International Educational Experience Research Articles

Differences that matter: Boundary experiences in student teachers’ intercultural learning

This case study explored examples of pre-service teachers’ learning when experiencing discontinuity and (re)positioning themselves in various professional communities and cultures during an international teaching internship. Pre-service teachers’ experiences of discontinuity were defined as boundary experiences, when challenging or problematic socio-cultural differences significantly influenced their (inter)actions. Pre-service teachers’ attempts to (re)position themselves in the unfamiliar professional and cultural contexts are described as a state of continuity and examples of boundary crossing. Learning mechanisms of identification, coordination, reflection and transformation in the theory of boundary crossing were used to analyze 15 boundary experiences. The four learning mechanisms provided insight into how a multi-level approach (including personal, professional and cultural aspects) gives a more nuanced perspective on the dominant adjustment paradigm. The value of a boundary experience for pre-service teachers’ learning during an international teaching experience resided mostly in raising awareness of existing, often taken-for-granted, personal and professional beliefs and their ability to switch between cultural and professional perspectives. The 15 boundary experiences in this study suggest that educators could focus more on pre-service teachers’ coping strategies, existential questions and cultural negotiation when they experience discontinuity, in addition to the current focus on learning outcomes, transformations, or cultural fit.

Exploring expectations, experiences and long-term plans of Chinese international students studying in the joint Sino-Russian degree

This article investigates the transitioning process of international Chinese undergraduate students studying in Russia. The paper offers new insights into changes in the expectations and experiences of Chinese students at various stages of their joint educational studies in China and Russia. Drawing on a qualitative study of 20 Chinese undergraduates studying in Russia, the findings of the study indicate that before studying in Russia, most of Chinese students had low expectations about their study programme. However, once they were in Russia, students’ perception of the value of their international education experiences changes through varied opportunities for self-reflexivity in an unfamiliar cultural environment. The study also offers an example of methodological approach useful for researching international students’ experiences, particularly within but not limited to context of Sino-Foreign university partnerships.

Building Capacity and Changing Mental Models: The Impact of a Short-Term Overseas Teaching Experience on White Teacher Candidates from a Rural Midwestern College

ABSTRACTThis qualitative case study investigated the changes in mental models of a group of White, rural and suburban, teacher candidates in a rural midwestern college and their increased capacity to understand race and culture after their short-term practicum experience in Guatemala City. The study used individual written reflections, whole-group discussions, and individual interviews to investigate changes in mental models of educational practices by preservice teachers. Teacher candidates expressed (1) changes in their mental models of schools, teaching, and learning; (2) changes in their personal growth that they expressed would affect their future teaching; and (3) an expansion of their personal worldview and a reduction in otherization of non-U.S. and people who would not be considered White in America. This study finds that short-term international teaching experiences can have a profound impact on how the preservice teachers plan to meet the needs of diverse learners.

Science Without Borders’ Contributions to Internationalization of Brazilian Higher Education

The Science Without Borders (SWB) program is Brazil’s major international education initiative. Begun in 2011, the SWB program is a government-funded initiative that encourages Brazilian universities to structure international relations offices and make international education experiences accessible to Brazilian students. However, its initial stages were marked by problems. First, the author’s analysis focuses on the history of SWB’s implementation and pivotal moments in the program’s evolution with the objective of analyzing the available program data, balancing it with the author’s experience in managing international programs. In sequence, the author examines the key learning points from two international programs—European Union (EU) Erasmus Program and the U.S. 100,000 Strong initiative—with the objective of analyzing some of the best practices that could have assisted the SWB program in its initial implementation phase and in its future plans. Last, the author presents an analysis with key learning points on internationalization of higher education with the objective of analyzing the growing complexity in international education policies and the necessity of improvements in the current Brazilian strategy for internationalization. The author proposes that to ensure the SWB program’s efficacy, an independent evaluation and enhanced connection between Brazilian international education initiatives and the country’s foreign policy will be necessary. Sustainability of the program and Brazil’s international education policies will necessitate additional efforts including cross-border education, comprehensive internationalization, and internationalization at home strategies. In summary, the author presents recommendations to policymakers, scholars, and practitioners regarding transforming the SWB program into an international education national policy.

