International Learning Experiences Research Articles

Caring for our planet: a world apart or same difference? A global music collaboration

PurposeThe impact and collective threat of climate change is of key concern to all. Music and arts education can play a role by responding to the ongoing climate crisis through the creation of artworks as activism. This paper discusses a collaborative online international music project and its potential contribution to sustainable development education.Design/methodology/approach 10,427 miles and 11 hours apart, music education students undertook the project, working in groups with a mix of students from Aberdeen, Scotland and Melbourne, Australia in each group. Each student collected video footage that captured their experience of climate concerns related to their environment. Students combined and edited the footage then collaboratively composed music to accompany the footage. This research was conceived as a collaborative self-study project undertaken by the authors as music teacher educators.FindingsThe results show a range of musical and extra musical outcomes and challenges. Evidence suggests that a collaborative online international music learning experience may contribute to sustainable development education and regenerative practice more broadly. Students began to develop their practice as educators for school and community contexts embedding learning for sustainability and climate consciousness, thus enabling them to develop as active global citizens.Originality/valueThis paper argues for greater attention to the affordances of digital collaborative music technology tools to facilitate creative projects as well as the need to reimagine musical experience, drawing together strands of music, sustainability education, technology and global citizenship. This paper also argues for the importance of embedding the UN Sustainable Development Goals in teaching and learning in Higher Education.

The Role of Native Speaker Peers on Language Learners’ Fear of Negative Evaluation and Language Anxiety

This study investigated graduate-level international students’ linguistic and learning experiences in classrooms predominated by native English-speaking (NES) students. The central objective was to discern the impact of NES students’ presence on the fear of negative evaluation experienced by international students speaking English as a second language in an American university. A survey was initially administered to 22 graduate-level international students, and five international students, distinguished by heightened levels of anxiety associated with negative evaluation in classrooms primarily dominated by NES students, were interviewed. The interview data were analyzed with domain analysis. The findings elucidated that international students’ fear of negative evaluation depended mainly on instructors’ practices and international students’ perceptions of NES peers’ attitudes. Moreover, the increased fear of negative evaluation adversely impacted their linguistic behaviors and overall engagement with instructional content. The findings implied a need for more inclusive and safe learning environments in graduate schools.

Fostering sustainability capabilities through experience: A case study on virtual mobility in STEM

For a 21st century facing cascading crises, including global pandemics, climate change, and social and economic disruption, education is more critical than ever. Universities, and consequently their curricula, have a responsibility to prepare all students and graduates to respond to and live within a disrupted, complex, and uncertain future. One way of preparing students to think and address complex global challenges is through international learning experiences. However, the global pandemic triggered an unforeseen disruption to student mobility and the acceleration of online learning environments, such as virtual mobility programs. To date there has been little exploration of how virtual mobility programs can be designed for science and their ability to foster sustainability capabilities within the discipline. This paper reports on the design (its curriculum and pedagogy) of an experiential virtual mobility program, designed and delivered during the pandemic. It illustrates an innovative, co-created, STEM-focused case study whereby learning focused on varied approaches to agricultural challenges and practices. Through the perspective of student participants, key education for sustainability capabilities of sustainability thinking, collaboration, affective learning, critical reflection, and interdisciplinary knowledge were analysed as themes and are discussed in relation to how these capabilities were shaped by the program design. We share this discussion to support and expand the use of further meaningful virtual experiences to foster sustainability capabilities in an international (online) setting by other University educators.

Student Reflections on Enhancing Cultural Awareness in Health Education Specialists: Insights From a Collaborative Online International Learning (COIL) Experience

Immersive global learning experiences like Collaborative Online International Learning (COIL) offer students cross-cultural knowledge, awareness, and language fluency, fostering critical analysis, and problem-solving. This paper focuses on U.S. and Dutch students’ perceptions of personal growth as future health education specialists regarding cultural sensitivity and competence within a COIL course. The study explores valuable skills for professionals engaging with diverse populations, contributing to the literature on faculty-led internationalization initiatives. Both the COIL research model and the cultural intelligence (CQ) framework guided the design and implementation of the COIL course. A thematic analysis of self-reflection narratives from N = 49 undergraduate students from the U.S. and the Netherlands revealed categories and themes related to cultural perspectives in health promotion, cultural sensitivity and competence, and essential skills for health education specialists. The findings demonstrate the impact of COIL on students’ cultural perspectives and knowledge, their awareness of cultural norms, and the importance of diverse strategies and approaches in health promotion. The study highlights the value of COIL courses in developing cultural understanding within educational settings and provides insights for educators and students interested in engaging with diverse populations.

