1988 - 2000
Office of International Affairs
University of Chicago
I wish to give a very special thank you to the following individuals for their encouragement and assistance as I compiled this bibliography: Kathy Sideli, Bill Nolting, Gary Rhodes, Ana Campos and Gabriela Comp.
This bibliography is a supplement to the valuable bibliography compiled and edited by Maureen Chao:
Research on U.S. Students Abroad, Volume II,
1988 - 2000
Final editing, online publication, and introduction
By LMU Center for Global Education
Gary Rhodes, Director
Joshua Lee, Assistant Director
Hai Hong, Graduate Assistant
All web links and e-mail addresses specified in this document are active as of the revision date. Should you discover an address that is no longer operational or has changed please inform the Editor so that the appropriate updates can be made.
Revised: March 15, 2003
Abramovitch, H., Schreier, A., & Koren, N. (2000, November). American medical students in Israel: Stress and coping – a follow-up study. Medical Education, 34 (11), 890-966.
Background: Medical students studying abroad face the double stress of adjusting to a new cultural environment while at the same time, coping with the usual stresses of medical school. In a previous article, we examined the perceived stress and coping of American medical students studying in Israel.; Aims: The current study was designed to follow up changes in made in response to the original study.; Participants: First year students, NY/American Program, Sackler School of Medicine, Tel Aviv University, Israel.; Methods: Ways of Coping Checklist (WCCL), Appraisal Dimension Scale (ADS) and two instruments specifically designed for the study.; Results: Students’ coping with their adjustment to Israel was highly correlated to their adjustment to medical school. There was significant improvement in student mental health and student satisfaction and a corresponding reduction in dysfunctional defence mechanism and a previous pattern of heavy drinking.; Discussion: The results are discussed in terms of improvements in the student support system proposed at the time of the initial study as well as changes in the student body. Limitations and future directions for research are also discussed. [Authors].
Adams, R.J. (2000). An evaluation of the impact of BYU study abroad programs on language learning strategy use. Unpublished Master’s thesis, Bringham Young University, Provo, UT.
This thesis sought to evaluate the effect of study abroad on students' use of language learning strategies; in other words, the aim of this research was to see if study abroad helped students from Brigham Young University's (BYU) foreign language classes to become better language learners. Eighty-nine students from six different programs, as well as a smaller control group of French 202 students on BYU campus, completed questionnaires and the Strategic Inventory for Language Learning (SILL) both before and after their study abroad experience. Their answers were analyzed quantitatively. First the control group was compared to the French 202 students who participated in the study abroad program. Next all of the study abroad students were compared to identify personal and program variables which had a significant affect on students' use of language learning strategies, and second language proficiency changes were examined to see if students' who experienced an increase in second language proficiency had increased their use of language learning strategies.
This study details the findings of a statistical analysis of students' pre- and post-study abroad SILL scores. There were no significant differences between the control and experimental groups for any of the six strategy types identified by the SILL. Among the study abroad participants, those who participated in the least number of tourism-oriented days of travel increased their use of communicative strategies. Participants' gender significantly affected their use of cognitive and affective strategies, and previous training in strategy use affected their use of memory strategies. Students who indicated that they had significantly improved their listening comprehension and overall proficiency had also increased their use of several types of strategies, and writing, pronunciation, and grammar improvements were also reported by students who increased or maintained their pre-program use of various strategy types. While study abroad does not seem to automatically increase students' use of language learning strategies, students who do increase their strategy use do seem to be more successful in improving their language proficiency. Implications for study abroad are discussed. [Author].
Adelman, M.B. (1988). The impact of an international education on college acceptance and career development. American Institute for Foreign Study. ERIC Document Reproduction Service No. ED 298 056.
This study investigates the impact of study abroad on college students in the American Institute for Foreign Study’s overseas program between 1983-1988. A survey examines skills developed by students, citing three primary gains: maturity, proficiency in a foreign language, and knowledge of a second culture. Comments on the value of study abroad from the perspective of educational professionals and prior participants are include. [Author].
Adeola, F.O., & Perry, J.A. (1997). Global study: Smooth or bumpy ride: Global study is to diversity as internship is to job experience. The Black Collegian Online, 10. [On-line]. Available:
A year or two of global study, or international study as it is often called, increases not only your value to an employer in very practical ways, but also, depending upon where you study, your racial perception of the source of the way you act, think, play, and pray. In most countries, you can expect a very smooth ride in the host country housing the international program you select; in some, you can expect a bumpy ride. But even a bumpy, global study ride may be useful to an employer as an indicator of a resourceful, pioneering spirit. A given country may offer specific values to specific corporations because of its natural resources. Zaire, for instance, has large deposits of gold and diamonds. But except for ties of well-known corporations to internationally strategic Euro-pean countries and to Japan, these ties are difficult for you as a student to know. You need not, however, undertake global study from a basis of specific corporate ties to a country. Global study is as important as an indicator of a type of diverse person as it is an indicator of a person with specific language and cultural skills. It is important to you psychologically, for it is likely to help you understand the source of your own cultural responses, responses often thought of as racial or ethnic. This later reason is somewhat subtle, based as it is on Carl Jung's notion of the subconscious as a collection of archetypal images. The focus here is both the practical as well as the psychological reasons for global study. The easier, practical reason, diversity, first. [Authors].
Aitches, M., & Hoemeke, T. (1992). Education abroad and international exchange. In C. Klasek (Ed.), Bridges to the future: Strategies for internationalizing higher education (pp.80-89). Carbondale, IL: Association of International Education Administrators.
Akande, Y., & Slawson, C. (2000, Summer). Exploring the long-term impact of study abroad: A case study of 50 years of study abroad alumni. International Educator, 9 (3), 12-17.
Albers-Miller, N.D., Prenshaw, P.J. & Straughan, R.D. (1999). Study abroad programs: An exploratory study of students' perceptions. In A. Menon, & A. Sharmad (Eds.), Marketing theory and applications, v. 10 (pp. 65-72). Chicago: American Marketing Association.
Albers-Miller, N.D., Prenshaw, P.J. & Straughan, R.D. (1999) Student perceptions of study abroad programs: A survey of US colleges and universities. Marketing Education Review, 9 (1), 29-36.
This study examined 656 students’ perceptions of international education and study abroad programs. Respondents included business students from seven universities, both public and private, across the United States. The research addressed four issues: general perceptions of international course work; general perceptions of study abroad programs; perceptions of study abroad program costs in both time and money; and desired program characteristics. The results indicated that many of the students were misinformed regarding their university’s programs. The research offers insight for developing and modifying study abroad programs that will encourage student participation. [Authors].
Albers-Miller, N.D., Sigerstad, T.D. & Straughan, R.D. (2000). Internationalization of the undergraduate curriculum: Insight from recruiters. Journal of Teaching in International Business. 11 (4), 55-80.
Historically, business schools have been encouraged to internationalize their programs. The need is still great today. Many scholars have addressed the issues of international curriculum development, particularly at the M.B.A. level. Fewer have examined the problem from a B.B.A. level. This paper specifically examines the internationalization issue at the B.B.A. level through the input from recruiters on college campuses. This study determined that recruiters from different companies respond to international credentials differently. Individual responses to conjoint profiles from 68 recruiters were cluster analyzed. Four separate clusters of recruiter preferences are reported. Variation was found in the type of degree that was preferred, the demand for language training, the value of an international internship and the reaction to study abroad programs. [Authors].
Altbach, P.G., & McGill Peterson, P. (Eds.). (1999, April). Higher education in the 21st century: Global challenge and national response, IIE Research Report Number Twenty-Nine. New York: Institute of International Education. [On-Line]. Available: http://www.iie.org/PDFs/Publications/report29.pdf
Andreasen, R.J., & Wu, C-H. (1999, Summer). Study abroad program as an experiential, capstone course: A proposed model. Journal of International Agricultural and Extension Education, 69-78. [On-Line]. Available: ag.arizona.edu/aiaee/journals/Vol-6.2.pdf.
Outstanding graduate student research paper from the 15th Annual Meeting of the Association for International Agricultural and Extension Education, Trinidad & Tobago, March 22-26, 1999. The purpose of this study was to develop a model for incorporating experiential learning into capstone courses and a rationale for the inclusion of study abroad programs into this course description. Specific objectives were: 1) Identify and define components of a capstone course; 2) Define study abroad programs as capstone.; and, Develop a model for incorporating experiential learning into capstone courses. [Authors].
Armes, K., & Ward, C. (1989). Cross-cultural transitions and sojourner adjustment in Singapore. Journal of Social Psychology, 12, 273-275.
Armstrong, G.K. (1992). Language study for high school students: Indiana’s program for proficiency and recruitment. Foreign Language Annuals, 15 (5).
Arum, S. (1988, Spring). The case for diffusion in the development of international education. Journal of the Association of International Education Administrators, 12-16.
Arum, S. (1993). Innovations. International Education Forum, 13 (1), 53-58.
Arum, S., & Van de Water, J. (1992). The need for a definition of international education in U.S. universities. In C. Klasek, (Ed.), Bridges to the future: Strategies for internationalizing higher education (pp. 191-203). Carbondale, Illinois: Association of International Education Administrators.
Association of Canadian Community Colleges. (1994). Internationalization of colleges: An orientation document. Ottawa, Canada: Association of Canadian Community Colleges.
Association of International Education Administrators (AIEA). (1988). Action for international competence: Recommendations by the Association of International Education Administrators. [On-Line]. Available: http://wings.buffalo.edu/intled/aiea/action.pdf.
Association of International Education Administrators (AIEA). (1989). Guidelines for international education at U.S. colleges and universities. [On-Line]. Available: http://wings.buffalo.edu/intled/aiea/guidelines.pdf.
Association of Universities and Canadian Colleges. (1993). Guide to establishing international academic links. Ottawa: Association of Universities and Canadian Colleges.
Audas, M.C. (1990, Fall). Comparing policy statements and practices in the international dimension of selected institutions of higher education. International Education Forum, 10 (2), 59-73.
Audas, M.C. (1991, Fall). Comparing policy statements and practices in the international dimension of selected institutions of higher education, part II. International Education Forum, 11 (2), 86-108.
Aune, B., & Soneson, H. (1995, July). Disability issues in international exchange: The work of a university task force. Paper presented at the “Tools for Tomorrow: Exchanging International Perspectives on Higher Education and Disability," a conference sponsored by the University of New Orleans and the University of Innsbruck, Austria.
Bachner, D. (1994). Global competence and international student exchange: Attitudinal preparation for effective learning. In R.D. Lambert (Ed.), Educational exchange and global competence (pp. 189-198) New York: CIEE: Council on International Educational Exchange.
Bachner, D.J., & Zeutschel, U. (1990). Students of four decades: A research study of the influences of an international exchange experience on the lives of German and U.S. high school students. Washington, D.C.: Youth for Understanding.
Bachner, D.J., & Zeutschel, U. (1994). Utilizing the effects of youth exchange: A study of the subsequent lives of German and American high school exchange students. Occasional Papers on International Educational Exchange, 31. New York: Council on International Educational Exchange. [On-Line]. Available: http://www.ciee.org/images/uploaded/pdf/occasional31.pdf.
Ball, M. (2000, Summer). Preparing non-specialist language students for study abroad. Language Learning Journal, 21, 19.
Barker, C.M. (2000). Education for international understanding and global competence. New York: Carnegie Corporation of New York. [On-Line]. Available: http://www.carnegie.org/pdf/global.pdf.
Report of a meeting convened by Carnegie Corporation of New York on January 21, 2000.
Barker, T.S., & Hoemeke, T.H. (1995, Spring). International education: A profile of Texas. The Phi Beta Delta International Review, 5.
Barro, S.M. (1997). International education expenditure comparability study: Final report. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics: Educational Resources Information Center. (Working paper series; No. 97-16, 97-017).
Baxendell, S.N. (1999). A course? Of course? Credit-bearing predeparture orientation courses. Unpublished Master’s thesis, School for International Training.
Beach, R., & Sherman, G. (2000, Winter). Rethinking Canada: Canadian studies and study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 6. [On-Line]. Available: http://www.frontiersjournal.com/back/six/volsix.html.
Beck, H. (1996, Fall). W.E.B. DuBois as a study abroad student in Germany, 1892-1894. Frontiers: The Interdisciplinary Journal of Study Abroad, 2. [On-Line]. Available: http://www.frontiersjournal.com/back/two/voltwo.htm.
Bedore, G. L. (1991, November/December). Trends impacting graduate business education in the coming decade. Journal of Education for Business, 69-73.
Beers, S.T. (2000, May). Faith development of Christian college students engaged in a one-month study abroad mission trip. (Doctoral dissertation, Ball State University, 1999). Dissertation Abstracts International, 60 (11), 3869A.
Little research has been conducted to show the relationship between short-term study abroad/mission experiences and the faith development of those who engage in them. Christian colleges and universities utilize these experiences to help develop their students, faith. This research analyzed the relationship between a Christian college student's experience in a one-month study abroad/mission experience and his or her faith development and maturity. The research was conducted with 171 students from a Christian university, including 72 students (study group) who spent one month in the university's study abroad/mission program and 99 students (control group) who took classes on campus during the same time period. The development of the student's faith was measured by three instruments: (1) six question qualitative survey given to the study group; (2) the Faith Maturity Scale (FMS) published by the Search Institute; and (3) Growth in Mature Faith Index (GMFI) published by the Search Institute. The quantitative data analysis indicated no significant differences between pre- and post-scores for the FMS and GMFI; but the research did find changes that were significant on some of the question items between the two groups, such as the SAM participants becoming more accepting of people with different religious beliefs. Inflated research alpha levels (for multiple testing) were of concern for the researcher, as was the ceiling effect (pre-trip levels above the highest national levels for any age group) with the Christian college student population. Qualitative data indicated that the Study Abroad Mission Students developed in their relationship with God and their service to others. [Author].
Bennett, J. M. (1993). Cultural marginality: Identity issues in intercultural training." In R. Michael
Paige (Ed.), Education for the Intercultural Experience. Yarmouth, ME: Intercultural Press.
Bennett, J.M., & Bennett, M.J. (1994). Multiculturalism and international education: Domestic and international differences. In G. Althen (Ed.), Learning across cultures. Washington, DC: NAFSA: Association of International Educators.
Berry, H. (2000). Breaking new ground: The impact of international service-learning on the study abroad field. In M. Tillman (Ed.), Study abroad: A 21st century perspective (pp. 41-44). Stamford, CT: American Institute for Foreign Study Foundation. [On-Line]. Available: http://www.aifs.com/aifsfoundation/21century.htm
Berry, H.A., & Chisholm, L.A. (1992). How to serve and learn abroad effectively: Students tell students. New York: The International Partnership for Service-Learning.
This book is based on the experiences and reflections of over 1,000 students from more than 140 colleges and universities who served and learned through The International Partnership for Service-Learning. It is their story told in their words, based on real experiences with real people. Quoting these students extensively, the authors have organized the students' advice into a lively and readable book that helps current students to choose a study abroad and/or volunteer program that is right for them and then give and get the most through their community service at home or abroad. It is also useful to those who advise, orient, and re-enter study abroad students. Funded by the NAFSA Cooperative Grants Program. [IPS-L].
Berry, H.A., & Chisholm, L.A. (1999). Service-learning in higher education around the world: An initial look. New York: The International Partnership for Service-Learning.
This report, supported by the Ford Foundation, is the first international survey of service-learning. In addition to describing models of service-learning programs, it gives examples of service-learning from over 100 institutions in 33 countries. The report will be of interest to service-learning practitioners and international program directors interested in comparative examples of service-learning programs, and to those interested in educational reform through service-learning. [IPS-L].
Berwick, R., Barbour, R., & Whalley, T. (1992). Acquiring language and culture in Japan: Evaluating a three-month Japanese immersion program for B.C. secondary students. Unpublished report, Ministry of Education, Province of British Columbia.
Berwick, R., & Whalley, T. (2000). Personal dimensions of globalization through study abroad: A 10-year perspective. Intercultural Communication Studies, 10 (1), 143-158.
Berwick, R.F., & Whalley, T.R. (2000, May). The experiential bases of culture learning: a case study of Canadian high schoolers in Japan. International Journal of Intercultural Relations, 24 (3), 325-340. The intense, sometimes chaotic qualities of events in the lives of culture learners abroad cannot ordinarily be reproduced in second language/second culture classrooms. Given the centrality of experience in second culture learning, however, how might researchers employ culture learners as participant observers in their own development in overseas settings? This study examines the impact of training Canadian students of Japanese to record and reflect on their experiences in Japanese youth, home and school cultures on their growth as culture learners during a three-month visit to Japan. The formal core of the learners' attempts to make sense of their experience was the culture learning journal, an instrument designed to encourage individual reflection on potentially destabilizing events and emotional states. Working within Mezirow's (1991) theoretical framework of perspective transformation, the study examines various representations of reflection within the framework and links learners' explicit use of reflection to evidence of personal growth. From the researcher's perspective, the ability to work analytically and at a distance from individuals' encounters with a second culture comprises a significant empirical resource. The journal format may also help instructional planners to link students' experience of culture and social life beyond the classroom to the social world within the classroom. [Authors].
Betts, S. C., & Norquest, J. (1995). Creating partnerships: The Zimbabwe--U.S. community youth development model. Journal of International Agricultural and Extension Education, 2, (1) 53-58.
Betts, S. C. & Norquest, J. (1997). Professional development through travel to Zimbabwe: One year follow up. Journal of Family and Consumer Sciences, 89, (1) 50-53.
Bigalke, T., & Miller, R. (1998). The case for the international liberal arts college. In T.M. Davis (Ed.), Open Doors 1997/98: Report on international educational exchange. New York: Institute of International Education. [On-Line]. Available: http://www.opendoorsweb.org/Lib%20Pages/Contents/stab-cont.htm
Bikson, T.K., & Sally A.L. (1995, Winter). Towards a borderless career: Corporate hiring in the ‘90s. International Educator, 4 (2), 12-15, 32-33.
Bjarnadottir, T. (1996). Critical issues for international educators at the turn of the century. Unpublished Master’s thesis, University of Minnesota, Minneapolis, MN.
Boatler, R.W. (1992). Worldminded attitude change in a study abroad program: Contact and content issues. Journal of Teaching in International Business, 3 (4).
Bolen, M. (1999, Summer). Financial aid for study abroad: A workshop report. International Educator, 8 (3), 53-54.
Bonfiglio, O. (1999). The difficulties of internationalizing the American undergraduate curriculum. Journal of Studies in International Education, 3 (2), 3-18.
Borland, K. (1999, Spring). Parallels: First semester of college USA and first semester of study abroad transitions. The Journal of College Orientation and Transition, 6 (2).
Bova, R. (2000, Winter). The double transition in Russian area studies. Frontiers: The Interdisciplinary Journal of Study Abroad, 6. [On-Line]. Available: http://www.frontiersjournal.com/back/six/volsix.html.
Bowen, R.W. (2000). Realizing global education: An immodest proposal. Journal of Studies in International Education, 4 (2), 69-76.
Bowman, J.E. (1989). Educating American undergraduates abroad. Occasional Papers on International Educational Exchange, 24. New York: CIEE.
Bowman, K. (1990, Spring). A strategy for internationalization: The University of Oregon. International Education Forum, 9-13.
Brabant, S., Palmer, C.E., & Gramling, R. (1990). Returning home: An empirical investigation of cross-cultural reentry. International Journal of Intercultural Relations, 14, 387-404.
Bragonier, C. (1994). Beyond experience: A study of learning grounded in the experiences of students abroad. Unpublished Master’s thesis, University of Minnesota, Minneapolis, MN.
Brecht, R.D., & Davidson, D. (1992). Language acquisition gains in study abroad: Assessment and feedback. In E. Shohamy & A.R. Walton (Eds.), Language assessment for feedback: Testing other strategies (pp.87-101). Dubuque, IA & Washington, D.C.: Kendall/Hunt and the National Foreign Language Center.
Brecht, R.D., Davidson, D., & Ginsberg, R. (1990). The empirical study of proficiency gain in study abroad environments of American students of Russian. In D. Davidson (Ed.) American contributions to the VII International Congress of MAPRIAL (pp.123-152). Washington, D.C.: American Council of Teachers of Russian.
Brecht, R.D., Davidson, D., & Ginsberg, R. (1995). Predicting and measuring language gains in study abroad settings. In B.F. Freed (Ed.) Second Language Acquisition in a Study Abroad Context (pp. 37-66). Amsterdam/Philadelphia: John Benjamins Publishing Company.
Brecht, R.D., Davidson, D. & Ginsberg, R. B. (1996). Predictors of foreign language gain during study abroad. The Modern Language Journal, 80 (2), 269.
Brecht, R.D., & Robinson, J.L. (1995). On the value of formal instruction in study abroad: Student reactions in context. In B.F. Freed (Ed.) Second Language Acquisition in a Study Abroad Context (pp. 317-334). Amsterdam/Philadelphia: John Benjamins Publishing Company.
Brewer, E., & Boatman, K. (1991, Fall). The Boston University professional international linkage program in Niger: An exchange model for education students and faculty. The Phi Beta Delta International Review, 2.
Brislin, R.W. (1990). Applied cross-cultural psychology. Sage Publications.
Brislin, R., Cushner, C., Cherrie, C., & Yong, M. (1995). Intercultural interactions: A practical guide. (2nd ed.). Sage Publications.
Britten, S.L. (Ed.). (1999). TCK (Third Culture or Trans-Cultural Kids) materials on culture shock & reentry: A bibliography. [On-Line]. Available: http://www.tckworld.com/bibs.html.
The citations are provided as a guide for those seeking material on TCKs, culture shock and reentry shock. They are not in any particular form. [Editor]
Broucqsault, E.F. (1996, February). International Programs. (Master’s thesis, California State University, Fullerton, 1995). Master’s Abstracts International, 34 (1), 51.
This study examines factors which influence California State University (C.S.U.) Fullerton's International
Programs (I.P.). To accomplish this task, a questionnaire was employed to generate answers to the following
questions: (1) how do students who chose to study abroad differ from their counterparts who chose to remain at
C.S.U. Fullerton; (2) what reasons tend to influence and/or discourage a student's participation in I.P.; and
(3) what roles do faculty and staff play in a students' decision to study abroad? As expected, more similarities
than differences were revealed between the study-abroad group and the comparison group. The differences, however, highlight significant demographic information. The main conclusions are: (a) prior experience abroad influenced the study-abroad groups' desire to participate in I.P., (b) written information and word of mouth were the primary ways that a student became informed about study abroad, and finally, (c) the data implied that faculty and administrators consider that a student's time is better spent at C.S.U. Fullerton. [Author].
Brown, H.E. (1998, October). Sojourner adjustment among undergraduate students: Relationships with locus of control and coping strategies. (Doctoral dissertation, The Claremont Graduate University, 1999). Dissertation Abstracts international, 59 (4), 1912B.
A longitudinal study assessed acculturation processes for students at three phases: (1) prior to departure, (2) during a semester abroad, and (3) upon return to the US. Adjustment overseas and upon return was assessed within the context of literature on stress and coping. Participants included 181 male and female undergraduate students from four small, private colleges in California. Students participated in study abroad programs in Africa, Asia, Europe and South America. Prior to departure, students completed a background survey, a measure of their current mood--the Profile of Mood States (POMS), and the Attributional Style Questionnaire (ASQ). Students completed three measures overseas: (1) the POMS, (2) a survey about their experiences abroad, and (3) the Coping Strategies Indicator (CSI). Upon return, students completed the POMS and a reentry survey. Results indicated that pre-departure measures of learned helplessness (LH) did not predict higher psychological distress abroad. Overseas measures of LH were associated with greater overseas and reentry distress. Pearson correlations revealed that students with an internal locus of control (LOC) were less likely than external LOC students to use avoidant coping strategies when dealing with problems overseas. Students in non-English-speaking countries who had not studied the language prior to departure experienced greater distress, and had more negative experiences abroad than their peers. Surprisingly, students who had been to their non-English-speaking host country during previous travels experienced more distress overseas. In contrast, students in English-speaking countries who had been there before experienced less distress. Hierarchical regression analyses tested the relative impact of background, situational, and coping factors on overseas mood. Baseline mood, difficulty with the educational system abroad, and avoidant coping contributed unique variance in overseas mood for all students. In addition, problem-solving contributed unique variance in overseas mood for students in non-English-speaking countries. Counter to common perceptions of the high incidence of 'culture shock,' students' overseas distress levels were lower than their baseline mood. Additional analyses revealed that students' overseas and reentry experiences differed by gender and ethnic categories. Suggestions are offered for improving study abroad orientation and support services, and for pursuing new directions in research on sojourner adjustment. [Author].
Bruce, A. (1997, January/February). Culture shock at home: Understanding your own change—the experience of return. Transitions Abroad, 79-80.
Bruschke, J. C., Gartner, C., & Seiter, J. S. (1993). Student ethnocentrism, dogmatism, and motivation: A study of Bafá Bafá. Simulation and Gaming, 24 (1), 9-20.
Bryam, M. (1988). A year in France. Durham, U.K.: University of Durham.
Bryant, D. (1995, Fall). Survival of the interventionist: The personal cost of immersion and social change. Frontiers: The Interdisciplinary Journal of Study Abroad, 1. [On-Line]. Available: http://www.frontiersjournal.com/back/one/volone.htm.
Burn, B. (2000). The contributions of international educational exchange to the international education of Americans: My 1990 forecasts revisited. In M. Tillman (Ed.), Study abroad: A 21st century perspective (pp.3-6). Stamford, CT: American Institute for Foreign Study Foundation. [On-Line]. Available: http://www.aifs.com/aifsfoundation/21century.htm
Burn, B.B. (1994). The Council’s role in research. In The power of educational exchange: Essays in honor of Jack Egle, pp.57-64. New York: Council on International Educational Exchange.
Burn, B.B. (1990). The contribution of international educational exchange to the international education of Americans: Projections for the year 2000. Occasional Papers 26, Forum Series. New York: Council on International Education Exchange.
Burn, B.B. (1991, March). Raising the curtain. Report prepared for the International Association of Universities. Institute of International Education (IIE) and CIEE: Council for International Educational Exchange.
This report provides an overview of exchanges with East Central Europe and the U.S.S.R. and discusses factors that might inhibit or encourage the future expansion of exchanges. [M.E. Kirk – IIE].
Burn, B.B. (1988, Fall). International exchange and curricular change. National Forum, 68 (4), 31-34.
Burn, B.B., Cerych, L., & Smith, A. (Eds.). (1990). Study abroad programmes. Higher Education Policy Series 11, 1. London: Jessica Kingsley Publishers.
Burns, P. (1997, April). Foreign students in Japan: A qualitative study of interpersonal relations between North American university exchange students and their Japanese hosts. (Doctoral dissertation, University of Massachusetts Amherst, 1996). Dissertation Abstracts International, 57 (10), 4282A.
This dissertation analyzes a study which focused on the problem of interpersonal relationship development between Japanese hosts and visiting North American exchange students during their one year of studying abroad at a Japanese university. The study identified and analyzed factors that contributed to, or inhibited social interaction which led to effective interpersonal relations. The research described and explained the interpersonal relationship development experience of the research participants. A qualitative interpretive case study, participants included both North American exchange students and Japanese people with whom they developed relationships. Data collection was accomplished over a one-year period utilizing in-depth interviewing and direct behavior observation methods. Results included identification of cross-cultural social-psychological factors which contributed to and inhibited effective interpersonal relationship development. An analysis of cultural value-orientation differences led to the explanation of problems in relationship development. The North American exchange students established cordial relationships with Japanese people and were overall very satisfied with the exchange program and their one-year experience. However, the study concluded that North American students were disappointed with the perceived shallowness of relationship development. This negatively impacted their cultural and language learning. Recommendations were made to study abroad administrators in Japan and North America, as well as to prospective North American exchange students and researchers. These recommendations were in the areas of cross-cultural understanding and orientation, programming, advising and recruitment, and future research efforts. These recommendations are designed to assist in enhancing relationship development effectiveness. The dissertation includes a review of study abroad research literature that focused on social interaction and interpersonal relations. [Author].
Byrnes, H , (1990, Fall). Foreign language departments and the cultural component of an international-studies program. ADFL Bulletin, 22 (1), 10-15.
In recent years, international-studies programs have been among the most rapidly expanding areas of the college curriculum. In their subject matter they constitute a response to the growing internationalization of commerce and trade and to the impact on our lives of shifting, even disappearing borders between formerly sovereign nations. Consequently, such programs emphasize international economics, business, history, and regional and comparative government.
Increasingly, however, these programs are responding to another realization, namely, that the complexity of issues growing out of our interconnectedness with other peoples can best be approached through a greater awareness of their cultures’ respective frames of reference. Since cultural frames of reference are expressed in, perpetuated by, and most directly approached through language, most international-studies programs include a foreign language component. Through that association the study of foreign languages has now taken on an urgency that has long eluded it.
Aside from external reasons, there are internal theoretical and pedagogical reasons for the new alliance between area and foreign language studies. No longer considered an essentially norm-driven replication of the complex form inventory of a language, grammatical as well as lexical, learning a language is now equated with a long and error-prone road toward acquiring communicative abilities in the language. Such a use and user orientation in language pedagogy has resulted in calls for a closer connection between language and content, a focus that is particularly prevalent in courses that feed into area-studies programs. [Author].