The Transition from Teaching in an International Context Back to New Zealand

While there can be benefits from having overseas teaching experience, the transition back to New Zealand is not always easy for teachers who have previously gained their initial teaching qualification and certification in New Zealand. Upon returning to New Zealand from teaching in an international context, teachers can find it difficult having their overseas teaching experience and knowledge valued and recognised. This article reports on a study of 40 teachers who, after gaining experience teaching in an international context, transitioned back to New Zealand. Findings illustrated that while their overseas experiences provided benefits for the teachers, their transition back to New Zealand was challenging and, for some, a time of frustration and disillusionment. In particular, the challenges were associated with having their international teaching experiences valued, re-culturing back to the New Zealand educational context and getting recognition for certification and remuneration purposes.

Experiential continuity: how newly qualified teachers’ past international teaching experiences influence their current personal interpretative framework

This two-year longitudinal study explores how an earlier international teaching experience influences the way six newly qualified teachers perceive their current teaching practice and professional self-understanding during personally significant experiences. The concept of an experiential continuum, a key concept in these findings, suggests that every experience reflects back on previous experiences and modifies later experiences. We identified 12 individual examples of personally significant experiences in which newly graduated teachers described how their previous international teaching experience informed their present teaching practice. Our study shows that experiential continuity identified during significant personal experiences in newly qualified teachers’ teaching practice influences them when interpreting: (1) professional beliefs regarding teaching knowledge; (2) moral questions regarding the teacher they want to be or become; and (3) their international teaching experience as a tool for placing new experiences in perspective. The study describes practical cases of how experiential continuity can help newly qualified teachers to understand why they make certain personal or moral interpretations in their teaching induction phase and what this means for the teacher they want to become.

Experience of International Education of East Asian Students in English-speaking Countries: A four-dimensional approach

Global participation in international education in the last two decades has increased exponentially. International students face difficulties in adjusting to the culture of their host country due to their unique needs (Bertram, Poulakis, Elsasser & Kumar, 2014). This article presents themes comprising the international education phenomenon involving the experiences of East Asian international students in English-speaking countries. The literature reviewed for this article pertains to many aspects of international education, covering the factors that influence the decision to embark on the international education journey to the adjustment experienced by students to the host culture. The authors suggest that the international education experience is comprised of four dimensions: structural, linguistic, internal, and external. We also posit that Confucianism, which many East Asian students follow, influences not only the psycho-social dimension of the international education experience but also their instructional preferences within the structural dimension. We further contend that students’ actual and perceived proficiency (or the lack thereof) in the host country’s language greatly shapes all aspects of the student’s international education experience, which then determines the degree of acculturative stress involved and plays a key role in each of the three dimensions. Because of the anticipated continued growth in the number of international students from East Asia attending higher education institutions in English-speaking countries such as the United States, Australia, Canada, and parts of Africa, it is important to examine how each of the dimensions proposed impact each other. Approaching the study of the international education experience one dimension at a time, as many scholars have done, does not completely address all of the unique needs of international students. We suggest that research in this area be conducted holistically by exploring the ecology surrounding the international student. Taking this ecological approach will help clearly define the role that home and host countries and host higher education institutions must take in serving the international students well.

Teaching and learning on a transnational education programme: opportunities and challenges for flying faculty in Geography and related disciplines

Within the context of the internationalization of UK higher education, an increasing number of UK-based institutions are developing collaborative degree programmes with overseas institutions, of which partnerships with institutions in China are the most common. This paper employs a critical reflective approach to explore, from different perspectives (self-reflection, student feedback, our colleagues’ experiences), some of the opportunities and challenges that exist for flying faculty through critical reflection on the author’s own flying faculty experiences delivering an introductory Physical Geography module in China. Teaching in an unfamiliar environment brings with it a plethora of challenges, however; for staff in Geography and related disciplines, active engagement with the external world through field-based learning is perhaps the most challenging aspect of any overseas teaching experience. As such, a particular focus of this paper is on the challenges, and potential solutions, of incorporating field-based learning and teaching in the international classroom. Ultimately, faculty with international teaching experience are best placed to develop and enhance the internationalization of their own institution’s curricula.

Student conceptions of international experience in the study abroad context

While much of recent study abroad research has focused on identifying and measuring different learning outcomes in terms of specific skills, competencies, perspectives and attributes acquired during study abroad opportunities, less research has considered how students’ deeper conceptions and understandings of international experience may change and develop during such educational encounters. This paper presents a phenomenographical research study that explored how students conceive of and make meaning out of their international education experience in a study abroad context. The data are based on detailed semi-structured interviews conducted with a sample of 28 undergraduate students at an American university who engaged in a variety of different study abroad opportunities. Guided by Variation Theory of Learning, the analysis of the data resulted in a typology of student conceptions of international experience (SCIE) that identified four distinct categories of conceptions of international experience (observing, interacting, participating and embracing) described across three constitutive features (being in the other culture, relating to the other culture and learning in the other culture). Hierarchically related through nine critical aspects of variation, the typology provides a unique and useful framework against which to map the “messiness” of students’ complex, often complicated understandings of their experience. It offers study abroad programmers opportunities to better understand and design student learning experiences and assessment instruments that go beyond competencies, skills and other learning outcomes.