Global Learning Experience: Developing Intercultural Competence Through Virtual Exchange

It becomes clearer every day that the world faces a broad array of global challenges that will likely be solved if people – especially young people – from a wide range of backgrounds holding diverse beliefs and practices, develop the competences to sit with those different from themselves to solve problems – or they will not be solved. An evidence-based practice to help mitigate this challenge in higher education has been the proliferation of Information and Communications (ICT) and e-learning strategies. A virtual exchange program, the Global Learning Experience (GLE), provided an ample opportunity to structure collaborative international learning experiences, and thus foster the development of intercultural competence, amongst graduate level counseling and social work students. Using a naturalistic-interpretive paradigm, the authors examined students' general perceptions about the GLE, how it both benefited students and posed challenges, and, importantly, how it impacted students' development of intercultural competence. We offer implications and recommendations.

Improving the international competitiveness of universities in the global digital space

The article examines the competitiveness concept of universities, presented by modern researchers. The most important factors of increasing the international competitiveness of universities in the global digital space are identified and analyzed. The internationalization importance of teaching personnel and student staff, as well as the introduction of international practices using digital technologies into the universities educational programs’ is established. The results of a sociological survey of students in Russian higher educational institutions are presented. The factors that have the greatest influence on the choice of university and educational program by students are determined. The attitude of students to gaining international learning experience in the digital educational space has been studied and practice-oriented recommendations for improving the international competitiveness of universities have been prepared. In addition, foreign policy factors influencing the intensity of international activity of Russian higher education institutions were taken into account when making recommendations.

Build-Measure-Learn in Education: Lessons Learned from the Iterative Development of a digital Project-based, International Entrepreneurship Format

How can we best possibly design an international and multidisciplinary entrepreneurship learning experience which combines elements of on- and offline learning? This paper will outline the iterative design development of such a project-based, international, and cross-functional entrepreneurship course on Greentech, Agriculture, and Food in a flipped classroom format.

Facilitating international students' learning during placements: the experiences of practice assessors and practice supervisors.

There are increasing numbers of international students applying for preregistration nursing courses in the UK. Encouraging overseas students to study nursing in the UK has potential benefits for the profession, but practice assessors and practice supervisors may face challenges when supporting international students during placements. To explore the experiences of practice assessors and practice supervisors in facilitating international preregistration nursing students' learning during placements. A qualitative interpretive research method was used. Data from ten semi-structured interviews undertaken in one hospital in an acute NHS trust were analysed using reflexive thematic analysis and interpretive approaches. Three overarching themes emerged: communication, support and collaboration. Participants identified barriers related to language and culture and expressed a desire for additional information about students' background before the start of placements. Solutions included drawing from the expertise of colleagues with similar backgrounds to those of students, using buddying and creating peer support groups. Effective collaboration between universities and practice placement providers is needed to develop interventions that can support practice assessors and practice supervisors to enhance international students' learning experiences.

Profiling Norwegian business students considering studying abroad through credit mobility

Background: Governments want students to gain an international learning experience by taking part of their study abroad through credit mobility. Only a few students are interested to take up this call to study abroad.Aim: We study students’ motivation for partaking in credit mobility and whether students’ preferences for studying abroad can be profiled according to their motivation and socio-demographic characteristics. This study sheds light on the motivational and constraining factors that students consider when deciding to take part in their study abroad or not.Setting: We study Norwegian business bachelor students in their 2nd year, at the time they need to take a decision for partaking in credit mobility.Methods: This is a quantitative study applying principal correspondence analysis based on survey data collected among 2nd-year business bachelor students at a business school.Results: The results show that students perceive that different countries or regions provide different benefits and drawbacks related to a credit mobility study situation.Conclusion: Students consider their living situation, the safety and utility of the study to stay abroad, the benefit of alternative use of time, the extent to which the student views this as academically possible, and whether it is possible and wise to study abroad in a given country.Contribution: We report students’ preferences when selecting the host country for their potential credit mobility study. These inputs could inform credit mobility offerings, allowing the supply and demand of where and how students want to study abroad, to be met in a better way.