Carew, J.G. (1993, January 6). For minority students, study abroad can be inspiring and liberating. The Chronicle of Higher Education, 39 (18), B3. [On-line]. Available: http://www.secussa.nafsa.org/underrepresentation/oldnews/inspiring1.htm.
Carlson, J.S. (1991). Relevant results from the study abroad articulation project. In B.B. Burn (Ed.), Integrating study abroad into the undergraduate liberal arts curriculum: Eight institutional case studies (pp. 1-6). Westport, CT: Greenwood Press.
Caroll, A.V. (1996). The participation of historically underrepresented students in study abroad programs: An assessment of interest and perception of barriers. Unpublished master's thesis. Fort Collins, CO: Colorado State University.
This study investigated the interest in and perception of barriers to study abroad between and among undergraduate students of different ethnicities at Colorado State University in Spring, 1995. The relationship between ethnicity and the desire to study in a country which reflects one’s ethnic heritage was examined, as was the relationship between interest in study abroad and perceived barriers such as cost, missing family, and the ability to graduate when planned. The goal was to obtain information which might lead to more effective promotion and facilitation of study abroad opportunities for historically underrepresented students.
A two-page questionnaire was developed and 500 undergraduates were surveyed, 100 from each of the following ethnicities: African American/Black, Asian/Pacific Islander American, Mexican American/Hispanic, Native American/Indian, and Caucasian/White. While the response rate was 31.6% , response by ethnicity was uneven. There were 19 African American/Black, 26 Asian/Pacific Islander American, 28 Mexican American/Hispanic, 12 Native American/Indian, 52 Caucasian/White, and 16 multi-ethnic respondents (six respondents did not identify themselves with an ethnicity). This made it difficult to interpret differences between groups based upon ethnicity.
The African American/Black students expressed the greatest concern with potential problems related to ethnicity and nationality than any other group of respondents. In addition, it was the African American/Black and Mexican American/Hispanic students who were most interested in studying abroad in a place which reflects their ethnic heritage, although overall, only 30.1% agreed that this was of interest to them.
Seventy-one percent of the respondents reported that they have considered studying abroad, and 70.1% said that they had traveled to a foreign country before. The majority (76.3%) reported that one or both of their parents had traveled to a foreign country before, 58.2 % said they speak or read a foreign language, and 62.0% indicated that they knew someone who had studied abroad. Over half of the respondents (63.9%) reported that they perceived that their family would support them if they decided to study abroad. These findings suggest that
completion of the questionnaire may have been more enticing to those who have had prior experience or interest in international travel and study than it was for those who have not.
Despite the high level of interest the respondents in this sample expressed in studying abroad, only 27.8% indicated that they know where the Colorado State University (C.S.U.) Study Abroad Office (Office of International Education) is located. However, 56.3% of the respondents reported that they have seen a flyer or newsletter from the Study Abroad Office (Office of International Education). Well over half (64.6%)
reported that they did not remember hearing about study abroad opportunities in a class or any other C.S.U. function.
Financial concerns were reported to be the most frequent barrier to the pursuit of a study abroad program according to both the quantitative data and the written responses. This was not surprising considering that 72.8% of the respondents reported that they depend upon some type of financial aid to finance their education. Concerns about graduation and a lack of general information about studying abroad were also reported to be of greater concern than were concerns regarding family support for studying abroad. Finally, only 24.1% of the respondents reported that they would be interested in studying abroad for a full academic year: 41.8% said one semester and 28.5% said a short summer program would be ideal for them (5.7% reported that this was not applicable to them). [Author].
Cary, J. (1995). The expanding role of the study abroad advisor. In T.M. Davis (Ed.), Open Doors 1994/95: Report on international educational exchange. New York: Institute of International Education. [On-Line]. Available: http://www.opendoorsweb.org/Lib%20Pages/Contents/stab-cont.htm
Casale-Giannola, D.P. (2000, October). The meaning of international experiences for the professional development of educators. (Doctoral dissertation, New York University, 2000). Dissertation Abstracts International, 61, 1232A.
Each year universities and numerous professional associations offer increased opportunities to teachers for international study, travel and employment. Study abroad programs are argued to be beneficial for personal and professional growth of participants. For educators specifically, a greater global awareness, often attributed to teachers' international experience, has led to better global education for students. However, individual and international experiences vary widely and meanings are socially constructed. The purpose of this study was to define and interpret the meaning of international travel and study for teachers by describing the process of developing meaning through interpretations of symbols and interactions. Qualitative research was selected to investigate how educators interpreted international study and travel experiences. Twelve teachers, from varying background and fields of academic study, participated in intensive reflective interviews, discussing their experiences, interpretations and outcomes of international programs. Symbolic Interaction Theory provided a conceptual framework for the design of the study and was used as a lens to analyze research data. Findings revealed that participants in international experiences developed meaning by analyzing, reflecting and making decisions based on personal history, joint actions and individual beliefs and actions.) While many of the research results were positive, and similar to other evaluative studies in the field, some unique differences were found. Not all meaning making stemmed from positive experiences or ended in positive outcomes. Differences among program sponsors and participant expectations, clashes between group participants, and differences in cultural beliefs, norms, and practices sometimes led to negative interpretations. While most studies have determined participants broaden perspectives based on their international experience, this study found that participants may also narrow perspectives based on their individual perceptions. Co-constructing meaning with participants can help program designers develop more mutually satisfying international programs for teachers and sponsors. As policy makers call for increased globalization among American citizens and global education in your schools, this study identified how internationally experienced teachers may become valuable resources in achieving such goals. [Author].
Case, R. (1991). Key elements of a global perspective. Occasional Paper. University of British Columbia: Centre for the Study of Curriculum and Instruction.
Chandler, A. (1999). Paying the bill for international education: Programs, partners and possibilities at the millennium. Washington, D.C.: NAFSA: Association of International Educators.
Chandler, A. (1999, Spring). Funding international education – Problems and prospects. International Educator, 8 (2), 20-30.
Chapman Walsh, D. (1998, November 14). Internationalizing education: Laying the foundation for global citizenship. Speech delivered at the Council on International Educational Exchange, Boston, MA. [On-Line]. Available: http://www.wellesley.edu/PublicAffairs/President/Speeches/1998/CIEE1198.html.
Chisholm, L.A. (2000). Charting a hero’s journey. New York: The International Partnership for Service-Learning.
Based on the work of Joseph Campbell and using excerpts from the journals of such people as Jane Addams, Langston Hughes, Octavio Paz, Samuel Johnson, Mary Kingsley, and Kathleen Norris, Charting a Hero's Journey is a guide to the writing of a journal for college students engaged in study abroad, off-campus study, and/or service-learning. The book may be used as a text for academic courses in fields such as intercultural studies, service-learning, and English literature or composition, and may be adapted for use in freshman or senior seminars that focus on student development and education in the college years. Funded by a Cooperative Grants Program of NAFSA: Association of International Educators. Includes notes for teachers. [IPS-L].
Christano, R. (Ed.). (1995). The high-school student’s guide to study, travel, and adventure abroad. (CIEE). New York: St. Martin’s Press.
Christenson, G.C. (1988). An overview of one university's efforts to make 'International' central to its mission. Journal of the Association of International Education Administrators, 69-77.
Citron, J.L. (1993). Preparing to go home: A follow-up evaluation of the effectiveness of a discussion-based cross-cultural re-entry workshop. Term paper for Education 517, The University of Pennsylvania Graduate School of Education.
Citron, J.L., & Kline, R. (1999, 2000). Study abroad as experiential education: What Outward Bound can teach us. Presentation at the Region XI Conference of NAFSA: Association of International Educators. Newport, Rhode Island and later at the 52nd Annual Conference of NAFSA: Association of International Educators. San Diego, California.
Clark, T. (Executive Producer), Godish, D. (Producer/Director), Brandon, V. (Writer), & Holtreman, I. (Narrator). (1999). Beyond the boundaries an unforgettable semester in Spain [Videocassette]. (Available from South Carolina Educational Television Network, SCETV Commission, Columbia, SC.)
Captures the real-life adventures of College of Charleston and Coker College students as they travel to Trujillo, Spain for an unforgettable semester abroad. [Writer].
Clyne, F., & Woock, R. (1998, December). Student exchange programs: Their contribution to globalisation from below. Paper presented at 26th Annual Conference of the Australian and New Zealand Comparative and International Education Society, Auckland, New Zealand. [On-Line]. Available: http://werple.net.au/~andy/blackwood/fiona3.htm
The research project, of which this paper represents one report, is the result of both thinking about and practicing a set of operations that results in student exchange: the movement of students (without additional fees) from one country and university to another for a prescribed period (one or two semesters) with the understanding that reciprocal movement will occur. In part this paper is an attempt to theorise student exchange. [Authors].
Coady, A.G.C. (1999). Reentry training: Does it really make a difference? Unpublished Master’s thesis, University of Minnesota, Minneapolis, MN.
Cohen, E.H. (1999, March). Prior community involvement and 'Israel Experience' educational tours. Evaluation and Research in Education 13 (2), 76-92.
Coleman, J., & Brierley, B. (1997). Supporting language students during their year abroad. The Linguist, 36 (1), 2-5.
Coleman, J.A. (1998, Fall). Language learning and study abroad: The European perspective. Frontiers: The Interdisciplinary Journal of Study Abroad, 4, 167-205. [On-Line]. Available: http://www.frontiersjournal.com/back/four/volfour.htm.
Collins, N.F. (1997, Spring). Envisioning international education for a new era. The Phi Beta Delta International Review, 7.
In this essay, the author focuses on the challenge to international educators to help people understand each other at the very time the world is undergoing rapid political and social change. Pointing to the reality of young college graduates' working internationally, the author stresses the need to enable students to know and understand the world's people and cultures. Identifying trends and factors affecting the way in which we go about international education, the essay concludes by calling on international educators to make claims for the value of international education and educational exchange based just as much on "soft" stuff (ideas, values, culture, human expression) as on "hard stuff" (economic and political justifications). [Author].
Comparative Education Review. (1999, August). Comparative and International Education: A Bibliography (1998). Comparative Education Review, 43 (3), 381-410. [On-Line] Available: http://www.journals.uchicago.edu/CER/bibliog98.html
The Comparative Education Review bibliography has flourished and diversified under the editorship of Erwin Epstein, and it is the intention of the current editorship to expand on this important annual service by enhancing the selectivity and diversity of the articles surveyed and by exploring new ways in which the CER bibliography can be compiled and disseminated. Because of space limitations, we will continue the prior policy of excluding from the bibliography short introductions, essay reviews, abstracts, and articles written in a language other than English, as well as articles that possess a limited comparative perspective or that express a distinct U.S. focus written for a specialized domestic audience. As CER enters into the new millennium, it is becoming evident that many disciplines are now expanding their scope to include international, global, and comparative focuses. As such, the CER bibliography supports the need to provide equal emphasis to both regional as well as thematic categorization of articles. The expanding scholarship in our field has significantly diversified the 1998 Comparative Education Review bibliography. Included are more than 600 citations from 1998 and late 1997 that represent 55 journals. Comments for improving the bibliography and on the noted changes are most welcomed. [Journal]
Comparative Education Review. (2000, August). Comparative and International Education: A Bibliography (1999). Comparative Education Review, 44 (3), 381-419. [On-Line] Available: http://www.journals.uchicago.edu/CER/bibliog99.html
This year's selective Comparative Education Review bibliography includes 937 citations from over 110 journals that were published in 1999. The tremendous increase in the number of articles, 40 percent from last year, reflects a widespread recognition of the importance of comparative education in academic discourse, but it also necessitates a more rigorous selection process of citations in this collection. The CER bibliography compiles articles from as many sources as possible so as to broaden the field of pertinent articles that may be overlooked when doing a simple search. Due to space limitations, we uphold prior policy to exclude short introductions, essay reviews, abstracts, articles written in a language other than English, as well as articles that possess a limited comparative perspective or that express a distinct U.S. focus written for a specialized domestic audience. In an effort to structure the growing number of citations that reflect numerous academic fields, the CER bibliography is introducing five new themes to its existing geographic and thematic subheadings. New for 1999 are: Comparative Studies, Intercultural and Multicultural Education, Primary Education, Secondary Education, and Study Abroad. In addition, due to the tremendous number of articles that fall into the Gender theme, it has been individualized from the Gender, Ethnicity, Race, and Class category. [Journal]
Condos, T. (1999). University of California’s education abroad program. Opendoors on the web. [On-Line]. Available: http://www.opendoorsweb.org/Lib%20Pages/Contents/stab-cont.htm
Corcoran, T. (1999, November). What does industry say? Paper presented at the 52nd International Conference on Educational Exchange of the Council on International Educational Exchange, Chicago, IL. [On-Line] Available from the National Resource Center on International Engineering Education: http://www.uri.edu/iep/nrc/speech.htm.
The majority of EMBA programs include a significant international study experience. The content and process, though, vary considerably in length, location, and method. To provide insight to the effectiveness of different approaches, the researchers conducted extensive interviews with 40 EMBA program directors. This paper presents the results of the investigation along with observations from EMBA directors and faculty. Results are presented along several dimensions, including length, location, cost, organizations visited, special events, learning objectives, and participant satisfaction. [Authors].
Council on International Educational Exchange. (1991a). Increasing participation of ethnic minorities in study abroad. New York: Council on International Educational Exchange. (ERIC Document Reproduction Service No ED 346 784).
Council on International Educational Exchange. (1991b). Widening the base of participation: Black students and study abroad. New York: Council on International Educational Exchange.
Council on International Educational Exchange. (1991). Black students and overseas programs: Broadening the base of participation. Papers and speeches presented at the CIEE International Conference on Educational Exchange. Charleston, South Carolina. [On-line]. Available: http://www.secussa.nafsa.org/forum/CIEEBooklet.pdf.
Council on International Educational Exchange. (1991). A chronicle of study abroad: CIEE Occasional Papers 1965-1975. New York: Council on International Educational Exchange.
From 1965 to 1994, the Council on International Educational Exchange published 31 Occasional Papers on International Educational Exchange. The purpose of the Occasional Papers was to promulgate noteworthy scholarship and serve as a forum for the dissemination of provocative thinking in the field of international educational exchange. The papers address issues of interest to academics and professionals involved with a wide variety of activities in the field. This diverse assortment of writings included summaries of proceedings, articles by scholars reporting on significant research, and "think" pieces about the field of international educational exchange and cooperation. The Entire Series of Occasional Papers on International Educational Exchange are now available in pdf format from http://www.ciee.org/occasional.cfm?subnav=journal&name=Occasional%20Papers%20in%20International%20Exchanges%20Series>. [IIE].
Council on International Educational Exchange. (1992, June). Educating for global competence: Progress report. New York: Council on International Educational Exchange.
Council on International Educational Exchange. (1994). The power of educational exchange. Essays in honor of Jack Egle. New York: Council on International Educational Exchange.
Council on International Educational Exchange & The Darden School. (1996). CIEE market study: Motivations for study abroad. New York: Council on International Educational Exchange.
Counts, M. (1991, Fall). Globalizing literature: Creating world travelers in undergraduate English courses. The Phi Beta Delta International Review, 2.
Craig, S., (1998, July/August). Study abroad adviser: Top 10 reasons for African American students to go abroad. Transitions Abroad, 10 (1), 89-91. [On-Line]. Available: http://www.transitionsabroad.com/listings/study/articles/studyjul1.shtml also available: http://www.secussa.nafsa.org/underrepresentation/oldnews/abroad.htm.
Craig, S. (1998). Global leadership for African-American collegians: A 21st century imperative: Study and travel abroad enhance leadership skills. The Black Collegian, 29 (1), 78.
Craig, S. (1998). Global study: Reflecting the norms of an international society. The Black Collegian, 28 (2), 138. [On-Line]. Available: http://www.black-collegian.com/issues/1998-05/global.shtml.
Cudmore, B.V., & Toncar, M.F. (2000). The overseas internship experience. Journal of Marketing Education, 22 (1), 54-64.
Curcio, G.D.P.J. (1992). Making study abroad a reality for all students. International Advances in Economic Research, 2 (2), 174-183.
Currier, C., Omar, M. Talarczyk, G., & Diaz Guerrero, R. (2000). Development and implementation of a semester program in Mexico for senior nursing students. Journal of Professional Nursing, 16 (5), 293-299.
The College of Nursing (CON), Michigan State University (MSU), in collaboration with the School of Nursing and Obstetrics, University of Guanajuato, Celaya, Mexico, developed a semester-long study-abroad program for senior MSU nursing students offered for the first time in the fall of 1998. The program provides intensive Spanish language classes and allows students to take required nursing courses in Mexico with a substantial amount of course content provided by Mexican faculty without an MSU CON faculty member on site at all times. Students receive a broad perspective of nursing and health care in Mexico, and develop an appreciation for its language and culture as well. This program represents an innovative approach to the development and implementation of a study-abroad program
in nursing. [Authors].
Curthoys, A. (2000, Winter). Australian studies and study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 6. [On-Line]. Available: http://www.frontiersjournal.com/back/six/volsix.html.
Dahan, L.S. (1999, January/February). Ready, set, go: Preparing and implementing a predeparture orientation. Transitions Abroad, 22 (4). [On-Line]. Available: http://www.transitionsabroad.com/listings/study/articles/studyjan3.shtml.
Dahl, A.G. (2000, Winter). Piquing the interest of African American students in foreign languages: The case of Spelman College. ADFL Bulletin, 31 (2), 30-35.
The author who is an Associate Professor of Spanish at Spelman College describes the increase in interest in foreign languages with a specific focus on Spanish and French. The author discusses a variety of observations regarding this increase and discusses its relationship with study abroad programs. [DJC].
Dale, J.P. (1988, Fall). The international education of liberal arts students: A good idea whose time may be coming--again. National Forum, 68 (4), 17-20.
Dalton, C. (Ed.). (1999). Beyond borders: How international developments are changing student affairs practice. San Francisco: Jossey-Bass.
Daines, J., & Plihal, J. (1990). Contributions of an in-country experience to the development of a global perspective. In S. Williams, D. West, and E. Murray (Eds.), Home Economics Teacher Education Yearbook, 10. American Home Economics Association. Mission Hills, CA: Glencoe/McGraw Hill Publishing Co.
Davidson, D.D. (1998, December). Comparing language gains among summer, semester, and A-Y study abroad students of Russian: Empirical research results through 1998. Presentation at the national meeting of the American Association of Teachers of Slavic and Eastern European Languages, San Francisco, CA.
A major topic of discussion in SLA research over the past decade has been the role of immersion learning in adult second language acquisition (SLA) and of the study abroad (SA) experience, in particular (Huebner, Freed, Dyson). The Russian field continues to play a prominent role in the larger discussions of SA, in part because of the critical role in-country training has come to play in the learning careers of American learners of Russian, but also thanks to the now 22-year-old longitudinal research effort led by ACTR in cooperation with Bryn Mawr College and the National Foreign Language Center to analyze in a sophisticated way the patterns of language gain among American participants in the ACTR programs in Russia. (Brecht, Davidson, Ginsberg; Brecht and Robinson; Pellegrino; Fedchak, Frank, Rivers, etc.).
While most prior research in the Russian field have been limited to the semester-length program of study, the present study offers the first statistically significant findings on language gains during summer and academic year study. Results are analyzed for patterns of gain in individual language modalities, adjusted in addition for initial levels of proficiency, learning histories, and other learner variables which may influence overall patterns of gain. The study also offers for the first time empirically based comparisons of language gains (by modality) for students participating in summer, semester, and academic year programs. The results are likely to be of interest for study abroad program administrators, teachers of Russian, and researchers in the field of SLA and study abroad. [Author].
Davies, J. (1992). Developing a strategy for internationalization in universities: Towards a conceptual framework. In C. Klasek, (Ed.), Bridges to the future: Strategies for internationalizing higher education, (pp. 177-190). Carbondale, Illinois: Association of International Education Administrators.
Davis, J.A. (2000). Self-efficacy and personal characteristics of student sojourner applicants. Unpublished doctoral dissertation, University of Northern Colorado.
Day-Vines, N.L. (1998, September). Study abroad: An investigation of the impact of African diasporic travel on the psychosocial development of African American college sojourners. (Doctoral dissertation, North Carolina State University, 1998). Dissertation Abstracts International, 59 (3), 734A.
This study examined the main effects of an African diasporic travel intervention on the psychosocial development of African American college sojourners. The treatment group consisted of 12 African American college students who participated in the deliberate psychological education intervention during a six week study abroad program in Ghana. As part of the deliberate psychological education, treatment group members participated in weekly discussion groups and maintained journals detailing their African diasporic travel experience. Control group members consisted of 12 African American college students who were either enrolled in an African American studies course or who were members of a Black student campus organization. For the purpose of this investigation, the research questions were as follows: Does an African diasporic travel intervention promote racial identity as measured by the Racial Identity Attitudes Scale (RIAS)? Does an African diasporic travel intervention promote African self-consciousness as measured by the African Self-Consciousness Scale (ASC)? Does an African diasporic travel intervention promote Black psychological functioning as measured by the Black Psychological Functioning Behavior Checklist (BPFBC)? Does an African diasporic travel intervention promote intercultural development as measured by the Intercultural Development Inventory (IDI)? What Is the relationship between racial identity and African self-consciousness as measured by the RIAS and ASC? What experiences do African American college students report about the sojourn experience? The research design for this intervention was a quasi-experimental, nonequivalent control group design. Quantitative results indicated that, following an African diasporic travel intervention, treatment group members demonstrated statistically significant decreases in their pre-encounter or anti-Black attitudes as measured by the RIAS, relative to their control group counterparts. Treatment group members also demonstrated statistically significant increases in their immersion or pro-Black attitudes as measured by the RIAS, in comparison to control group members. Following an African diasporic travel intervention, no significant gains resulted between the administration of the pre-test and posttest measures in the domains of racial identity, Black psychological functioning, and intercultural development for a sample of African American college sojourners. Sojourners' racial identity attitudes did however shift in the predicted direction on the pre-encounter, encounter, and immersion subscales of the RIAS, although not significantly. That is to say, treatment group participants' pre-encounter attitudes decreased, encounter attitudes remained stable,
and immersion attitudes increased. Treatment group members demonstrated a significant decrease in their levels of African self-consciousness. The qualitative design for this research project is referred to as naturalistic-ethnographic. Qualitative analyses revealed that African diasporic travel affected sojourners in five particular ways. First, it permitted students to dispel negative myths perpetuated about Africa. Students reported significant and liberating experiences related to specific experiences and meaningful interactions with Ghanaian people. Third, students critically and analytically compared western cultural values and viewpoints with West African values and viewpoints. Fourth, African diasporic travel promotes racial identify development and intercultural development, in ways undetected by the quantitative measures. Finally, study abroad in West Africa promoted academic achievement and motivation. [UMI].
De Wit, H. (1995, Fall). Education and globalization in Europe: Current trends and future developments. Frontiers: The Interdisciplinary Journal of Study Abroad, 1. [On-Line]. Available: http://www.frontiersjournal.com/back/one/volone.htm.
Decker, D.K. (1999, November 7). Personal business; M.B.A. classes casting their aspirations abroad. The New York Times, Money and Business/Financial Desk section.
Georgetown University and Southern Methodist University business schools, following lead of University of Southern California's Marshall School of Business, now require students to make overseas study trip of one or two weeks in attempt to address increasingly global nature of business. [NYT].
DeKeyser, R. (1990). From Learning to Acquisition? Monitoring in the classroom and abroad. Hispania, 73, 238-247.
DeKeyser, R. (1991). Foreign language development during a semester abroad. In B. Freed (Ed.), Foreign language acquisition research and the classroom, (pp.104-119). Lexington, MA: D.C. Heath and Company.
Dennis-McCauley, F. (1990). A formative evaluation of the Semester at Sea program at the University of Pittsburgh (Pennsylvania). Unpublished doctoral dissertation, University of Pittsburgh, Pittsburgh, PA.
Desruisseaux, P. (1992, November 25). An older, more diverse group of American students is expected to participate in study-abroad programs. The Chronicle of Higher Education, p. A28.
Devon, R., Hager, W., Lesenne, J., & Pauwels, J-F. (1998). Building an international collaboration in engineering and technology education. Global Journal of Engineering Education, 2 (1), 57-64. [On-Line]. Available: http://www.eng.monash.edu.au/usicee/gjee/vol2no1/devon.pdf
The Béthune campus of the Université d’Artois in northern France contains the Institut Universitaire de Technologie (IUT) and the newer Institut Universitaire Professionel (IUP). The former grants degrees in technology, the latter in engineering. The Penn State College of Engineering at University Park is home to the School of Engineering Technology and Commonwealth Engineering (SETCE). This academic department is responsible for the delivery of associate and baccalaureate engineering technology programmes and lower division core baccalaureate engineering courses in a multi-campus environment, 18 Penn State locations in fact. A collaboration between IUT/IUP and SETCE was begun in 1994. It now embraces faculty exchanges, joint conferences, short-term student industrial placements, distance education and teleconferencing, and research collaboration. These efforts have also expanded to include interdisciplinary Science Technology and Society (STS) courses, the College of Liberal Arts languages courses, and several branch campuses in the Penn State system. This paper identifies what the critical inputs were, what the enduring obstacles are, and what the present success and future promises are. As the exchange has developed, personal ties and information technology have emerged as more significant than money and formal agreements between the universities. [Authors].
Devon, R., Hager, W., Lesenne, J., & Saintive, D. (1998, August). Student outcomes of international collaborations. Paper presented at the International Conference on Engineering Education, Rio de Janeiro, Brazil. [On-Line]. Available: http://www.ctc.puc-rio.br/icee-98/Icee/papers/364.pdf
Establishing international collaborations between engineering programs often entails a number of different activities, none of which are easy to establish or maintain. It is easy to lose sight of the goals. This paper suggests using student outcomes as a way of assessing and focusing these collaborations. The topic will be addressed using the experiences and data from a 5-year collaboration between the Universite d’Artois in France and Penn State University in the USA. Ancedotal data will be used from students who have engaged in collaborative design projects, in discussions of ethics, and who have had cross-national co-operative experiences.
Key issues studied will be the positive role of cross-cultural differences, the preparatory role of such student experiences for working in the global economy, and the ability of information technology to internationalize the in-house engineering curriculum. [Authors].
DeWinter, U.J. (1995). Study abroad in New York State. In T.M. Davis (Ed.), Open Doors 1994/95: Report on international educational exchange. New York: Institute of International Education. [On-Line]. Available: http://www.opendoorsweb.org/Lib%20Pages/Contents/stab-cont.htm
DeWinter, U,J. (1997, Fall). Science and engineering education abroad: An overview. Frontiers: The Interdisciplinary Journal of Study Abroad, 3. [On-Line]. Available: http://www.frontiersjournal.com/back/three/volthree.htm.
Dobbs, J. (1998, July 4). History, heritage and the accidential tourist: What is the role of history in American study abroad programmes? Paper presented at the Teaching within Anglo-American Study Abroad: Pedagogy, Methodology, Purpose conference, Harlaxton College, United Kingdom. [On-Line]. Available: http://www.ueharlax.ac.uk/academics/faculty/hsnow/98conferj.htm.
Dowell, M.M. (1995, November 10). Changing perspectives toward the target culture among selected participants in a study abroad program in Cuernavaca, Mexico. Presentation in Research Perspectives in Adult Language Learning and Acquisition. Columbus, OH.
Doyle, D.P. (1996). Innocents at home: American students and overseas study. American Institute for Foreign Study Foundation.
Doyle, D.P. (2000, May). Innocents at home redux: The continuing challenge to America’s future. American Institute for Foreign Study Foundation. [Executive Summary On-Line]. Available: http://www.aifs.com/aifsfoundation/execsum.htm.
Innocents at home redux—the continuing challenge to America's future is an update of Denis Doyle's 1996 commissioned study, including the impact of the internet on international exchange and university/universal community. He reviews the reasons for Americans' appalling lack of knowledge of other cultures and recommends what to do to overcome these barriers. [AIFS Foundation].
Dual, P., & Cheng, L-R.L. (1991, Fall). Internationalizing the university: A transactive model of exchange, predicted on education, participation and training. The Phi Beta Delta International Review, 2.
Dubois, D.R. (1995, Fall). Responding to the needs of our nation: A look at the Fulbright and NSEP Education Acts. Frontiers: The Interdisciplinary Journal of Study Abroad, 1. [On-Line]. Available: http://www.frontiersjournal.com/back/one/volone.htm.
Duke, C.R. (2000, August). Study abroad learning activities: A synthesis and comparison. Journal of Marketing Education, 22 (2), 155-165.
Dukes, R., Johnson, R., & Newton, H. (1991). Long-term effects of travel and study: The Semester at Sea Program. Psychological Reports, 68, 563-570.
Examines individuals 10 years after they participated The Semester at Sea Program. Subjects showed a global perspective and high PIL test scores. Those who had become parents showed additional discovery of meaning. [Authors].
Dukes, R., Lockwood, E., Oliver, H., Pezalila, C., & Wilker, C. (1994). A longitudinal study of a semester at sea voyage. Annals of Tourism Research, 21 (3), 489-498.
Semester at Sea is a program that combines an interpretive framework of full-time college coursework with travel-observation experiences in a dozen different countries. The goals are to promote development of a world perspective and to stimulate personal growth of participants. Ten years after a Semester at Sea voyage, a sample of participants were contacted to investigate possible long-term effects of the program. Results showed that they maintained a global perspective, and personal growth continued beyond the end of the voyage. Average scores on the Purpose in Life Test were similar to those of highly achieving adults. International travel subsequent to the voyage appeared to contribute to Purpose in Life. [Authors].
