International Educational Experience Research Articles

The Influence of International Education Experience on Host Country-Related Outcomes: An Analysis of Chinese Students’ Relationships with South Korean Universities

Recognizing the globalization of higher education institutions, this study examined the influence of university–student relationships on host country-related outcomes, including student attitudes, purchase intentions, and policy support. A survey was conducted with Chinese students who had studied or who were currently studying at South Korean universities. Its results showed a significant positive association between Chinese student perceptions of their relationships with host universities and their attitudes toward South Korea. In addition, their positive attitudes led to (i) intentions to purchase Korean products and (ii) policy support for the Korean government. The theoretical and practical implications of study findings are discussed from the perspectives of public diplomacy and the university’s role in a highly globalized education system.

Experiential Learning of University Students Delivering a Coaching Workshop in Belize

Prior research has demonstrated the importance of engaging college students in a global curriculum that prepares them for the everchanging landscape of the sports industry. International learning experiences are one way to facilitate this type of professional preparation and often include the added benefit of having a deep personal impact. The purpose of this study was to understand university students’ experiences leading sessions for Belizean coaches as part of an international teaching experience. Participants were four university students pursuing interdisciplinary sport majors. Data sources included recorded interviews and daily group debrief sessions, reflective journals, social media-based photo journals, and observational fieldnotes. Qualitative data analysis resulted in the construction of three themes that described the participants’ experiences and learning outcomes: (a) personal and professional growth, (b) developing and maintaining relationships, and (c) engaging with culture. Results suggest that an international program designed to foster experiential, global learning was enhanced by the opportunity to teach in a new context, foster relationships with local stakeholders, and participate in pre- and posttrip training.

The Growing Diversity of Chinese Negotiators during International Negotiations and Updated Negotiation Strategies

This article aims to extend the notion of successful international negotiations beyond just recognizing personal and national information of the negotiators. We argue that in aggregate, international educational and life experiences of the negotiators abroad from their native/home country bring in different perspectives in the negotiation process. Thus, formulating negotiation plans targeting this specific aspect of negotiators’ profile would enlarge the probability of reaching an agreement among different parties. We particularly use the population of Chinese negotiators who have been educated abroad and/or lived abroad for an extensive length of time to illustrate our proposed mechanism of more successful negotiation process.

Teaching and Engaging International Students

[ ]it is timely to reflect on how we view and conceptualize the way we engage and work with international students Conceptualize Student Connection Through Formal and Informal Curriculum Dis/connection has been argued to play "an important role in shaping international students' wellbeing, performance and life trajectories" (Tran & Gomes, 2017, p 1) [ ]it is important to frame international student connectedness not only within the context of formal teaching and learning on campus, but also in a broader setting, taking into account the dynamic, diverse, and fluid features of transnational mobility [ ]effective teaching of and engagement with international students is based on understanding not only their academic needs but also other aspects that are interlinked with their academic performance, including pastoral care needs, mental health, employment, accommodation, finance, life plans, and aspirations [ ]a sense of belonging to the content of teaching and learning and the pedagogy used by teachers is essential to international students' engagement with the classroom community

Enhancing the clinical competence of postgraduate students in periodontology: design and implementation of multidisciplinary grand rounds

Recently the model of cultivating stomatology talents for postgraduate education in China is primarily specialized education. The aim of the present study was to construct a multidisciplinary grand rounds series based on presentation and commentary for diagnosis and treatment plan of clinical cases, in order to improve the clinical competence of postgraduate students from various dental disciplines for resolving the clinical problems. The grand rounds series was designed for postgraduate students of periodontology, with the combination of the advantages of the international dentistry education experience and Chinese characteristics. This study focused on designing and exploring the multidisciplinary grand rounds series based on complicated periodontal clinical cases, and also on analyzing and evaluating the effectiveness of the series by questionnaire investigation for both teachers and students. The results of the preliminary investigation showed that postgraduate students had positive view on the form and content of the teaching rounds. However, more analysis is needed for further evaluation.

