Author: Bryan Burke
Publisher:
ISBN: 9780858235830
Category : Students, Foreign
Languages : en
Pages : 286

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Book Description

Author: Elizabeth Brewer
Publisher: Taylor & Francis
ISBN: 1000980553
Category : Education
Languages : en
Pages : 246

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Book Description
Co-published with This volume focuses on two questions. First, how can education abroad be embedded into undergraduate education so that students experience it as an integral component of their education and something they help shape, rather than as time away from their education and as a commodity to be consumed? Second, how can colleges and universities maximize the educational value of education abroad by forging stronger connections between it and other undergraduate experiences? The volume argues that learning abroad be positioned within the work of the larger institution and students’ overall education.Organized within three sections, this volume makes the case that learning abroad must be positioned within the work of the larger institution and students’ overall education. In doing so, it questions many current assumptions and stimulates thinking about the power of an integrative approach to education abroad to lead to lasting educative value. An integrative approach requires that students be afforded multiple opportunities and ongoing support to draw connections with their learning abroad with other dimensions of their undergraduate education.Chapters cover topics such as the additive value of integrating multiple HIPs with education abroad to span disciplinary boundaries and promote an array of soft or operational skills; the importance of maintaining the disruptive quality of the encounter with the foreign to enrich study at home; issues of commodification and reciprocity; increasing access to study abroad to community college--particularly adult--populations; facilitating students’ social and intellectual development, identity formation, and reflective practice; rethinking orientation programming to emphasize the continuity of learning pre-, during- and post-education abroad; asking fundamental questions about the purpose of education abroad to rethink assessment and its purposes; the faculty role in the internationalization of the curriculum; and developing more intentional relationships with in-field partners and international educational organizations to more effectively connect leaning abroad with other dimensions of undergraduate education.For everyone involved in international education – whether SIOs, faculty, department chairs or deans – the critical questions and new perspectives offered here will inform and shape the growing movement to integrate education abroad with the overall undergraduate experience.

Author: Craufurd D. Goodwin
Publisher: Cambridge University Press
ISBN: 9780521357425
Category : Education
Languages : en
Pages : 154

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Book Description
Discussing American students studying abroad and the policies of both the home and host countries.

Author: Jerry S. Carlson
Publisher: Bloomsbury Publishing USA
ISBN: 0313367868
Category : Education
Languages : en
Pages : 265

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Book Description
While it is assumed that American undergraduates who study abroad derive unique benefits from the experience, until now its actual impact has not been assessed. This book, which presents the findings of a long-term evaluation project, provides the kind of systematic and comprehensive data needed to document and give future guidance to programs of study abroad. Using comparative measures, the authors examine the effects of overseas study in terms of education, career, personal satisfaction, and cultural values. Undergraduates in four U.S. college and university programs involving nearly thirty European institutions were chosen for the study. The focus of the research is the role of study abroad in students' acquisition of foreign language proficiency, knowledge of and concern for foreign cultures and international issues, attitudes toward their home country and its values, and career objectives and accomplishments. Student profiles indicate consistent patterns in motivation, achievement, and satisfaction that relate to the experience abroad. In their conclusion, the authors look at the implications of their findings in the context of our times and society and offer suggestions for some new directions for study abroad in the coming years. This analysis will be relevant for educational decision-makers, funding organizations, government, and the research community.

Author: Ayse Begum Aydinol
Publisher:
ISBN:
Category : Qualitative research
Languages : en
Pages : 113

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Book Description
Although there are many international students in U.S. higher education institutions, they still experience problems related to social and academic life, as the international student experience is not adequately understood. This may be because of a general lack of awareness relating to the international experience, which can often increase the magnitude of the international students' problems. Therefore, the purpose of this qualitative study is to provide an overview of the experiences of international students from their own perspectives. Six international graduate students were interviewed for approximately one hour in order to understand their stories in the U.S. Each participant's story was presented as a case. The participants' academic, social, and personal experiences were of great interest in this study. Based on the participants' experiences, everyday life issues, different learning cultures, pursuit of success, social interactions, and personal growth emerged as the thematic findings of this study. These might contribute to the existing body of literature, helping enhance international students' academic and social experiences abroad. Investigating the international student experience may have a positive influence on faculty members, international student offices, and international students themselves.

Author: Adrian Curaj
Publisher: Springer
ISBN: 3319208772
Category : Education
Languages : en
Pages : 906

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Book Description
Bridging the gap between higher education research and policy making was always a challenge, but the recent calls for more evidence-based policies have opened a window of unprecedented opportunity for researchers to bring more contributions to shaping the future of the European Higher Education Area (EHEA). Encouraged by the success of the 2011 first edition, Romania and Armenia have organised a 2nd edition of the Future of Higher Education – Bologna Process Researchers’ Conference (FOHE-BPRC) in November 2014, with the support of the Italian Presidency of the European Union and as part of the official EHEA agenda. Reuniting over 170 researchers from more than 30 countries, the event was a forum to debate the trends and challenges faced by higher education today and look at the future of European cooperation in higher education. The research volumes offer unique insights regarding the state of affairs of European higher education and research, as well as forward-looking policy proposals. More than 50 articles focus on essential themes in higher education: Internationalization of higher education; Financing and governance; Excellence and the diversification of missions; Teaching, learning and student engagement; Equity and the social dimension of higher education; Education, research and innovation; Quality assurance, The impacts of the Bologna Process on the EHEA and beyond and Evidence-based policies in higher education. "The Bologna process was launched at a time of great optimism about the future of the European project – to which, of course, the reform of higher education across the continent has made a major contribution. Today, for the present, that optimism has faded as economic troubles have accumulated in the Euro-zone, political tensions have been increased on issues such as immigration and armed conflict has broken out in Ukraine. There is clearly a risk that, against this troubled background, the Bologna process itself may falter. There are already signs that it has been downgraded in some countries with evidence of political withdrawal. All the more reason for the voice of higher education researchers to be heard. Since the first conference they have established themselves as powerful stakeholders in the development of the EHEA, who are helping to maintain the momentum of the Bologna process. Their pivotal role has been strengthened by the second Bucharest conference." Peter Scott, Institute of Education, London (General Rapporteur of the FOHE-BPRC first edition)