Financing Study Abroad: An Exploration of the Influence of Financial Factors on Student Study Abroad Patterns

This study examines the role of financial aid variables, namely, student loan and grant amounts, expected family contribution, and financial need, on the decision to study abroad among students in the University System of Georgia. Findings indicate that, generally, student loans negatively influence the likelihood of a student studying abroad whereas grant aid increases the likelihood. Students with higher levels of expected family contribution are less likely to participate in study abroad, as are those with more financial need. This study adds to our knowledge of factors that predict student study abroad participation in that it accounts for financial factors that have not yet been examined in the study abroad literature. Findings have important implications for students, study abroad practitioners, and institutions alike in terms of student access to international experiences, and also point to several directions for future research on the influence of students’ finances on their international educational experiences.

Neo-nationalism in higher education: case of South Africa

Given the rise of regional hubs, emerging economies are experiencing international student growth as higher education providers in their respective regions. This study examined the neo-national experiences of international students in South Africa. Neo-nationalism refers to a new nationalism based national order in the new global economy. The findings of this study provide evidence that one’s region and country of origin matter in one’s international educational experience. Extending neo-racism research, neo-nationalism is critical framework in identifying one’s national origin as a potential explanation for challenges experienced by some international students. Students within Africa perceived more discrimination than those from outside the continent and students of the largest migratory group, Zimbabwe, felt the most mistreated due to their nationality. The findings have implications on better understanding and supporting international students in South Africa and abroad.

Exploring the link between internationalization of top management and accounting quality: The CFO’s international experience matters

This study examines whether and how top management internationalization is associated with accounting quality. We combine upper echelons perspectives, agency theory, human capital theory and accounting research, and demonstrate that top management internationalization mitigates the level of managerial discretion in financial reporting. By decomposing the top management team, our analysis reveals that higher levels of accounting quality are associated with the internationalization of the CFO, not the internationalization of the CEO. In particular, we find that CFO’s international education and international work experience are important factors in higher accounting quality.

Development of an International Clinical Education Extracurricular Experience Through a Collaborative Partnership.

Participating in global health care through international clinical education may enhance the development of cultural competence and professionalism. Many logistical issues need to be resolved in the development of international clinical education experiences that meet program requirements. The purpose of this case report is to describe how a university developed such an experience for students by partnering with Amizade Global Service-Learning (Amizade), an organization that facilitates global learning experiences. Medical, nursing, and pharmacy students were already participating in a 4-week international health-related service learning rotation through Amizade. The preexisting relationship and contractual agreement with the university provided the necessary legal framework. Amizade staff assisted in finding a physical therapist qualified and willing to host a student. The academic coordinator for clinical education at the university and Amizade liaisons determined living arrangements, schedule, clinical settings, and patient population. The selected student had expressed interest and had met all clinical education placement requirements. The academic coordinator for clinical education had ongoing electronic communications with all parties. The student demonstrated predicted attributes of cultural competence and professionalism; through the partnership with Amizade, the student was exposed to several unique interprofessional experiences. The steps used by the university faculty in developing this interprofessional, international clinical education experience through a collaborative partnership may provide guidance for other institutions.

The global education practicum: perspectives from accompanying academics

ABSTRACTThe benefits of international education experiences for students are well documented. The effect on the individual of international experiences has been researched and theorised by authors for at least the last 20 years. In this paper the experiences of three academics who accompanied pre-service teachers on a 3 week international practicum are examined through the prism of intercultural confidence and competence. Accompanying academic Juliet reflects on dealing with the added difficulties the pre-service teachers encountered as a result of their inexperience in classroom settings. Accompanying academic Paula reflects on the challenges of “teaching-out-of-field.” Accompanying academic Sue reflects on the social and transitional challenges experienced when supporting pre-service teachers who collectively had issues related to health, safety, and interpersonal relationships. These lived experiences provide a richer understanding of the role of international partnerships in contributing to academic growth and increasing intercultural competency in tandem with their students.