The Development of International Education towards Migration Abroad by Indonesian Women

The study aimed to determine the degree of empowerment education towards ex-migrant women in the economic field, to explore the use of remittance sent by emigrant women to their families, and to identify the role of ex-migrant women to educate the community. A mixed-method research approach was used to obtain comprehensive information with questionnaire and in-depth interview with 45 participants. The research was undertaken in Subang, West Java, Indonesia, which was chosen due to the large number of Indonesian workers. The results of the study showed that women, who have migrated overseas for work, obtained a lot of international education experience, especially in terms of economic empowerment, and as a result were able to undertake economic activities upon returning to their home, such as opening a small food stall, and working in small to medium enterprises making and selling handicrafts as well as teaching Arabic language. The research also showed that the use of remittance by the families of ex-migrant women generally takes the form of material (economic) for day-to-day need, tuition fee and investment. The research concluded that ex-migrant women appear to gain international education experience, economic and social empowerment and have a willingness to educate and share their experience in community activities such as mutual cooperation, social gathering, and also in Posyandu (local health center) activities. Continuous investment in skills has not been done entirely by ex-migrant women. The results of working abroad are still used to meet daily needs.

Beyond transformation, aid and gratitude: Developing a mutually beneficial international teaching experience

ABSTRACT International teaching experiences are increasingly being offered as an option in teacher education programs as a way of addressing goals related to internationalization such as developing intercultural competence and preparing teachers for “super-diversity” in education. However, there has also been some concern expressed that international teaching experiences may simply reinforce stereotypes and contribute to deficit thinking about diversity and difference. This article critically evaluates the literature relating to international teaching experiences, using postcolonial theory to interrogate the dominant discourses in this field. In particular, discourses of transformation, aid, and gratitude are prominent in the literature and their problematic nature and impact on developing equitable partnerships with host schools and institutions, and in terms of challenging and changing student teachers' intercultural competence is discussed. Drawing on studies that have taken a more critical approach, practices that can promote equitable partnerships and mutually beneficial experiences for both hosts and visitors are suggested.

Chinese nurses’ perceived impact of international educational experiences and cultural beliefs following a 1-year study abroad program: an exploratory study

Abstract Objectives To examine the perceived impact of international educational experiences and cultural beliefs before and after completing a 1-year Masters of Science in Nursing program. Methods An exploratory study was conducted among Chinese nurses studying abroad in a private medium-sized university in the United States. The 27-item electronic pre-survey was administered within 1 week of starting the program and the post-survey was administered 1 year later at the completion of the program. Results Majority of participants (n = 25) were female, 23–36 years of age. Findings revealed that the perceived impact of international educational experiences assessed at the start of the program was similar to the perceived impact measured at the end of the 1-year program, suggesting that the students learned and experienced what they anticipated. There was a significant impact on cultural beliefs from the start of the program compared with the end of the program suggesting that a 1-year study abroad program does influence cultural beliefs. Conclusions Understanding what is important to provide in a study abroad program and providing the educational experiences identified by students as impactful are avenues to help host universities best develop their programs. Findings suggested that the 1-year program can influence foreign students’ cultural beliefs, yet the professional and personal impact of this change warrants further study.

'Being international is always a good thing': A multicentre interview study on ethics in international medical education.

ContextInternationalisation in medical education raises ethical concerns over, for instance, its for‐profit orientation, the potential erosion of cultural diversity and the possibility that standardised education may not meet the needs of patients everywhere. These concerns fit into a broader debate on social responsibility in higher education. This study aims to explore how academic staff in international medical education experience and act upon the ethical concerns that pertain to their programmes. By adding their perspectives to the debate, this study helps us understand how theory‐based ethical concerns are reflected in practice.MethodsWe conducted a multicentre instrumental case study across three international medical programmes, all of which were characterised by an international student intake, an internationalised curriculum and international partnerships, and all of which used English as the medium of instruction. We conducted 24 semi‐structured interviews with purposively sampled curriculum directors and teaching staff. Participants shared their personal experiences and responded to ethical concerns expressed in the literature. Our multidisciplinary team performed a template analysis of the data based on theoretical frameworks of ethics and social responsibility.ResultsParticipants primarily experienced the internationalisation of their institutions and programmes as having a positive impact on students, the university and the future global society. However, they did face several ethical dilemmas. The first of these involved the possibility that marketisation through international recruitment and the application of substantial tuition fees might widen access to medical education, but might allow weaker students to enter medical schools. The second concern referred to the homogenisation of education methods and content, which offers opportunities to expose students to best practices, but may also pose a risk to education quality. The third issue referred to the experience that although student diversity helped to promote intercultural learning, it also jeopardised student well‐being.ConclusionsIn the eyes of teaching staff in international medical education, internationalisation can benefit education quality and society, but poses ethical dilemmas through the forces of marketisation, homogenisation and diversification. The findings reflect a tension between the views of scholars and those of practitioners. The critical perspective found in academic debates is largely missing in practice, and theoretical frameworks on ethics possibly overlook the benefits of international education. To facilitate ethical decision making, we propose that scholars and practitioners globally try to learn from each other.