Dunbar, E. (1992). Adjustment and satisfaction of expatriate U.S. personnel. International Journal of Intercultural Relations, 16, 1-16.
Edwards, J. (2000, Winter). The “other Eden”; Thoughts on American study abroad in Britain. Frontiers: The Interdisciplinary Journal of Study Abroad, 6. [On-Line]. Available: http://www.frontiersjournal.com/back/six/volsix.html.
Elkin, P.L. (1998). Tonderai: Studying abroad in Zimbabwe. Fort Bragg, CA: Lost Coast Press.
Emanoil. (1999). Study abroad expands cultural view, life skills, and academic experience. Human Ecology Forum, 27 (3), 10-15.
Engle, J., & Engle, L. (1999, Fall). Program intervention in the process of cultural integration: The example of French practicum. Frontiers: The Interdisciplinary Journal of Study Abroad, 5, 31-61. [On-Line]. Available: http://www.frontiersjournal.com/back/five/volfive.htm.
English, S.L. (1995). Assessing student outcomes on internationalization. Conference paper for NAFSA: Association of International Educators. Ann Arbor: Center for the Study of Higher and Post-secondary Education, University of Michigan.
Epstein, J.C. (1999, Fall/2000, Winter). Study abroad programs: No respite from the Drug Free Schools and Campuses Act. SAFETI On-Line Newsletter, 1 (1). [On-Line]. Available: http://www.usc.edu/dept/education/globaled/safeti/newsletter.html
Epstein, J.C., & Rhodes, G. (2000, Spring/Summer). A discussion about alcohol and student exchange. SAFETI On-Line Newsletter, 1 (2). [On-Line]. Available: http://www.globaled.us/safeti/161safetysurvey.html.
A Discussion with SAFETI Project Director and SAFETI Newsletter Editor Gary Rhodes and Joel Epstein, Director of Special Projects, Higher Education Center for Alcohol and Other Drug Prevention. The experts discuss the Special Concerns Surrounding Use and Abuse of Alcohol For US Students Studying Abroad in Countries Where Alcohol is Available at an Age Earlier Than 21. The interview also explores practical, legal, and policy concerns where the institutional alcohol use policies would allow alcohol use or policies would allow alcohol use at university or student sponsored events where students under 21 are present. Lastly, the experts considers the challenges facing international students studying in the US.
Background and Purpose of Discussion: Prior to taking part in the May 2000 Health, Safety, Risk Management, and Liability Workshops in Melbourne, Canberra, and Sydney, Australia, additional reflections from Joel Epstein, one of the top US experts on alcohol use and abuse and institutional legal liability who had written the article "Study Abroad Programs: No Respite From the Drug Free Schools and Communities Act" for the first SAFETI Newsletter, would help provide an expert context on the relevant issues for institutions to take into account when developing policies and procedures. [GR – SAFETI Editor].
Erwin, T. D. (1996). Assessing student abroad programs. World View: Newsletter of the American Association of State Colleges and Universities, 4 (3).
Eve, R.A., Price, R., & Counts, M. (1993, Fall/1994, Spring). International geographic literacy among a sample of university students: Or, New York to London by way of the Panama Canal. The Phi Beta Delta International Review, 4.
Exchange programs and the national interest: Hearing before the Subcommittee on International Operations of the Committee on Foreign Relations, United States Senate, 106th Cong., 2d Sess. (2000, September 14). Text version: http://purl.access.gpo.gov/GPO/LPS10615.
Falk, R., Kanach, N.A. (2000, Winter). Globalization and study abroad: An illusion of paradox. Frontiers: The Interdisciplinary Journal of Study Abroad, 6. [On-Line]. Available: http://www.frontiersjournal.com/back/six/volsix.html.
Fantini, A. (1991). Becoming better global citizens: The promise of intercultural competence. Adult Learning, 2 (5), 15-19.
Fantini, A.E. (2000, Spring). SIT occasional papers series: Addressing intercultural education, training & service: About our institution. Brattleboro, VT: World Learning, School for International Training, The Experiment in International Living. [On-Line]. Available: http://www.sit.edu/publications/sitops_01.html.
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Feinberg, L. et al, (1993). The International Faculty Exchange Experience. International Education Forum, 13 (1), 1-7.
Feinstein, B.E.S., & Ward, C. (1990). Loneliness and psychological adjustment of sojourners: New perspectives on culture shock. In D.M. Keats, D. Munro, & L. Mann (Eds.), Heterogeneity in cross-cultural psychology. Lisse, Netherlands: Swets & Zeitlinger.
Firebaugh, F. (1990, January). Research abroad: Its growing significance. The Phi Beta Delta International Review, 1.
Flourney, M.A. (1990). State strategies for international education: The Ohio case. International Education Forum, 10 (2), 86-90.
Foltz, D. (1991). A study of the effectiveness of studying Spanish overseas. Paper presented at the Pennsylvania State Modern Language Association Annual Meeting, Pittsburgh, PA.
Fox, D. (1996, April). Education abroad programs with social change componet: Making them work for participants and host community members. Unpublished Master’s thesis, School for International Training.
Francis, A. (1993). Facing the future: The internationalization of post-secondary institutions in
British Columbia. The British Columbia Centre for International Education (BCCIE).
This report of BCCIE’s 1993 Task Force on internationalization documents the findings of surveys and interviews carried out at twenty-three of BC’s public post-secondary institutions. In addition to an assessment and analysis of the state of internationalization on BC campuses, the report includes a literature review of sources and models of internationalization from other jurisdictions in the US and Canada. The report concludes with a set of recommendations for facilitating the internationalization of the BC post-secondary system. pp. 70. [BCCIE].
Franco, R.W., & Narimatsu, S. (1996). Study abroad in the Pacific Islands: More than an international experience. Dimensions of the Community College: International, Intercultural, and Multicultural Perspectives, 6.
Fredrickson, R. (1999, September). Institutional fiduciary duty in study abroad programs. ACPA Developments – News Letter of the American College Personnel Association, 15 (6), 4 & 14.
Freed, B. (1990). Language learning in a study abroad context: The effects of interactive and non-interactive out-of-class contact on grammatical achievement and oral proficiency. In J.E. Alatis (Ed.), Linguistics, language teaching, and language acquisition: The interdependence of theory, practice, and research (pp. 459-477). Georgetown University Roundtable on Languages and Linguistics. Washington, D.C.: Georgetown University Press.
Freed, B. (1994). Assessing the linguistic impact of study abroad: What we currently know – what we need to learn. Journal of Asian Pacific Communication, 4 (4), 151-166.
Freed, B. (Ed.). (1995a). Second language acquisition in a study abroad context. Amsterdam/Philadelphia: John Benjamins Publishing Company.
Freed, B. (1995b). Language learning and study abroad. In B. Freed (Ed.) Second language acquisition in a study abroad context (pp. 3-33). Amsterdam/Philadelphia: John Benjamins Publishing Company.
Freed, B. (1995c). What makes us think that students who study abroad become fluent? In B. Freed (Ed.) Second language acquisition in a study abroad context (pp. 123-148). Amsterdam/Philadelphia: John Benjamins Publishing Company.
Freed, B. (1999, June). Twenty years later: Study abroad programs and foreign language departments: A retrospective of the President’s Commission on foreign Language and International Studies. Stanford, CA: Stanford University.
Freed, B.F. (1998, Fall). Language learning in a study abroad context. Frontiers: The Interdisciplinary Journal of Study Abroad, 4. [On-Line]. Available: http://www.frontiersjournal.com/back/four/volfour.htm.
Freed, B.F., (1998, Fall). An overview of issues and research in language learning in a study abroad setting. Frontiers: The Interdisciplinary Journal of Study Abroad, 4. [On-Line]. Available: http://www.frontiersjournal.com/back/four/volfour.htm.
Freed, B., & Lazar, N. So, S. (1998, December). Fluency in writing: Are there differences between students who have studied abroad and those who have not? Presentation at the Modern Language Association, San Francisco, CA.
Furlong, T. & Hardin, S. (2000). International education study abroad programs: A level I review. Florida community college system: Putting minds to work. (ERIC Document Reproduction Service No. ED 440 715).
This report presents the results of a study that was conducted to determine the extent and types of international education programs offered in the Florida Community College System (FCCS). The study provides an overview of the structure and content of international education travel programs offered by each college. Institutional and business partnerships, international consortia memberships, and international development initiatives are also discussed. A survey on international education programs was distributed to all 28 community colleges. An in-depth case study of the Seville, Spain program offered by Broward Community College was conducted. Survey results indicated sixty-seven different international travel courses or programs in at least seventeen countries. Nine major sections are included in the report: (1) international education travel programs in Florida's community colleges; (2) program structure; (3) consortium membership; (4) international development initiatives; (5) Florida linkage institutes; (6) faculty development; (7) case study of Seville, Spain program; (8) issues for consideration; and (9) summary. Appendices include FCCS international education program offerings, linkage institute contact list, support organizations for global education, and study abroad program review survey. (RDG) [KP].
Furnham, A. (1988). The adjustment of sojourners. In Y.Y. Kim & W.B. Gudykunst (Eds.), Crosscultural adaptation: Current approaches. Intercultural Communication Annual, 11, (pp. 42-62). Newberry, CA: Sage.
Furnham, A. & Bochner, S. (1989). Culture shock: Psychological reactions to unfamiliar environments. New York: Routledge.
Furumoto, M. (2000, March). Creating support: A booklet of student reflections on their study abroad experiences. The Forum Newsletter, The Forum on Underrepresentation in Education Abroad. [On-Line]. Available: http://www.secussa.nafsa.org/forum/#Creating%20Support:%20A%20Booklet%20of%20Student%20Reflections%20on%20their%20Study%20Abroad%20Experiences.
Furumoto, M., & Raphael, A. (2000). Diversity of experiences: Voices of PENN abroad participants. Philadelphia, PA: Office of International Programs, University of Pennsylvania.
This booklet is a compilation of student comments about diversity and the study abroad experience. The excerpts come from questionnaires completed by Penn Abroad alumni, and address issues that were of concern and interest to the students both prior to their departure and upon their return. [OIP PENN].
Gagliano, G.V., & Moore, N.M. (1996). Studying abroad: A guide to accessible university programs and facilities for students with disabilities. New Orleans, LA: University of New Orleans.
Garvey, D.E. (1992, March). Cross-cultural experiences and moral development in a selected group of college students. (Doctoral dissertation, University of Colorado at Boulder, 1991). Dissertation Abstracts International, 52 (9), 3193A.
An estimated 50,000 college students from the United States take part in study-abroad programs annually. Several studies have attempted to understand the impact of these study-abroad experiences on student participants. Previous studies have found increases in foreign language acquisition, participant self-concept, global understanding, and appreciation for cultural differences. No research has been done on the possible impact of study abroad on the moral development of college students. The purpose of this study was to gain an understanding of the possible impact a global study-abroad program, entitled the 'Semester at Sea Program,' had on a group of thirty students who were enrolled in this program during the Spring semester of 1990. The Defining Issues Test (DIT) was administered at the beginning of the program and a post-test was administered twelve weeks later near the end of the program. Paired t-tests and Repeated Measures ANOVAs were performed to measure any differences in participants' scores. Independent variables included: gender, amount of foreign experience prior to enrollment in the Semester at Sea Program, and students' home campus public/private). In addition to the DIT analysis, ethnographic information was also obtained. Students' written accounts of the experience, including letters, journals, and diaries, along with interview data were collected. A domain analysis was conducted on this information to learn more about the experience from the students' perspective. The study found no statistical significance in the pre/post-test DIT results. As measured by the DIT, the Semester at Sea Program was found to have no significant effect on increased moral development of students in the study. The analysis of the ethnographic information revealed that considerable change had occurred in students resulting from their experience in the Semester at Sea Program. [Author].
Gaw, K.F. (2000, January). Reverse culture chock in students returning from overseas. International Journal of Intercultural Relations, 24 (1), 83-104. Paper originally presented at the Annual Meeting of the American Psychological Association, August 1995.
The reentry experiences of 66 overseas-experienced American college students were examined to determine if reverse culture shock influenced self-reported problem severity, willingness to see a counselor, and student support service usage. This survey study revealed significant findings that bear upon student services programming conducted by college student personnel workers. First, returnees experiencing a high level of reverse culture shock were more likely to report more personal adjustment and shyness problems/concerns than were returnees experiencing a low level of reverse culture shock. Second, willingness to see a counselor for personal problems/concerns was not necessarily related to one's level of reverse culture shock. Finally, a negative correlation was observed with regard to reverse culture shock and student support service usage; as reverse culture shock increased, service usage decreased. Programming implications are discussed. [Author].
Gaw, K.F. (1994). The reverse culture shock experience of overseas-experienced American college students. (Doctoral dissertation, University of California – Santa Barbara). Dissertation Abstracts International 56 (03), A0867.
Geisler, M.D. (2000, December). A typology of reflective learning. (Masters thesis, Michigan State University, 2000). Masters Abstracts International, 38 (6), 1421.
This study explored the phenomenon of reflective learning, looking at a specific case: a study abroad program in Nepal and the participants of the program. The intent of the study was to explore the reflective learning phenomenon in relation to the participants during the time of the program, particularly, exploring the process of reflective learning. Data was gathered using semi-structured interviews. Interviews were conducted at three separate periods of the 11 week program: weeks two and three; weeks five and six; and weeks ten and eleven. These interview dialogues were the unit of analysis, using a grounded theory methodology to discover major themes and characteristics. The findings are presented in two sections, one presenting a Typology of Reflective Learning, and two, a typological description of particular learner types. The Typology of Reflective Learning was found to consist of four main category types: Focus of Reflective Learning; Means of Reflective Learning; Intent of Reflective Learning; Influences on Reflective Learning. All learner participants expressed varying degrees of these basic core category types when discussing their reflective learning. The typological description of particular learner types presents composite pictures of particular learners who were representative of a learning continuum, of which all learner participants were a part. The representative learners presented were of three types: Questioning Learner; Synthesizing Learner; and Content Informed Learner. [Author].
Geller, J. (1998, February 26). Retention and study abroad: Summary. SECUSSA Discussion List. [On-Line]. Available: http://listserv.acsu.buffalo.edu/cgi-bin/wa?A2=ind9802&L=secuss-l&T=0&F=&S=&P=10808.
This SECUSS-L post includes a summary of colleague responses regarding study abroad and retention of students which were used for a “whit paper” brief for a faculty committee at Hobart and William Smith Colleges. This post also provides a summary of a pilot study the author started. [DJC].
Gerner, M., Perry, F., Moselle, M., & Archibold, M. (1992). Characteristics of internationally mobile
adolescents. Journal of School Psychology, 30, 197-215.
Gibson, T.K.H. (1992, May). Effects of international experiences on Grand Canyon University students. (Doctoral dissertation, Arizona State University, 1991). Dissertation Abstracts International, 52 (11), 3812A.
The international program at Grand Canyon University appears to be very worthwhile. This study was conducted to ascertain if indeed it is worth the time and effort it takes to coordinate it and whether the students are reaping benefits which would not be gained if they stayed on campus. An interview technique was used to examine 9 students who had been on study trips, mission experiences, choir tours, and English teaching experiences for periods of 3 weeks to 2 years. Interviews were taped, and while guide questions were used, students were encouraged to speak freely of their experiences, problems which occurred, and to recommend ways of improving the programs in the future. All of the students experienced some 'culture shock,' the extent of which depended on the length of their stay. On the other hand, they experienced cultural adjustment on their return to the United States as well. An increased interest in international news, new knowledge of geography and politics, increased self-confidence and career adjustments were all evidenced among the students. [Author].
Gillespie, J., Braskamp, L.A., & Braskamp, D.C. (1999, Fall). Evaluation and study abroad: Developing assessment criteria and practices to promote excellence. Frontiers: The Interdisciplinary Journal of Study Abroad, 5. [On-Line]. Available: http://www.frontiersjournal.com/back/five/volfive.htm and http://www.iesabroad.org/menus/ies_MAP.htm.
Gillan, K.J. (1996, February). A measure of global-mindedness at the University of Northern Colorado: An assessment of students, faculty, and administrators. (Doctoral dissertation, University of Northern Colorado, 1995). Dissertation Abstracts International, 56 (8), 3015A.
This study investigated the global-mindedness of study abroad students, non-study abroad students, faculty, and administrators at the University of Northern Colorado. The purpose for this assessment was to ascertain how ready UNC is for internationalization. The Global-Mindedness Scale (GMS) (Hett, 1991); The Global Behavior Checklist (GBS) (Hett, 1991); and the Social Interaction Scale (SIS) (Bogardus, 1928) were distributed to a random cluster sample of undergraduate classrooms. Faculty and administrators were sent copies of the instruments by mail. In total, 878 students were assessed, 10% of the undergraduate population; 161 faculty, 36% of the population; and 73 administrators, 52% of the population. ANOVA analysis yielded differences in global-mindedness between all affiliation groups. Administrators scored highest on the GMS. Study abroad students, as expected, had higher GMS scores than non-study abroad. Multiple regression analyses tested various independent variables to determine if predictors of global-mindedness existed for students, faculty, and administrators. Of the variables examined, gender, age and duration of study or travel abroad proved to have significant predictive relationships for global-mindedness. Females, on average, were more global-minded. The age range group of 45-54 had the highest mean score for global-mindedness. Respondents having a duration that exceeded one year of study or travel abroad proved to have the highest global-mindedness scores. All correlations between instruments were significant. Those correlations between the GMS and GBS produced significant degrees of correlation to merit usage simultaneously again in further studies. However, correlations between the SIS and the GMS were at a low degree, and thus may not merit usage together again in further studies. This study supports three major conclusions. First, the predictive relationships between various independent variables and global-mindedness are inconclusive, and conditions which may enhance or mitigate global-mindedness are not yet fully understood. Second, this study trengthened the role of study abroad in facilitating global-mindedness in students, faculty, and administrators. Third, a global-mindedness mindset is evidenced at the student, faculty, and administrator level, indicating a readiness to internationalize UNC. [Author].
Giordano, P. (1988). Study abroad: Bibliography-in-brief. Washington, DC: Congressional Research Service, Library of Congress
Glaesel, H. (2000). How to expand and support strong, existing study abroad programs. African Issues, 28 (1/2), 77-79.
This brief paper describes activities at Elon University (formerly Elon College) that support and enhance current study abroad programs. Study abroad plays a key part in the academic experience of the Elon student body, as evidenced by the participation of forty-six percent of the May 1999 graduates in study abroad and the University's current number one status nationally for the percentage of students at a master's degree granting institution who engage in short term study abroad. [Author].
Glass, L. (1996, Spring). Science: An international language. The Phi Beta Delta International Review, 6.
This paper presents a high school exchange program between Moscow, Russia and central Iowa that focuses on joint science projects. The program includes several components: the sharing of teaching materials and methodologies, the joint production of scientific data by students, and visits to each other's countries. E-mail facilitates the exchange throughout the year. Data from the 181 persons (162 high school students and 19 adults) involved in SciLink indicate that international exchanges can promote the development of cultural understanding and improve science achievement. T'he project demonstrates that because science is an international language, it is an excellent vehicle for promoting international understanding. [Author].
Gliozzo, C. (2000). Creative funding for study abroad: A guide for advisors. In M. Tillman (Ed.), Study abroad: A 21st century perspective (pp. 35-39). Stamford, CT: American Institute for Foreign Study Foundation. [On-Line]. Available: http://www.aifs.com/aifsfoundation/21century.htm
Gmelch, G. (1997, October 26). Student travel abroad: Boon or boondoggle? The Washington Post Education Review, 5-6.
Gmelch, G. (1997, November). Crossing cultures: Student travel and personal development. International Journal of Intercultural Relations, 21 (4), 475-490.
This paper is concerned with what students do and learn when they travel abroad. First, the behavior and daily routines of American college students traveling in Europe, while on a term abroad, are examined through their journals and travel logs and the researcher's observations. What the students learn about other cultures is often superficial, yet the experience is found to be educational in ways that were unexpected. Much of the personal benefit of travel comes not from what students learn about the places or cultures they visit, but from the need to continuously make decisions and deal with the demands of daily life in new and unfamiliar settings. It is suggested that these experiences foster personal development in several ways. [Author].
Gochenour, T. (Ed.). (1993). Beyond experience: An experiential approach to cross-cultural education (2nd ed.). Yarmouth, ME: Intercultural Press, Inc.
Goodwin, C.D., & Nacht, M. (1991). Missing the boat: The failure to internationalize American higher education. Cambridge, Cambridge University Press.
Gore, J.E., Meyers, J., & Louis, S. (1995). Cost effective techniques for internationalizing the campus and curriculum. New York: Council on the International Educational Exchange.
Grandin, J.M. (1991). Developing Internships in Germany for International Engineering Students. Unterrichtspraxis, 24 (2), 209-214.
Grant, M.A. (1989, Spring). Study abroad: The U.S. perspective. The Advising Quarterly, 8, 1-4. [On-Line]. Available: http://www.amideast.org/publications/aq/Back_Issues/1989/spring89.pdf.
Green, G. (1996, May). Assessing crisis preparedness of US college-level study abroad programs. Unpublished Master’s thesis, School of International Training.
Gribacher, J.C. (1991). Effects of social interaction with host and conationals on the psychological adjustment of sojourning students: A review of the literature. Biola University. (ERIC Document Reproduction Service No. ED335598).
Grove, C.L. (1989). Orientation handbook for youth exchange programs. Yarmouth, ME: Intercultural Press.
Guernsey, L. (1997, April 11). A lawsuit raises difficult questions about liability in student-abroad programs. Chronicle of Higher Education, 43 (31). A37-A38.
An Earlham College (Indiana) student's lawsuit charging the college with responsibility for her rape during a Japanese study-abroad program tests the legality of the waiver students sign before leaving. The student claims the waiver is not the issue, but the need for colleges to protect students facing sexual harassment. She says the college responded inadequately to her complaints. [MSE – EDRS].
Gurman, E.B. (1989). Travel abroad: A way to increase creativity? Educational Research Quarterly, 13 (3), 12.
Gurman, E. B., Taylor, W. B. & Hudson, T. W. (1990). Study abroad: a case study in international education. Psychological Reports, 67 (2), 579-585.
Haddad, M.R. (1997). Engineering students abroad. Journal of Chemical Education, 74 (7), 757-759.
Hameister, B.G., Matthews, P.R., Hosley, N.S., & Groff, M.C. (1999, Fall). College students with disabilities and study abroad: Implications for international education staff. Frontiers: The Interdisciplinary Journal of Study Abroad, 5, 81-101. [On-Line]. Available: http://www.frontiersjournal.com/back/five/volfive.htm.
Hameister, B.G., Matthews, P.R. & Skolnick, B.D. (1991). Disabled students’ perception of study abroad. Selected proceedings of the 1990 AHSSPPE Conference, Nashville, TN, 4-6.
Students with disabilities have traditionally been underrepresented in study abroad programs. This session presented preliminary results of a pilot study of disabled students’ perceptions of study abroad, both barriers to participation and expected benefits. We led a discussion about issues in study abroad for disabled students. What fears do disabled students have about study abroad? What information do students need before they consider study abroad? How can disability service providers facilitate this process? [Authors].
Hanson, L., & Myles, W. (1997). Risk and responsibility in study abroad: An examination of risk assessment and legal responsibility in university and college study abroad programs, #11 in CBIE research series. Ottawa, Canada: The Canadian Bureau of International Education.
The goal of this paper is to provide guidance and direction for Canadian universities and colleges in dealing with liability and risk management related to providing international study opportunities for Canadian students. It includes a review of the literature and specific cases, an analysis of the issues involved and recommendations to educational institutions on managing liability and risk issues in international exchange programs. [CBIE].
Harari, M. (1989). Internationalization of higher education: Effecting institutional change in the curriculum and campus. Long Beach, CA: Center for International Education, California State University.
Harari, M., & Reiff, R. (1993). Halfway there - A view from the bridge. International Educator, l.3 (1), 16-19, 46.
Harding, B.M. (2000). Federal tax issues raised by international study abroad programs. Journal of College and University Law, 27 (1), 207-222.
Harpur, J. (date unknown). The impact of exchange programs on students’ personal and professional development. Centre for International Business Studies, Memorial University of Newfoundland. [On-Line]. Available: http://www.business.mun.ca/cibs/research/reports/images/impact.pdf.
This report examines the exchange programs offered by Memorial University’s Centre for International Business Studies, a component of the Faculty of Business Administration. The purpose of the report is to describe the impact that participation in international exchange programs has on students’ personal and professional development. Pre-trip and post-trip surveys were completed by approximately 40 students, including both Canadian and international students. These surveys revealed that all students perceived their exchange program as a positive experience. Areas of personal development reported by students included: an increased level of independence, a greater ability to cope with change/ambiguity and an appreciation of one’s own culture. Areas of professional development noted were a greater awareness of other countries, an expanded knowledge of international business, and improved interpersonal communication skills. The benefits of these exchange programs should encourage university officials to promote the maintenance and expansion of such programs as we look towards the 21st century. [Author].
Harrop, J.C. (1992, July). International education and the college student (study abroad). (Doctoral dissertation, University of Virginia, 1991). Dissertation Abstracts International, 53 (1), 80A.
This study explored the global understanding of college students in relation to their experiences of international education. The main areas of international education at the college level, i.e. internationally related majors, and study abroad programs, were used to define four groups of students with mutually exclusive experience of international education. Interviews with fifty-four seniors at the College of William and Mary in Virginia provided the students' perspective of the influences of family background, high school, travel abroad, foreign language instruction, the liberal arts program and overall environment at William and Mary. Students taking internationally related majors were more knowledgeable about current international issues than those with non-internationally related majors. Study abroad participants were more aware of the involvement of the U.S. abroad, and of perspectives from other countries. A small group of students showed a complex level of global understanding in contrast with a lack of global understanding among the majority of students. Those who has participated in many internationally related activities thought that family or high school experiences and personal contacts during college years, both inside and outside college, were the strongest influences on developing global understanding. Students perceived very little emphasis on international education in the liberal arts program. The foreign language and distribution requirements of the liberal arts curriculum at the College had little effect on students with superficial global understanding. [Author].
Hart, D.S., Lapkin, S., & Swain, M. (1994). Impact of a six-month bilingual exchange program: Attitudes and achievement. Report to the Department of the Secretary of State. Toronto, Canada: OISE Modern Language Centre.
Hashimoto, H. (1994). Language acquisition of an exchange student within the homestay environment. Journal of Asian Pacific Communication, 4 (4), 209-224.
Hattie, J. (1997, May). Factors influencing USA student’s decision to study abroad in Australia. Unpublished manuscript, University of North Carolina at Greensboro, NC; Post-NAFSA Workshop, Australian Education Office, Victoria, BC, Canada. [On-Line]. Available: http://www.arts.auckland.ac.nz/edu/staff/jhattie/studypaper.html.
The purpose of this study is to determine the major motivational factors that lead USA students to study abroad in Australia. [Author].
Hawks, J. (1994). Youth Exchange: The Complete Guide to the Homestay Experience Abroad. New York: Facts on File, Inc.
Hawkins, J.N., Haro, C.M., Kazanjian, M.A., Merkx, G.W., & Wiley, D. (Eds.). (1998). International education in the new global era: Proceedings of a national policy conference on the Higher Education Act, Title VI, and Fulbright-Hays Programs. Los Angeles: International Studies and Overseas Programs, University of California, Los Angeles. [On-Line]. Available: http://www.isop.ucla.edu/pacrim/title6/.
This volume, published in 1998, represents the best thinking of more than 250 scholars, practitioners, policymakers, and foundation leaders on the status and future of international education and foreign area studies in the United States. It is the product of a national policy meeting, held at the University of California, Los Angeles, January 23-25, 1997, where representatives from a broad spectrum of higher education institutions and related organizations came together, for the first time, to review continuing and new national needs for international education. UCLA joined with the U.S. Department of Education to sponsor this forum, but the fact that a cosponsor of the conference was a coalition of over twenty-five major educational organizations, the Coalition for International Education, made the conference even more remarkable. The sessions covered a wide terrain, from the history of federal legislation and involvement in international education to conceptual discussions of the state of the field, issues related to both undergraduate and graduate education, and, most centrally, the relevance of international education to the emerging national needs for the twenty-first century.
We believe that the volume will be a standard work in the formulation of university and government policy in foreign area and language training for years to come. The full text of this important study can be downloaded from a website either in a single file or by individual chapters. [Editors].
Hayden, M.C. (1998). International education in practice. In M.C. Hayden, & J.J. Thompson (Eds.), International education. Sterling, Virginia: Stylus Publishing, Inc.
Hayden, M.C., & Thompson, J.J. (1995). International schools and international education:
relationship reviewed. Oxford Review of Education,21, 327-338.
Hayden, M.C., & Thompson, J.J. (1995). Perceptions of international education: a preliminary
study. International Review of Education, 41 (5), 389-404.
Hayden, M.C. & Thompson, J.J. (1996). Potential difference: The driving force for international
education. International Schools Journal, 25 (1), 46-57.
Hayden, M.C., & Thompson, J.J. (1997). Student perspectives on international education: a
European dimension. Oxford Review of Education, 23 (4), 459-478.