Where internationalisation and digitalisation intersect: designing a virtual exchange to enhance student teachers’ professional awareness as European teachers

ABSTRACT Virtual exchange, a form of internationalisation at home, provides an opportunity to increase teacher access to international learning experiences, but so far it has mainly been studied in the context of foreign languages teacher education. This article explores the design and implementation of a virtual exchange between an Austrian and a French university for student teachers of various disciplines, aiming to enhance their professional awareness as European teachers. Deploying a design-based research approach, we designed the intervention and evaluated it on the basis of participants’ perceptions. Data were gathered through multiple methods and analysed using qualitative content analysis. Findings suggest that the effective delivery of a virtual exchange requires an established partnership, collaborative student tasks, and the use of synchronous online communication. Virtual exchange can extend student teachers’ professional awareness, developing their knowledge of other teacher education systems, appreciation of cultural diversity, and openness to transnational collaboration.

Diversity and Inclusion in Mental Health: A Collaborative Online International Learning Experience.

Graduate students in a psychiatric mental health nurse practitioner program in the United States and undergraduate students in a first-year English course, Writing and Rhetoric, at a university in Ecuador participated in a Collaborative Online International Learning (COIL) experience in Fall Semester 2021. The purpose of the COIL experience was to develop global perspectives and cultural competencies regarding diversity and inclusion in mental health. The objectives of the COIL experience were to identify and discuss changes in thinking in four areas: eugenics and cultural bias, cultural bias in research, culture and mental illness, and institutional and care policies. Groups of students created educational posters about diversity and inclusion in mental health that were presented at a virtual mini conference to which other students and faculty at the participating universities were invited.

Facilitating a Virtual International Experience for Undergraduate Students: Creating Global Awareness and Connection.

Preparing nursing students for practice is supported by developing a global perspective of health care delivery models. However, many schools of nursing and students lack the resources for study abroad. Using a virtual stay-in place model, 42 international students applied an evidenced-based approach to study statistics, research, transitions in care, and elder care models that supported collaboration among peers from Austria, Switzerland, Chile, the United Kingdom, and the United States. Students explored social, economic, and reimbursement factors not encountered in the typical classroom. Student beliefs and perspectives changed after completing a program with global peers. Survey results and themes in reflection papers indicated increased ability to conceptualize content in new ways, including holistic elder care, cultural practices and reimbursement options, and effects on future practice. Virtual international learning experiences are an effective education innovation that allows student to connect and learn from one another using a stay-in place model. [J Nurs Educ. 2023;62(11):647-649.].

Learning perceptions of STEM students partaking in an international experiential learning

Learning perceptions of STEM students partaking in an international experiential learning

Challenges Posed by COVID-19 on Doctoral Students' Wellbeing in Russia: Of International and Domestic Doctoral Students, Who Suffers More?

While universities closed, implementing remote teaching and learning in response to COVID-19, this change significantly impacted the lives of graduate students, given their exposure to unique and diverse experiences. It thus has become essential to understand the possible differences in regard to the pandemic's impact on international and domestic students. The aim of this study was to explore the consequences of the challenges posed by COVID-19 on doctoral students' wellbeing in Russia. The study surveyed 4454 doctoral students across 249 Russian public universities. The challenges posed by COVID-19 negatively affected international doctoral students' learning experience (β= -0.269, p<0.001); students' satisfaction with supervision (β= -0.098, p<0.001); dissertation experience (β= -0.039, p<0.001); and doctoral program satisfaction (β= -0.034, p<0.001). Furthermore, the challenges posed by COVID-19 affected domestic doctoral students' learning experience (β=-0.368, p<0.001); students' satisfaction with supervision (β=-0.194, p<0.001) and doctoral program satisfaction (β=-0.034, p<0.001). However, the influence of the challenges posed by COVID-19 on communication frequency was relatively positive for both international (β=0.060, p<0.001) and domestic students (β=0.021, p<0.001), and dissertation experience (β=0.061, p<0.001) was also positive for only domestic students. Furthermore, controlled factors comprising field of study (β=-0.033, p<0.001); year of study (β=0.127, p<0.001); and university region (β=-0.056, p<0.001) influenced the effect of the challenges posed by COVID-19 on international doctoral students. The COVID-19 challenges had the greatest impact on the wellbeing of international students. Furthermore, both international and domestic students' communication frequency with their supervisors underwent a relatively positive impact (which implies no effect on both categories of students). Furthermore, the challenges posed by COVID-19 had no effect on domestic students' dissertation experiences. Finally, among the controlled variables, field of study, year of study, and university region were discovered to be significant factors in relation to the challenges posed by COVID-19 for international students.

