. Exploring The Development of Intercultural Competence of Korean Language Learners at University Level. International Journal of Korean Language Education 4(2), 49-79. This paper sought to explore the development of first-year undergraduate students who took Korean at a university in London. Firstly, it looks at how the proliferation of contemporary Korean culture shaped the new landscape of Korean language education and how the notion of intercultural competence (IC) has emerged in an era of globalisation. Secondly, it examines overall issues in culture teaching and how the concept of ‘intercultural’ has developed in the context of KFL. Next, it presents research data on the IC development of undergraduate Korean language students in the UK and examines variables that might correlate to its development. The research findings revealed that the degree to which KL students develop their IC varies; although some gained IC to some degree, there were some participants who experienced a significant regress, which brought the average down as a consequence. Of variables, foreign language learning experience significantly correlated with the initial level of IC whereas experience of living abroad and intercultural interaction with Korean speakers did not show a significant correlation. The research finding advocates that KL students’ IC should be facilitated and intervened in the classroom. Also, it suggests pre- and post- Study Abroad programme with a special focus on IC that will guide throughout the entire Study Abroad experience. Lastly, it suggests a paradigm shift in culture teaching from teaching-centred to learning-centred and proposes cultural mentors who play the role of a guide and co-researchers in the students’ culture learning process. (SOAS, University of London)

Shifting Teacher Cultural Awareness and Teaching through Study Abroad Experiences

Preservice teacher study abroad experiences and its influence on cultural awareness and teaching is explored in this paper. Participants in this study include preservice teachers from a large teacher education program. Teacher reflections and one-on-one semi-structured interview data were gathered, transcribed, coded, and analyzed for themes. The preservice teacher responses show generally an overall positive study abroad experience. Through their study abroad experiences, the preservice teachers learned about a different culture, different customs and a different language. They also learned about how a different country’s school system works. One of the implications of this study is that we recommend that colleges’ of education as well as other colleges to develop a robust funding mechanism that include scholarships that will defray the cost of studying abroad, especially for underrepresented students. The finding and results from this study can be used as way to internationalize campuses. Indeed, preservice students in our data noted that they enjoyed their experience and gained cultural competence skills that will enhance their preservice teaching experiences.

Shifting Teacher Cultural Awareness and Teaching through Study Abroad Experiences

Shifting Teacher Cultural Awareness and Teaching through Study Abroad Experiences

Impact of a Global Engineering Course on Student Cultural Intelligence and Cross-Cultural Communication

This paper explores the impact of a global engineering course on student development of cultural intelligence and cross-communication skills. Although traveling abroad can lead to these outcomes, engineering students face several barriers to traditional study abroad, including highly structured course sequences and financial challenges. Thus, there is a growing need to identify a variety of methods to help students develop these skills without leaving the country. The program that is the focus of this study combines a global engineering course with a short-term international module. This structure gives us the chance to compare student learning related to different components of the program. In this study we analyzed student results on the Cultural Intelligence Scale (CQS) across three administrations (pre-course, post-course, and post-trip), revealing larger growth post-course than post-trip. We further studied student reflections at the end of the program to understand which experiences were most meaningful to them. A majority of students highlighted experiences where they needed to communicate with someone who did not speak English as a key learning opportunity. However, the depth of learning that students recognized from these experiences varied significantly. Together, these results suggest that students can develop cultural intelligence without traveling abroad, and that creating activities that mimic the cross-cultural communication situations students experience abroad may further assist in such development. Our findings have implications for the development of global engineering programs, including both support for the creation of entirely domestic programs as well as suggested program features to enhance student development of cultural intelligence.

US Student Teachers’ Cross-Cultural Teaching Abroad Experience at a Korean High School

US Student Teachers’ Cross-Cultural Teaching Abroad Experience at a Korean High School

International Student Success: A Multilevel Perspective on Factors That Contribute to the Success and Quality of the Experience Abroad

The international higher education market is currently witnessing a fast growth. As a vital component in the sector, international students aspire to be successful in their higher education endeavours. Within this context, student success, already a highly contested term in the field, takes a different outlook when discussed in relation to international students. This paper focuses on the meaning of international student success and the mechanisms through which this concept has been made functional by the higher education sector. Working with definitions of student success, the paper first looks at student success as it means to international students, in line with their distinctive circumstances. In the second half, factors that impact international student success are reviewed in relation to current policy instruments across leading international higher education markets. The paper concludes by pointing out important implications and quality assurance challenges in enhancing the international students’ experience abroad.

