Foreign Study Programs Research Articles

Effectiveness of Intercultural Communication of Pakistani Students during Foreign Study Programs

Aim of the Study: In today’s global world media is not the only forum for cross-cultural communication. Student exchange programs also provide students ample opportunities to interact with diversified, multi-cultural and multi-lingual communities. As international students exchange programme is one of the platforms that provides students to experience others’ culture and discover their own intercultural communication effectiveness. Methodology: The present mixed method study uses the basic conceptual framework of anxiety/uncertainty management (AUM) training. To focus on four aspects of AUM; self-concept, reaction to others, group interactions and mindfulness to measure the intercultural communication effectiveness of Pakistani students going overseas in exchange programs. The research participants include undergraduates from a private sector business university in Karachi. Findings/Conclusion: The results indicated that exchange program students’ intercultural communication effectiveness was above average. The research suggested that there is a need of more studies like this which include not only the participants but also the people with whom the learners communicate.

Emergent learning outcomes from a complex learning landscape

Institutions of higher education play an important role in training citizens who can thoughtfully and critically make decisions that impact the sustainability of our planet. While researchers have determined competencies that students need as environmental and sustainability professionals, less is understood about how to achieve these outcomes within complex learning environments, such as experiential learning settings. We apply a learning landscape framework to conceptualize connections among curricular and programmatic features and student learning outcomes on Dartmouth College’s Environmental Studies Africa Foreign Study Program. We describe the results of 31 semi-structured interviews with alumni of the program. Results demonstrate that program design and pedagogical strategies, coupled with student activities, influence both cognitive and affective student learning outcomes, and that all learning elements are mutually influencing. Further, we identify two emergent learning outcomes, appreciation for reflection and introspection and capacity to engage with complexity, identified by considering learning at a landscape scale.

The Impact of Study Abroad on Students' Self‐Efficacy Perceptions

AbstractThis article reports the findings of an investigation into the impact of study abroad experiences on self‐efficacy perceptions among foreign language (FL) learners. Thirty‐nine American college students taking part in both short‐term and semester‐long academic programs in France and Spain completed self‐efficacy surveys at the beginning and at the end of their foreign sojourns. Students were also asked to complete a questionnaire documenting the nature and extent of their interactions with members of the host country. Statistical analysis of the self‐efficacy measures in this investigation revealed that participation in a study abroad program (regardless of its length or destination) had a significant impact on self‐efficacy perceptions in all FL subskills (reading, writing, listening, and speaking). Furthermore, the extent of self‐efficacy gains was found to be associated with the extent and type of interaction with members of the host country. Pedagogical implications of these finds are discussed, along with suggestions on how to maximize the motivational benefits of foreign study programs.

Alternative Approaches for Educating Future Global Marketing Professionals

Using an experiential learning model as a conceptual background, this article discusses characteristics and learning objectives for well-known foreign study programs such as study tours, study abroad, and internships and compares them with a less common overseas program called the Global Marketing Program (GMP). GMP involves interdisciplinary student–faculty team travel abroad to conduct marketing research on behalf of U.S. companies. International business foreign study program professionals were surveyed and rated the importance of key student learning objectives for these programs. The study abroad program and study tour are well suited for cultural immersion; the international internship provides development of international business skills as well as cultural immersion at levels higher than the other three programs. The GMP outperforms the study tour and study abroad in the development of international business skills and surpasses the study tour in providing cultural immersion for students. The GMP and international internships are identified as the more appropriate foreign study experiences for development of future global marketing professionals.

A Look at Chinese Pharmacies: A Student’s Perspective

As part of my fourth-year rotation, in June 2008 I had the opportunity to do my very first rotation in China and Japan as part of a foreign study program organized by Nova Southeastern University School of Pharmacy, Fort Lauderdale, Florida. Coursework would include a two-week introductory course on traditional Chinese medicine (TCM) and one week of "cultural exploration" in Japan. Fourty-five students stayed at Beijing University of Chinese Medicine, International School dorms. We toured the Chinese Medicine museum and two TCM hospitals in Beijing-Pharmacology Dongfang Hospital and Xi Yuan Hospital.

Study Abroad Students: Designing Library Services to Meet Their Needs

ABSTRACT This article focuses on the design of library services to best meet the information needs of U.S. college students studying abroad. The authors begin by developing a possible theoretical model, first to explain the needs and information-seeking behavior of U.S. students abroad, and second to utilize this framework to design library services. The empirical grounding of the paper consists of research conducted by a Pennsylvania State University librarian at four study-abroad sites in Rome and Bologna, and the work of two librarians at colleges with high student participation in foreign study programs. In regard to the latter, the authors will discuss the way in which Dickinson College began a new program of library services to study abroad students, and present a Goucher College librarian's experience as a collaborative participant in a study-abroad program.