The Impact of Respiratory Therapy International Education in the United States: Saudi International Students’ Perceptions

The purpose of this study was to assess graduate and undergraduate international respiratory therapy students' perceptions of the impact of their international educational experience on their life experience and development. Data were collected through a validated descriptive survey. Four main dimensions of development were assessed: professional respiratory therapist (RT) role, global understanding, personal development, and intellectual development. The sample size was 62. Just over half of the subjects held a graduate degree in respiratory therapy, and 47% held an undergraduate degree in respiratory therapy. Female participants accounted for 13% of participants. The dimensions of development that were the most affected for RT undergraduate students were professional RT role and global understanding, whereas personal development was the most impacted area of development for graduate RT students. The time spent abroad for education had a positive correlation with the students' perceptions of development of their professional RT role (rs = 0.43, P = .001), personal development (rs = 0.26, P = .047), and overall survey development score (rs = 0.28, P = .036). Former graduates had a significantly higher perception of development of their professional practice (P = .035) and cultural interaction (P = .03) than did current students. International education has a large overall positive impact on students' life experience and development. The study findings support the value of promoting international education in RT programs due to its role in advancing students' development and the internationalization of RT education.

Developing an Open Access, Competency-Based Global Oral Health Curriculum: A Global Health Starter Kit.

Dental education has seen increases in global health and international educational experiences in many dental schools' curricula. In response, the Consortium of Universities for Global Health's Global Oral Health Interest Group aims to develop readily available, open access resources for competency-based global oral health teaching and learning. The aim of this study was to develop and evaluate a Global Health Starter Kit (GHSK), an interdisciplinary, competency-based, open access curriculum for dental faculty members who wish to teach global oral health in their courses. Phase I (2012-17) evaluated longitudinal outcomes from two Harvard School of Dental Medicine pilot global health courses with 32 advanced and 34 predoctoral dental students. In Phase II (2018), the Phase I outcomes informed development, implementation, and evaluation of the open access GHSK (45 enrollees) written by an interdisciplinary, international team of 13 content experts and consisting of five modules: Global Trends, Global Goals, Back to Basics: Primary Care, Social Determinants and Risks, and Ethics and Sustainability. In Phase III (summer and fall 2018), five additional pilot institutions (two U.S. dental schools, one U.S. dental hygiene program, and two dental schools in low- and middle-income countries) participated in an early adoption of the GHSK curriculum. The increase in perceived knowledge scores of students enrolled in the pilot global health courses was similar to those enrolled in the GHSK, suggesting the kit educated students as well or better in nearly all categories than prior course materials. This study found the GHSK led to improvements in learning in the short term and may also contribute to long-term career planning and decision making by providing competency-based global health education.

Challenges of Teaching Academic Writing Skills in ESL Classroom (Based on International Teaching Experience)

The painstaking effort to teach academic writing skills to EFL/L2 students is rewarding when learners are aware of the need to improve their English language skills and gain the mastery of key academic genres required both for their academic and professional life. The majority of Western communities/employers first evaluate novice specialists by their writing ability: CVs, statement of purpose, personal statement, cover letter, etc. This article draws a modest comparative analysis of approaches to teaching academic writing skills in European universities (Ukrainian and Slovak) based on personal experience; it makes an attempt to engrasp key principles of teaching some challenging aspects of academic writing skills in European university classroom, highlights most common students„ mistakes, and ways of avoiding them. The purpose of this study has been to identify the most challenging writing aspects for L2 learners, mainly a range of Ukrainian and Slovak EFL students. To do so, the most frequent errors of the students‟ essays were collected and analysed based on language study discrepancies, which affect L2 learners‟ acquisition of literacy of the target language. The most palpable gaps appear in register and punctuation fields of the students‟ knowledge, which implies an application of powerful tools to deal with these errors.

Short-Term Study Abroad: The Students' Perspective on London 2019

ContextMany study abroad experiences are difficult for athletic training students to attend because of the prescriptive nature of the athletic training curriculum. Short-term study abroad programs allow students to participate in an international educational experience without the time commitment of semester-long or yearlong programs.ObjectiveTo report the students' perspective of a short-term study abroad experience.BackgroundIn January 2019 a short-term study abroad program was offered for athletic training students. The program included attendance at a sports medicine conference, networking opportunities, and cultural activities.SynthesisThrough a group debriefing session and guided reflection questions, four athletic training students who attended the short-term study abroad program in London reflected on their preparations for the international travel and their experiences while abroad.Recommendation(s)Continued research should be conducted to objectively assess how short-term study abroad programs influence students' cultural awareness and cultural competency upon return.Conclusion(s)Short-term study abroad programs are one way for students to increase cultural awareness while staying on track with their athletic training curriculum. From the students' perspective, once they overcame the perceived barriers to international travel, the experience was positive, and they would recommend it to other athletic training students.

