Exchange Program Research Articles

From the lab to the field and back: the effects of need satisfaction on reconciliation among Germans and Israelis.

Previous lab experiments supported the needs-based model of reconciliation, which posits that discussing historical transgressions enhances the need for acceptance in groups perceived as perpetrators and empowerment in groups perceived as victims. Addressing these needs (e.g., through accepting or empowering messages from outgroup members) increases willingness to reconcile. This study tests this model in a real-world settings. Study 1 examined 143 German and Israeli Jewish participants from youth exchange programs, measuring their feelings of acceptance/empowerment, program satisfaction, outgroup attitudes, and keeping in touch with outgroup members. Study 2 examined 293 Israeli Jews, manipulating the salience of the conflict between Israelis and Palestinians in a pre-registered laboratory experiment and measuring responses to accepting versus empowering messages from Germans. As expected, Study 1 (N =143) found Germans' feelings of acceptance were linked to program satisfaction, positive outgroup attitudes, and keeping in touch. For Israeli Jews, feelings of empowerment were linked to satisfaction and positive attitudes, but keeping in touch was unexpectedly linked to acceptance. This unexpected effect maybe because keeping in touch is done mainly through social networks that focus on the conflict between Israelis and Palestinians, often with a focus on Israel's transgressions against Palestinians. Consistent with this explanation, Study 2 (N=293, pre-registered) showed that Israeli Jews viewed accepting messages from Germans as more conciliatory when presented with transgressions against Palestinians, and empowering messages as more effective when presented with reminders of historical victimization by Nazis. The findings from Study 1 partially support the needs-based model of reconciliation and additionally suggest that reconciliation needs vary with context. Implications for people-to-people peace-building interventions are discussed.

The Role of International Exchange Programs on Nanchang University Students’ Views in China

The Role of International Exchange Programs on Nanchang University Students’ Views in China

Campus Life in Contemporary Polish, Slovak, and Ukrainian Fiction

The article focuses on the image of campus life as presented in a selection of novels written in Polish, Slovak, and Ukrainian after 1989. The author presents generic peculiarities of Slavic campus fiction and analyses the theme of (academic) coming-of-age in Slavic campus fiction. The maturation of student characters in Maryna Hrymych’s Yura and Pavol Parkov’s The Legend About the Language occurred in Soviet Ukraine and Czechoslovakia, respectively, around 1968. In contrast, the protagonists of Jagoda Grudzień’s Erasmopeja and Tania Kalytenko’s Antero undergo academic identity formation in contemporary Scandinavian countries as participants in academic exchange programs. While Hrymych and Rankov portray characters navigating totalitarian societies of the past, Grudzień and Kalytenko situate their students within the anxieties of the globalised world, where remembering the past remains crucial. The author concludes that contemporary campus fiction written in Slavic languages addresses the issues significant for the cultural memory of the particular nation. Collectively, these novels contribute to a sense of continuity in academic culture within East-Central Europe.

Types of Socio-Cultural Practices that Affect Inter-Ethnic Conflict in Narok County, Kenya