Hayward, F.M. (2000). Preliminary Status Report 2000: Internationalization of U.S. higher education. Washington, D.C.: American Council on Education. [On-Line]. Available: http://www.acenet.edu/bookstore/pdf/2000-intl-report.pdf.
This study, funded by the Ford Foundation, reports on the state of international education in the United States, primarily at the undergraduate level. Relying on existing data that is at times lacking and/or contradictory, the picture that emerges suggests that little progress has been made in internationalizing campuses nationwide and that undergraduates do not gain the necessary levels of international understanding, skills, and knowledge to effectively function in an emerging global environment. The findings represent the first phase of a two-part research initiative undertaken by ACE’s Center for Institutional and International Initiatives. [ACE].
Healy, L.M. (1988, Fall). Curriculum building in international social work: Toward preparing professionals for the global age. Journal of Social Work Education, 3, 221-228.
Henke, C.M. (2000). Tourism or unique learning opportunity: Issues in short-term study abroad programs. Unpublished Master’s thesis, School for International Training.
Hermann, D.S. (1999). Silent partners: Parental involvement in the study abroad experience of U.S. college students. Unpublished Master’s thesis, School for International Training.
Herrin, C.A. (Ed.). (1996). Japan-U.S. exchanges: Trends, opportunities and barriers. Washington, D.C.: Alliance for International Educational and Cultural Exchange.
Hershey, R.D. Jr. (1998, March 1). Americans abroad learning studies now offer a bargain. The New York Times, Foreign Desk section.
Number of Americans studying abroad has jumped 84 percent over last decade; with average bill for private schools in US now more than $20,000 a year--and costs elsewhere in world much lower--growing number of American families are finding that experience that once was largely restricted to well-to-do is turning into something that middle class can no longer afford to ignore; number of students seeking bargain educations abroad has grown so quickly that backlash has been seen, both at American schools and those in foreign countries; University of Pennsylvania charges students going abroad same amount they would pay on Philadelphia campus; some countries that heavily subsidize higher education have taken to charging foreigners full price. [NYT].
Hershey, R.D. Jr. (1998, August 2). College & Money; Students abroad find a wealth of choices and even bargains. The New York Times, Education Life Supplement.
Foreign-study programs for college undergraduates are enticing students who want to venture into the unknown; programs are no longer confined to language courses; they now offer vast array of places and subjects from which to choose; students may save money by spending semester or two abroad--as much as 50 percent off cost of private American college. (Special section: Education Life). [NYT].
Hett, E.J. (1992). Development of an instrument to measure global-mindedness. Unpublished doctoral dissertation, University of San Diego, San Diego, CA.
Higashi, S.K., & Margolis, A. (1991). Study Abroad. In The educational system of the United Kingdom: The admission and placement of students from the United Kingdom and study abroad opportunities. A workshop report sponsored by Projects for International Education Research, pp. 5-22. Washington, D.D.: American Association of Collegiate Registrars and Admissions Officers and NAFSA: Association of International Educators.
Hinga, J.D. (1990). Student travel study programs – Some considerations. NASSP Bulletin, 74 (522), 5-68.
Hockman, C. (1989). Returning home. Goshen, IN: Pinch Penny Press.
Hoemeke, T. (1990). Education for international competence and competitiveness: The Texas response. International Education Forum, 10 (2), 74-85.
Hoffa, B. (1995). International education in the 90s- Study abroad advisers reflect on the national task force report. Transitions Abroad, 19 (2), 89-93.
Hoffa, B. (1995, November 4). E-mail survey results. SECUSSA Discussion List. [On-Line]. Available: http://listserv.acsu.buffalo.edu/cgi-bin/wa?A2=ind9511&L=secuss-l&T=0&F=&S=&P=1457.
This SECUSS-L post summarizes the results of a brief survey “concerning the impact of current e-mail communication accessibility on the living and learning experiences of U.S. students enrolled in education abroad programs, before, during, and after their overseas experience. A fuller version, with ample excerpts from many respondents, will appear in the January/February 1996 issue of TRANSITIONS ABROAD magazine.” [Author].
Hoffa, W. (1997). Abroad in the global culture: Listening to our students, listening to ourselves. International Educator, 6 (2), 16-20.
Hoffa, W. (1999, May/June). Education abroad: Present constraints and future challenges. Transitions Abroad, 12 (6), 54-. [On-Line]. Available: http://www.transitionsabroad.com/listings/study/st-intro.shtml.
Hoffa, W. (1999, September). Study abroad data collection, 1949 to the present: A brief overview. Washington, DC: SECUSSA: Section on US Students Abroad/NAFSA: Association of International Educators. [On-Line]. Available: http://www.secussa.nafsa.org/briefdatacollection.html.
Hoffa, W. (2000, July 26). U.K. study abroad numbers. Keele, United Kingdom: BUTEX.
Hoffa, W.W., Burak, P., & Smithee, M.B. (1999, Summer). Crisis management in a cross-cultural setting. International Educator, 8 (3), 14-21.
Holman, M.A. (1996). Cooperation and collaboration in US study abroad programming. In T.M. Davis (Ed.), Open Doors 1995/96: Report on international educational exchange. New York: Institute of International Education. [On-Line]. Available: http://www.opendoorsweb.org/Lib%20Pages/Contents/stab-cont.htm
Holman, M.A. (1997). The uses of alliance in U.S. campus study abroad programming, NAFSA Working Paper #61. Washington, D.C.: NAFSA: Association of International Educators.
Interorganizational collaboration is becoming the norm in U.S. study abroad programs. In an era of pressure to do more with less, greater student demand in program range and scope, and increased competition, cooperative arrangements are becoming increasingly popular—but are they being used to the best advantage of the campus as well as the students? This paper explores a conceptual framework for modeling strategic alliances in the larger framework of campus internationalization. [NAFSA].
Holmes, J. (1997). Guardian angel: How to be a supportive parent or guardian when your young adult decides to work or study abroad. Ottawa, Canada: The Canadian Bureau for International Education. [On-Line]. Available: http://www.destineducation.ca/pdfs/guardian_e.pdf.
This practical, easy-to-read guide is chock-full of advice for the parent/guardian of a young person embarking on a first international adventure. The author highlights opportunities for young people to participate in exchange programs. He examines how to assist before, during, and after the young adult goes abroad. Health issues, academic issues, visiting and re-entry are some of the topics touched upon. This guide is an essential resource for parents/guardians and the work/study abroad adviser. [EA-CA].
Holmes, P. (1997, Fall). Future directions in international science education. Frontiers: The Interdisciplinary Journal of Study Abroad, 3. [On-Line]. Available: http://www.frontiersjournal.com/back/three/volthree.htm.
Holzner, B. (1988). Economic competitiveness and international education. Phi Kapa Phi Journal, 68, 2-17, & National Forum, 68 (4), 11-13.
Homann, G. (1999). Incorporating cross-cultural training into study abroad pre-departure orientation: A manual for study abroad advisors. Unpublished capstone paper, School for International Training.
Honan, W.H. (1998, April 5). Student life; Coping with catastrophe abroad. The New York Times, Educational Life Supplement section.
Article advises American college students on how to get help in emergencies that occur when they are traveling or studying overseas. (special section, Education Life). [NYT].
Hooper, L.N. (1998). The impact of study abroad on initial job experiences. Unpublished B.S. thesis, Butler University.
Hope, R.O., & Scott, S.T. (1998). Strengthening the capacity of underrepresented minorities to pursue international service careers. In J.N. Hawkins, C.M. Haro, M.A. Kazanjian, G.W. Merkx, & D. Wiley (Eds.), International education in the new global era: Proceedings of a national policy conference on the Higher Education Act, Title VI, and Fulbright-Hays Programs (pp. 197-205). Los Angeles: International Studies and Overseas Programs, University of California, Los Angeles. [On-Line]. Available: http://www.isop.ucla.edu/pacrim/title6/Break9-Hope-Scott.pdf.
The imminent approach of the twenty-first century challenges the country to examine and renew its commitment to preparing the most talented students for the global economic and international affairs responsibilities that will occupy center stage in the coming decades. Given current estimates that project a profound shift in population by 2050-from a majority status for non-Hispanic whites to a more equal distribution between majority and minority-it is time to address the issue of re-creating the international affairs establishment by tapping the energy and talent of current and future students, particularly women and minorities.
While efforts have been underway in recent years to educate a cadre of minority policy professionals in the international sphere, statistics indicate that minorities still remain greatly underrepresented at the highest levels of the international affairs hierarchy. An new public/private partnership is required that will promote international career opportunities for talented students of color. This paper describes several existing fellowship programs that promote diversity for the twenty-first century and that can serve as models for expanding international affairs opportunities. Diversity is a reality in the American landscape. What is required is a commitment to expand successful educational models to take advantage of that diversity, and to do so in the context of recent antiaffirmative-action court decisions that may adversely impact the recruitment and admission of students of color to international affairs graduate programs. [Authors].
Hopkins, J.R. (1999). Study abroad as experiential learning. Liberal Education, 85 (3), 36.
Horning, J.J. (1995, September/October). The toughest job you’ll ever have: Faculty find rewards-and responsibilities-in study abroad program. ACADEME: Bulletin of the Association of University Professors.
House, D.B. (1996, Winter). Baptism by immersion: A college president’s memoir of study in Berlin. International Educator, 5 (2), 28-31.
Hovde,P., & Krejci, M et al. (1999, Spring). How international experience affects teaching: Understanding the impact of faculty study abroad. Journal of Studies on International Education, 3 (1): 33-56.
This paper explicates the causal linkages between short-term study abroad experiences of college faculty and the global content of their classroom teaching. Information for the study comes from self-reports and extensive interviews with faculty who traveled to locations in Central America, South America, Southern Africa, and India. Earlier research by the authors shows that these study abroad experiences have a positive impact on "globalizing" the participants’ teaching. However, the process leading to this effect needs clarification. After describing the context for the present research and the methods used for the qualitative analysis, connections evident in the experiences of the travel seminar participants are used to construct a causal process theory. This theory explicates the linkage between travel and teaching by stating that experience abroad enhances social and self awareness of participants which in turn leads to changes in their teaching (i.e., increased global content). Key examples found in the statements of the participants are used to elucidate this theory. The paper concludes with a discussion of the results and their implications for people who design and participate in faculty study abroad programs. [KP].
Howell, L. (1999). Coming home: Sustaining the experiences of studying abroad. The Vermont Connection.
As the definition of education broadens beyond classroom learning to more experiential models, studying abroad during college is gaining credibility as a valuable part of the educational process. This opportunity provides a rich intellectual experience, both in and out of the classroom. Many students return to their college or university feeling disconnected and finding it difficult to articulate their experiences. This article explores students’ development abroad and the ways higher education administrators can enhance these skills once students return. [Author].
Hoye, W.P. (1998, June 23). The legal liability risks associated with international study abroad programs. Paper presented at the National Association of College and University Attorneys (NACUA) Conference.
Hoye, W.P. & Rhodes, G.M. (2000, Summer). An ounce of prevention is worth…the life of a student: Reducing risk in international programs. The Journal of College and University Law, 27 (1), 156-181.
Hoye, W., Zerr, R., & Rypkema, P. (1999, April). Audit guide: Risk assessment for student foreign travel programs. United Educators Insurance Risk Retention Group, Inc.
Hoye, W., Zerr, R., & Rypkema, P. (1999, April). Legal & risk management issues involving student foreign travel. Monograph published by the United Educators Insurance Risk Retention Group, Inc.
Huebner, T. (1991). Effects of overseas study: A preliminary report on an intensive beginning-level course in Japanese. Paper presented at the annual PACIE Conference, Pittsburgh, PA.
Huebner, T. (1995). The effects of overseas language programs: Report on a case study of an intensive Japanese course. In B. Freed (Ed.) Second language acquisition in a study abroad context (pp. 171-193). Amsterdam/Philadelphia: John Benjamins Publishing Company.
Huebner, T. (1998, Fall). Methodological considerations in data collection for language learning in a study abroad context. Frontiers: The Interdisciplinary Journal of Study Abroad, 4, 1-30. [On-Line]. Available: http://www.frontiersjournal.com/back/four/volfour.htm.
Hughes-Wiener, G. (1988, February). An overview of international education in schools. Education and Urban Society, 20 (2), 139-158.
Hurst, A. (1998, Fall). Students with disabilities and opportunities to study abroad. Journal of Studies on International Education, 2 (2).
Within the context of increasing opportunities for study abroad, it is important to ensure that students with disabilities can be included in international programs. However, to ensure that their participation is of the highest quality, there are several additional challenges to be met. The first section of the paper explores these and discusses the availability of appropriate information, financial concerns, and issues of access, both in the physical sense of access to buildings and also the educational sense of access to learning and the curriculum. The next section describes three case studies of disabled students and study abroad, including individual visits, group arrangements, and a European pilot program organized from Ireland. The closing section provides brief practical guidelines to assist in the inclusion of students with disabilities in international programs. [Author].
Hyde, M. (1998, July 4). Reportage from Oxford programme: Is study abroad an itinerary or syllabus? Paper presented at the Teaching within Anglo-American Study Abroad: Pedagogy, Methodology, Purpose conference, Harlaxton College, United Kingdom. [On-Line]. Available: http://www.ueharlax.ac.uk/academics/faculty/hsnow/98conferj.htm.
Ife, A. (2000, Winter). Language learning and residence abroad: How self-directed are students? Language Learning Journal, 22.
Immelman, A., & Schneider, P. (1998, Fall). Assessing student learning in study abroad programs: A conceptual framework and methodology for assessing student learning in study abroad programs. Journal of Studies on International Education, 2 (2).
Conventional wisdom dictates that international education promotes student development and the acquisition of worthwhile knowledge, skills, and attitudes. Accrediting agencies, however, demand concrete evidence to substantiate such claims. This article describes the development of a conceptual framework and methodology for the academic assessment of student learning in study abroad programs with reference to knowledge acquisition, skills acquisition, attitudinal development, and social development. Conceptually, the framework is derived from the developmental theory of Erik Erikson and the taxonomies of educational objectives developed by Benjamin Bloom and his associates. Methodologically, focus groups are employed to generate assessment data, in a procedure akin to small-group instructional diagnosis (SGID). Based on the data collected in two focus groups conducted as a pilot study, more narrowly circumscribed coding categories were constructed within the broader domains of cognitive learning, behavioral skills acquisition, affective learning, and social development. The responses of students in the two pilot groups suggest that educational gains in study abroad programs occur primarily in the affective and social domains of learning, including values clarification, attitude change, personal development, and social maturity. [Authors].
Informal International Educational Task Force on GLBT Concerns. (1993, July 14). GLBT perspectives and study abroad orientations. The University of Minnesota. [On-Line]. Available: http://www.indiana.edu/~overseas/lesbigay/advise/orientations.html.
Inglis, A., Rolls, C., et al. (1997, December). Study abroad programs: Creating awareness of and changing attitudes to nursing, health and ways of living in other cultures. Contemporary Nurse, 6 (3/4), 152.
Multicultural society requires nurses to care for individuals and families with different cultural and religious values to their own. Study abroad programs for nursing students enable the students to be exposed to nursing, health and ways of living in other cultures. Students undertook a program at Chiang Mai University, Thailand through an international university linkage arrangement during 1997. Students concerns, expectations and perceived benefits of study abroad experiences were investigated in this non-experimental descriptive study, which involved a serial interview process incorporating three interviews before, during and after the program. Students undertaking the program acknowledged that they gained increased confidence and an understanding of different cultures. It was concluded that students did develop an increased awareness of and experienced attitudinal changes towards the cultures and health care needs of the country visited. [Authors].
Inglis, A; Rolls, C; and Kristy, S. (1998, October). The impact of participation in a study abroad programme on students' conceptual understanding of community health nursing in a developing country. Journal of Advanced Nursing, 28 (4), 911-917.
A pilot study was undertaken to ascertain the changes in conceptual understanding that resulted from participation in a study abroad programme in Chiang Mai in Thailand of a small group of Australian final year nursing students. Students' conceptual understandings were measured by means of open-ended interviews based on a case study scenario describing health conditions in a hypothetical Thai village. Students were asked to imagine that they had been appointed to work as a community health nurse in the village and describe how they would undertake the task. Shifts in understanding were detected by interviewing the participants before, during and after their participation in the programme and comparing their responses. The results of this limited study indicated that the impact of participation in the programme was less than expected. Furthermore, the factors of which students tended to show greatest awareness were those about which they had been briefed prior to departure. Nevertheless participants reported they had learnt much from their experiences. It is suggested that the discrepancy between the evidence provided by interview data and students' self-reports may be explained by participation having resulted primarily in the acquisition of the tacit rather than conceptual knowledge. [Authors].
Inglis, A; Rolls, C; and Kristy, S. (2000, December). The impact on attitudes towards cultural differences of participation in a health focused study abroad program. Contemporary Nurse, 9 (3/4), 246-260.
The changes in attitudes towards cultural difference of seventeen participants in a three-week community health study abroad program to Nepal were compared with the changes in attitudes of a similar group who did not participate in the tour. Participants in the tour group were surveyed eight weeks prior to departure and in the last week of the tour using a twenty-six item questionnaire employing a six-point forced-choice response scale. The responses of participants in the tour group showed significant shifts in relation to eight items compared while the responses for the control group showed no significant shifts. Observed student advantages of participation in this study tour included the development of independent behaviour and positive cultural adjustment and adaptation. [Authors].
IIE/NAFSA. (1996). IIE/NAFSA campus financial aid policy survey of professional interest to campus study abroad advisers and financial aid officers: A summary of results of the 1996 survey. A joint project of IIE and the NAFSA/SECUSSA Financial Aid Committee.
Institute of International Education. (1996, Fall). Financial aid for study abroad: Overcoming barriers to access. In, IIE Educational Associate, Academic Year 1996/1997: Fall, 10-15.
In the first major survey of U.S. institutions on financial aid in study abroad, a cooperative venture of IIE and NAFSA conducted in the faill of 1995, questionnaires were mailed to schools on the IIE mailing list. The survey sought to capture data on current trends in allocating aid, funding for minorities, and problem areas. 223 schools replied and represented a balanced variety of colleges and universities, public and private, although community colleges were not included. [IIE]. This article briefly describes the results, problem areas, solutions and quantitative data. [DJC].
Institute of International Education. (1997, April). Survey and evaluation of North American higher education cooperation. New York: Institute of International Education.
Ireland, C. (1999, Fall). Seventh-century Ireland as a study abroad destination. Frontiers: The Interdisciplinary Journal of Study Abroad, 5, 61-81. [On-Line]. Available: http://www.frontiersjournal.com/back/five/volfive.htm.
Isbell, K. (1997). Incorporating distance education in a study abroad program. The Language Teacher Online. [On-Line]. Available: http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/97/nov/isbell.html.
Jacobson, W., Sleicher, D., & Maureen, B. (1999, May). Portfolio assessment of intercultural competence. International Journal of Intercultural Relations, 23 (3), 467-492.
Portfolio assessment has been gaining prominence among U.S. educators as a valuable tool for authentic assessment. Whereas more traditional forms of assessment attempt to somehow quantify students' learning, portfolio assessment recognizes that learning is not always easily quantifiable, and calls on students to demonstrate their learning by selecting and presenting examples of their best work. This paper describes our procedures for introducing, developing, evaluating intercultural communication skills portfolios with our Intensive English Program students at The University of Iowa. We have found portfolio assessment to be well-suited for promoting our students' awareness of and reflection on their intercultural learning. Based on our initial experience using portfolios for this purpose, we recognize three distinct types of intercultural learning among our students, and offer suggestions for using portfolio assessment in intercultural education settings. [Authors].
Jankowsky, K. (1992, Fall). Foregrounding foreignness in teaching German unification: Video as a tool for processing interviews with Berliners in a study-abroad course. ADFL Bulletin, 24 (1), 23-29.
Janssen, G. (1989). Women on the move: A Christian perspective on cross-cultural adaptation. Yarmouth, ME: Intercultural Press.
Japan-United States Educational Commission. (1995). Academic Year in Japan. Washington, D.C.: NAFSA: Association of International Educators.
The difficulties facing the American students in Japan are legendary, from the traditional barrier of language to the baffling cultural complexities that surround even the simplest social exchange. A step-by-step checklist ushers you through every conceivable procedure, from fulfilling visa requirements to the arrangement of lodging in advance. The labyrinth of medical care, banking and exchange, transportation, and housing for the foreign student is knowledgeably navigated, and nearly half of this extraordinary book is then devoted to a description of the Japanese educational system, preparation for examinations, and equivalency. Even those travelers to Japan not attending a university or educational institution—sales representatives, businesspersons, or diplomats—should seize the opportunity to familiarize themselves with the laws and procedures governing their stay. Discover a wealth of information distilled from the cumulative experience of American scholars studying in Japan under the aegis of the Fulbright program for the past 43 years. [NAFSA].
Jeffrey, H.P. (1999, Spring). The legislative origins of the Fulbright Scholarship Program. The Phi Beta Delta International Review, 9.
Jenkins, K. (1996, Spring). Designing sustainable educational linkages with institutions in developing countries. The Phi Beta Delta International Review, 6.
The article addresses the under representation of developing countries in exchange and study abroad programs by proposing a framework with which to design and develop institutional linkages and programs. The author reviews the history of U.S. development assistance and educational programs and points out key factors to consider in establishing linkages. Two case studies are then presented, one successful, one not, to introduce the design and decision framework she proposes to assist institutions hoping to collaborate. The aim is to help institutional partners create effective partnership. The design and decision framework should help them take into account the constraints facing universities in developing countries, as well as help overcome U.S. institutions' reluctance to pursue linkages with developing countries. [Author].
Johnson, L.J. (2000). Defining, creating, and supporting successful study abroad programs. Unpublished Master’s thesis, University of Minnesota, Minneapolis, MN.
Johnston, J., & Edelstein, R. (1993). Beyond Borders. Washington, D.C.: Association of American Colleges.
Jones, R.C. (1999). Global status of engineering education: Outcomes of the 1998 Global Congress on Engineering education, Cracow, Poland. Global Journal of Engineering Education, 3 (2), 169-176. [On-Line]. Available: http://www.eng.monash.edu.au/usicee/gjee/vol3no2/paper13.pdf
Jones-Rikkers, C. & Douglas, C. (2000). The relationship between study abroad and worldmindeness: An empirical analysis. Management Department, Grand Valley State University. Allendale, MI. [On-Line] Available:
Judkins, D. (1989). Study abroad: The astute student's guide. Charlotte, VT: Williamson Pub. Co.
Jurasek, R. (1995). Using ethnography to bridge the gap between study abroad and the on-campus language and culture curriculum. In C. Kramsch (Ed.), Redefining the boundaries of language study (pp. 221-251). Boston: Heinle & Heinle.
Jurasek, R., Lamson, H., & O’Maley, P. (1996, Fall). Ethnographic learning while studying abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 2. [On-Line]. Available: http://www.frontiersjournal.com/back/two/voltwo.htm.
Kalunian, J.E. (1997, Fall). Correlations Between Global-mindedness and Study Abroad. International Education Forum 17 (2), 131-144.
Kashlak, R. and Jones, R. (1996). Internationalizing business education: Factors affecting student participation in overseas studies. Journal of Teaching in International Business, 8 (2), 57-75.
Kast, R.C. (1997/Fall, 1998/Winter). In loco parentis and the “reasonable person”: Libality issues in international studies programs. International Educator, 7 (1), 26-32.
Kealey, D.J. (1989). A study of cross-cultural effectiveness: Theoretical issues, practical applications. International Journal of Intercultural Relations, 13, 387-428.
Kecht, M-R. (1999, Spring). Integrated learning and internationalized education through languages across the curriculum. ADFL Bulletin, 30 (3), 17-22.
When Rice University decided a few years ago to establish its Center for the Study of Languages, it recognized the educational necessity of attracting more students to language and culture study and preparing tomorrow's graduates for the challenges of an international labor market. The faculty members and administrators who developed the so-called Plan 2000--a carefully crafted proposal recommending measures to improve language instruction--envisioned Rice as an institution that, over the next decade, would become innovative in language learning and convince its students of the great benefits of bilingualism and cross-cultural awareness. Much thought and energy went into drafting Plan 2000, and even more will have to go into its realization. Put quite bluntly, we want to accomplish nothing less than a transformation of a campus culture that now, to a great extent, reflects a national culture uninterested in other cultures and peoples. [Author].
Keating, R. & Charles M. B. (1991). Internationalizing the business school curriculum: perspectives on successful implementation. Journal of Education for Business, 67 (1) 12-16.
Kelleher, A. (1996). Learning from success: Campus case studies in international program development. New York: P. Lang.
Kelley, C., & Meyers, J. (1999, May). The cross-cultural adaptability inventory (CCAI). Intercultural Press.
Kennedy, J.G. (1994). The individual’s transformational learning experience as a cross-cultural sojourner: Descriptive models. (Doctoral dissertation, The Fielding Institute). Dissertation Abstracts International, 56, 1865A.
Kerr, C. (1991, September/October). International learning and national purposes in higher education. American Behavioral Scientist, 17-41.
Kertesz, M. (1999). Developing and managing study abroad programs. BCCIE: British Columbia Centre for International Education, Victoria, British Columbia, Canada.
This series of handbooks is designed for individuals at post-secondary institutions who have the task of managing education abroad programs or an office responsible for developing and coordinating exchange programs and field study programs. These handbooks provide an overview of the various types of education abroad programs and services, and outline strategies for developing and improving programs. They include information and resources to guide the development of education abroad programs as well as providing a collection of forms that can be customized for individual institutions. [BCCIE].
Khoury, P.S. (2000, Winter). Current developments and future directions in Middle Eastern studies. Frontiers: The Interdisciplinary Journal of Study Abroad, 6. [On-Line]. Available: http://www.frontiersjournal.com/back/six/volsix.html.
Kim, J. (1998, August). Economic analysis of foreign education and students abroad. Journal of Development Economics, 56 (2), 337-365.
The role of knowledge accumulation in economic growth has been well discussed in the literature. By assuming the possibility of knowledge import by study abroad, this paper presents a growth model of knowledge creation and import. This paper also derives testable implications in three aspects of foreign education: the choice of host countries by foreign students, the number of students abroad from one origin country, and the growth effect of foreign education. In all these aspects, empirical observations agree well with the predictions of the model. [Author].
Kim, S., & Berry, D. (1997, June 17). Models and strategies of collaboration across countries in doctoral education. Paper presented at the International Network for Doctoral Education in Nursing: vision and Strategy for International Doctoral Education, University of British Colombia, Vancouver, Canada. [On-Line]. Available: http://www.umich.edu/~inden/papers/ms.html.
This paper addresses the globalization of nursing especially as it pertains to nursing doctoral education. Its purpose is to consider the issues surrounding cross country doctoral education as identified by doctoral students and to suggest models and strategies that could be used to facilitate cross country doctoral education in light of the barriers identified by the doctoral students. This paper is based on published sources, conversations with doctoral students and personal observations. Nursing, in order to become globally relevant, should develop an independent body committed to cross country doctoral education. This body should be committed to increasing the accessibility and facilitating and organizing programs that provide opportunities for students and faculty to ascertain experiences abroad. Several models incorporated under a comprehensive strategy are suggested in this paper. [Authors].
Kim, Y. (1989). Intercultural adaptation. In M.F. Asante, & W.B. Gudykunst (Eds.). Handbook of international and intercultural communication. Newbury Park, CA: Sage.
Kim, Y.Y. (1988). Communication and cross-cultural adaptation. Philadelphia, PA: Multilingual Matters Ltd.
Kim, Y.Y., & Gudykunst, W.B. (1988). Crosscultural adaptation: Current approaches. Intercultural Communication Annual (Vol. 11). Newberry, CA: Sage.
Kinnell, M. (1990). The learning experiences of overseas students. Bristol, PA: Society for Research into Higher Education & Open University Press.
Kinsella, J. (1995). Experiences with culture: An experiential approach to international cross-cultural learning. Unpublished Master’s thesis, DePaul University, Chicago, Illinois.
Kirk, M.E. (1992). Where walls once stood: U.S. responses to new opportunities for academic cooperation with East Central Europe. East Central Europe Information Exchange, Report no. 2. New York: Institute of International Education.
Klahr, S.C, & Ratti, U. (2000, Spring). Increasing engineering student participation in study abroad: A study of U.S. and European programs. Journal of Studies in International Education, 4 (1), 79-102.
It is generally assumed that undergraduate students in any major benefit significantly from study abroad, with respect to personal, academic, and pre-professional development. For students in all professional programs, and for engineering students in particular, it has become increasingly important to acquire global competency. As nations become more economically interdependent, the engineering profession increasingly involves international bids and projects, demands interaction with international colleagues because of rapid advances in technological developments, and requires engineers to gain an awareness of world events and the global economy as well as acquire intercultural understanding. However, engineering graduates generally do not have the necessary skills to work in an international environment, as few engineering students gain international experience by either studying or interning abroad as part of their education. Engineering students encounter a number of barriers preventing them from taking advantage of international study. The aim of this paper is to provide an overview of and compare the types of initiatives in the Untied States and Europe designed to increase the numbers of engineering students participating in international study, and to present recommendations to remove the barriers to study abroad encountered by engineering students. The authors are aware that international experience as part of an engineering undergraduate education is a matter of great concern, and that a number of actions are being implemented to facilitate increased mobility. This paper contributes to these current and future initiatives. [Journal].