Re-Envisioning ESL for Short-Term Programs

ESL professionals have traditionally taught the four language skills, vocabulary, and grammar in Intensive English Programs (IEPs) to help incoming students satisfy the university’s ESL requirement. As international education continues to change, however, the ESL profession will need to re-conceptualize its role and make explicit its evolving relevance. IEPs and traditional ESL classes are not necessarily applicable to short-term programs, whose purpose is to give participants some experience at a US institution with a focus on a specific discipline or area of study. This paper demonstrates two ways ESL professionals re-envisioned their role at the university for short-term programs (STPs) by creating English courses for the international education experience. With linguistic and cultural guidance from the ESL instructors, participants in these English courses critically analyzed impactful observations, perceptions, ideas, or events from the STP and gave PowerPoint presentations at a program-wide conference on their analysis of one academic or non-academic concept or observation that had the most impact.

Conceptualizing University Education Study Abroad Programs Using a Mutualistic Process

As we continue to develop into a more globalized society, it is an expectation that students in higher education become global citizens. While the literature supports the notion that students positively benefit from international education experiences, little research has been done to determine what role the community plays, or what effects the study abroad experience has on the community in which the student population is engaged. This study introduces an innovative conceptual framework that overlays the biological concept of symbiosis on the international education experience. This unique conceptual framework shines a light on the study abroad experience from the community’s perspective, as well as illustrating positive and negative impacts of student interaction within the local community. The results indicate that not only is there a role for communities but also communities need to be included in the planning and creation of these experiences, ultimately leading to more mutually beneficial outcomes. Ideally, these findings could be used by educators to capture the community voice to create more mutualistic programs in study abroad.

Fostering Future Lawyers in an Era of Globalization: Integrating Dispute Resolution Into Overseas Clinical Legal Education Externships

Twenty first century law students and graduates are increasingly being exposed to legal issues and disputes beyond their own domestic shores and across international jurisdictions. In order to equip students with the necessary knowledge, skills and values to seamlessly transition from law school into dispute resolution processes and legal practice set in the global context, there is a need to incorporate international clinical legal education experiences into the law school curriculum. This paper begins by reviewing the current place of dispute resolution in Australian and Chinese law school curricula and legal practice. The paper then reviews a pilot program conducted by the University of Newcastle Law School, Australia, where Newcastle students undertook a two-week clinical legal education externship in China with a focus on dispute resolution. This included both Australian and Chinese students participating in simulated negotiation and mediation exercises. The program concluded with students interviewing the key stakeholders in a dispute resolution regime based in an arbitration institute, where there were on-site ‘live client’ mediations and arbitrations. This experiential learning opportunity enabled students from both Australia and China to develop cross-cultural communication skills and sensitivities, and comparative knowledge in different legal systems. It also provided opportunities for students to reflect on ways in which the dispute resolution processes can be enhanced in Australia and China, together with a hands-on clinical experience for students at a time when law schools are seeking to further internationalize their teaching and learning. Students’ reflections on this aspect of the externship indicated a strong desire to see additional international dispute resolution learning opportunities set in a practical context.

Fostering Future Lawyers in an Era of Globalisation: Integrating Dispute Resolution into Overseas Clinical Legal Education Externships

Twenty first century law students and graduates are increasingly being exposed to legal issues and disputes beyond their own domestic shores and across international jurisdictions. In order to equip students with the necessary knowledge, skills and values to seamlessly transition from law school into dispute resolution processes and legal practice set in the global context, there is a need to incorporate international clinical legal education experiences into the law school curriculum. This paper begins by reviewing the current place of dispute resolution in Australian and Chinese law school curricula and legal practice. The paper then reviews a pilot program conducted by the University of Newcastle Law School, Australia, where Newcastle students undertook a two-week clinical legal education externship in China with a focus on dispute resolution. This included both Australian and Chinese students participating in simulated negotiation and mediation exercises. The program concluded with students interviewing the key stakeholders in a dispute resolution regime based in an arbitration institute, where there were on-site ‘live client’ mediations and arbitrations. This experiential learning opportunity enabled students from both Australia and China to develop cross-cultural communication skills and sensitivities, and comparative knowledge in different legal systems. It also provided opportunities for students to reflect on ways in which the dispute resolution processes can be enhanced in Australia and China, together with a hands-on clinical experience for students at a time when law schools are seeking to further internationalise their teaching and learning. Students’ reflections on this aspect of the externship indicated a strong desire to see additional international dispute resolution learning opportunities set in a practical context.