In Kenya, inter-ethnic conflicts have caused irreversible damages to people and their assets, and to the nation’s cohesive fabric. There have been several roots for interethnic conflicts, and one of them has been socio-cultural practices. Such practices are different in each generation and between various different ethnic groups. Despite this occurrence, limited studies have researched on the types of socio-cultural practices and inter-ethnic conflicts. Hence, this study investigated several types of socio-cultural practices, and the way they sway inter-ethnical conflicts in Narok county. The research employed a cross-sectional survey approach conducted in Narok, focusing on adult residents categorized into security agencies, village elders, nyumba kumi elders, and the general public as the target demographic. The County was divided into constituencies and wards for sampling purposes using purposive sampling. Purposive sampling was used to select the security agencies, as well as village elders and nyumba kumi elders. The general public were picked by systematic random sampling. The tools utilized to get data were, questionnaires and interview schedule. Quantitative data underwent analysis using descriptive statistics. Specifically, frequency distributions were predominantly employed to synopsize the outcomes, aiding in the interpretation and presentation of the findings. Qualitative data, on the other hand, underwent thematic analysis. Both qualitative and quantitative data were triangulated to offer comprehensive depictions of the main discoveries. The study found that, there are four types of socio-cultural practices: Promoting ethnic identities, upholding cultural belief systems, promotion of indigenous knowledge and passing downwards historical grievances. And together they affect inter-ethnic conflicts in Narok county. The study concluded that, the government should as a matter of fact and necessity have refined national values and incorporate them into our national security development strategy in order to have stability which is a pre-requisite for our national development. From the forgoing, cultural values if harnessed can be a vital tool for development strategy. The study recommended that, there should be efforts to counter the types of socio-cultural practices like promoting ethnic identities that heighten inter-ethnic conflicts, and strengthen the ones that can decrease in inter-ethnic conflicts like promoting socio-cultural exchange programs so as to attain the noble environment for the community and citizens.

A case study on exploring the motivation of English-major EFL students in online exchange programs

The COVID-19 pandemic has had a profound impact on the education sector worldwide, prompting a swift transition to technology-driven learning solutions. One notable response to this challenge has been the introduction of online versions of study-abroad and international exchange programs. Considering the limited existing research on how EFL university students perceive online international exchange programs, this study investigated the motivation of EFL students toward such programs initiated in response to the cancellation of in-person exchanges. The survey among 84 students from a private women's university in Kansai in August 2021 revealed that an overwhelming majority (93%) expressed their desire to participate in online international exchange programs. This study gained further insights by employing the KH Coder text mining software (Higuchi, 2016) to analyze the free-text responses obtained from the questionnaire. The analysis of the responses unveiled their recognition of the distinct advantages offered by online exchange programs. Approximately half of the respondents indicated their willingness to engage in non-credit programs, while a similar percentage conveyed that academic credits could enhance their motivation to participate. Notably, the analysis of the free text revealed that the latter group's seemingly extrinsic motivation was largely self-determined, with their primary goal being program participation. These findings underscore the potential for online international exchanges to be well-received by students, particularly when academic credits are awarded. Additionally, correspondence analysis highlights that the desire to earn academic credits is a topic of interest across all school year levels.

The Sherbrooke-Lyon Research Training Program in Acoustics - Projet Samuel de Champlain 2022-2024

We present the Sherbrooke-Lyon Research Training Program in Acoustics ("Projet Samuel de Champlain" 2022-2024, funded by the FRQNT: Fonds de recherche du Québec - Nature et technologies), which brings together teams from Université de Sherbrooke and from Master of Science in Acoustics of Lyon. This project aims to build a joint teaching program in acoustics through joint courses integrated into the graduate programs of the two institutions, research internships, and academic exchanges of students and researchers associated with the project. The joint courses are based on existing activities at the two institutions, whose content and teaching methods (mainly online) are adapted to the project. In the last two academic years, students from Sherbrooke followed the sound perception course of Lyon in co-modal modalities; and conversely, students from Lyon followed the smart acoustic lab module offered at UdeS in virtual mode. Three undergraduate students took also part in the program during their spring/summer internships (in the other partner lab, resp. CRASH and LVA), developing hybrid and virtual content (numerical laboratories). The presentation will focus mainly on how such innovative collaboration modalities can be applied in the context of education and research at university.

Improving long-term kidney allograft survival by rethinking HLA compatibility: from molecular matching to non-HLA genes.