A revisit to the role of gender in moderating the effect of emotional intelligence on leadership effectiveness: A study from Egypt

There is still no clear agreement between previous studies regarding the association between leadership effectiveness (LE) and emotional intelligence (EI), and the moderating effect of gender. In the current study, we tested the impact of (EI) on (LE) and the moderating role of gender on this relationship. We employed Hierarchical Moderated Multiple Regression analysis (MMR) for our data, which we collected from 141 questionnaires using a non-probabilistic technique from Fast-moving consumer good (FMCG) in Egypt. We found that EI is positively related to LE. The gender variable moderated both the relationship between others’ emotional appraisal and LE and use of emotion and LE. Specifically, others’ emotional appraisal was positively associated with LE for females, but almost unrelated for males; whereas the positive relationship between use of emotion and LE was stronger for males compared to females. The current study highlights the crucial role that human resource development and training would play in augmenting EI skills for both female and male leaders in general, and how each gender needs to better develop understanding on the other gender emotional positions. Our data was collected from a small sample of only two organizations, which hinders our ability in generalizing the findings to other organizations. While conducting future research, these aspects should be kept in mind, which can provide more valuable results. Conducting this study in Egypt contributes to the international learning experience on EI and LE in countries other than Western ones.

Attempts to Replicate the Skills, Attributes and Capabilities Associated with International Mobility in an Online World: A Case Study

In recent years, obstacles to physical mobility, such as the Covid-19 pandemic, have hastened the turn towards online platforms for educational and social activities. Many study abroad programs have had to adapt to such circumstances and embrace virtual environments in the face of limited physical mobility. In this case study, we look at how one multi-university program, the UGPN Academy, was able to expand international student learning efforts despite travel limitations due, in part, to adapting to online communication technologies and environments. Through comparison of surveys administered to participants pre- and post-participation, students reported that having an online community as a source of social support, as well as learning about different experiences during a global pandemic, were two strengths of the program. In addition, students reported becoming more familiar with different online technologies as well as feeling more open to people from diverse backgrounds and international careers. These findings contribute to a further understanding of Internationalisation at Home (IaH) as a useful model that can be extremely valuable in its own right. Although IaH is not a replacement for physical mobility, it may provide its own benefits, such as providing a collaborative, diverse online community as a source of social and professional support, networking and opportunities for international learning experiences for students who are unable to participate in traditional study abroad programs. Diversifying and further integrating such virtual platforms can then be seen as a part of best practices rather than a replacement for traditional modes of international cultural exchange.

A Phenomenological Pre- and Post-Reflective Comparison of Graduate Student Intercultural Competence from Agricultural Service-Learning Experiences

The purpose of this study was to determine growth in intercultural competence after graduate students participated in an international service learning (ISL) experience. One method for developing intercultural competence is service learning, where students apply learning in real-world settings through a cycle of action and reflection. This study used an interpretative phenomenological analysis related to the lived experience of eight graduate students who participated in two intensive ISL projects in Timor-Leste or Guatemala. Results included the student point of view (emic) narrative as an ethnographic crafted profile for each participant to demonstrate the process of intercultural competence development across individual and interaction processes. Students demonstrated knowledge gains after the experience, and several internal and external outcomes in their post-reflective narratives. Despite visiting different countries, the two groups of students demonstrated similar intercultural outcomes along the theoretical framework, indicating that despite contextual differences in experience, this framework maintains a robust perspective for analysing student experiences during ISL. The Process Model of Intercultural Competence served as a framework to assess intercultural competence. The process began with personal attitudes, openness to intercultural learning, and curiosity. Interpersonal outcomes developed with knowledge/comprehension through skills such as listening, observing, and interpretation. Developing flexibility, empathy, and adaptability promoted an informed frame of reference for a desired internal outcome. The external outcome resulted in behaving and communicating effectively from experience. Measuring intercultural diversity as a learning outcome from ISL can ensure adequate preparation for international development professionals.