ESD 実践における学校教員の国際教育協力経験活用の 可能性 ─青年海外協力隊「現職教員特別参加制度」参加による状況的学習を通して─

ESD 実践における学校教員の国際教育協力経験活用の 可能性 ─青年海外協力隊「現職教員特別参加制度」参加による状況的学習を通して─

Study abroad as social and emotional learning

Purpose This paper investigates and reports on the study abroad experiences of 22 teacher candidates from the Southeast region of the USA (n=22). The purpose of this paper is to examine the teacher candidates’ development of social and emotional learning through their international teaching experiences. Design/methodology/approach The study is framed by Critical Cosmopolitan Theory, which is a theoretical lens for a critical understanding of the development of global competencies for critical consciousness. The paper uses a case study research design (Yin, 2008), which included data collected via artifact analysis, participant interviews and participant observation through field notes. Findings The study found how the study abroad and international teaching experiences were instrumental in aiding in the teacher candidates’ social and emotional learning. This included the adoption of culturally responsive teaching practices, development of reading the world and enactment of taking action to rewrite the world. Research limitations/implications One of the limitations is the relatively small sample size. This is due, in part, to the high cost associated with study abroad. The high cost of study abroad can be a barrier for students to access the cross-cultural experiences afforded by study abroad. The hefty price tag of study abroad often limits the number of teacher candidates at public institutions who can go on study abroad (Malewski and Phillion, 2009). A future research agenda is needed about ways to help off-set the costs in order to make study abroad more affordable and equitable. Practical implications The practical implications of this paper are that it provides an instructive lens for how to integrate social and emotional learning within a study abroad experience. At the same time, the paper connects socio-emotional learning (SEL) with the development of global competencies and global citizenship. Social implications The social implications relate to the practical implications in that the paper illustrates how SEL is connected to the development of global citizenship development. The study weds the critical cosmopolitan framework with SEL to show how learners develop empathy through reading and rewriting the world. Originality/value The case study presented in this paper highlights the possibilities of study abroad in tandem with international teaching experiences to help prepare teachers with SEL features like fostering empathy, developing culturally responsive practices, and becoming critically conscious and cosmopolitan. The study fills a gap in the literature regarding the development of SEL among elementary education teacher candidates through study abroad and international teaching experiences.

СИСТЕМА ОБРАЗОВАНИЯ И СОЦИАЛЬНОЕ НЕРАВЕНСТВО: АНАЛИЗ ЗАРУБЕЖНЫХ ПОДХОДОВ К ИССЛЕДОВАНИЮ ПРОБЛЕМЫ

Международный опыт реформирования системы образования свидетельствует о значительных проблемах социального неравенства в получении услуг образования. Существующее неравенство доходов – индикатор социального неравенства образовательных возможностей. Объект исследования: система образования развитых стран. Предмет исследования: неравные возможности в получении образования. Показано, что различия между странами в уровне образования граждан коррелируют с разнообразием мест проживания и неравенством доходов домохозяйств. Доступность образования и преодоление социального неравенства является необходимым компонентом социально-экономического и культурного развития общества. Образование является инструментом установления равенства граждан. Имея высшее образование, гражданин может изменить социальное положение и уровень доходов. Однако, в современном мире институт образования не только усугубляет социальное неравенство, но и закрепляет разделение общества на социальные слои. Анализ зарубежных подходов позволил определить тенденцию углубления социального неравенства; в мировом сообществе, ориентирующемся на модель глобального образования, изменения в доступности обучения средним и низшим слоям населения не произошло.Цель: выявить, по материалам существующей литературы, подходы к анализу социального неравенства в системе образования в зарубежных странах.Метод и методология проведения работы: использовался сравнительный метод исследования методической, аналитической, социологической, педагогической литературы по изучению международного опыта реформирования системы образования и возникающим проблемам социального неравенства. Исследование основывалось на опыте, представленном в международных публикациях сборников научных статей и научно-методических периодических изданиях.Результаты: выявлена корреляционная связь между неравенством доходов, разнообразием мест проживания и уровнем образования.Область применения результатов: международный образовательный опыт может быть использован Россией, входящей в мировое образовательное пространство и меняющей образовательную политику на всех уровнях образования, с целью объединения усилий по преодолению общей проблемы социального неравенства.