Optimizing immunologic compatibility in organ transplantation extends beyond the conventional approach of Human Leukocyte Antigen (HLA) antigen matching, which exhibits significant limitations. A broader comprehension of the roles of classical and non-classical HLA genes in transplantation is imperative for enhancing long-term graft survival. High-resolution molecular HLA genotyping, despite its inherent challenges, has emerged as the cornerstone for precise patient-donor compatibility assessment. Leveraging understanding of eplet biology and indirect immune activation, eplet mismatch calculators and the PIRCHE-II algorithm surpass traditional methods in predicting allograft rejection. Understanding minor histocompatibility antigens may also present an opportunity to personalize the compatibility process. While the application of molecular matching in deceased donor organ allocation presents multiple technical, logistical, and conceptual barriers, rendering it premature for mainstream use, several other areas of donor-recipient matching and post-transplant management are ready to incorporate molecular matching. Provision of molecular mismatch scores to physicians during potential organ offer evaluations could potentially amplify long-term outcomes. The implementation of molecular matching in living organ donation and kidney paired exchange programs is similarly viable. This article will explore the current understanding of immunologic matching in transplantation and the potential applications of epitope and non-epitope molecular biology and genetics in clinical transplantation.

Effective Clinical Externships for International Medical Students: A Qualitative Study.

International student exchanges are a significant part of medical education, and experiences of North American and European medical students abroad have been extensively examined. By contrast, knowledge of visiting medical students in the United States (US) is limited largely to surveys of administrators and course directors. To understand US attending physicians' thoughts on visiting international student clinical externships. Three clinician-educator physician focus groups were conducted across two US medical schools with broad representation of training backgrounds, clinical disciplines, and career stages. Focus groups and constant comparison analysis of transcripts were performed iteratively to identify emerging themes. Qualitative themes and subthemes. Two main themes emerged from the data: (1) administrative requirements for success: hosting international students requires careful planning and coordination, which is daunting amidst demanding faculty responsibilities. Externships must address experiences of the people directly involved in the clinical setting, leadership, communication, and institutional, financial, physical, and personnel resources. (2) Impact of student qualities: When working with international students, the importance of administrative details and student characteristics increases due to higher student variability overall, inconsistent language and cultural fluency, and the consequent recognition of the student as an ambassador for their home institution and country. Amidst already busy schedules, clinician educators identify the hosting of international medical students as a commitment resembling that for their own trainees. Linguistic and cultural distances, and the overall variability of international students amplify the importance of effective administration. The findings have influenced related processes at the University of Pittsburgh.

Comparison of physical activity and leisure benefits of Turkish and Polish students participating in the Erasmus program in Poland

This study aims to compare the personal statements of Turkish and Polish students in the Erasmus Student Exchange Program in Poland, focusing on the benefits of physical activity and leisure time. It also examines how these practices function among Turkish and Polish students within the framework of EU Higher Education Policies. Since 2004, Turkey has participated in EU programs like Socrates, Erasmus, and Leonardo da Vinci. Although Turkey’s involvement in the Erasmus Program is relatively recent, the number of students participating in study abroad programs is rapidly increasing. This study investigates the benefits of physical activity and leisure time for Turkish and Polish students in the Erasmus Program. Data was collected using the "International Physical Activity Questionnaire" and the "Leisure Time Utilization Scale." These tools were administered online to 60 students (30 Turkish and 30 Polish) living in Poland. Participants provided informed consent before participating. Data analysis was conducted using SPSS (Statistical Package for the Social Sciences). The analysis showed no significant differences between the two groups in terms of physical activity participation and leisure activities. Both groups preferred similar physical activities during their free time. The recreational activities they tried for the first time were mainly sports-related, and their ability to meet their recreational needs was similar.

Short-Term Student Exchange in Nursing Education: A Descriptive Pilot Study

This descriptive pilot study investigates and evaluates nursing students’ perceptions of their learning gains and the factors contributing to academic integration within a one-week Intensive Programme (IP) course, part of the Nordplus Programme. Nordplus encourages mobility and curriculum development across Nordic and Baltic higher education. The study used a short-term mobility program involving eight nursing education institutions as its setting. Students’ experiences were captured using an evaluation form inspired by the Student Assessment of Learning Gains (SALGs) questionnaires. The results reveal positive student responses to the IP course, particularly regarding interactions with peers and teachers. The study underscores the potential of short-term IP courses in providing concentrated learning experiences, broadening nursing topics, and fostering active engagement. The implications suggest that nursing education institutions should consider incorporating more short-term mobility programs to enhance student learning and intercultural experiences. By investing in such initiatives, institutions can cultivate an enriching and supportive learning environment.