Predicting international students’ academic success... may not always be enough: Assessing Turkey’s Foreign Study Scholarship Program

In 1993, Turkey’s Higher Education Council (YOK) launched a program to sponsor thousands of students for graduate study abroad, in the hopes of building up a base of highly qualified, foreign educated faculty for 24 newly established universities nationwide. With an incoming new YOK administration in 1995, dramatic changes were made in the program’s selection procedures. One of the key elements of these changes was the inclusion of a high foreign language proficiency requirement, which served both to meet certain ideological goals of the new administration as well as presuming to reduce the high degree of student failure abroad. In addition to assessing the overall success of the scholarship program in light of the changes made, this study provides another look at the connection between language proficiency and academic success, with both qualitative and quantitative data collected from 23 ‘YOK scholars’. Although finding a positive relation between language proficiency and academic success, the study suggests that rather than having solved the scholarship program’s problems by imposing high language proficiency requirements, the new YOK administration actually reduced even further the program’s ability to successfully supply faculty to the new universities. Recommendations are made for the Turkish and similar foreign study programs.

The Validity of the Portuguese Speaking Test for Use in a Summer Study Abroad Program

men study program. The study has three main ence expressed a significantly greaten degree of foci: a) to determine the validity of the ACTFLcomfort when using the language in a listening or based Portuguese Speaking Test as a placement speaking situation. tool for a short study abroad program; and b) to The findings of Carroll and Graman affirm assess gains in oral proficiency among particithe important role foreign study plays in depants in the University of Tennessee's summer veloping language skills that are needed for study abroad program in Brazil; and c) to assess, advanced language courses. While efforts have where possible, other issues related to the initial been made to make the foreign language classstudy abroad experience, room more communicative and to improve student's proficiency so as to better prepare Overview of Research students for advanced language classes, foreign study serves as an irreplaceable linguistic and John Carroll (1967) in his study of the lancultural experience. guage proficiency of foreign language majors in The traditional foreign study program detheir senior year, noted that most of the majors in signed for language learners includes study at a his sample had at least one foreign study expeniforeign institution in regular or specially deence. Even with this experience, most did not signed classes, placement with families, and surpass the level of 2+ on the FSI scale. This often additional scheduled travel. The cost of rating is equivalent to a scone of Advanced Plus these programs coupled with the time students on the ACTFL scale (Liskin-Gasparro, 1987). must commit to foreign study has led to a shorten, Graman (1987) noted the same phenomenon more intensive version of foreign study, the _________ summer study program. Unlike academic year 5Members are invited to send material to: Dr. Douglas K. programs, summer programs typically arrange Benson, Dept. of Modern Languages, Eisenhower Hall 104, for special classes for students at foreign instituKansas State Univ., Manhattan, KS 66506. Maximum tions that would normally be on vacation. Sumlength is 15 double-spaced pages, in either 1985 MLA or men study is attractive to faculty and students linguistics format. Please send a typed original and acopy alikebecauseitnequineslesstimeandlessmoney. for each paper submitted, and include a self-addressed envelope and loose stamps to cover return mailing of the However, summer study programs have been manuscript, criticized for their brevity, intensity, and lack of

The Kalamazoo College Foreign Study Program: The Present and the Future

The Kalamazoo College Foreign Study Program: The Present and the Future

Comparative Education in Japan: A Note

The Fourth World Congress of the World Council of Comparative Education Societies (WCCES), which was established in 1970, was held in July 1980 in Japan. Japan was the first country in Asia to host a world conference, and it was very successful, with 402 participants from 32 countries, including not only the United States and European countries but also countries in Asia, Oceania, Latin America, and the Middle East.' The fact that this congress of the WCCES was so successful indicates that Japan is one of those advanced countries where the comparative study of education is being carried on at an international level. This essay describes the present state of comparative education in Japan with particular emphasis on current trends and prospects. There is a long history of Western influence on the development of Japanese education in various forms, for example, sending students abroad, encouraging popular education, introducing Western-style learning, and importing Western technology and technicians.2 In 1862, for example, the Shogunate sent 15 students to the Netherlands on the first government-approved foreign study program, and various efforts were made to compile systematically data on education in the West. It seems clear that the Japanese sought to improve their system by observing others, for the 1868 Imperial Oath of Five Articles stated that knowledge shall be sought throughout the world in order that the welfare of the Empire may be promoted. It is also clear that the Japanese acted on their observations, for the first law concerned with Japan's modern educational system, the Gakusei, was based on Western models.3