Author:
Publisher: Open University Press
ISBN:
Category : Education
Languages : en
Pages : 152

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Book Description
Beginning with an analysis of the needs and expectations of overseas students, this book goes on to the teaching and learning processes with overseas students, the student-tutor relationship, the marketing and management of courses and the training of staff.

Author: Ravichandran Ammigan
Publisher: Star Scholars
ISBN: 9781736469903
Category :
Languages : en
Pages : 80

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Book Description
Living and studying away from home can turn out to be an enriching and rewarding experience for many international students. Yet, many of them struggle to cope with their new university life due to distinct challenges such as cultural differences, language and communication barriers, and a lack of social support. Through a diverse collection of personal essays, this book captures some of the stories of international students as they reflect on their intercultural encounters, expectations, and experiences in their new surroundings and local communities. Essay themes range from culture shock to resilience, and they cover a variety of topics including the ways students change and gain new perspectives by being away from their comfort zone, the feeling of isolation and being an outsider, and the uncertainties of making new friends. This book provides readers with a unique opportunity to walk a mile in the shoes of an international student. It also highlights the importance of a strong support system for students in both the curricular and co-curricular settings and offers insights to international educators and university administrators into creating a welcoming environment that fosters international understanding and cross-cultural awareness on campus.

Author: Zhao et al
Publisher: STAR Scholars
ISBN:
Category : Education
Languages : en
Pages : 18

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Book Description
In this book, we explore the socio-political environment that impacts international students’ employability and discuss student experiences of employability development during and after their studies. The book also aims to provide a holistic understanding of international student employability on a global scale, incorporating various higher education contexts, including the US, UK, Netherlands, Vietnam, and Japan. Editors Xin Zhao (Skye) is a University Teacher in the Information School at the University of Sheffield (UK) and a senior fellow of HEA. E-mail: [email protected] Michael Kung is the Director of Global Education and the Program Director for the Sustainable Design Master’s program in the College of Design, Construction, and Planning at the University of Florida (USA). E-mail: [email protected] Krishna Bista is Vice President of the STAR Scholars Network and a Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University, Maryland (USA). E-mail: [email protected] Yingyi Ma is a Professor of Sociology, Provost Faculty Fellow, and the Director of Asian/Asian American Studies at Syracuse University, New York (USA). E-mail: [email protected] Publisher: STAR Scholars, Baltimore, Maryland (US) | Published Date: July 2022

Author: Dawn Geronimo Terkla
Publisher:
ISBN:
Category :
Languages : en
Pages : 15

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Book Description
This paper explores how students adjust to life at universities outside their home countries. Much of the current research was conducted prior to the 9/11 tragedy and focuses primarily on studies within a single U.S. institution. This project expands the boundaries by including multiple institutions from around the globe post-9/11. Findings suggest that the experiences of international students differ somewhat across continents. Respondents attending non-U.S. institutions reported more difficulty getting involved with club sports/teams, understanding slang, and making host country friends, while those attending U.S. institutions reported that living with a roommate, getting used to American food, and getting used to college food were somewhat more difficult.Those attending a U.S. institution tended to engage in more social interaction. It was also found that student region of origin impacted their experiences while studying abroad. Students from Africa and Oceania reported the most difficulty adjusting to being away from their family, living with a roommate, and the cost of living near their institution. Respondents originally coming from Asia tended to have the most difficulty understanding slang, were less likely to talk with staff members at their institution, make friends of various types, engage in cultural activities, have discussions with others, or engage in recreational or extracurricular activities. Students from South or Central America tended to be the most active in activities. Non-native speakers were more likely to experience difficulty with language related tasks, although native speakers found meeting and making friends with international students, speaking with faculty or staff, and being away from family more difficult than did their non-native speaker counterparts. Respondent sex seemed to have a minor impact, although females tended to report more social network difficulties than did males. Those who had lived in the host country prior to enrolling at their current institution reported significantly less difficulty with understanding slang, dating host country students, being away from their families and meeting other international students. They were also significantly more likely to engage in exercising, extracurricular activities, and participating in community service projects than counterparts who had not lived in the host country prior to matriculation. Where international students were living while attending their current institution also played a small role in their responses. Certain items tended to elicit similar responses regardless of student gender, region of citizenship, native language, whether they attended a U.S. or non-U.S. institution, whether they had lived in the host country prior to enrolling, or were living on or off campus. These factors related to the difficulty of speaking with faculty or staff members, becoming familiar with college life, making international friends, and frequency of spending time at work. The authors conclude that some aspects of the international student experience are universal. Number of Respondents by County/Region is appended. (Contains 13 endnotes and 14 tables.) [The AIR "Professional File" is intended as a presentation of papers which synthesize and interpret issues, operations, and research of interest in the field of institutional research.].