Challenging the grammar of difference: Benoy Kumar Sarkar, global mobility and anti-imperialism around the First World War

The new imperial history has advanced our understanding of empires in many ways: it enhanced a networked interpretation of empires, brought space back into the discussion, and suggested a fresh reading of imperial careers to comprehend early forms of global inter-dependencies. This article discusses selected aspects of the life and work of Benoy Kumar Sarkar (1887–1949), a Bengali social scientist and political activist, to illustrate that anti-imperial biographies were simultaneously rooted in local as well as transnational spaces. They thus connected national struggles with globe-spanning processes. Biographies like this are underacknowledged in their meaning for how empires functioned and failed, and in their potential for understanding transnational actors. Sarkar’s efforts to challenge the legitimacy of the British Empire were the result of his life in a transnational social field, which was equally shaped by his extensive experience abroad and his continuous rootedness in local Bengali affairs. Sarkar’s anti-imperialism was enhanced by the mobility structures of the British Empire and resulted in new constellations of imperial, cosmopolitan, local and regional orientations and attachments. In this view, anti-imperialism was less the result of local struggles but of life practices reaching beyond the borders of the empire and a high awareness of acting in a global context that located its protagonists in numerous social and spatial contexts.

Evidence-Based Review and Discussion Points

Evidence-Based Review and Discussion Points

Erratum for "Influence of Short-Term Study Abroad Experiences on Community Health Baccalaureate Students".

Erratum for "Influence of Short-Term Study Abroad Experiences on Community Health Baccalaureate Students".

Proposta de internacionalização a partir das estratégias didáticas universitárias

This paper aims at integrating internationalization in university teaching strategies to improve high learning through “internationalization at home” activities that permit the development of students’ skills and values. This would allow for an internationalized vision of the alumni for their professional performance in a globalized, competitive world. Indeed, internationalization should not be viewed as a series of isolated events through which a limited number of people lives an experience abroad but as way for a larger number of individuals to perceive its benefits by means of an educational plan; that is, an international perspective from teaching strategies in higher learning. To do this, a three-phase analysis process is proposed: diagnosis, planning/development and evaluation. In addition, different possible activities with an international component are mentioned to make them part of the teaching strategies according the students’ levels and course objectives. Throughout the analysis for the present proposal, it has been possible to conclude that with the work done in the classroom very valuable skills can be developed in university students for their academic and professional growth, which would fit the current demands of the new millennium.

Loving Neighbor as Self: Translating the Study Abroad Experience into Intercultural Friendships on the Home Campus

Loving Neighbor as Self: Translating the Study Abroad Experience into Intercultural Friendships on the Home Campus

Cultural Identification, Acculturation, and Academic Experience Abroad: A Case of a Joint Faculty-Led Short-Term Study Abroad Program

Cultural Identification, Acculturation, and Academic Experience Abroad: A Case of a Joint Faculty-Led Short-Term Study Abroad Program

A Change in Perspective: Agriculturally-Based Study Abroad Experience for Nicaraguan Students

Study abroad experiences serve to enrich students’ educational experiences, granted these programs must be evaluated to assess educational effectiveness. The purpose of this qualitative study was to examine Nicaraguan students’ perceptions of agriculture and future aspirations, before and after engaging in a four-day agricultural -based program. Graphic elicitation and arts-based projective techniques served as metrics to assess students’ perceptions. Four major themes, with six sub-themes emerged from the data: a) perceptions of agriculture (i.e., previous agriculture); b) strength through unity (i.e., unity; and ripple effect); c) aspirations (i.e., importance of education); d) value of experience (i.e., learning new things; and thankfulness). Overall, the Nicaraguan students indicated the study abroad experience broadened their perspective of agriculture, having a direct impact on their career aspirations.

“I realized I am Korean”: Heritage Language Learning and Identity Development from Study Abroad Experience

본 연구는 미국 대학생의 한국에서 한 학기동안의 교환학생 경험을 통한 한국어 계승어 학습 및 정체성 발달에 대해 알아보고자 하였다. 연구 참여자와 실시된 인터뷰, 수업 관찰 및 동아리 활동 관찰을 통해 얻어진 자료는 주제분석을 통해 분석되었다. 그 결과, 교환학생 경험은 한국어 계승어 학습자로 하여금 지금껏 자신의 삶의 일부로 깨닫지 못했던 그의 한국인 정체성에 대해 되돌아 볼 수 있는 기회를 제공하였다. 또한 교환학생 기간 동안 외가 친척과의 교류와 한국 역사 학습은 그의 한국인 정체성에 대한 인식의 폭을 확장하였다. 교환학생 경험은 연구 참여자 스스로 한국어 계승어 학습자로서 자신을 드러내려는 의지를 고양시켰다. 이러한 연구 참여자의 정체성 발달은 복수성, 가변성, 사회성으로 대표되는 학습자 정체성의 후기구조주의적 관점을 뒷받침하는 결과이다. 이는 계승어 학습의 관점에서 교환학생 경험과 관련된 향후 연구와 교육을 위한 중요한 시사점을 제공한다.

Cultural Identification, Acculturation, and Academic Experience Abroad: A Case of a Joint Faculty-Led Short-Term Study Abroad Program

The number of students expanding their academic programs to include learning experiences abroad has been steadily increasing over the past two decades. This study investigates the cultural identification of short-term study abroad participants and its influence on their acculturation process. By means of a widely used acculturation scale, it was found that there were statistically significant effects of cultural experiences on cultural identification, specifically decreases in cultural identification scores. Implications from this study suggest a deeper understanding of students’ ethnic identifications can be helpful in developing study abroad programs that promote the goals of student awareness, cultural sensitivity, and global competence.