Integrating COIL in teacher training: An estimation of learners´ motivational attitudes

Collaborative Online International Learning experiences have gained popularity and presence in the last years, but the motivational impact they have on future Primary Education teachers in the field of teacher training education is to be researched. We present a quantitative study that tries to estimate the level of motivation of teacher training students that are in the trilingual degree in the Basque Country. This study examines the level of confidence, attention, satisfaction and relevance of learners in higher education according to Keller’s ARCS model of motivation. It compares the results obtained between learners that have taken part in the Collaborative Online International Learning project, from now on COIL, and those that did not have the opportunity to take part in the virtual exchange and that had to develop the project in the traditional way. It also reflects the opinions they have regarding the general satisfaction of the project. The study involved 43 students from the UPV/EHU (University of the Basque Country) and students from Masaryk University. The data was collected through a validated questionnaire IMMS created in Google Forms. Key findings include that this faculty driven intervention that in all the dimensions, except Satisfaction, show significance results. Therefore, it is confirmed that the dimensions of Attention, Relevance, Confidence, as well as the overall score of the instrument (Global IMMS), show significant differences between the two groups analyzed. The exceptionality of the Satisfaction dimension is very close to the rejection zone of the null hypothesis. This helps us to underline the positive value of the implementation of virtual exchanges and it is therefore concluded that the greater motivation, the higher the degree of positive attitudes towards taking part in virtual exchanges. These results allow decisions to be taken with regard to implementing these experiences in the initial training of teachers, since the data that has been collected has direct implications for global learning engagement level and as an effective pedagogical approach to prepare all students to cope with the requirements that a 21st century society has.

The importance of in-country African instructors in International experiential training programs; a qualitative case study from the university of Minnesota

BackgroundFor effective delivery of international experiential training programs, many universities in the global north, have created partnerships with universities in the global south especially in Africa to enhance their capacity and diversity of learning for their students. However, there is hardly any literature that exhibits the importance of African instructors in international experiential learning programs. This study aimed at establishing the importance of African instructors in international experiential learning programs.MethodsThis was a qualitative case study that examined the importance of instructors and experts from Africa in influencing student learning processes and outcomes in the GCC 3003/5003 - Seeking Solutions to Global Health Issues. Semi-structured interviews with (2) students, (2) University of Minnesota lead faculty for the course, and (3) in-country instructors/experts from countries in East Africa and the Horn of Africa were conducted. Data was analyzed thematically.ResultsFour themes were identified: (1) Filling gaps in knowledge, (2) Orchestrating partnerships for practical exposure, (3) Improving the quality of training, and (4) orchestrating professional personal growth for students. The African in-country course instructors/experts contributed to student learning by providing a true picture reflection of happenings on the ground.ConclusionThe importance of in-country African instructors’ can be viewed as that aimed at validating students’ ideas to apply to the local settings, streamlining students’ focus, providing a platform for multi-stakeholder engagement to a particular topic, coupled with bringing an in-country context experience in the classroom.

청소년 국제체험학습 관련 국내 연구 동향 분석(2015-2022)

This study aims to analyze trends in domestic research on international experiential learning targeting youth since 2015, to find out tasks and future directions. For the research trend analysis, 127 papers were selected from KISS using keywords related to ‘area’, ‘type’, ‘scope’. The papers were analyzed utilizing Network Text Analysis. The results were as follows. First, the number of publications, while having shown a significant decrease since 2015, started to increase in 2017. Second, a great number of studies was published by international education-related academies. Third, while ‘overseas volunteer’ was the most prevalent research subject, ‘secondary education’ was the least popular one. Fourth, the cluster analysis result revealed a strong connection between ‘2019’ and ‘overseas volunteer', which the policy ‘Job creation through overseas volunteer’, undertaken since 2018, seemed to have an impact. Fifth, ‘online exchange' shows a low value both in frequency and centrality degree. The implications were as follow. First, since the research about ‘secondary education’ has small numbers, more research needs to be conducted. Second, regarding ‘overseas volunteer’ commonly used for personal interest like ‘building up employment qualification’, further discussions on the purpose and meaning of it are required. Third, more research on ICT-based and ICT blended-related are needed. Lastly, the number of researchers who has continuously studied on ‘international experiential learning’ for youth is not enough regarding that the frequency and keywords of studies have been easily affected by policies and social phenomena. Therefore, constant effort by researchers seems to be needed.