Internet Addiction: Influencing Academic, Non-academic and Psychological Aspects in Offshore Malaysian Medical Students

Excessive internet usage creates abundant problems like dependency and addictive behaviour. Internet addiction (IA) is becoming a universal public health concern. The isolated group of Malaysian students studying in offshore campuses in India is more susceptible to IA due to language, culture, ethnicity, and food habit differences, leading to a lack of communication with native students. The study aims to determine the prevalence of IA and its influence on academic, non-academic, and psychological aspects in Malaysian medical students. A cross-sectional study was conducted on 170 offshore Malaysian medical students using Young’s Internet Addiction Test (Y-IAT) questionnaire of 20 items. The difference was tested by student’s t-test and the association between IA and other factors by chi-square test with a statistical significance at 5%. The study observed a 46% prevalence of IA in offshore Malaysian medical students. Male students were more prone to IA compared to females. The amount of time spent on entertainment per day was significantly (p = 0.004) associated with IA. The present study revealed that the prevalence of IA was significantly associated with academic performance (χ2 = 33.670, p = 0.001) and psychological disturbances like sleep disturbance due to late-night log-ins (χ2 = 41.013, p = 0.001), felt life would always be joyless (χ2 = 27.272, p = 0.001) and, depressed moody without internet (χ2 = 33.347, p = 0.001). The present study revealed that IA has an adverse impact on students’ academic activities as well as on psychological health. Medical teachers and schools should identify students who are prone to and affected by IA and recommend interventions based on their needs. This study recommends that students utilise their valuable time in offline activities like regular sports, cultural exchange programmes, fun activities, yoga, meditation, and learning new skills and languages. These activities may help students prevent overindulgence with the internet, encourage the overall growth of promising doctors, and build a healthy society.

An Analysis of the Korean Language Curriculum for Beginner-Level Exchange Students

An Analysis of the Korean Language Curriculum for Beginner-Level Exchange Students

Exploring Language Proficiency: Dynamics of Acquiring Arabic Speaking Skills from Stephen Krashen's Perspective At Islamic Universities

Understanding the dynamics of acquiring Arabic speaking skills is crucial in the context of Islamic universities, where language proficiency is integral to academic success and personal development. This study aims to explore the process of acquiring Arabic speaking skills from Stephen Krashen's perspective at two undisclosed Islamic universities in Indonesia. Using a qualitative case study design, the research employs interviews with lecturers and students as the primary data collection technique. The analysis is conducted descriptively, involving stages of data collection, reduction, presentation, and conclusion drawing. The findings reveal that Arabic speaking skills are acquired through two main approaches. Within the classroom, intensive learning is facilitated through a direct method emphasizing language practice, supported by a curriculum focused on daily themes and language reinforcement programs. Outside the classroom, students engage in active communication in Arabic in various environments, such as dormitories, mosques, and cafeterias, while participating in activities that support language acquisition. These factors, combined with student motivation and a conducive learning environment, significantly contribute to the acquisition of Arabic speaking skills. The study concludes that the different learning approaches at the two universities effectively enhance students' Arabic speaking proficiency. Key factors contributing to successful language learning include the presence of Arabic language environments, appropriate curricula, active learning methods, individual motivation, and practical experiences outside the classroom, such as internships or student exchange programs. The research suggests that educators and students should focus on creating immersive language environments and incorporating practical experiences to maximize language acquisition.