Pacific Northwest Council on Foreign Languages

The final activity of the Saturday session was the Chairman's presentation of Mr. Leo Sevush who then proceeded to conduct the New York City Board of Education All City Orchestra in a concert of music by Wagner, Shostakovich, and Tchaikovsky. Orchestra members captivated the hearts of all present with their sincerity of performance and received an ovation for their ability to communicate musically. Miss Nancy Werfel of the Young Audience Association sang several foreign language selections. The Local Committee, under the direction of Joan Dye (Hunter College) and Stephen Levy (John Dewey High School) provided Conference participants with a varied and rewarding series of experiences designed to make the Silver Jubilee memorable: the All-City Orchestra, a disco session, door prizes, study tours, brochures, guidebooks, other student performances, and helping hands all added an aura of welcome and good feeling to the activities of the four-day period. In addition to the General Sessions, the workshops, and the other activities, the Conference ran a most comprehensive exhibit of textbooks, realia, media equipment, foreign study programs, and professional associations. Conference participants were able to inspect a variety of materials and order examination copies of the latest in textbooks. In honor of the Silver Jubilee celebrations, many exhibitors offered fine prizes to those present. At the Annual Meeting of the Corporation with its Advisory Council on Sunday morning, April 16, three new members were elected to the Board of Directors: June Phillips (Pennsylvania), Timothy Kahn (Vermont), and Arthur Micozzi (Maryland). At the meeting, the Advisory Council gave its frank evaluation of the 1978 Conference. Its collective praise, along with many valuable suggestions for the future, served to prove that the Conference had been worthy of the SilverJubilee, and that the future looks bright for the Conference and for the profession. After thanking Martha Cobb (Howard University), Eleanor Sandstrom (Foreign Language Director of the City of Philadelphia), and Jane Bourque (Foreign Language Supervisor, Stratford, Connecticut Public Schools) for their outstanding service to the Northeast Conference on the Board, the Chairman also acknowledged the efforts of the Advisory Council, the Secretary-Treasurer, James Dodge, and the entire Board of Directors in their helping to cap twenty five years of service with an unforgettable New York Experience in foreign languages. The Chairman then passed the gavel to the incoming Chairman, Paul Cincinnato (Farmingdale, New York Public Schools), who outlined his ideas for the 1979 Conference to be held in Washington, D.C.

Junior Year in Germany: Educational Experience or Profit Generator?

Ten years ago foreign study programs were hardly considered worthy of critical inquiry.1 For factual information those interested relied on a guide prepared by Garraty and Adams,2 as little attention focused on administrative detail or academic quality.3 Since then junior year abroad has gained such favor at American colleges and universities that at least one critic has urged a moratorium on new programs because enough of them are already available.4 Despite fears prevalent in early 1970's that provincialism in American higher education would lead to the abandonment of all our educational and cultural in-

The CIEE and Study Abroad: Purposes, Principles, and Programs

ABSTRACT In this Age of Disenchantment and national malaise, when America urgently needs ecumenically‐minded educators to curb the disease of monocultural myopia that has wrought such havoc in its domestic and international dealings, the majority of colleges and departments of education are slothful in providing foreign study opportunities for their prospective teachers. This article outlines the efforts now being made by the Council on International Educational Exchange to promote such opportunities through its Cooperative International Program for Teacher Education (CIPTE). Then follows a summary of the general principles underlying the organization and operation of this program, together with brief descriptions of two study centers for graduates and undergraduates in France. The article concludes with a description of the year‐round undergraduate program in Leningrad for the study of Russian, and a reference to the summer foreign study program in France and Colombia for high school pupils which has recently been established by ACTFL in cooperation with the CIEE.

Forecasting Italian Language Proficiency of Culturally Immersed Students*

foreign study programs a review of the literature reveals very little data bearing on the evaluation of such programs. The paucity of research can, in part, be attributed to a lack of appropriate instruments, or at least a lag in the application of already available devices. One of the more formidable problems is involved with securing reliable criterion data. Only recently have appropriate level standardized measures of foreign language proficiency become available.' This resolves one aspect of the evaluation problem, namely the assessment of the cognitive outcomes of language training. The area of attitudes and values has yet to be explored. The purpose of this paper is to present data bearing on the ability of selected standardized educational and psychological tests to predict both objective and subjective evaluations of the language and general academic performance of students in the Syracuse Semester in Italy Program.

1962 International Field Institute in the Swiss Alps: ABSTRACT

Classic areas of Alpine geology were studied during the summer of 1962 by twenty-five American college teachers of geology participating in the second International Field Institute. Participants in this foreign study program, sponsored by the American Geological Institute and funded by a National Science Foundation grant, represented colleges and universities throughout the country and nearly every geological discipline. Under the guidance of leading Swiss geologists special attention was paid in the field to regional stratigraphic and structural relationships and to their importance in the solution of Alpine tectonics and paleogeography. Nappe development and geosynclinal theory were topics discussed in detail in light of recent Alpine studies requiring modification of c assical views. More significant to Institute participants than the acquisition of specialized knowledge in their own fields of interest was a profound impression of the magnitude and complexity of geological processes. The effect of this continuing AGI program on American geological thinking in general and on the petroleum industry in particular lies in the broadening of experience and perspectives of participating geology teachers. Their introduction to classic areas overseas and to modern trends in foreign geological study will undoubtedly contribute to the geological awareness and scientific effectiveness of their students. End_of_Article - Last_Page 1769------------