Klasek, C. (1992). Inter-institutional cooperation guidelines and agreements. In C. Klasek (Ed.), Bridges to the future: Strategies for internationalizing higher education (pp.108-128). Carbondale, IL: Association of International Education Administrators.
Klatt-Mogro, A.M. (1988, June). A comparison of symptomatology and cultural readjustment distress measurements in acculturation and reentry. (Doctoral dissertation, California School of Professional Psychology – Berkeley/Alameda, 1988). Dissertation Abstracts International, 48 (12), 3682A.
This study examined psychological symptomatology and cultural readjustment distress in education abroad program participants. Two groups were studied: (a) students newly-arrived to a foreign country (acculturation sample) and (b) those who had just returned from study abroad (reentry sample). Eighteen subjects (eight acculturation and ten reentry students) were surveyed twice by mail. The instruments included a brief demographics form, the Symptom Checklist 90, Revised (Derogatis, 1975) and the Cultural Readjustment Rating Questionnaire (CRRQ, Spradley and Phillips, 1972). The students were volunteer participants from among all Spring 1987 semester-abroad students. The results of this study show that, in general, the acculturation and reentry student samples reported psychological symptomatology levels that were slightly above the normative mean, although these scores were not high enough to be statistically significant. Cultural readjustment distress scores were quite low and below the expected average. Significant findings include first administration scores of the Interpersonal Sensitivity and the Phobic Anxiety subscales of the SCL-90-R being significantly higher than those of the second administration. Interpersonal Sensitivity SCL-90-R scores were also found to be significantly higher for the first administration than for the second time of testing in the acculturation group. The similarity of the host country and the United States and the subjects' previous international study/travel experience was not found to be significantly related to symptomatology and cultural readjustment distress levels. Finally, no significant differences between the scores of males and females were found. The results support the notion of stages of adjustment formulated by Oberg (1960) and others. They point to reentry as being not significantly different from acculturation in terms of symptomatology scores. Findings in the Interpersonal Sensitivity and Phobic Anxiety dimensions of the SCL-90-R emphasize the desirability of preventative training in these particular areas. Suggestions for future research include longitudinal and comparative studies of the acculturation and reentry periods, short vs. longer-term sojourn experiences in a variety of populations, investigation of gender differences in cross-cultural adjustment and the development of physical, psychological and socio-cultural standardized measures. [Author].
Klee, C., & Lynch, A. (1997, July). The foreign language immersion program and study abroad. Seminar presentation at the Institute of European Studies and the Institute for Asian Studies, Gustavus Adolphus College, St. Peter, MN.
Kline, R.R. (1998, Fall). Literacy and language learning in a study abroad context. Frontiers: The Interdisciplinary Journal of Study Abroad, 4. [On-Line]. Available: http://www.frontiersjournal.com/back/four/volfour.htm.
Kluger, R. (1996). Increasing women's participation in international scholarship programs: An analysis of nine case studies. IIE Research Report number twenty seven. New York: The Institute of International Education. [On-Line] Available: http://www.iie.org/PDFs/Publications/women.pdf
Knight, J. (1993). Internationalization: Management strategies and issues. International Education Magazine, l.9 (1), 6,21-22.
Knight, J. (Ed.). (1996). Selected Bibliography on Internationalization of Higher Education. Ryerson Polytechnic University. [On-Line]. Available: http://www.ryerson.ca/iag/referenc/reports.html#excha
This bibliography focuses on many of the organizational, management and policy issues related to integrating an international dimension into university and college communities. The references have been organized by themes addressing different issues important to ensuring that internationalism becomes a central, planned and sustained part of the mission of universities and colleges. The purpose of this list is to provide a selection of references which focus on the process of internationalization as opposed to managing individual international education activities. While recognizing the importance of many publications from the 1970s and 1980s, only the most recent articles and books have been included in this listing.
Themes: Policy and Organizational Issues, Internationalizing Curriculum; Integrating International Students; Case Studies; Exchange Programs; Institutional Agreements; Partnerships and Linkages; Rationale and Purpose; Comparative Approaches; and, Philosophy [Author]
Kohls, R.L. (1996). Survival kit for overseas living: For Americans planning to live and work abroad. Yarmouth, Maine: Intercultural Press.
Kraft, R., Ballantine, J., & Garvey, D. (1993, Fall/1994, Spring). Study abroad or international travel? The case of Semester at Sea. The Phi Beta Delta International Review, 4.
Krammer, A. (2000, Spring). Tales from the frontlines: Leading students abroad. Phi Beta Delta International Review, 10, 1-5.
Krasno, R.M. (1994). International Education: Challenges for the 21st century. In The power of educational exchange: Essays in honor of Jack Egle, pp. 33-37. New York: Council on International Educational Exchange.
Krawutschke, E., & Roberts, T. (Eds.). (1986). Transcripts from study abroad programs: A workbook. Washington, DC: NAFSA: Association of International Educators.
Kulacki, G. (2000, Winter). Area studies and study abroad: The Chinese experience. Frontiers: The Interdisciplinary Journal of Study Abroad, 6. [On-Line]. Available: http://www.frontiersjournal.com/back/six/volsix.html.
LaBrack, B. (1991). The return home: A re-entry reader. Stockton, CA: University of the Pacific.
LaBrack, B. (1993). The missing Linkage: The process of integrating orientation and reentry. In R.M. Paige (Ed.), Education for the Intercultural Experience, (2nd. Ed.) (p. 245-270). Yarmouth, MA: Intercultural Press.
LaBrack, B. (1999, Fall/2000, Winter). The evolution continues: The UOP cross-cultural training courses. SAFETI On-Line Newsletter, 1 (1). [On-Line]. Available: http://www.usc.edu/dept/education/globaled/safeti/newsletter.html.
LaBrack, B. (2000, Spring/Summer). How do we really know what happens to our students overseas? The University of the Pacific SAFETI survey and its relation to cross-cultural training courses. SAFETI On-Line Newsletter, 1 (2). [On-Line]. Available: http://www.usc.edu/dept/education/globaled/safeti/newsletter.html.
Ladd, J. (1990). Subject: India: A semester abroad. Yarmouth, ME: Intercultural Press, Inc.
In this detailed story, the author examines the nature of the study abroad experience and follows her students as they go through the initial explorations and encounters and experience intercultural communication and adjustment problems. [IP].
Lafford, B.A. (1995). Getting into, through, and out of a survival situation: A comparison of communicative strategies used by students studying Spanish – abroad and ‘at home.’ In B. Freed (Ed.) Second language acquisition in a study abroad context (pp. 171-193). Amsterdam/Philadelphia: John Benjamins Publishing Company.
Lafford, B. (1995). Discourse strategies of second language learners of Spanish: Classroom vs. study abroad settings. Proceedings of the annual symposium on Research Perspectives in Adult Language Learning and Acquisition (RPALLA), Columbus, OH: The Ohio State University National Foreign Language Resource Center.
Lambert, R.D. (1989). International studies and the undergraduate. Washington, D.C.: American Council on Education.
Lambert, R.D. (ed.). (1994). Educational exchange and global competence. New York: Council on International Educational Exchange (CIEE).
Lampton, D.M., Madancy, J.A., & Williams, K.M. (1986). A relationship restored: Trends in U.S.-China educational exchanges, 1978-1984. Washington, D.C.: National Academy Press. [On-Line]. Available: http://books.nap.edu/books/030903678X/html/index.html.
Lapkin, S., Hart, D., & Swain, M. (1995). A Canadian interprovincial exchange: Evaluating the linguistic impact of a three-month stay in Quebec. In B. Freed (Ed.) Second language acquisition in a study abroad context (pp. 67-94). Amsterdam/Philadelphia: John Benjamins Publishing Company.
Lathrop, B.J.J. (2000). The influence of study abroad programs on U.S. students' psychosocial development. (Doctoral dissertation, University of Georgia, Athens, 1999). Dissertation Abstracts International, 60 (11), 3917A.
Using a non-equivalent control group design and analysis of covariance, this study examined the effects of semester-length, fully-integrated study abroad programs (facilitated direct enrollment programs that fully immerse participants in the foreign culture) and hybrid study abroad programs (mixed programs with characteristics of fully-integrated programs and island programs, which transplant the U.S. education system abroad) on undergraduate's psychosocial development, as measured by the Student Developmental Task and Lifestyle Assessment (SDTLA) (Winston, Miller, & Cooper, 1995). A control group of students who did not go abroad was also studied. The null hypotheses tested were: there will be no statistically significant differences among the Hybrid Group (n = 24), Fully-Integrated Group (n = 16), and Control Group (n = 30) on the following 11 subtasks/scales of the SDTLA when initial differences are controlled: (a) Career Planning, (b)Lifestyle Planning, (c) Cultural Participation, (d) Educational Involvement, (e) Emotional Autonomy, (f) Academic Autonomy, (g) Instrumental Autonomy, (h) Interdependence, (i) Tolerance, (j) Peer Relationships, and (k) Salubrious Lifestyle. Students and programs that participated in the study did so on a volunteer basis. Instruments were distributed at the beginning and end of selected semesters. No significant differences were found for Lifestyle Planning, Cultural Participation, Emotional Autonomy, Instrumental Autonomy, Interdependence, or Peer Relationships. Significant effects were found for Career Planning, Academic Autonomy, Tolerance, Salubrious Lifestyle, and Educational Involvement. The students in the Fully-Integrated Group scored significantly higher than their peers in the Hybrid and Control Groups on the Career Planning and Academic Autonomy Subtasks. The Hybrid Group scored significantly higher than the Control Group on Tolerance. On Salubrious Lifestyle, both study abroad groups scored significantly higher than the Control Group. On Educational Involvement, the Fully-Integrated Group scored significantly higher than the Control Group when pre-test scores were between (1 and 3.49) and (4.97 and 5.0). The Hybrid Group scored significantly higher than the Control Group when pre-test scores were between (1 and 3.80). Study abroad appears to positively affect dimensions of psychosocial development, and there are indications that some subtasks are differentially affected by program type. In general, fully-integrated type programs seemed to have the greatest overall effect on participants' psychosocial development. [Author].
Leed, E.J. (1991). The mind of the traveler. New York: Basic Books.
Leibensperger, R., Mehringer, S., Trefethen, A., & Kalos, M. (1997, Fall). Electronic communications – education via the virtual workshop. Frontiers: The Interdisciplinary Journal of Study Abroad, 3. [On-Line]. Available: http://www.frontiersjournal.com/back/three/volthree.htm.
Lewenstein, B.V. (1997, Fall). International perspective on science communication ethics. Frontiers: The Interdisciplinary Journal of Study Abroad, 3. [On-Line]. Available: http://www.frontiersjournal.com/back/three/volthree.htm.
Lewis, C., & Sygall, S. (1993). A new manual for integrating people with disabilities into international educational exchange programs. Eugene, OR: Mobility International USA.
Lewis English, S. (1995). Assessing student outcomes of internationalization. Washington, D.C.: NAFSA: Association of International Educators.
International education in the United States has undergone a quantum shift in emphasis, from producing a small elite of experts and administrators to providing a global education to all. But what will the future consequences of this policy hold for those in the field? Drawing on both qualitative and quantitative analyses of current trends, you’ll equip yourself with an impressive set of tools for exploring options—and answers. [NAFSA].
Liaison Group for International Educational Exchange. (1990). Exchange 2000: International Leadership for the Next Century. Washington, D.C.: The Liaison Group for International Educational Exchange.
Lindsay, B., Braxton, G., Glassman, J., & Larew, H. (2000, May). Expanding the international scope of universities: A strategic vision statement for learning, scholarship and engagement in the new century. Report prepared by NASULGC Strategic Vision Committee, Commission on International Affairs, National Association of State Universities and Land-Grant Colleges. [On-Line]. Available: http://www.nasulgc.org/publications/Visions.pdf.
Liskin-Gasparro, J. and Urdaneta, L. (1995). Language learning in a semester abroad: The spring 1995 University of Iowa Universidad de Los Andes program in Merida, Venezuela. Proceedings of the annual symposium on Research Perspectives in Adult Language Learning and Acquisition (RPALLA), Columbus, OH: The Ohio State University National Foreign Language Resource Center.
Lloyd, D.T. (2000, Winter). African studies and study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 6. [On-Line]. Available: http://www.frontiersjournal.com/back/six/volsix.html.
Lobell, C.L. (1990a, June). Expectations of family and friends of sojourners during reentry adjustment process. Paper presented at the International Communication Association, Dublin, Ireland.
Lobell, C.L. (1990b). Differential effects of expectations in the context of intercultural reentry adjustment. Unpublished Master’s thesis, Arizona State University, Tempe, AZ.
Long, D. (1997). The experiential course: An alternative to study abroad for nontraditional students. Foreign Language Annals, 30 (3), 301-310.
Describes intensive, community-based, experiential foreign language course titled "Spanish in Ohio" implemented to meet needs of nontraditional students bound to campus and unable to participate in study abroad opportunities. The course, offered during the summer at Ohio State University, is conducted entirely in Spanish, requires students to participate in three activities per week that are related to a particular theme, and includes weekly guest lectures. [Author].
Ludden, D. (2000, Winter). Area studies in the age of globalization. Frontiers: The Interdisciplinary Journal of Study Abroad, 6. [On-Line]. Available: http://www.frontiersjournal.com/back/six/volsix.html.
Ludwig, M. (2000, Fall). The next ten years: Trends affecting study abroad participation for U.S. students. International Educator, 9 (4), 34-40.
Research on patterns of study abroad participation show that significant changes have occurred in the past few years, not only in the preferences and intentions of students but also in the program characteristics themselves. Analyses of trends and factors affecting study abroad in the future indicate that the redefinition of study abroad has perhaps just begun. This article reports the findings of a NAFSA study pointing to coming changes in the population of students likely to participate in study abroad experiences. It presents some considerations regarding ways institutions of higher education can address the changing student needs. [KP].
Lutterman-Aguilar, A. (2000, August/September). Challenges faced by academic programs abroad: Breaking stereotypes & promoting intercultural awareness. Presentation at the International Congress on Challenges to Education, Mexico City. [On-Line]. Available: http://www.stanswartz.com/Lutterman.htm.
MacGuire, M.J. (1997). The impact of the Americans with Disabilities Act on study abroad: Knowledge versus perception. Unpublished capstone paper, School for International Training.
Mahoney, K.L. (2000, December). The reentry experience: life after studying abroad. Unpublished master’s thesis, San Francisco State University, San Francisco, California.
Mani, G. (1991). Education in the international context. New Delhi: Sterling Publishers.
Markert, A. (2000). The view from abroad: How study abroad impacts overseas academic communities. In M. Tillman (Ed.), Study abroad: A 21st century perspective (pp.15-17). Stamford, CT: American Institute for Foreign Study Foundation. [On-Line]. Available: http://www.aifs.com/aifsfoundation/21century.htm
Markiewicz, M. (1994). Three-year student of color recruitment plan for college semester abroad. Unpublished capstone paper, School for International Training.
Marriott, H., & Enomoto, S. (1995). The acquisition of politeness patterns by exchange students in Japan. In B. Freed (Ed.) Second language acquisition in a study abroad context (pp. 197-224). Amsterdam/Philadelphia: John Benjamins Publishing Company.
Marsh, H.L. (1994). NAFSA’s self-study guide: Assessment of programs and services for international educational exchange at postsecondary institutions. Washington, D.C.: NAFSA: Association of International Educators.
This definitive sourcebook outlines a process of self-study that allows institutions and individual departments to gain a clearer picture of their own effectiveness. This indispensable manual guides the reader through the self-study process and beyond. Those who desire to gain collegial support or design their own self-evaluation studies will find Marsh’s authoritative nuts-and-bolts approach a godsend in clarifying their own needs, implementing professional standards, or basing budgetary decisions on concrete data. Case studies guide the reader through every conceivable twist and turn in the self-study process. [NAFSA].
Martens, M.M. (1992, June). An analysis of the perceptions for the participants in the German Marshall Fund of the United States Teacher in-service training. (Doctoral dissertation, Oklahoma State University, 1991). Dissertation Abstracts International, 52 (12), 4288A.
This dissertation analyzed the perception of the Fellows who participated in the German Marshall Fund of the United States Teacher In-Service Training Seminar held in Germany during the summers of 1988, 1989, and 1990. Data were collected through a questionnaire mailed to the teachers who had participated in the GMF In-Service Training. Descriptive statistics were used to analyze the data. Findings and conclusions. Several important findings include the following: (1) The Fellows perceive they have greater academic prestige because of their GMF experience. (2) Personal benefits include lasting friendships, an increased awareness in international affairs, and a greater understanding of Germany. (3) Joint research projects have been conducted by 24% of the Fellows. (4) Of the 51% of the Fellows who had previously studied abroad, 10 had done so on Fulbright Fellowships. (5) Over half the Fellows reported that some of their colleagues did not understand the importance of study abroad. (6) Over a third of the Fellows reported an 'emotional let down' upon returning to their home school. Based on the findings, the following conclusions were made: (1) Teachers who study abroad return with a new sense of authority and a great desire to share their knowledge and experiences. (2) Teachers who participate in one study abroad program are likely to apply and be selected for other opportunities to study abroad. (3) GMF Fellows understand the importance of building international relationships. [Author].
Martin, J. (1996). The potential for international education activity with Chile. British Columbia Centre for International Education (BCCIE).
This report provides background information on Chile and its education system, and examines the country’s post-secondary education market. A listing of educational contacts and reference materials is included in the
appendix. pp. 49. [BCCIE].
Martin, J.N. (1991). An analysis of the perception of the participants in the German Marshall Fund of the United States teacher in-service training. Doctoral dissertation, Oklahoma State University). Dissertation Abstracts International, 52, 4288A.
Scope of study. This dissertation analyzed the perception of the Fellows who participated in the German Marshall Fund of the United States Teacher In-Service Training Seminar held in Germany during the summers of 1988, 1989, and 1990. Data were collected through a questionnaire mailed to the teachers who had participated in the GMF In-Service Training. Descriptive statistics were used to analyze the data. Findings and conclusions. Several important findings include the following: (1) The Fellows perceive they have greater academic prestige because of their GMF experience. (2) Personal benefits include lasting friendships, an increased awareness in international affairs, and a greater understanding of Germany. (3) Joint research projects have been conducted by 24% of the Fellows. (4) Of the 51% of the Fellows who had previously studied abroad, 10 had done so on Fulbright Fellowships. (5) Over half the Fellows reported that some of their colleagues did not understand the importance of study abroad. (6) Over a third of the Fellows reported an 'emotional let down' upon returning to their home school. Based on the findings, the following conclusions were made: (1) Teachers who study abroad return with a new sense of authority and a great desire to share their knowledge and experiences. (2) Teachers who participate in one study abroad program are likely to apply and be selected for other opportunities to study abroad. (3) GMF Fellows understand the importance of building international relationships. [Author].
Martin, J.N. (1993). The intercultural reentry of student sojourners: Recent contributions to theory,
research, and training. In R. Michael Paige (Ed.), Education for the Intercultural Experience. Yarmouth, ME: Intercultural Press.
Martin, J.N., & Rohrlich, B.F. (1990). Gender and the intercultural sojourn. Paper presented at the 1990 Speech Communication Association conference, Chicago, Il.
Mashburn, J., & Brown, C.M. (2000). Pharmacy students awareness of and interest in pharmacy-related international educational/study abroad programs. American Journal of Pharmaceutical Education, 64 (1), 62-67.
This study examined pharmacy students' interest in pharmacy-related international educational/study abroad programs. The objectives of this study were four-fold: (i) to establish the level of awareness/exposure of pharmacy students to international educational programs; (ii) to determine students' likelihood of participation; (iii) to identify students' perceived barriers/obstacles associated with international educational programs; mographic characteristics. Two hundred ninety-seven pharmacy students responded to aand (iv) to explore relationships between students' likelihood of participation and students' de questionnaire administered to baccalaureate and Doctor of Pharmacy students. The majority of pharmacy students was not currently aware of pharmacy-related study abroad programs and was not interested in participating. Students would more likely participate in a program if it was fully funded, conducted in English, selected by the students from a list of choices and/or was equivalent to U.S. pharmacy clerkships regarding university credit. Pharmacy students' likelihood to participate in pharmacy-related international education differed based on ethnic background and multilingual abilities. [Authors].
Mason, J. & Stanley, D. (1997). Preparing graduates for the future: International learning outcomes. British Columbia Centre for International Education (BCCIE).
What competencies do students require to succeed as citizens and professionals in today’s global society? This report identifies the international knowledge, skills and abilities required of today’s post-secondary graduates and provides a framework for the effective internationalization of the post-secondary curriculum. The report’s findings which were based on a series of focus groups and interviews with professionals in international business and education in BC, will be of interest to faculty, instructors and international education practitioners at colleges, universities and institutes. pp. 61 [BCCIE].
Matthews, P.R., Hameister, B.G., & Skolnick, B.D. (1992, March). No barriers to study: A study abroad interview questionnaire. Woolrich, PA: Clinton Consulting & Counseling.
Maury, C. (1997, Fall). International education in French engineering schools reporter on the CEFI survey. Frontiers: The Interdisciplinary Journal of Study Abroad, 3. [On-Line]. Available: http://www.frontiersjournal.com/back/three/volthree.htm.
McCabe, M. (1991, September). Case-study analyses of the orgin and evolution of two American university study-abroad programs in Madrid, Spain. (Doctoral dissertation, Peabody College for Teachers of Vanderbilt University, 1991). Dissertation Abstracts International, 52 (3), 819A.
This study describes, compares, and evaluates two unique study-abroad programs in Madrid, Spain: St. Lawrence University and Saint Louis University. Employing qualitative methodology, the research generates a holistic description of each program tracing it from its inception to its current status. The study examines each program, illustrating novel attempts to enhance cultural immersion and foreign-language acquisition. Data were gathered by a detailed analysis of all available documents related to the two programs examined. Interviews with program directors, students, and alumni were conducted. During the site visits in Madrid, direct observation allowed for a more comprehensive view of the study-abroad programs. Results of the research outline two study-abroad programs that offer American students a dual opportunity of cultural integration and foreign-language acquisition. Significant differences in institutional size and support from the home campus impact on program content and philosophy. Although sharing similar program objectives, the two institutions differ significantly in administrative framework, admission criteria, curricular design, and methods to enhance cultural immersion. In addition to program description, the research highlights student impressions of their sojourn abroad. Impressions include an appreciation for institutional commitment to culturally integrated experiences. Negative impressions center around cultural misunderstandings that program administrators can minimize through proper orientation. Recommendations offer pertinent information to practitioners involved in foreign study. A comparative analysis of different delivery models of foreign-study advisement would provide direction to institutions with no advisory program in place. Suggestions to enhance study-abroad programs include ongoing evaluation of important components such as orientation and housing. Increased participation in study-abroad programs will depend on the availability of diverse curricular offerings. Institutions with a limited number of participants abroad need to make a collaborative effort to form mini-consortia to make programs more viable. Recommendations for future research include an impact analysis of foreign study on students' professional accomplishments and personal development. The study addresses the need to explore Third World programs, to assess foreign-language acquisition successfully, and to determine faculty attitude toward study abroad. Further inquiry into foreign study will act as a catalyst for more student involvement and institutional support. [Author].
McCarthy, J.S. (1992). Mobilizing faculty for international education: The mini-exchange. Occasional Papers on International Educational Exchange, 29. New York: Council on International Educational Exchange. [On-Line]. Available: http://www.ciee.org/images/uploaded/pdf/occasional29.pdf.
McCombie, R.P. (1991). Challenges, skills, and enjoyment, and the study abroad experience. International Education, 20 (2), 42-53.
McCombie, R.P. (1988, August). Foreign study: An analysis of the long term impact. (Doctoral dissertation, Loyola University of Chicago, 1988). Dissertation Abstracts International, 49 (2), 569A.
The long term impact of studying abroad at Loyola University of Chicago's Rome Center of Liberal Arts was
explored. A sample of 1,660 individuals who had attended the Rome Center program over the past twenty-five years, including 390 people who also attended Loyola University, were included in the study. A sample of 391 Loyola University students who did not attend the Rome Center served as a comparison group. A conceptual framework focusing on inputs, processes, and outcomes combined with a social psychological theoretical approach served as the basis for the creation of two extensive questionnaires, one for the Rome Center alumni and one for the comparison group. Various descriptive results are reported, along with a number of significant differences between those from Loyola who chose to study abroad and those who did not. Some of these differences included the ratings of importance of certain life goals and the degree to which these respondents indicated that the Rome Center rather than their home school helped them to achieve certain goals. The relation between these ratings and life satisfaction was examined. Support for one theoretical approach, 'FLOW' theory, was mixed. The findings of the present research, its potential limitations, and future directions for research are discussed. [Author].
McConeghy, P.M. (1990). The German program and international education: A comprehensive model. Die Unterrichtspraxis, 23, 5-13.
McConeghy, P.M. (1992, Spring). The new paradigm and international education: Of babies and bathwater. ADFL Bulletin, 23 (3), 34-41.
McCoy, J.E. (1999). Intercultural sensitivity and cross-cultural effectiveness development in study abroad. Unpublished capstone paper, School for International Education.
McCulloch, W.H. Jr. (1990). Interdisciplinary internationalization of business schools. Phi Beta Delta International Review, 35-44.
McDonald, G., Kennedy, P., & Bishop, B. (1989). Coming and going: Forty years of the Fulbright Programme in New Zealand. Occasional Paper. Wellington: The Zealand Council for Educational Research. (ERIC Document Reproducation Service No. ED 328 149).
McKellin, K. (1996). Anticipating the future: Workshops and resources for internationalizing the post-secondary campus. (2nd Ed.). The British Columbia Centre for International Education (BCCIE).
This comprehensive facilitator’s guide comes complete with step-by-step instructions, and overhead and handout masters, for planning and implementing workshops on internationalization at post-secondary
institutions. The guide is designed to help international educators raise awareness and develop commitment to the process of integrating an international dimension into the primary functions of teaching, learning and
service at post-secondary institutions. It is divided into ten modules and includes an extensive listing of internationalization resources and organizations across Canada. [BCCIE].
McKellin, K. (1998). Maintaining the momentum: internationalization at British Columbia's public post-secondary institutions. The British Columbia Centre for International Education (BCCIE).
What is the current state of internationalization at BC’s colleges, universities, university colleges and institutes and what are some of the issues that have arisen in the last three years? Building on the Task Force data collected in 1993, this report provides an up-to-date collective profile of internationalization as it is occurring in the province’s twenty-five public post-secondary institutions. The report focuses on five critical areas of
internationalization: leadership and administration, programs and projects, curriculum, faculty/staff development, and international student programs. [BCCIE].
McKnight, K. (1997, Fall). In the wake of Darwin’s voyage. Improving international science study for students of biological and environmental sciences. Frontiers: The Interdisciplinary Journal of Study Abroad, 3. [On-Line]. Available: http://www.frontiersjournal.com/back/three/volthree.htm.
McLean, J.J. (1990). Consortial approaches to international education. Developing International Education Programs, New Directions for Community Colleges, No. 70, 47-56.
Describes the College Consortium for International Studies, a consortium offering overseas study opportunities for U.S. students in 18 foreign countries. Reviews the advantages and disadvantages of the consortial approach; how consortial membership works; and overcoming prejudice, inertia, and other obstacles. (DMM) [KP].
McMahon, M., & Thomas, S. (1998). Americans abroad: Student characteristics, pre-departure qualifications and performance abroad. International Journal of Educational Management, 12 (2), 57-64.
McMullan, S. (1998, October 6). Overseas programs: Planning for potential disaster. In The University of Vermont legal issues in higher education resource manual, The University of Vermont Legal Issues in Higher Education Annual Conference.
Meara, P. (1994). The year abroad and its effects. Language Learning Journal, 10, 32-38.
Melchiori, A. (1988, February). Relationships between undergraduate academic study abroad and subsequent academic performance. (Doctoral dissertation, Washington State University, 1987). Dissertation Abstracts International, 48 (8), 1999A.
Foreign study as it is conducted by United States universities is meant to be an academic experience. The study was an exploration of the relationships between foreign study as an undergraduate and grade point averages, patterns of foreign language study, and selected academic factors. The results were that students who studied abroad had higher GPAs after their experience than students who did not go. Students who studied abroad for a full academic year also had a higher mean final GPA than students who did not go and never applied for study abroad. The students who studied overseas enrolled in greater numbers of foreign language classes after their return to campus and spent a greater length of time working toward their bachelors degrees than other students. The group which studied abroad for a full academic year also had a greater number of students who had scholarships based on merit, honors at graduation, and memberships in academic honorary societies when compared to the groups of students who did not study abroad. Students who studied abroad tended to be academically higher achieving students, took more semester hours of foreign language, and spent more time earning their undergraduate degrees. There were no relationships noted between foreign study and the numbers of changes in academic major, the numbers of students who took graduate level classes, or the numbers of students who had earned advanced degrees. The group which studied abroad for a full academic year differed with the appropriate comparison groups on a greater number of factors than the group which studied abroad for a single semester. [Author].
Merkurev, S. (1991, September/October). Implications of internationalization for the university. American Behavioral Scientist, 35 (1), 43-63.
Mestenhauser, J. (Ed.). (1988). Culture, learning and the disciplines: Theory and practice in cross-cultural orientation. Washington, D.C.: NAFSA: Association of International Educators.