AVAILABILITY OF CHINESE LANGUAGE AS AN ACADEMIC DISCIPLINE IN UKRAINE

This article explores the increasing interest among Ukrainian citizens, particularly students, in learning the Chinese language. This trend is influenced by several key factors: China’s significant achievements on the global stage, its open-door policy, the expansion of Confucius Institutes, and the strategic partnership between Ukraine and the People’s Republic of China (PRC). The article discusses various dimensions of collaboration in higher education, including the development of academic exchange programs and joint educational initiatives aimed at enhancing mutual understanding and cooperation.The study highlights the critical importance of establishing favorable conditions for teaching Chinese in Ukrainian universities. It identifies several challenges that educational institutions face, such as a shortage of qualified Chinese language instructors, inadequate teaching resources, and limited opportunities for student engagement with native speakers. Additionally, the article emphasizes the need for improved infrastructure and institutional support to facilitate effective language instruction.The findings suggest that while there is a growing demand for Chinese language education in Ukraine, many higher education institutions currently lack the necessary organizational and economic resources to meet this demand. The article calls for further research to investigate the barriers to implementing Chinese language programs and to explore potential solutions, including increased international collaboration and support from Chinese organizations.

The Revolution of Artificial Intelligence in Nursing Education and Practice

As a grade 11 student studying in Modern School, Barakhambha Road, New Delhi, I have been fortunate enough to witness the effects of government policies aimed at integrating children from economically weaker sections (EWS) into mainstream education. While the inclusion of EWS children in schools like ours has been a significant stride towards social equity, there are still several challenges to overcome. Our batch (2011) was the first batch where the EWS quota was implemented by the government. All throughout junior school, I kept hearing from my family that it was the noblest idea to integrate children who come from slightly disadvantaged backgrounds into the mainstream, and how it was only through education and equal opportunities that the children of this country would grow to become fine human beings who could lead the world of the future. I was always taught to treat them with kindness and compassion, but also, at the same time, in an effort to be inclusive, was taught to be careful about not hurting them by making them feel different or pointing out the differences between our upbringings. The presence of EWS children in our school is a testament to the success of policies such as the Right to Education (RTE) Act, which mandates private schools to reserve a percentage of their seats for underprivileged children. This initiative has provided EWS children with access to quality education, creating opportunities for their future. However, the social aspect of integration is an area that still requires attention. One of the most glaring challenges is the lack of interaction between children belonging to higher socio-economic strata and those belonging to the EWS. I have myself been a witness to unequal treatment, even though it was largely inadvertent. This is because schools ask children to engage in activities that may not necessarily be within the means of an EWS household. Activities such as domestic field trips and international exchange programmes challenge even affluent households at times. It is not uncommon to see students from different socio-economic backgrounds form separate social circles. This social divide can have a profound impact on the EWS children, making them feel isolated and unwelcome. Such feelings can further affect their academic performance and emotional well-being. As a student, I believe it is crucial to explore ways to foster better relationships between students from diverse backgrounds.

Information Technology Assisting Ideological and Political Education for Exchange Students

In the context of globalization and informatization, how to enhance ideological and political education for exchange students abroad through modern information technology has become a significant issue. This study aims to explore effective informatization methods for the ideological and political education of exchange students. A questionnaire survey found that online learning platforms for ideological and political education are popular among exchange students. Using Chang’an University’s Dublin College exchange students as a case study, an online platform for ideological and political education was designed and tested. The platform provides flexible and convenient learning methods, rich resources, personalized content, and strong interactivity, achieving efficient, extensive, and low-cost ideological and political education. The results show that informatization tools have great potential in ideological and political education for exchange students.

The Impact of Hu’s Music Diplomacy on Mongolia’s Tourism National Branding Program

This study aims to analyze the impact of Hu's music diplomacy on Mongolia's national branding program. The study employs a descriptive qualitative method with secondary data analysis from journal articles, books, relevant reports, and media covering The Hu's activities. The results indicate that The Hu, with their unique approach of combining traditional Mongolian music elements with modern rock, has successfully raised global awareness of Mongolian culture and enhanced the country's positive image. Their international performances received awards, and collaborations with renowned musicians have introduced Mongolian cultural elements to a wider audience, creating curiosity and appreciation for Mongolia's cultural heritage. Strategic recommendations include greater government support, enhanced collaboration with digital platforms, and educational and cultural exchange programs.