Perceptions of an international interprofessional education experience: Findings from students based in Europe and North America

ABSTRACTThe globalisation of healthcare is changing the demands placed on health professionals. It requires different skills and thought processes across national borders. Thinking in an innovative manner may provide healthcare workers with some of the necessary tools to facilitate international change by increasing students’ mental flexibility and ability to apply solutions in multiple contexts. We created the International Innovation Program for health profession education students to learn about and implement the innovation process. The programme provides students the opportunity to learn in interprofessional, international teams and apply didactic knowledge to community problems using the innovation process. The purpose of this article is to describe student perceptions across 4 years of programme implementation. Through analysis of closed-ended survey data, we found that students who participated in the programme reported improvements in collaboration and teamwork, project management, interprofessional teamwork, professional growth and development, thinking in an innovative manner, research and development skills, information seeking, and willingness to work on international projects. Analysis of the open-ended questions revealed five themes: language, teamwork and collaboration, cultural awareness, innovation process, and personal growth and self-improvement. The long-term, follow-up data indicate that these attributes can be transferred into a clinical context which have implications for improved collaboration and patient care.

Pre-service teachers’ cultural and teaching experiences abroad

This study investigates Turkish pre-service teachers’ experiences related to a two-month international teaching and cultural experience in the United States of America. In total, 289 graduate students from Turkey participated in a collaborative project from 2001 to 2010. The experience included an orientation week, six weeks of student teaching in a high school, seminars and projects at Iowa State University and cultural visits. The data were collected through a pre-service teacher questionnaire and their reflective journals. The results showed that pre-service teachers perceived the international teaching experience helped them develop professionally and personally. Through cross-cultural exchanges with their mentors along with other students and their community, the pre-service teachers expanded their knowledge of a new culture and adapted to a new working environment.

Connecting faith and pedagogy: Fortune favors the brave

This paper examines the defined charisms of an international field placement, the connection of those gifts with the culture and faith of participating preservice teaching candidates and investigates candidates’ reflections of teaching persona and self-efficacy fostered by an international teaching experience. Launched in 2010, the ELISA (English Leaners in Specialized Atmosphere) program was intended to provide opportunities for preservice candidates to cultivate global classroom perspectives and culturally relevant teaching. As the partnership between the University and pilot schools in Gaming, Austria strengthened, the education faculty began to identify that something deeper was occurring. Participants in the field placements were not only developing pedagogy but connecting their faith to their reflective practice and teaching.Keywords: charism, study abroad, preservice teaching candidates, culturally relevant teaching

Connecting faith and pedagogy: Fortune favors the brave

This paper examines the defined charisms of an international field placement, the connection of those gifts with the culture and faith of participating preservice teaching candidates and investigates candidates’ reflections of teaching persona and self-efficacy fostered by an international teaching experience. Launched in 2010, the ELISA (English Leaners in Specialized Atmosphere) program was intended to provide opportunities for preservice candidates to cultivate global classroom perspectives and culturally relevant teaching. As the partnership between the University and pilot schools in Gaming, Austria strengthened, the education faculty began to identify that something deeper was occurring. Participants in the field placements were not only developing pedagogy but connecting their faith to their reflective practice and teaching. Keywords: charism, study abroad, preservice teaching candidates, culturally relevant teaching

Connecting faith and pedagogy: Fortune favors the brave

This paper examines the defined charisms of an international field placement, the connection of those gifts with the culture and faith of participating preservice teaching candidates and investigates candidates’ reflections of teaching persona and self-efficacy fostered by an international teaching experience. Launched in 2010, the ELISA (English Leaners in Specialized Atmosphere) program was intended to provide opportunities for preservice candidates to cultivate global classroom perspectives and culturally relevant teaching. As the partnership between the University and pilot schools in Gaming, Austria strengthened, the education faculty began to identify that something deeper was occurring. Participants in the field placements were not only developing pedagogy but connecting their faith to their reflective practice and teaching.Keywords: charism, study abroad, preservice teaching candidates, culturally relevant teaching

Exploring the Use of Critical Reflective Inquiry With Nursing Students Participating in an International Service-Learning Experience.

Increasing interest in providing international educational experiences for nursing students has led to a variety of short-term international service-learning experiences. However, the impact of these experiences has not been clearly articulated. In this qualitative descriptive research study, Kim's critical reflective inquiry model was used to help guide students in reflecting on and identifying the impact of an international service-learning program in the Dominican Republic. The model was helpful in promoting in-depth description and reflection on the students' underlying assumptions and values, as well as identifying beginning strategies for emancipation in specific patient care situations. Providing a group process for critical reflection may optimize the perspective transformations in meeting the goals and objectives of the experience.