Miller, M.M. (1993). Study abroad programming in Sub-Saharan Africa. Unpublished capstone paper, School for International Training.
Milner, T. (1998, July 4). Avoiding voyages into confusion: Some reflections on the dangers of assuming a common culture when teaching American high school students abroad. Paper presented at the Teaching within Anglo-American Study Abroad: Pedagogy, Methodology, Purpose conference, Harlaxton College, United Kingdom. [On-Line]. Available: http://www.ueharlax.ac.uk/academics/faculty/hsnow/98conferj.htm.
Mobility International USA (MIUSA). (2000). Building bridges: A manual on including people with disabilities in international exchange. Eugene., OR: National Clearinghouse on Disability and Exchange (NCDE).
Monaghan, P. (1990). Panel urges dramatic increase in number of Americans who study abroad. The Chronicle of Higher Education, 38 (37), A29-A30.
Monaghan, P. (1994). Study abroad for minority students. The Chronicle of Higher Education, 40 (41), A35-A38.
Monahan, M.D. (1999, Spring). The Amazon: Study abroad and the environmental imagination. The Phi Beta Delta International Review, 9.
Moore, A.M. (2000). The insider’s guide to study abroad. Stamford, CT: Pererson’s.
Moore, A.M. (2000). The unofficial guide to study abroad. ARCO Publications.
This guide walks the sojourner through every step in the process of going abroad from the earliest planning stages (which may begin well before selecting a college or university) to making the most of the study abroad experience, and on into the years that follow, during which the student may share the experience with others and begin planning for graduate training and/or a career with an international dimension. [Author].
Morigi, P.R., Leiton, E.C., & La Brack, B. (1993). The bridge home: Ideas for innovative programs, services, and partnerships for international and U.S. student reentry. Paper presented at the Annual Conference for NAFSA: Association of International Educators, San Francisco, CA.
Morrow, C.B., & Williams, S. (1989). Global education perspectives and practices of home economics teachers. Journal of Vocational Home Economics Education, 7 (2), 28-36.
Mosher, D. (date unknown). The Wyoming-Saratov student exchange program: A critical look at study abroad in Saratov, Russia. Unpublished manuscript. [On-Line]. Available: http://www.uwyo.edu/modlang/jkgraphics/assessments.htm
Murphy, C.H. (1992). An evaluation of the administration of the United States/German school teacher exchange program and the identification of derived benefits toward cross-cultural awareness. (Doctoral dissertation, Texas A&M University). Dissertation Abstracts International, 53, 1753A.
This research examines the U.S./German School Teacher Exchange Program (STEP) implemented by the Berlin Government in partnership with the Texas Education Agency and the Magnet School of Kansas City, Missouri. Twenty-nine teachers from Germany who taught in the United States from 1989 through 1991, and twenty-six Texas/Missouri educators, representing the schools in which the German teachers were assigned, were asked to participate in the evaluation of the program. Fifty survey instruments were completed and returned for a 91% rate of return. The purpose of the study was to measure the benefits derived from participation in the program by the German teachers and the U.S. educators; to measure the perceived growth in cross-cultural awareness of participants; to measure the effectiveness of the administration of the program; to measure the effectiveness of the program in reaching its goals and objectives; and to establish a data base that would support initiation of future similar programs. Participants surveyed felt that both personal and educational growth was an important aspect of STEP. More than fifty-six positive comments were made regarding personal and educational growth. One U.S. educator wrote, 'This experience opened a new chapter in my life. I had never wanted to see other countries. Now I see how small the world is becoming and how we must learn about the people of other countries so we can live together peacefully.' U.S. participants felt strongly that STEP was not only beneficial to them, but to others who came into contact with the program, adding, 'It is a tremendous opportunity for children and faculties to be exposed to another culture.' Recommendations included more training for German teachers in specific areas; better dissimination of information between and among administrators and teachers regarding the goals and objectives of the program; and the addition of a program coordinator in the States. Exchange programs are beneficial in that they allow a transfer of valuable skills and experiences, reduce negative images by reducing stereotypes, eliminate misperceptions, build knowledge and sensitivity, and serves as a vehicle for international understanding and a facilitator for trade. [Author].
Myers, E. Jr. (1997, Summer). Some benefits of an education abroad program for elementary preservice teachers. Education, 117 (4), 579-583.
Meyers, J. (1997). Models for the future: Linking academic and experiential programs in education abroad. In T.M. Davis (Ed.), Open Doors 1996/97: Report on international educational exchange. New York: Institute of International Education. [On-Line]. Available: http://www.opendoorsweb.org/Lib%20Pages/Contents/stab-cont.htm
Myles, W. (1996, Fall). Quality of service through the strategic use of technology. Frontiers: The Interdisciplinary Journal of Study Abroad, 2. [On-Line]. Available: http://www.frontiersjournal.com/back/two/voltwo.htm.
Myles, W., & Mitchell, L. (2000). Worth the risk: Four approaches to safety in international learning, #1 in CBIE millennium research series. Ottawa, Canada: The Canadian Bureau of International Education.
More and more Canadians are departing this country for international study, training and work experiences. Increasingly Canadian organizations and institutions are developing programs that further this mobility. However there is a dearth of resources and a lack of guidelines related to ensuring health and safety while abroad. Worth the Risk offers the reader practical approaches to ensuring the safety of students and learners. An extensive annotated resource guide is included. [CBIE].
NAFSA: Association of International Educators/Alliance for International Educational and Cultural Exchange. (2000, December 12). Toward an international education policy for the United States: A white paper for the President-elect’s transition team. Washington, D.C.: NAFSA: Association of International Educators/Alliance for International Educational and Cultural Exchange. [On-Line]. Available: http://www.nafsa.org/content/PublicPolicy/USIntlEdPolicy/NAFSAAlliancewhitepaper.pdf
Nafziger, K.L. (1997, May). Reentry adjustment of short-term student sojourners: A
test of the U-curve hypothesis. (Doctoral dissertation, University of Illinois at Urbana-Chanpaign, 1996). Dissertation Abstracts International, 57 (11), 4660A.
This study examined the U-Curve Hypothesis for sojourner reentry adjustment by using a time series design with 6 biweekly time waves during reentry. Study abroad students (n = 62) returned to their US homes and then to college after 3 months overseas. A US-based control group (n =21) returned to college on the same time schedule. Adjustment difficulties were measured by the Global Severity Index (GSI) from the Brief Symptom Inventory and the Center for Epidemiological Studies Depression Scale (CES-D). As expected, both measures were significantly negatively correlated with the Satisfaction with Life Scale. Exploratory data analysis and growth curve trend analysis did not support the U-Curve for reentry adjustment at either the individual or group levels. Contrary to hypothesis, groups did not experience reentry maladjustment in inverse proportion to their host country's Gross National Product per capita. Controls were significantly higher than the combined overseas groups for GSI week-3 after returning, and for both GSI and CES-D week-9. Previous experience living overseas was significantly positively correlated with reentry difficulties during reentry to college. In addition, the proportion who reported depressive symptomatology (CES-D > 15) during at least one time wave was not associated with country of sojourn (chi = 3.21, df = 4, p =.524). The overseas group had a significantly higher percentage (48%) above the CES-D criterion compared to the US controls (15%) the first week after returning home (chi = 6.88, df = 1, p.009), whereas the controls had a higher percentage than the overseas students (50% vs. 20%, respectively) the third week after returning to college (chi = 4.84, df = 1, p =.028). Adaptation of sojourners overseas as measured by the Culture Shock Adaptation Inventory was not significantly correlated with reentry adjustment. [Author].
Narimatsu, S., & Franco, R.W. (1996). Study abroad in the Pacific Islands: More than and international experience. In R.L. Raby & N. Tarrow (Eds.), Dimensions of the community college: International, intercultural, and multicultural perspectives (Garland Studies in Higher Education, Volume 6). New York: Garland Publishing, Inc.
National Consortium for Study in Africa. (1997). Study in Africa: New Opportunities for American students [Film]. (Available from the National Consortium for Study in Africa, c/o African Studies Center, Michigan State University, 100 Center for International Programs, East Lansing, MI 48824-1035, http://www.isp.msu.edu/ncsa/video_an.htm)
National Governor’s Association. (1987, July). Educating Americans for tomorrow’s world: State initiatives in international education. Committee on International Trade and Foreign relations, Governor Gerald L. Bailes, Chairman.
National Governor’s Association. (1989). America in transition: The international frontier. Report of the task force on International Education. Annapolis Junction, MD: National Governor’s Association (NGA).
National Task Force on Undergraduate Education Abroad. (1990). A national mandate for education abroad: Getting on with the task. Washington, D.C.: National Association of Foreign Student Affairs.
Newport, N. (1999, Fall/2000, Winter). Treatment of sexual assault in college students studying abroad. SAFETI On-Line Newsletter, 1 (1). [On-Line]. Available: http://www.usc.edu/dept/education/globaled/safeti/newsletter.html.
Newport, N. (2000, Spring/Summer). Sexual harassment and prevention in college students studying abroad. SAFETI On-Line Newsletter, 1 (2).[On-Line]. Available: http://www.usc.edu/dept/education/globaled/safeti/newsletter.html.
New York State Task Force on International Education. (1995). Overcoming barriers to study abroad: The case of New York state. Ithaca, NY: Cornell Study Abroad, Cornell University.
Nichols, G.W., & Nichols, J.D. (1999, July). Collaborative Kenyan and American approach to study abroad orientation. International Journal of Educational Reform, 8 (3), 274-80.
Nieman, C.L. (1997, Spring). On the role of the university president in international education. The Phi Beta Delta International Review, 7.
This article discusses the need for university presidents to articulate an institutional vision that incorporates international perspectives. The author points to the presence of international students on U.S. campuses, increased flows of U.S. students abroad, and the need to create a curriculum that can prepare students to be effective actors in a global environment. University presidents should and can play a pivotal role in insuring the internationalization of American higher education. [Author].
Nokken, K. (1998). Intercultural sensitivity in study abroad students: An in-depth look at the Development Model of Intercultural Sensitivity. Unpublished Master’s thesis, University of Minnesota, Minneapolis, MN.
Nolan, R.W. (1999). Communicating and adapting across cultures: Living and working in the global village. Westport, CT: Bergin & Garvey.
Nollendorfs, V. (1991). Teaching language and literature in Latvia: The return of a native as a Fulbright. Profession 91. New York: MLA, 15-21.
Norris, J.M., & Norris, J.M. (1992, Fall/1993, Spring). Culture shock: A phenomenon worthy of study. Phi Beta Delta International Review, 3, 55-68.
Oberst, B.S. (1999, Fall). A Decade of Experience: Data from the Council on International Educational Exchange's international faculty development seminars. Journal of Studies in International Education, 3 (2), 73-88.
Little is known about international faculty development and what works to bring about the desired globalization of our American college campuses. The files of the Council on International Educational Exchange’s International Faculty Development Seminars are the source of valuable information about the effectiveness of the IFDS format. These data, collected over the ten-year history of the IFDS, are uneven: the questions were not written for the purposes of external research, and the responses do not always lend themselves to quantification. However, the files provide us with some rare information about who has been involved in international faculty development, who pays for these programs, and what the results have been in terms of enhancement of curriculum, research, and service. [Author].
O'Brien J.M. (1991). Including the sciences in international education. Liberal Education, 77 (5), 19-23.
This article focuses on how the field of science is not being well represented in the push to increase participation in international education. The author pinpoints how non-scientists tend to overlook the importance of including scientists into new directives/initiatives and how scientists lack the actual academic support to facilitate broader participation in new programs such as international study. [KP].
O’Connor, K., & Ferrari, G. (1996). Advocating international programs to campus decision makers. Washington, D.C.: NAFSA.
Office of International Education, Study Abroad, University of Colorado at Boulder. (1998, October). Study abroad program in Kassel, Germany: Evaluation 1998. Boulder, CO: Office of International Education, Study Abroad, University of Colorado at Boulder. [On-Line]. Available: http://www.colorado.edu/OIE/StudyAbroad/kasseleval.html.
Olausen, K. (2000, August). The use of distance education in study abroad programs. [On-Line]. Available: http://www.duke.edu/~olausen2/distance.htm.
Ollikaninen, A. (1996, Fall). Conflicts, status competition, and different rationales for mobility: A Finnish experience on some neglected issues in international education. Frontiers: The Interdisciplinary Journal of Study Abroad, 2. [On-Line]. Available: http://www.frontiersjournal.com/back/two/voltwo.htm.
O’Neill, M. (2000, Spring/Summer). Personal safety overseas: Safety tips for overseas travel, an update: October 2001 update. SAFETI On-Line Newsletter, 1 (2). [On-Line]. Available: http://www.usc.edu/dept/education/globaled/safeti/newsletter.html.
Opper, S. (1991). Study abroad: A competitive edge for women? Oxford Review of Education, 17 (1), 45.
This paper examines whether study abroad as part of a bachelor's degree in law, engineering, business, natural science and foreign languages give graduates a competitive edge in embarking on professional careers. It compares the experience of 172 females and 217 males who graduated from higher education institutions in the UK, France, and the Federal Republic of Germany between 1980-84. It is concluded that the study abroad credential did expedite reaching the interview stage to be considered for employment. There was essentially no difference by gender. The study abroad program, unless designed to prepare for well-defined international positions was of little direct advantage for males or females in securing employment on a full-time basis to a greater extent than males, females were less satisfied with their initial employment. [KP].
Orndorff, E. (2000, October). The short-term study travel experience for adult professionals. (Doctoral dissertation, Virginia Polytechnic Institute and State University, 1998). Dissertation Abstracts International, 61 (4),1256A. [On-Line].
International education and cross-cultural learning are often achieved through study travel. This phenomenological study was designed to better illuminate the short-term study travel experiences for adult professionals, describing the phenomenon from the perspective of the participants and its meaning for those participants. The focus of the study was the Rotary International Group Study Exchange (GSE) Program, designed to provide participants with the opportunity to develop international understanding, cultural awareness, and professional competencies in a global setting. Co-researchers for the study were selected GSE team members from Rotary District 7570 in Virginia and Tennessee, who participated in the program since 1991.
The methodology, based on the descriptive phenomenological model of Barritt, Beekman, Bleeker and Mulderji (1983) included guided, but loosely structured in-depth individual interviews with eight co-researchers. Data were analyzed to determine emerging themes, element structures, and variations. Interviewees were asked to examine their individual descriptions to assure that their intended meanings were captured. A description of the experience and its meaning was developed from all of the themes which emerged. A final conference call for the interviewees was convened to review the mega-themes. Questions guiding the inquiry were: What was the short-term study abroad experience like for these adult professionals and what meaning did the experience have for these participants?
The following conclusions were drawn from the findings of the study:
This study confirmed previous studies related to sojourning and international travel as related to experiential learning, increasing the understanding of the short-term travel abroad experience and its meaning to the adult learner. [Author].
Orpen, C. (1996). Teaching students to manage cross-culturally. Management Services, 40 (8), 20-.
Paige, R.M. (Ed.). (1993). Education for the intercultural experience. (2nd. Ed.) Intercultural Press.
Paige, R.M., & Mestenhauser, J.A. (1999). Internationalizing educational administration. Education Administration Quarterly,35 (4), 500-517.
Paige, R.M., Jorstad, H., Siaya, L., Klein, F., & Colby, J. (1995). Culture learning in language education: A review of the literature. Unpublished document. Minneapolis, MN: Center for Advanced Research on language Acquisition, University of Minnesota. [On-Line]. Available: http://carla.acad.umn.edu/IS-litreview/litreview.doc
Paulson, L.M. (1995). Gender orientation, the cross-cultural adjustment process, and education: An exploratory study. Unpublished Master’s thesis, University of Minnesota, Minneapolis, MN.
Pearce, R. (1998). Developing cultural identity in an international school environment. In M.C. Hayden & J.J. Thompson (Eds.), International Education. Sterling, Virginia: Stylus Publishing, Inc.
Pedersen, P. (1995). The five stages of culture shock: Critical incidents around the world. Westport, CT: Greenwood Press.
Pellegrino, V.A. (1994, May). Conditions of risk management behavior among students during study-abroad: A qualitative analysis. Unpublished Master’s thesis, Bryn Mawr College.
Pellegrino, V.A. (1997, December). Social and psychological factors affecting spontaneous second language use during study abroad: A qualitative study. Unpublished doctoral dissertation, Bryn Mawr College.
Pellegrino, V.A. (1998, Fall). Student perspectives on language learning in a study abroad context. Frontiers: The Interdisciplinary Journal of Study Abroad, 4. [On-Line]. Available: http://www.frontiersjournal.com/back/four/volfour.htm.
Penix, K., & Stewart, K. (2000, May). The effects of study abroad programs on alcohol consumption. Unpublished term paper for EC312 (Health Economics), Bucknell University. [On-Line]. Available: http://www.facstaff.bucknell.edu/awolaver/alcohol/econ312index.htm#Research%20Papers.
The study examines the effects of being exposed to different cultures and how these experiences changes a student’s perspective on drinking once he or she returns to Bucknell. The study specifically focused on the quantity and frequency of abroad and non-abroad students’ alcohol consumption, as well as examining both groups attitudes towards drinking.
This research is an important area of study because it may help to isolate a factor that largely effects the drinking behavior of many Bucknellians. By combining research findings with those of classmates, we may be able to formulate a better understanding of the typical Bucknell drinking mentality which could have important policy implications for the university as well. [Authors].
Perdreau, C. (2000). Building diversity into study abroad programs. Peterson, N.J. (2000). In M. Tillman (Ed.), Study abroad: A 21st century perspective (pp. 23-27). Stamford, CT: American Institute for Foreign Study Foundation. [On-Line]. Available: http://www.aifs.com/aifsfoundation/21century.htm
Perdreau, C. (1995, July/August). Students of color abroad. Transitions Abroad, 87 - 88.
Pertusa-Seva, I., & Stewart, M.A. (2000). Virtual study abroad 101: Expanding the horizons of the Spanish curriculum. Foreign Language Annuals, 33 (4), 438.
Petras, J. (2000, Winter). Overseas education: Dispelling official myths in Latin America. Frontiers: The Interdisciplinary Journal of Study Abroad, 6. [On-Line]. Available: http://www.frontiersjournal.com/back/six/volsix.html.
Petri, R. (1995). Study abroad: Its impact on the intercultural perspective-taking ability. Unpublished Master’s thesis, University of Minnesota, Minneapolis, Minnesota.
Peterson, N.J. (2000). Still missing the boat? Faculty involvement in study abroad. In M. Tillman (Ed.), Study abroad: A 21st century perspective (pp.19-22). Stamford, CT: American Institute for Foreign Study Foundation. [On-Line]. Available: http://www.aifs.com/aifsfoundation/21century.htm
Piet-Pelon, N. J. & Hornby B. (1992). Women’s Guide to Overseas Living. 2nd Ed. Yarmouth, ME: Intercultural Press
Popovich-Hill, P., & Solheim, C.A. (1995, Spring). The role of an international board of advisors in going global. The Phi Beta Delta International Review, 5.
Posner, S. (1996). Perceptions of administrators in American sponsored overseas schools and
schools in Alabama regarding curriculum and student issues. Dissertation Abstracts International, 58-03A, 682.
Powell, M. (1998, December). The unbearable slightness of being foreign: How does foreign language anxiety affect American students of Russian studying abroad? Presentation at the national meeting of the American Association of Teachers of Slavic and Eastern European Languages, San Francisco, CA.
The Foreign Language Classroom Anxiety Scale (FLCAS) was developed by Horwitz (1985) to measure the amount and type of anxiety experienced by foreign language students in a classroom context. Previous research in the area of foreign language anxiety (Aida, 1994; Connolly, 1995; Lee, 1992; Phillips, 1989, 1990) has focused almost exclusively on formal classroom contexts in which students experience anxiety. Study abroad experiences are unique in that they combine both formal and informal learning environments. The purpose of this paper is to investigate the role of foreign language anxiety in the formal and informal contexts of a study abroad situation in Russia.
The participants in this study are American university students participating in a two-month study abroad program in Russia. The participants were given the FLCAS at the beginning and end of their program to determine if and how their foreign language anxiety level changed during the course of the study abroad experience. The results of the pre- and post-FLCAS will be analyzed in combination with other language learning variables to determine how anxiety varies among the participants.
The results from this research will be helpful to potential study abroad participants, instructors and study abroad program administrators. Workshops and information sessions can be designed to make students aware of anxiety provoking situations and teach them how to deal with them. [Author].
Presutti, R.M. (1997, March/April). Globalism on the high school level. Clearing House, 70 (4), 173-175.
Describes the International Sibling Program at Lewiston-Porter High School in Youngstown, New York. Notes that 10 "sibling schools" in eight countries participate by exchanging faculty and students. Suggests that the program has given students, staff, and the community many opportunities to interact with the real world. (RS - EDRS).
Prokasy, W.F. (1990). International studies: Internal administration issues. ADFL Bulletin, 22 (1), 16-19.
My title, “International Studies: Internal Administration Issues,” may be a little misleading, but not a lot. “Internal administration” actually refers to academic curriculum and program administration. This is the core of what the faculty does in an academic governance system that links departments, colleges, and central administration. Nothing that I discuss here can be accomplished without the active leadership of the faculty, although there is little doubt that the direct involvement of department heads, deans, and even vice presidents is necessary for coordinating efforts and setting general directions.
The phrase “internationalization of the curriculum” appears with greater frequency these days, and my hunch is that this is true as much because we are internationalizing the curriculum as because we need to internationalize it. Nonetheless, we do have some important issues to confront on what I call the “corporate” level—that is, a level that transcends the immediate day-to-day interests of the individual faculty member. Here I address the corporate responsibility in five steps. The first provides the context in which I view internationalization of the curriculum. The next three concern, successively, individual course change, curricular revision, and study abroad. The fifth step offers some suggestions for an institutional strategy, a strategy that I confess is difficult in the best of circumstances. [Author].
Pryor, J.A. (2000). Intercultural communication effectiveness for short-term sojourners on a university study abroad program. Unpublished Master’s thesis. Abilene Christian University.
Pusch, M.D., & Loewenthal, N. (1988). Helping them home: A guide for leaders of professional integration and reentry workshops. Washington, D.C.: NAFSA: Association of International Educators.
Raby, R.L. (2000). California colleges for international education. Opendoors on the Web. [On-Line]. Available: http://www.opendoorsweb.org/Lib%20Pages/For%20Studs/California_Colleges.htm
In 1985, several California community colleges joined together and formed the consortium, California Colleges for International Education (CCIE). CCIE is dedicated to the ideal of increasing international understanding through education. The 1999-2000 CCIE Annual Report © 2000 details the full sweep of activities in international education in which our colleges were involved during the 1999-2000 academic year. The majority of CCIE member colleges have established at least one international education program, and several are branching out into diverse areas of international education. The survey results provide a detailed picture of CCIE colleges’ investment in international education. This composite serves as a basis from which CCIE will provide intensive efforts to support international education in the future.
In Spring, 2000, all CCIE representatives received the CCIE Survey which asked for data on various activities in which member institutions are engaged. It is recognized that the CCIE representative may not be the sole individual on campus engaged in international educational activities. Therefore, information provided in the report is representative of the information provided for by each CCIE representative answering the survey. As such there may be some inconsistencies in the data provided and what is occurring on individual campuses. 54 of the 59 CCIE member institutions responded to the 1999 - 2000 survey, with an 92% response rate. [Author].
Raby, R.L., & Tarrow, N. (1996). Dimensions of the community college: International, intercultural, and multicultural perspectives (Garland Studies in Higher Education, Volume 6). New York: Garland Publishing, Inc.
This two-part monograph provides a theoretical and practical analyses of intercultural and multicultural education programs. The first part describes inter- and multicultural educational programs in the United States and Canada and includes the following eight chapters: "International, Intercultural, and Multicultural Dimensions of Community Colleges in the United States," by Rosalind Latiner Raby; "Community Self-Help International Development Projects: A Humanistic Perspective," by Jean Cook; "From Aid to Trade: New Trends in International Education in Canada", by Daniel Schugurensky and Kathy Higgins; "Weaving the American Tapestry: Multicultural Education in Community Colleges," by Naomi Okumura Story; "Internationalizing the Curriculum: Ideals vs. Reality," by Rosalind Latiner Raby; "Study Abroad in the Pacific Islands: More Than an International Experience," by Sharon Narimatsu and Robert W. Franco; "Reform and Quality Assurance in British and American Higher Education," by Ruth Burgos-Sasscer and David Collins; and "Building Consensus for International and Multicultural Programs: The Role of Presidential Leadership," by Evan S. Dobelle and James H. Mullen. The second part explores the adaptation of the United States community college model in other nations and includes the following six chapters: "Culture, Technology, Development: Partners with a Price Tag," by Mathilda Esformes Harris; "The Role of the Community College in Countering Conflict in Multicultural Societies," by Cornelia H. van der Linde; "Assessing the Relevance of American Community College Models in Japan," by Tina Yamano and John N. Hawkins; "Egyptian Community Colleges: A Case Study," by Amin A. Elmallah, Kal Gezi, and Hassan Abdel Hamid Soliman; "Michlalot Ezoriyot--Regional Colleges in Israel: Challenges, Promises, and Prospects of an Alternative Model in Higher Education," by Yaacov Iram; and "A Review of Community College Development in South Africa," by Mbuyiselwa Silas Zuma. [TGI, Garland Publishing].
Racette, D. (1996, Spring). Study abroad in the non-industrial world: Problems and potentials. The Phi Beta Delta International Review, 6.
The purpose of this investigation was to analyze the educational impact of academic study abroad programs conducted in countries outside the industrial world, with a specific emphasis on environmental and sociopolitical factors. Six programs were chosen to represent the current spectrum of diverging cost, educational approaches and geographical destinations in study abroad. Student journals, written evaluations and survey results provided by these programs were then analyzed for the students' principal impressions and leaming experiences abroad. Since evaluation materials showed a primary focus on personal development and little political and environmental insight, it was concluded that international education programs do not utilize the potential of learning in a very unfamiliar environment to its full extent. The study therefore discusses essential quality criteria for study abroad programs in the non-industrial world and argues for a revision of the educational rationale behind such programs. To make experiences abroad more relevant, educational programs should include social, political and economic issues in the host country. In addition, American society will have to devise more effective ways to utilize the international expertise students gain abroad. [Author].
Rahman, T., & Kopp, L. (1992). Administration of international education. In Klasek, C. (Ed.), Bridges to the future: Strategies for internationalizing higher education (pp. 1-21). Carbondale, Illinois: Association of International Education Administrators.
Rarick, C.A, & Erfani, G.R. (2000). Reflections on foreign field-based experiential learning: Taking the classroom to the culture. Academy of Business Education, Journal of Business Education, 1 (proceedings). [On-Line]. Available: http://www.abe.villanova.edu/proc2000/n073.pdf.
This paper discusses the authors’ experience with a field-based course, which required students to travel to a foreign country as part of their coursework. The paper explores the difficulties and benefits of such an instructional methodology and provides a model, which highlights important elements of a successful field experience. Recommendations based on the authors’ many years of experience are also provided. [Authors].
Raschio, R.A. (1987). College students’ perceptions of reverse culture shock and reentry adjustments. Journal of College Student Personnel, 28, 156-162.
Rasmussen, J. (1991). Consumating the union: Language and international studies as compatible mates. Liberal Education, 77 (5), 8-13.
Rasmussen, K. (Ed.). (1998, Summer). Making connections through global education. Association for Supervision and Curriculum Development Update.
Regan, V. (1995). The acquisition of sociolinguistic native speech norms: Effects of a year abroad on second language learners of French. In B. Freed (Ed.) Second language acquisition in a study abroad context (pp.245-267). Amsterdam/Philadelphia: John Benjamins Publishing Company.
Regan, V. (1998, Fall). Sociolinguistics and language learning in a study abroad context. Frontiers: The Interdisciplinary Journal of Study Abroad, 4, 61-90. [On-Line]. Available: http://www.frontiersjournal.com/back/four/volfour.htm.
Reghenzani, D.M. (1992). Perceived levels of student satisfaction with an international education experience at a selected American university. (Doctoral dissertation, The University of Southern Mississippi). Dissertation Abstracts International, 54, 1698A.
A survey of the levels of perceived satisfaction with an international education experience overall and with working conditions (physical conditions of student life), compensation (amount of input for academic outcomes), quality of education (conditions relative to intellectual and vocational development), social life (opportunities to meet socially relevant goals), and recognition (attitudes and behaviors within the academic environment accepting the student as a worthwhile individual) specifically, was conducted in Spring 1992. In addition, selected personal variables (age, gender, level of study, type of residence, G.P.A., hours of employment, and cultural adjustment) were investigated for prediction of elements of and total satisfaction. In addition, an ancillary analysis was conducted on questions pertaining to personal goals, concerns, worthwhile outcomes, utilization of experience, and arenas of support relative to the study abroad sojourn. Eighteen hypotheses were tested to determine if there was a significant relationship between the satisfaction overall, or with a singular subscale, and the combined personal selected variables within the two groups chosen for the study. The potential of significant differences were investigated between the two groups. Subjects were volunteer respondents drawn from short-term (American) and long-term (foreign) students engaged in an international education experience at a selected American University. Significant relationships appeared to exist with the combined selected personal variables predicting satisfaction overall and with working conditions, quality of education, and recognition specifically for short-term credit abroad students. No such personal variables predicted any satisfactional elements for long-term credit abroad students. Differences were found to exist between the two students groups towards total satisfaction and on working conditions, quality of education, social life, and recognition with short-term credit abroad students registering higher scores on all determinants of satisfaction. Content analysis on the personal commentary regarding the international education experience revealed that the long-term credit abroad students were motivated by academic and career goals whereas short-term students sought an inter-cultural experience and travel through their international sojourn. All students expressed positive support and constructive ideas to have their overseas experience better integrated into university life. The academic advisor or program director and recourse to peers and fellow international students were indicated as the prime providers of mentorship and support. [Author].