Integration of Local Wisdom in the Implementation of the Merdeka Belajar Kampus Merdeka (MBKM) Policy in The Biology Education Study Programs in Indonesia: Analysis and Evaluation

This study analyzes the implementation of the “Merdeka Belajar Kampus Merdeka (MBKM)” program in the Biology Education Study Program (BESP) on various campuses in Indonesia with a special focus on the integration of local wisdom. Data was collected from respondents in 44 study programs covering aspects such as campus status, accreditation, course repositioning, implementation of MBKM activities, and suggestions and recommendations for program improvement. The results of the analysis show that the majority of study programs at state campuses (75%) have repositioned the curriculum and implemented various forms of MBKM activities such as student exchanges (70.45%), internships/work practices (68.18%), and teaching assistance. The integration of local wisdom is emerging as an important aspect, with many study programs using local wisdom in academic activities and business product development, such as using traditional medicinal plants for health products. Key suggestions from respondents included the need for standardization of guidelines, financial assistance for students, periodic evaluations, and adjusting the curriculum to the needs of the times. Most study programs have ensured that MBKM activities follow the formulated Program Learning Outcomes (PLO), with 63.64% of study programs stating that they always ensure this suitability. However, there are still challenges in the process of recognizing MBKM activities into courses and integrating these activities into a thesis or final project, with 77.27% of study programs not carrying out this integration. The study concludes that although MBKM has been doing well, there is still room for improvement. There needs to be further efforts in terms of integrating local wisdom, financial support, and strengthening collaboration between educational institutions and local communities. Clear and standardized implementation of guidelines, as well as continuous evaluation, are essential to improve the effectiveness and benefits of the MBKM program.

Storying connectivity and value: the south west creative technology network’s cultural ecologies as network visualisations

ABSTRACT This paper explores the productive connectivity developed by university-industry knowledge exchange (KE) programmes for research and development (R&D) and their emergent cultural value. The South West Creative Technology Network (SWCTN) is our case study. We build on Dovey et al.'s. work to visualise the cultural ecology supported and created by cohort-led R&D programmes. Our visualisations, combined with interview data, evidence that new connections create diverse forms of value, including inspiration, mentoring, training, and recruitment opportunities, and cooperation through collaborative working. We supplement social network and visualisation tools with rich qualitative data to explore the “why,” “how” and “to what end” of new connections, contributing to the field of Mixed Methods in Social Network Analysis (MMSNA). This methodology is novel to the field of creative economy research. We argue for new forms of R&D funding for the creative sector to take a cultural ecology approach if we wish to take seriously and invest in the diverse forms of value beyond economic drivers, sometimes described as “intangible,” that play an important role in building regional capacity, innovation and productivity.

How to … do decolonial research.

The imperative for decolonial research in health professions education (HPE) is rooted in a resistance to coloniality, which characterises modern medicine and HPE. Coloniality is a residual effect of colonialism, which upholds White, Western, Eurocentric knowledge systems while simultaneously marginalising diverse epistemologies. We outline the problematic nature of coloniality in HPE typified in unequal research partnerships, skewed student exchanges and poor representation of diverse authors. Decoloniality advocates for the active disruption and dismantling of colonial hierarchies to promote epistemic justice. We suggest a practical framework for applying decolonial principles in research, emphasising awareness (critical consciousness), deliberation (reflexivity) and action (transformative praxis). Practical steps for decolonial practice include interrogating research conceptualisation, sharing power and diversifying research teams, adopting participatory and reciprocal (mutually beneficial) methodologies, (re)centring marginalised voices and amplifying 'Other' knowledges, and disrupting hegemonic dissemination practices. By employing decolonial strategies, researchers can produce equitable, socially accountable and epistemically just scholarship, ultimately enhancing the relevance and impact of HPE research for all people globally.