Reichert, E. (1998, October). The role of study abroad course in undergraduate social work education. The Journal of Baccalaureate Social Work, 4 (1), 61-72.
Developing an instructive and useful study abroad course for undergraduate social work students presents an unusual challenge. In this paper, the author addresses issues involving the study abroad course and concludes that such a course can occupy an important place in social work education. The author also provides a model for assisting educators in designing their own study abroad course. Cross cultural and educational exchanges fostered by a study abroad course can promote an ongoing involvement by students and faculty in the international arena of social work. [Journal].
Reiff, J.C. (1999, Spring). Learning style influence on study abroad experiences. The Phi Beta Delta International Review, 9.
Reiff, J.C. (2000, April). Strategies for promoting international education: One department’s journey. Paper presented at the Phi Beta Delta International Conference, Kansas City, MO.
This paper described the process and identified strategies for promoting international education while internationalizing the curriculum as experienced in the Department of Elementary Education at the University of Georgia. [Author].
Reimer, T.E. (1992). A case study of leadership and international education programs in community college. (Doctoral dissertation, University of Oregon). Dissertation Abstracts International, 53, 2657A.
International education programs in community colleges include any one or a combination of several activities: foreign language instruction, active recruitment of international students, branch campuses abroad, infusion of global issues into existing curriculum, study abroad programs, student and faculty exchanges, international trade and business education, and the establishment of mutual agreements with colleges in other countries. A key ingredient in successful programs is the positive leadership of administrators. This investigation is a qualitative case study of international education programs at three Pacific Northwest community colleges. The study assesses the status of each program, and the role chief executive officers (CEOs) and other administrators play in their success. Governing board members, upper level administrators, faculty, and staff were interviewed to determine their impressions of what is an effective international education program and how their institutional program achieved its current status. Activities and meetings were observed. The interviews and observations were analyzed to determine who is influential in promoting international education at these institutions. Participants agree that the active and verbal support of the community college CEO is crucial to the success of international education programs. Visibility of the CEO at institutional international functions, formal and informal statements of support from the CEO and other top administrators, and recognition of efforts of staff members are essential for successful programs. The CEO and other administrators support international efforts of staff by creating, promoting, or allowing development opportunities for staff members. Good programs require a team effort of the CEO, other administrators, and staff. Participants also agree that aspirations for international education programs among individual staff members is more important than having an institutional coordinator. At the institutions studied, staff members have been influential in determining the course and activities of international education. Participants in the study said community colleges have a responsibility to aid the United States citizenry in becoming literate in global perspectives and in competing with other nations' work forces. Governing boards and chief executive officers should exert influence by encouraging staff members to become globally literate. Specific activities that can be used to promote global issues are listed and discussed. [Author].
Relich, J.D., & Kindler, M. (1996, Fall). Canadian students down under: An intercultural perspective for teacher training in Australia. Frontiers: The Interdisciplinary Journal of Study Abroad, 2. [On-Line]. Available: http://www.frontiersjournal.com/back/two/voltwo.htm.
Remsey, S.J. & Schaetti, B. (1999, November). Reentry: Coming 'home' to the unfamiliar, repatriates may feel like strangers in a strange land. Seattle, WA: Transitions Dynamics. [On-Line]. Available: http://www.transition-dynamics.com/reentry.html.
This article was originally published November, 1999, in MOBILITY, the monthly magazine of the Employee Relocation Council.
Resnick, D. (1998, Spring). A case study of a recruitment program for "minority" students: Israel interns for Jewish education. Journal of Career Development, 24 (3), 227-234.
U.S. college juniors studying at Hebrew University of Jerusalem conduct Jewish education internship projects. As seniors back home, they are placed in part-time religious education jobs. Of 24 interns, 58% worked full time in Jewish education after graduation; 7 were doing graduate work in education or Jewish studies or were studying in Israel. [SK – EDRS].
Rex, D., & Roberts, T. (Eds.). (1988). Recording the performance of U.S. undergraduates at British universities: Guidelines toward standardized reporting for study abroad. Washington: DC: NAFSA: National Association for Foreign Student Affairs.
Rhodes, F.H.T. (1997, Fall). Science education in different cultures: Unity and Diversity. Frontiers: The Interdisciplinary Journal of Study Abroad, 3. [On-Line]. Available: http://www.frontiersjournal.com/back/three/volthree.htm.
Rhodes, G. (1997). Exploring the framework for entrepreneurial growth in study abroad. In T.M. Davis (Ed.), Open Doors 1996/97: Report on international educational exchange. New York: Institute of International Education. [On-Line]. Available: http://www.opendoorsweb.org/Lib%20Pages/Contents/stab-cont.htm
Rhodes., G.M. (1995, Fall). The internet and world wide web: Uses for study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 1. [On-Line]. Available: http://www.frontiersjournal.com/back/one/volone.htm.
Rhodes, G.M. (1997). Institutional vulnerability to liability for student injury and death during study abroad: Legal audit: A tool to review current policies and procedures. Law and higher education: Issues in 1997, Vol. 1. Paper presented at the Eighteenth Annual National Conference on law and Higher Education, Stetson University college of Law, Clearwater Beach, FL.
Ricks, T., Krebs, K., & Monahan, M. (2000, Winter). Area studies and study abroad in the 21st century. Frontiers: The Interdisciplinary Journal of Study Abroad, 6. [On-Line]. Available: http://www.frontiersjournal.com/back/six/volsix.html.
Rifkin, B. (2000). Learning outcomes for Russian: A comparison of academic-year and summer immersion instruction. Presentation at the American Association of Teachers of Slavic and Eastern European Languages, Washington, D.C.
Many in our field bemoan the lack of nationally recognized tests to assess our students’ language skills. Using the ACTFL Proficiency Guidelines for listening and reading, I have developed tests for listening and reading comprehension for use at the Russian School of Middlebury College and the University of Wisconsin-Madison. I have also developed a test of grammar and syntax for use at these two institutions; this test is based on a series of principles indirectly related to the proficiency guidelines for speaking and writing. In my presentation, I will describe these computerized tests (which do not consist of any multiple-choice questions), the principles or criteria on the basis of which they were developed, and the range of scores earned by students at different levels of instruction in the course of several administrations of the tests. In my discussion of students’ results, I will describe the differences in language gain for those students enrolled in an academic year program of study (150 contact hours over nine months’ time) and those enrolled in a summer immersion program (170 contact hours over nine weeks’ time). I will compare students’ results on these new tests with results in oral proficiency interviews for a sample of the students tested. Lastly, I will compare my findings with regard to learning outcomes (as demonstrated on these tests) with those reported by Thompson in her 1996 study (of students of Russian), by Brecht, Davidson and Ginsberg in their 1993 study (Predictors of Language Gain during Study Abroad), of Magnan in her 1986 study (of oral proficiency of students of French), and of Carroll in his 1967 study (of the language competency of graduating seniors who majored in foreign languages.) I will conclude my presentation with questions for the field regarding directions for future research and curricular reform. [Author].
Riley, M. (2000). Addressing parental concerns. In M. Tillman (Ed.), Study abroad: A 21st century perspective (pp. 45-47). Stamford, CT: American Institute for Foreign Study Foundation. [On-Line]. Available: http://www.aifs.com/aifsfoundation/21century.htm
Ringold, D.E. (1998). Intercultural sensitivity: The influence of study abroad. Unpublished Master’s thesis, University of Minnesota, Minneapolis, MN.
Riskedahl, S. (1997, April). The impact of short-term study abroad: Changes in participant attitudes and perceptions (Doctoral dissertation, The Union Institute, 1996). Dissertation Abstract International, 57, 10, 4322A.
This study analyzes changes in student attitudes toward classroom learning and behavior, specifically in the
areas of structure and formality in the classroom, the importance of questioning and creative self-expression in
the classroom, and the importance of self-expression in testing in the classroom. Participants in this two-year
study were third year students from a women's college in Japan taking part in a three-week education/homestay
experience at a small liberal arts college in the Midwest. Quantitative and qualitative data were collected upon students' arrival, at the end of classes, and six months after their return to Japan. At the end of the American study session, results revealed changes in students' perception of education and self, and showed very favorable responses to new ways of learning and interaction. Within six months of their return to Japan, however, students had resumed their prior patterns of classroom learning. This study could productively be extended to evaluate the effectiveness of short-term cross-cultural learning experiences in the context of an intended purpose, and/or replicated to determine the value and significance of short term study abroad programs. [Author].
Roberts, C. (1993). Cultural studies and student exchange: Living the ethnographic life. Language Culture
and Curriculum 6 (1), 11-17.
Robins. N. (2000, Summer). Building bridges: Developing academic relations with Cuban institutions. International Educator, 9 (3), 6-11.
Robinson, B. (1999, Summer). The Belgrade embassy bombing: What effect on U.S. study programs in China? International Educator, 8 (3), 4-5.
Robinson, B.S. (2000). The impact of study abroad on the college curriculum. In M. Tillman (Ed.), Study abroad: A 21st century perspective (pp.11-13). Stamford, CT: American Institute for Foreign Study Foundation. [On-Line]. Available: http://www.aifs.com/aifsfoundation/21century.htm
Robinson, B.S. (1990). Facilitating faculty exchange: Developing international programs. New Directions for Community Colleges, 70, 37-45.
This article discusses the issue of competence in international affairs and how this topic has become a major educational concern. The topic of discussion focuses on reducing intercultural illiteracy through faculty exchange This experience can help teachers bring the relevance of a given culture directly to their classrooms. This article is intended to be a "how-to" primer rather than a philosophical treatise on the value of exchange programs. Current trends indicate that institutions interested in such programs are well aware of the benefits gained. The most pressing need is how to establish them. [KP].
Robinson, G. (2000, Spring). A guide to internationalizing the urban non-residential campus. The Phi Beta Delta International review, 10, 49-63.
Non-residential students, for the most part enrolled in professional programs, are the fastest growing population in American higher education. It is vital – for both career survival and the quality of life associated with life-long learning – to assure that this group is getting a broad-based international education, usually reserved for those who can afford a privileged education at the traditional universities. This essay brings together a variety of strategies to help internationalize the urban non-residential campus, all of which connect career training with an international education based on liberal arts values. It offers a guide to initiatives that require little or no funding, but which work towards establishing an institutionalized international office coordinating all international activities on the campus. Finally, the essay offers guidelines for assessment. [Author]. This article address study abroad as a component of the overall internationalization of the urban non-residential campus. [DJC].
Robinson, J.L. (1996, February). Second language learning in social context: An ethnographic account of an academic semester abroad in Russia. (Doctoral dissertation, University of Maryland College park, 1995). Dissertation Abstracts International, 56 (8), 3037A.
In this doctoral study, I focus on the identification and description of language learning in the social context of an American Council of Teachers of Russian (ACTR) semester study abroad program in Moscow, Russia. The purpose of this exploratory, ethnographic study is two-fold: (a) to provide an account of second language learning in the social context of a semester study abroad program and (b) to present thorough documentation of the research methodology involved in the construction of this account. Implications for second language learning theory and study abroad as well as for the future use of ethnography in research are considered. In the Spring 1991, I was a participant-observer in a semester abroad program, as part of a larger collaborative research project between ACTR and the National Foreign Language Center (NFLC). As a participant, I lived in the dormitory with the American group and was a student in Russian language classes. As an observer, I documented student and my own language learning experiences and processes in-country through observations, interviews and self-report. Strauss & Corbin's (1990) 'grounded theory' techniques were adapted in order to analyze the resulting qualitative data. The substantive and methodological themes that resulted from this analysis are presented in two separate chapters. The substantive chapter is a description of learning Russian in the social context of the study abroad program. The discussion is divided into four parts, reflecting the social context: (a) the Language and Cultural environment, (b) the American Ghetto, (c) Teachers and the Classroom, and (d) Other Russians. In each part, I characterize the general context and then detail dynamics of particular relevance to learning Russian in that context. The methodological chapter follows with a description of issues encountered in the field as emerged from the data analysis. Three main themes structure the discussion: (a) Doing My Job, (b) Ethical Logistics, and (c) Resulting Data. In addition to this account of my field procedures and experiences as a researcher, a thorough documentation of the data analysis--from determining the study focus through writing this dissertation--is provided. [Author].
Rogers, J. (1991). Re-entry and cross-cultural transitions: Variables related to socio-cultural and psychological maladjustment. Unpublished masters thesis, University of Christchurch, New Zealand.
Rogers, J., & Ward, C. (1993). Expectation-experience discrepancies and psychological adjustment during cross-cultural reentry. International Journal of Intercultural Relations, 17, 185-196.
The study examined expectations, experiences and psychological adjustment during cross-cultural transition and reentry. Twenty secondary school students completed questionnaires during their overseas placements and then again after return to New Zealand. The initial questionnaire assessed expectations about social difficulty on reentry; the subsequent questionnaire measured actual social difficulty, anxiety and depression. Analyses revealed that: 1) there was no significant relationship between expectations and experiences; 2) actual, but not expected, social difficulty was related to anxiety and depression; and 3) realistic expectations as such (absolute differences between expectations and experiences) were unrelated to psychological adjustment; 4) however, when experiences were more difficult than expected, larger discrepancies were associated with psychological distress. The paper highlights methodological issues in research on expectations and discusses the implications of the findings for crosscultural training. [Authors].
Rohrlich, B.F., & Martin, J.N. (1991). Host country and reentry adjustment of student sojourners. International Journal of Intercultural Relations, 15, 163-182.
This paper is an examination of student sojourn expectations for and reactions after return from a college level study abroad program. It seeks to expand knowledge on one aspect of sojourn adaptation, namely adjustment/ satisfaction. Selected sojourner characteristics such as gender, age, location of program, and previous transition experience were shown to influence sojourn experience. In addition, the relationship between sojourner adjustment and sojourn communication with host nationals was explored; a high level of interaction yielded a higher degree of satisfaction. Reentry satisfaction was investigated in terms of the same selected sojourner and sojourn characteristics. [Authors].
Rolls C, Inglis A, & Kristy S. (1997, December). Study abroad programs: creating awareness of and changing attitudes to nursing, health and ways of living in other cultures. Contemporary Nurse, 6 (3/4), 152-156.
Multicultural society requires nurses to care for individuals and families with different cultural and religious values to their own. Study abroad programs for nursing students enable the students to be exposed to nursing, health and ways of living in other cultures. Students undertook a program at Chiang Mai University, Thailand through an international university linkage arrangement during 1997. Students concerns, expectations and perceived benefits of study abroad experiences were investigated in this non-experimental descriptive study, which involved a serial interview process incorporating three interviews before, during and after the program. Students undertaking the program acknowledged that they gained increased confidence and an understanding of different cultures. It was concluded that students did develop an increased awareness of and experienced attitudinal changes towards the cultures and health care needs of the country visited. [Authors].
Rosenbaum, J. (1991, May). From cameras to cultures: International perspectives for professional video education. Unpublished paper presented to the International Production & Distribution Special Interest Group Session of the annual conference of The International Television Association. Boston, Massachusetts.
Rotary International. (1996). Group study exchange. Evanston, IL: The Rotary Foundation.
Rubin, A.M. (1995). U.S. enrollment in study-abroad programs grows as more students head for developing nations. The Chronicle of Higher Education, 42 (11), A40.
Rubin, A.M. (1995, November 24). Educators call for research on study-abroad programs. Chronicle of Higher Education, 42 (13), A34.
Rubin, A.M. (1996, September 27). Students with disabilities press colleges to help them take part in foreign study. The Chronicle of Higher Education, A47-48.
Rubin, A.M. (1996, November 1). Colleges offer financial aid to encourage foreign travel. Chronicle of Higher Education, 43 (10), A41-A42.
Rubin, A.M. (1997, October 31). Some study-abroad programs start to consider needs of gay students: They need warnings about some countries, and may face difficult transitions returning from others. The Chronicle of Higher Education. [On-line]. Available: http://www.indiana.edu/~overseas/lesbigay/student.htm & http://www.colorado.edu/ealld/atj/Bridging/ABRD-faq2.html.
Rubin, A.S. (1999). The affects of studying abroad on American college students. Graduate seminar paper, Ohio University, Athens.
Rubin, K. (1998). Safety in study abroad: How much more can programs do to protect students? NAFSA Newsletter, 49 (3), 1. [On-Line] Available:
Rutgers University. (1996). Study Abroad Survey. New Brunswick, New Jersey: Rutgers University, Office of Institutional Research and Academic Planning.
During the early part of the spring 1996 semester, the Office of Institutional Research and Academic Planning administered a questionnaire to a random sample of first- and second-year Rutgers undergraduates. This questionnaire was designed to elicit the awareness of and interest in the Rutgers Study Abroad Program among lower division students. [Authors].
Ruther, N. (1994). The role of federal programs in internationalizing the U.S. higher education system from 1958 to 1988. Unpublished doctoral dissertation, University of Massachusetts.
Ryan, J.M., & Lafford, B. (1992). Acquisition of lexical meaning in a study abroad environment: ser and estar and the Grenada experience. Hispania, 75, 714-722.
Ryan, M.E. & Twibell, R.S. (2000, July). Concerns, values, stress, coping, health and educational outcomes of college students who studied abroad. International Journal of Intercultural Relations, 24 (4), 409-435.
Sabatini, D.A. (1999, June 28). My experience on an international sabbatical (to sabbatical or not to sabbatical). School of Civil Engineering and Environmental Science, University of Oklahoma. [On-Line]. Available: http://www.soonercity.ou.edu/sabatini/sabbatical/aseeppt99/tsld001.htm
Sabatini, D.A. (1999, October). How uprooting my family, leaving behind my job, and spending a year in Europe made me a better educator. Washington, DC: AAHE Bulletin (American Association for Higher Education).
Safety in study abroad programs: Hearing before the Subcommittee on Oversight and Investigations of the Committee on Education and the Workforce, House of Representatives, 106th Cong., 2d Sess. (2000, October 4). Serial no. 106-132 (United States. Congress. House. Committee on Education and the Workforce. [On-Line]. Available: http://commdocs.house.gov/committees/edu/hedo&i6-132.000/hedo&i6-132.htm also available on the USC SAFETI On-Line Newsletter, 2 (1) at http://www.usc.edu/dept/education/globaled/safeti/v2n1_testimony.html.
Sanders, C.E. (2000, Spring/Summer). Voicing concern about discrimination abroad: The history and experience of voices of change in working with US students in Spain. SAFETI On-Line Newsletter, 1 (2). [On-Line]. Available: http://www.usc.edu/dept/education/globaled/safeti/newsletter.html.
This article describes the experience of two US citizens in Spain who have committed themselves to supporting US college and university students who may become victims of discrimination in Spain. It is important to realize that in the US and all countries in the world, discrimination takes place. The articles intent is to focus on the challenge of responding to discrimination for students taking part in study abroad and to highlight the efforts of Voices of Change in this area. [GR – SAFETI Editor].
Sandgren, D., Nick, E., Hovde, P., Krejci, M., & Rice, M. (1999, Spring). How International Experience Affects Teaching: Understanding the impact of faculty study abroad. Journal of Studies in International Education, 3 (1), 33-56. This paper explicates the causal linkages between short-term study abroad experiences of collegeaculty and the global content of their classroom teaching. Information for the study comes from self-reports and extensive interviews with faculty who traveled to locations in Central America, South America, Southern Africa, and India. Earlier research by the authors shows that these study abroad experiences have a positive impact on "globalizing" the participants’ teaching. However, the process leading to this effect needs clarification. After describing the context for the present research and the methods used for the qualitative analysis, connections evident in the experiences of the travel seminar participants are used to construct a causal process theory. This theory explicates the linkage between travel and teaching by stating that experience abroad enhances social and self awareness of participants which in turn leads to changes in their teaching (i.e., increased global content). Key examples found in the statements of the participants are used to elucidate this theory. The paper concludes with a discussion of the results and their implications for people who design and participate in faculty study abroad programs. [Author].
Sandor, J. (1996). Meeting campus challenges armed with data. In T.M. Davis (Ed.), Open Doors 1995/96: Report on international educational exchange. New York: Institute of International Education. [On-Line]. Available: http://www.opendoorsweb.org/Lib%20Pages/Contents/stab-cont.htm
Sangster, R. (1999, Fall/2000, Winter). Language and liability: The linguistic dimension of health and safety abroad. SAFETI On-Line Newsletter, 1 (1)(. [On-Line]. Available: http://www.usc.edu/dept/education/globaled/safeti/newsletter.html.
Schell, M.S., & Stoltz-Loike, M. (1994, January/February). Importance of cultural preparation to international business success. Journal of International Compensation and Benefits.
Scheib, M. (1999). Intercultural negotiation in Spanish-speaking countries: Perceptions of US students with disabilities in study abroad. Unpublished Master’s thesis, University of Minnesota, Minneapolis, MN.
Scheiber, L.A. (2000, June). A student’s perspective: The challenges of returning home after studying overseas. International Association for Child and Adolescent Psychiatry and Allied Professionals, IACAPAP Bulletin, 11. [On-Line]. Available: http://www.iacapap.org/bulletins/nr11/article08.htm.
The number of high school students studying overseas has substantially increased in the last 50 years. As more students study abroad, more students also must inevitably cope with the transition of returning home. This article will give a broad overview of why reentry transition is difficult, natural reactions to the transition, and suggestions on how to cope with reentry culture shock. [Author].
Schmidt-Rinehart, B. (1998, November). The optimal learning environment: Intensive Spanish study in Cuernavaca, Mexico. Presentation at the American Council on the Teaching Foreign Languages (ACTFL) Annual Meeting, Chicago.
Schmidt-Rinehart, B., Snell, M., & Olivares, J.C. (2000). The host family perspective: Intensive Spanish study in Cuernavaca, Mexico. Presentation at the American Council on the Teaching of Foreign Languages (ACTFL) Annual Meeting, Boston.
Schneider, A.I. (2000, Fall). Title VI funding for undergraduate international studies programs: Long-term impact on language offerings). ADFL Bulletin, 32 (1), 42-47.
The United States Department of Education's Undergraduate International Studies and Foreign Language Program,1 now in existence for over twenty-five years, offers small grants for institutions of higher education to encourage initiation or strengthening of international components in their undergraduate curricula. In its earliest years the grant funds were used only for strengthening nonlanguage curricula, but since the early 1980s every grant has included both language and nonlanguage components. Over the years some five hundred grants have been awarded, providing an important incentive for internationalizing undergraduate instructional
programs and encouraging internationalization across a broad spectrum of the American higher education system.
Despite its longevity, the Title VI undergraduate program had never been systematically evaluated. Some applied and policy-oriented research on international education for the undergraduate has been done in the last two decades, however, giving potential evaluators and researchers important context for further studies (see Kelleher; Lambert; Ruther). More recently the Department of Education and, more particularly, Congress have been requesting evaluative information about all Title VI programs and, specifically, about the relation between the federal funding and results. Our research undertaking responded to the converging research interests of campus international education administrators and the government's information needs about program impact and grantee performance. The resulting report was published in June 1999 (Schneider and Burn); this article summarizes the language instruction aspects of the report and, in addition, incorporates data from a 1998 MLA survey that was not available for the June 1999 report. [Author].
Schneider, A.I., & Burn B.B. (1999). Federal funding for international studies: Does it help? Does it Matter? Amherst: University of Massachusetts International Programs Office.
Schreier, A.R., Abramovitch, H. (1997). American medical students in Israel: Stress and coping. Occupational Health and Industrial Medicine, 36 (2), 71-.
Medical students studying abroad have to adapt to a new cultural environment in addition to the usual stresses of medical school. This study explored the perceived stress and coping ability of students of the New York State/American Programme, Sackler School of Medicine, Tel Aviv University, who study medicine in Israel but are expected to return to America to practice. Students were surveyed using the Ways of Coping Checklist (WCCL), Appraisal Dimension Scale (ADS) and two instruments specifically designed for the study. The results supported the view that students having difficulty adapting to their new cultural environment also have difficulty at medical school. This pattern is a negative spiral in which anxiety and depression impair cognitive performance, and leads to academic difficulties and emotional distress. Improvements in student social support and primary prevention were implemented as a result of the study. [Authors].
Schroth, M.L., & McCormack, W.A. (2000). Sensation seeking and need for achievement among study-abroad students. The Journal of Social Psychology, 140 (4), 533.
Searle, W., & Ward, C. (1990). The prediction of psychological and sociocultural adjustment during cross-cultural transitions. International Journal of Intercultural Relations, 14, 449-464.
SECUSSA Data Collection Working Group (2000, February). Electronic sampling results: Survey #1. NAFSA/IIE. [On-Line]. Available: http://www.secussa.nafsa.org/samplingresults1.html.
SECUSSA/IIE conducted electronic sampling for the first time in the fall of 1999 by contacting the 120 lead institutions in study abroad, which accounted for almost 50% of American students who studied abroad in 1997-98. 73 institutions responded. When institutions become more familiarized with electronic sampling, we expect the response rate to increase. The questions were designed by the SECUSSA Data Collection Working Group. This first set, which was circulated by e-mail, was selected because they would be easy to answer, thus encouraging targeted schools to respond. Future surveys will request more complex information. Implications derived from the survey organizers follow each set of response totals. [KS - Chair, SECUSSA Data Collection Working Group].
SECUSSA Data Collection Working Group. (2000). Electronic sampling results: Survey #2: Outcomes assessment and study abroad programs. NAFSA/IIE. [On-Line]. Available: http://www.secussa.nafsa.org/samplingresults2.html & http://www.opendoorsweb.org/Lead%20Stories/Assessment.htm.
SECUSSA/IIE recently conducted a second electronic sampling, this time on the subject of ‘Outcomes Assessment and Study Abroad Programs’. 120 lead institutions in study abroad were contacted, accounting for almost 50% of American students who studied abroad in 1998-99. The response rate was a little above 50%.
The responses clearly indicate that 95% of the respondents assess student satisfaction. While 40% are measuring gains language proficiency less than a third are assessing academic achievement gains or gains in personal development. And fewer than 10% are measuring career-related outcomes with a mere 15% assessing intercultural proficiency. From this sampling it is clear that the majority of the profession is far from engaging in serious outcomes research, beyond the question of student satisfaction.
Three quarters of the respondents have created their own instruments for the types of assessments they are conducting, with an overwhelming majority responding positively to a question about whether SECUSSA should encourage the development of research instruments for this purpose. Clearly professionals in the field of education abroad need the assistance of expert researchers to be able to devise and apply such instruments. [KS - Chair, SECUSSA Data Collection Working Group].
Seese, R., & Citron, J.L. (1999). Emerging issues in reentry with international students and study abroad participants. Presentation at the 51st Annual Conference of NAFSA: Association of International Educators. Denver, Colorado
Segall, M.H., Dasen, P.R., Berry, J.W., & Poortinga, Y.H. (1993). Human behavior in global perspective: An introduction to cross-cultural psychology. Needham Heights, MA: Allyn & Bacon.
Segar, S. (1990). A study of the impacts of participation in college semester abroad. Unpublished capstone paper, School for International Training.
Seiter, J.S., & Waddell, D. (1989, February). The intercultural reentry process: Reentry shock, locus of control, satisfaction, and interpersonal uses of communication. Paper presented at the Annual Meeting of the Western Speech Communication Association, Spokane, WA. (ERIC Reproduction Service Document No. ED 304 731).
Shougee, M. (2000). The experiences, meanings and outcomes of studying abroad: A qualitative multiple-case study. (Doctoral dissertation, University of Toronto, 1999). Dissertation Abstracts International, 60 (09), 3290A.
Canadian universities are increasing the number of study abroad opportunities available for students. This increase is based on the perception of beneficial academic, personal, and career outcomes coming from study abroad programs. In this qualitative research study, I explored the in-depth experiences of fourteen study abroad students. This study's conceptual framework assumed that the curriculum of study abroad emerges from each participant's reflection on her/his lived-experience. I also assumed that studying abroad is a holistic learning process involving three temporal phases: before, during and after. Within this framework, I explored the following aspects of my participants' experience: (1) motivations for studying abroad, (2) preparing to leave, (3) experience abroad, and (4) the experience of returning home. Further, I explored their construed meanings and outcomes of the study abroad experience. The multiple-case study design used in this study considered the participants as representative cases. Embedded in this design was also my autobiographical experience. Data gathering included: (1) research conversations; (2) journal entries; (3) analysis of pertinent documents; (4) art-based images of the underlying meaning of studying abroad; and (5) graphic illustrations portraying the emotional peaks, valleys and plateaus of the study abroad experience. I found parental socialization to be the dominant influence in forming the participants' desire for studying abroad. Preparing to leave was a bittersweet time, influenced significantly by the support, or lack of it, from the home institution. Their experience abroad led to an alternative perspective on culture shock: my participants experienced culture shock as a profound learning experience rather than a debilitating difficulty. Their re-entry experience led to an understanding of reverse-culture shock as: (1) a process of mourning for the loss of attachments abroad, and (2) a process of constructing relationships at home. The core outcome of studying abroad was the transformation of self and perspective. I developed a model that represents study abroad as a holistic learning process leading to transformations of self and perspective. Theoretical perspectives from cultural and cross-cultural psychology, global education, and transformational learning illuminated my findings. Based on the findings, recommendations were made for study abroad research and practice. [Author].
Sideli, K. (1999, March/April). SECUSSA launches data collection initiative: In pursuit of the elusive actual number. NAFSA Newsletter, 50 (3). [On-Line]. Available: http://www.secussa.nafsa.org/dataarticle2.html.
Sideli, K. (1999, Summer). Everyone counts! International Educator, 8 (3), 58-59. [On-Line]. Available: http://www.secussa.nafsa.org/everyonecounts.html.
Sideli, K. (2000, Spring). It’s 2000: Do you know where your students are?; SECUSSA assesses data collection. NAFSA Newsletter, 51 (3), 32-38. Washington, D.C.: NAFSA: Association of International Educators; & International Educator, 10 (2), 38-43. [On-Line]. Available: http://www.secussa.nafsa.org/data00article.html.
Sideli, K. (2000, Fall). Technology and study abroad: Lessons I have learned. International Educator, 9 (4), 41-43.
Adapted from a keynote talk given at the Institute for Study Abroad’s National Advisory Council Meeting, Butler University, Indianapolis, September 15, 2000. [IE].
Siegal, M. (1995). Individual differences in study abroad: Women learning Japanese in Japan. In B. Freed (Ed.) Second language acquisition in a study abroad context (pp. 225-243). Amsterdam/Philadelphia: John Benjamins Publishing Company.
Siegal, M.S. (1995, November). Looking east: Learning Japanese as a second language in Japan and the interaction of race, gender and social context. (Doctoral dissertation, University of California, Berkeley, 1994). Dissertation Abstracts International, 56 (05), 1692A.
This is an ethnographic longitudinal study of the acquisition of sociolinguistic competence among four white western women studying Japanese in Japan. The women, who were in Japan for the purpose of improving their Japanese language abilities, ranged in ages between 21-45, and were of beginning to high intermediate language proficiency. Three were full-time students (ryugakusei) and the fourth was an English instructor. Using the tools of conversational analysis and ethnography, a wide variety of data was analyzed from naturally occurring conversations to field observations. I found that Japanese sociolinguistic competency and sociolinguistic appropriateness for these women were tied to matters of identity, including gender and their position in Japanese society. The richness of study abroad displayed itself variably. Specifically, the contexts the learners found themselves in played an important role in the learning, use and critical understanding of using language such as honorifics and switching registers. The position of the learners as white women in Japanese society was reflected in the kinds of language input they received and the way the learners perceived their treatment in Japan. It was found that language learning theories and pedagogies which suggest that learners continuously practice the language with a specific communicative goal were at odds with Japanese communicative style, and that those learners who used the rich language learning environment to 'go with the flow' of a conversation and 'listen' were more apt to use Japanese appropriately. Furthermore, the data suggest that sometimes the real world of studying Japanese in Japan subverted the use of sociolinguistically appropriate language by these women partially because they were sojourners and partially because of the low expectations of native speakers regarding the use of sociolinguistically appropriate Japanese by these women. This was related to the Japanese socio-historical context. [Authors].
Slater, R.O. (1998, Early Fall). Performance art: NSEP begins to measure needs and outcomes in federally funded international education. International Educator, 7 (4), 33-35.
Smith, C.D. (1996). Strangers at home: Essays on the effects of living overseas and coming "home" to a strange land. Bayside, NY: Aletheia Publications.
Smith, C.D. (1991). The absentee American: Repatriates’ perspectives on America and its place in the contemporary world. Westport, CT: Praeger.
Smith, G., Pritchy, G., Flinchum, B. M., Mahung, S., & Stone, C. (1997, Fall). A model for U.S. institutions offering graduate programs in Central America & the Caribbean. Journal of Studies in International Education, 1 (2), 93-112.
Describes the partnership model for the University of North Florida's master's program in education offered in Belize, suggesting that the model holds promise for development of international programs by other institutions. Topics discussed include the university's history of involvement in education in Belize, the Belize context for education, anticipated program outcomes, and lessons learned about program design and implementation. [Author/MSE – EDRS]
Smith, M.G. (1993). A conception of global education: A home economics education imperative. Canadian Home Economics Journal, 43 (1), 21-26.
Smith, N., & Pickert, S.M. (1995). Using seminars abroad for staff development. Journal of Staff Development, 16, 28-31.
Smith, R.C. (1990, Fall). Internationalizing the campus: A national agenda. ADFL Bulletin, 22 (1), 4-9.
Smith, S.L. (1998, March). Issues and strategies for negotiating intercultural identity: Case studies in communication competence in reentry. (Doctoral dissertation, University of Minnesota, 1997). Dissertation Abstracts International, 58 (9), 3365A.
The experience of students who study abroad involves repeated adjustment and readjustment to a series of social, behavioral and environmental changes. This dissertation examines theory and research in the areas of reentry, adjustment and the role of identity in intercultural communication competence and integrates it into a single model of intercultural communication competence in reentry. A coding scheme from that model was used to analyze intensive interviews with 13 U.S. students who had studied abroad. The results were used to identify specific identity concerns faced by those students and the communication strategies they used to renegotiate their identities during reentry from study abroad. Specifically, the research involved four steps: (1) Developing a clearly stated conceptual model that makes the connections between reentry adjustment, identity development, and intercultural communication competence explicit and gives an operational definition of reentry communication competence. (2) Conducting a series of intensive interviews with U.S. students returning from study abroad to test and refine the model. (3) Analyzing interview responses for emerging patterns with regard to identity concerns and the resulting communication coping strategies. (4) Developing a set coding scheme based on the integration of this analysis with the theoretical model developed in step 1. [Author].
Snow, H. (1998, July 4). Vacation or vocation? Reflections on the pedagogical challenge of study abroad. Paper presented at the Teaching within Anglo-American Study Abroad: Pedagogy, Methodology, Purpose conference, Harlaxton College, United Kingdom. [On-Line]. Available: http://www.ueharlax.ac.uk/academics/faculty/hsnow/98conferj.htm.
Snow, S.M. (1991, Fall). A powerful catalyst: International travel can help you get a job. Careers and the disABLED, 46-48.
Snyder, S., Decker, J., Koestner, M., Manglos, L., Mead, C., & Zanoni, C. (1999, April). It makes a difference! Student learning experiences on study abroad programs. Presentation at the Undergraduate Teaching Improvement Council (now OPID), Learning Technology Development Council, UW System, and Wisconsin Association for Independent Colleges and Universities conference on Teaching for learning: From Theory to Practice, Madison, WI.
How does the study abroad learning experience change Wisconsin students who participate in such programs? Five students from different UW campuses shared aspects of their learning experiences abroad and reflected on how these experiences had influenced their personal, academic and career development. The panel was sponsored by the UW System Council on International Education. [OPID].
Sommer, J.G. (2000). Globalization and the new imperative for study abroad. In M. Tillman (Ed.), Study abroad: A 21st century perspective (pp.7-9). Stamford, CT: American Institute for Foreign Study Foundation. [On-Line]. Available: http://www.aifs.com/aifsfoundation/21century.htm
Soneson, H.M. (2000, April). Study abroad for students with disabilities: Guidelines for advisors. Access Abroad, University of Minnesota. [On-Line]. Available: http://disserv3.stu.umn.edu/abroad/profinfo/guidelin.pdf.
This guide provides U.S. and overseas advisors with information on study abroad for students with disabilities. In the last several years students with disabilities are increasingly participating in study abroad, and institutions and programs have been challenged to provide advising and support services for this new and growing study abroad population. This guide includes information on the implications of the Americans with Disabilities Act for study abroad, a description of different disability types and their typical accessibility needs, suggested advising procedures, and resources to have available for staff and students. [Author].
Soneson, H.M. & Aune, B.P. (Winter, 1997). Collaborative approaches to promoting international study for students with disabilities. A World Awaits You. Eugene, OR: Mobility International USA.
Spofford, W., Kazar, S., Pearson, D., Medina, R, & Wang, G. (1999, April). Models of academic programs abroad: international opportunities for student learning. Presentation at the Undergraduate Teaching Improvement Council (now OPID), Learning Technology Development Council, UW System, and Wisconsin Association for Independent Colleges and Universities conference on Teaching for learning: From Theory to Practice, Madison, WI.
This interactive session provided an opportunity to discuss three related topics with experienced international-program directors: first, the various models for academic programs abroad, from the traditional study-abroad experience to programs targeted to meet the academic needs of specific groups of students; second, the theoretical and philosophical bases for these models; and third, the various kinds of learning unique to foreign-study programs that complement and enhance the classroom experience. [OPID].
Stanley, D., & Mason, J. (1997). Preparing graduates for the future: International learning outcomes. BCCIE: British Columbia Centre for International Education, Victoria, British Columbia, Canada.
What competencies do students require to succeed as citizens and professionals in today’s global society? This report identifies the international knowledge, skills and abilities required of today’s post-secondary graduates and provides a framework for the effective internationalization of the post-secondary curriculum. The report’s findings which were based on a series of focus groups and interviews with professionals in international business and education in BC, will be of interest to faculty, instructors and international education practitioners at colleges, universities and institutes. [BCCIE].
Steimer, W.M., & Kelso, A.S. (1999). Contractual issues in education abroad programs: Workshop on managing health, safety, and liability in education abroad programs. Charlotte, NC: University of North Carolina Charlotte. [On-Line]. Available: http://www.uncc.edu/unccatty/edabroad.html
Steglitz, I.E. (1994, February). Intercultural perspective-taking: The impact of study abroad. (Doctoral dissertation, University of Minnesota, 1993) Dissertation Abstracts International, 54 (08), 2799A.
Abilities required for effective communication across cultures are becoming increasingly important as more people experience cross-cultural contact daily. There is, however, a lack of clear conceptual and operational definitions of such abilities. In this study, an intercultural perspective-taking (ICPT) ability is conceptualized and proposed as an ability that facilitates communication across cultures. The ability is defined as the culture-general ability to understand intercultural interactions in terms of the possible, not necessarily accurate, cultural framework(s), or part of such framework(s), on which actors' behavior in and/or perception of the interaction might be based. Based on this definition, an instrument for the assessment of the ICPT ability is developed. The primary purpose of the study is to generate initial support for the instrument's construct validity. If the instrument assesses the ICPT ability, it should differentiate, in the predicted direction, between groups of students expected to differ on the ICPT ability. There are incidental empirical, anecdotal, as well as theoretical reasons to believe that students with a study abroad experience (SA group), as a group, possess higher levels of ICPT ability than students with no such experience (NOSA group). Initial evidence for the ICPT instrument's construct validity can be established by showing that the instrument differentiates between a group of SA students and a group of NOSA students. In this study, 50 SA students and 50 NOSA students responded to open-ended questions about two intercultural interaction situations. Four experts coded the students' responses using the ICPT coding scheme. While the instrument's initial interrater reliability was not as high as had been hoped, based on an analysis of the various levels of ICPT ability defined in the coding scheme, suggestions for the improvement of the instrument's reliability are presented. The frequency with which SA and NOSA students fell into low, medium and high levels of ICPT ability was analyzed using the Chi-square statistic. This analysis showed that the ICPT instrument differentiates between the two groups on a statistically significant level in the predicted direction. That is, initial support for the instrument's construct validity has been established. [Author].
Stephan, C.W. & Stephan W.G. (1992). Reducing intercultural anxiety through intercultural contact. International Journal of Intercultural Relations, 16, 89-106.
Stephenson, S. (1999, Fall). “Two cultures under one roof”: Study abroad as a transformational experience and its impact upon exchange students and host nationals in Santiago, Chile. Frontiers: The Interdisciplinary Journal of Study Abroad, 5, 1-31. [On-Line]. Available: http://www.frontiersjournal.com/back/five/volfive.htm.
Stimpfl, J.R. (1996, Fall). Discovering the other: Study abroad as fieldwork. Frontiers: The Interdisciplinary Journal of Study Abroad, 2. [On-Line]. Available: http://www.frontiersjournal.com/back/two/voltwo.htm.
Stoop, G.H. (1988). Minority student participation in study abroad. Journal of the Association of International Education, 8 (1), 1-6.
Stonefeinstein, B.E.S., & Ward, C. (1990). Loneliness and psychological adjustment of sojourners: New perspectives on culture shock. In D.M. Keats, D. Munro, & L. Mann (Eds.), Heterogeneity in cross-cultural psychology. (pp. 537-547). Lisse, Netherlands: Swets & Zeitlinger.
Storti, C. (1990). The art of crossing cultures. Yarmouth, Maine: Intercultural Press.
Storti, C. (1997). The art of coming home. Yarmouth, Maine: Intercultural Press.
Stow Bolea, P., & McFall, J.A. (2000). International Field Education: A study of student reflection and program innovation. Paper presented at the joint International Federation of Social Workers and the International Association of Schools of Social Workers, Montreal, Quebec, Canada.
This qualitative study is based upon the survey responses of ten participants. Reported are the participant and placement demographics. These demographic variables are pertinent to understanding the results, implications and recommendations of this study. The second part of the survey aimed to explore student reflections on the educational experiences. These variables were included: integrated learning, critical thinking, and professional development. [Authors].
Stubbs, N. (2000). Safety and security issues and their impact on the study abroad field. In M. Tillman (Ed.), Study abroad: A 21st century perspective (pp. 29-33). Stamford, CT: American Institute for Foreign Study Foundation. [On-Line]. Available: http://www.aifs.com/aifsfoundation/21century.htm
Sumaka, S. (1999, May/June). The impact of study abroad: Educational travel as a model for responsible tourism. Transitions Abroad, 87-89. [On-Line]. Available: http://www.transitionsabroad.com/listings/study/articles/studymay1.shtml.
Sygall, S. (1994). Accessing programs: People with disabilities lead the way. Transitions Abroad, 17 (6), 69.
Sygall, S. (1995). Facilitating exchange: Including persons with disabilities in international programs. Transitions Abroad, 18 (5), 87-89.
Szabo, M.E. (1996, December). Predeparture orientation for study abroad: Perceived importance of components. (Master’s thesis, University of Alberta, 1996). Masters Abstracts International, 34 (6), 2136.
Study abroad is a powerful tool for serving student as well as institutional interests. Yet without adequate
student orientation prior to departure, the effectiveness of study abroad programming can be greatly affected. This study explored the importance of components of predeparture preparation for study abroad as perceived by academics and practitioners, the sponsoring institution, students preparing to study abroad, and past participants of study abroad. A focus group, two interviews, and a questionnaire were used. Findings show that students want specific, personalized information; they want to meet with other exchange students; they perceive immediately applicable components to be the most important; and they do not value culture-general and adjustment issues as highly as do practitioners and academics. Findings also demonstrate the importance of area- and culture-specific learning, re-entry programming, an experiential approach, and global education for departing sojourners. Interests of the University of Alberta are not entirely shared by participants and must be more clearly articulated. The Education Abroad Program should consider restructuring its predeparture orientation programs for study abroad participants to ensure quality and to include alternate delivery methods. [Author].
Szekely, B.B. (1998). Seeking heritage in study abroad. In T.M. Davis (Ed.), Open Doors 1997/1998: Report on International Educational Exchange (pp. 107-109). New York: Institute of International Education. [On-Line]. Available: http://www.opendoorsweb.org/Lib%20Pages/STAB/seeking_heritage.htm.
Szekely, B.B., & Krane, M , (1997). The current demographics of education abroad. In W. Hoffa, & J. Pearson (Eds.), NAFSA’s guide to education abroad for advisers and administrators (2nd ed.). (pp. 143-164). Washington, DC: NAFSA: Association of International Educators.
Talbott, I.D. (1991). Travelling to change: An analysis of an international travel/study programme on participants’ attitudes. In R. Winterburn (Ed.), Aspects of educational and training technology: Vol. XXIV. Realizing human potential (pp. 93-97). London: Kogan Page Limited.
Tanaka, T., Takai, J., Kohyama, T., Muranaka, C., & Fujihara, T. (1994, Winter). Adjustment patterns of international students in Japan. International Journal of Intercultural Relations, 18 (4), 55-75.
Cross-cultural adjustment of international students in Japan was approached through a comprehensive questionnaire that looked at various aspects of adjustment. Some 237 students of various national backgrounds participated in the study. Four factors of adjustment were attained: general adjustment, internally controlled adjustment, affiliation adjustment, and externally dependent adjustment. These four facets were analyzed with respect to several demographic traits of respondents. Some of the more important findings include the following: Asian subjects generally were less adjusted than those of Western and Latin American cultures; U-curve patterns with time were not evident in three of the four factors; those more proficient in the Japanese language did not prove to be generally better off than those less fortunate; and scholarship recipients were better adjusted than those relying on private sources for funding. [Authors].
Taylor, N. (1991). The travel journal: An assessment tool for overseas study. Occasional Paper #27. CIEE.
Terzain, Y. (1997, Fall). Science education and our future. Frontiers: The Interdisciplinary Journal of Study Abroad, 3. [On-Line]. Available: http://www.frontiersjournal.com/back/three/volthree.htm.
The British Council USA. (2001). Study abroad advisors’ manual. Washington, DC: The British Embassy. [On-Line]. Available: http://www.britishcouncil-usa.org/learning/advisors/saatoolkit/SAAManual.shtml
Thiagarajan, S., & Steinwachs. (1990). Barnga: A simulation game on culture clashes. Yarmouth, ME: SIETAR International, Intercultural Press.
Thomas, J. (1992). Returning home: Adjusting to life after study abroad – The history and methodology of its production. Unpublished capstone paper, School for International Training.
Thomas, J.L. (1992). Returning home: Adjusting to life after study abroad. London: The U.S.-U.K. Fulbright Commission.
The U.S.-U.K Fulbright Commission has produced a booklet designed to help students experiencing reentry shock. Returning Home: Adjusting to Life After Study Abroad by Jennie Thomas reviews issues having to do with reentry, factors that affect the experience's intensity, and coping strategies. A bibliography is also included. The booklet focuses particularly on students going from the United States to the United Kingdom and vice versa, but also contains information relevant to those in other countries. [Advising Quarterly review].
Thompson, G. (1990, January). Setting standards for study abroad. The Phi Beta Delta International Review, 1.
Tillman, M. (Ed.). (2000). Study abroad: A 21st century perspective. Stamford, CT: American Institute for Foreign Study Foundation. [On-Line]. Available: http://www.aifs.com/aifsfoundation/21century.htm.
Tranaeus, N. (2000, Spring). Crossing the Atlantic to learn: A century of Swedish-American exchange. International Educator, 10 (2), 12-13.
Transition Dynamics. (Producer). Schaetti, B. (Director). (1994). A conversation about re-entry [Video]. Available from Transition Dynamics, 2448 NW 63rd St., Seattle, WA 98107 or http://www.transition-dynamics.com/resources.html).
Filmed in "cinema verité" style by Dr. Barbara F. Schaetti, features 4 young-adult US American and/or Canadian global nomads discussing their repatriation to the U.S. for university. They respond to four questions: (1) What did you expect you re-entry to be like?; (2) What was it actually like?; (3) What was your biggest avoidable mistake?; and, (4) What helped you make your re-entry a success?
In 20 minutes, these four global nomads cover the range of the re-entry literature simply by talking about their
own experiences. While they speak in a North American context, their comments and ideas pertain to all
global nomads of all nationalities. They offer practical, powerful suggestions for successful repatriation. [Producer].
Twombly, S.B. (1995, Fall). Piropos and friendships: Gender and culture clash in study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 1, 1-27. [On-Line]. Available: http://www.frontiersjournal.com/back/one/volone.htm.
Tyack, G. (1998, July 4). Stanford in Britain 1996-1998. Paper presented at the Teaching within Anglo-American Study Abroad: Pedagogy, Methodology, Purpose conference, Harlaxton College, United Kingdom. [On-Line]. Available: http://www.ueharlax.ac.uk/academics/faculty/hsnow/98conferj.htm.
Tye, B.B., & Tye, K.A. (1992). Global education: A study of school change. Albany, NY: State University of New York Press.
Tye, K.A. (Ed.). (1990). Global education: From thought to action: 1991 yearbook. Alexandria, VA: Association for Supervision and Curriculum Development.
U.S. Department of Education. (1994, August/September). Putting international skills to work: What employers expect of college graduates. U.S. Department of Education Research Report, NAFSA: Association of International Educators Newsletter.
U.S. Department of Education. (2000). Strengthening the U.S. Government’s leadership in promoting international education: A discussion paper. [On-Line]. Available: http://www.ed.gov/offices/OUS/PES/discussion_paper.html.
U.S. Office of Educational Research and Improvement. (1994, July). What employers expect of college graduates: international knowledge and second language skills. Washington, DC: Office of Research, U.S. Department of Education. (OR-94-3215).
Useem, R.H. (1999, April). A third culture kid bibliography. (2nd Ed.). Dr. Ruth Hill Useem, East Lansing, MI.
The term "TCKs" refers to "Third Culture Kids" which includes MKs (Missionary Kids), Military Brats,
Business Kids, Global Nomads, etc. The bibliography contains works by and about them from the viewpoints of various disciplines and from various genres and venues. Dr. Useem has collected these materials over the past 50 years in her travels and as an educator. It was during one of two periods in which she was living in India as an adult that she began to notice the uniqueness of American kids living abroad and coined the term "TCK" to identify them. She has traveled to over 70 different countries studying the educational opportunities available to TCKs and has taught in the U.S. and abroad. Since 1985 she has been a Professor Emeritus at Michigan State University.
The bibliography contains nearly 1,500 citations which are broken down into 5 categories: Books; Journal
Articles and Book Chapters; Theses and Dissertations; Audiovisual Materials; and Miscellaneous.
The bibliography also includes a copy of the five articles written for NewsLinks: The Newspaper of International Schools Services which resulted from the study conducted by Dr. Useem and her research partners, Dr. Ann Baker Cottrell of San Diego State University and Dr. Kathleen Ann Finn Jordan. [Author]
Uyeki, E. (1993). As others see us: A comparison of Japanese and American Fulbrighters. IIE Research Report Number Twenty-Five. New York: The Japan-United States Educational Commission and the Institute of International Education.
Van Acker, M. (1996). Studying abroad: European guide for students with disabilities. Leuven, Belgium: Catholic University of Leuven.
Van de Water, J. (1997, Spring). Gaps in the bridge to the twenty-first century: The customer is always right. International Educator, 10-15. [On-Line]. Available: http://www.umabroad.umn.edu/curriculum/resources/vandewater.pdf.
Van Den Broucke, S., De Soete, G., & Böhrer, A. (1989). Free-response self-description as a predictor of success and failure in adolescent exchange students. International Journal of Intercultural Relations, 13 (1), 73-91.
A free-response self-description method for personality assessment is examined with respect to its validity to predict overseas success or failure in an educational exchange program. From the self-descriptions of adolescent exchange students who have either successfully or unsuccessfully adjusted to an unfamiliar culture, scores are derived on seven trait dimensions and on social desirability. Additional information regarding the subjects' personality, motivation, and adaptability was obtained through three provisional questionnaires. Correlations between these predictors and the criterion success/failure as well as a multiple regression analysis revealed that the scales used in the free-response self-description technique are the better predictors of success or failure overseas. The importance of interactional and developmental factors to attain success are demonstrated in the sample. It is concluded that the free-response self-description method is informative for predicting success in an overseas educational exchange program. [Authors].
Van Der Meid, J.S. (1999). Asian Americans: Factors influencing the decision to study abroad. Unpublished Masters thesis, Lesley College, Cambridge, Massachusetts.
Van der Gen, A. (1997, Fall). International science study for undergraduates. Frontiers: The Interdisciplinary Journal of Study Abroad, 3. [On-Line]. Available: http://www.frontiersjournal.com/back/three/volthree.htm.
Van Hoof, H.B. (1999, Fall). The international student experience: A U.S. industry perspective. Journal of Studies on International Education, 3 (2).
This article reports on a study done among U.S. job recruiters to determine their perceptions of the value of a student’s international exchange and/or international work experience to their companies. Results of the study indicate that job recruiters do not value the international exchange very highly, and that they favor national work experience over international work experience. Company characteristics were found to have some effect on perceptions, yet the recruiters’ personal international backgrounds did not affect perceptions at all. The article contends that education may have to step up its efforts to persuade industry of the value of the international experience. [Author].
Vande Berg, M. (1999, November 11). Data Collection and study abroad: Yesterday, today, and tomorrow. Presentation at the CIEE Conference, Chicago, IL. [On-Line]. Available: http://www.secussa.nafsa.org/whycollect.html.
Vestal, T.M. (1994). International education: It’s history and promise for today. Westport, CT: Praeger.
Vezzuto, L. (1995, Spring). A Fulbright scholar’s experience in the sultan’s university: An essay. The Phi Beta Delta International Review, 5.
Waddell, D.K. (1992). An application of expectancy violations theory to intercultural reentry shock. Unpublished Master’s thesis, California State University, Fullerton, California.
Walch, R. (1994). The year abroad – A linguistic challenge. Teanga, 14, 48-57.
Walker, C. (1995,February). Experiencing the familiar of foreign places. The Black Collegian, 25 (2), 143.
Walker, D. (1999). The organization and administration of study abroad centers in two institutions. International Education Journal, 29 (1), 5-15.
Wallace, J.A. (1993). Educational values of Experiential Education. In T. Gochenour (Ed.), Beyond experience: An experiential approach to cross-cultural education (2nd ed.). (pp. 11-16). Yormouth, AM: Intercultural Press, Inc.
Wallace, J.D. (1999, December). ACT-TIONS: A model for student safety and institutional responsibility in study abroad. Perspectives, 3 (4), 123-127.
Waller, M. (1999, January/February). Reentry: Empowerment. Transitions Abroad, 22 (4). [On-Line]. Available: http://www.transitionsabroad.com/listings/study/articles/studyjan2.shtml.
Ward, C., & Chang, W.C. (1997, November). “Cultural fit”: A new perspective on personality and sojourner adjustment. International Journal of Intercultural Relations, 21 (4), 525-533.
One hundred and thirty-nine Americans resident in Singapore participated in the research which investigated the influence of "cultural fit" on sojourner adjustment. Subjects completed questionnaires including measurements of extraversion, psychological adjustment (depression) and sociocultural adaptation (social difficulty). To assess "cultural fit" discrepancy scores were calculated on the absolute differences between subjects' extraversion scores and host culture norms. Correlational analyses indicated that extraversion per se was unrelated to either psychological or sociocultural adjustment; however, as predicted, larger discrepancies in extraversion between subjects and members of the host culture were associated with higher levels of depression (p<.01). Discrepancy scores were also analyzed in conjunction with a median split, dividing subjects into low and high discrepancy groups. T-tests further confirmed that the large discrepancy group experienced more symptoms of depression (p<.01). There were no significant differences, however, in the amount of social difficulties experienced by low and high discrepancy groups. [Authors].
Ward, C., & Rana-Deuba, A. (2000). Home and host culture influences on sojourner adjustment. International Journal of Intercultural Relations, 22, 277-291.
Ward, C., & Searle, W. (1991). The impact of value discrepancies and cultural identity on psychological and sociocultural adjustment of sojourners. International Journal of Intercultural Relations, 15, 209-225.
This study builds on earlier research by Searle and Ward on the prediction of psychological and sociocultural adjustment during cross-cultural transitions; however, this investigation is extended to a more diverse sample of sojourners and additionally examines cultural identity and value discrepancies as predictors of adjustment.
One hundred and fifty-five sojourners (tertiary students from 42 countries, resident in New Zealand) completed a questionnaire which assessed psychological (mood disturbance) and sociocultural (social difficulty) adjustment in relationship to the following variables: cultural knowledge, cross-cultural experience and training, attitudes toward host culture, personality (extraversion and locus of control), cultural distance, loneliness, amount of contact with host and co-nationals, cultural identity, and values. Multiple regression analysis indicated that loneliness and cultural distance combined to account for 27% of the variance in mood disturbance. Cultural identity and cultural knowledge, by contrast, were significant predictors of social difficulty (14% of the variance). Contrary to expectations, value discrepancies were not significantly related to either psychological or sociocultural adjustment. [Authors].
Warden, M., Lapkin, S., Swain, M. and Hart, D. (1995). Adolescent language learners on a three-month exchange: Insights from their diaries. Foreign Language Annals, 28 (4), 537-549.
Weaver, G. (1994, Winter). The process of reentry. The Advising Quarterly. [On-Line]. Available: http://www.amideast.org/publications/aq/Back_Issues/1994/w94-html/W94Process.htm. Also available from IREX at: http://www.irex.org/publications-resources/scholar/articles/weaver.htm.
Weaver, H.D. (Ed.). (1989). Research on U.S. students abroad: A bibliography with Adstracts. Council on International Educational Exchange, Education Abroad Program, University of California, Institute of International Education, and National Association of Foreign Student Affairs. [On-Line]. Available: http://www.usc.edu/dept/education/globaled/ro/index.html.
Abstracts by Barbara B. Burn, Jerry S. Carlson, JÅrgen C. Kempff, Judith N. Martin, and John Useem. [DJC].
The literature on study abroad by students from the United States is published in widely dispersed sources. Research on the effects of study abroad does not constitute a single coherent discipline. Rather it is an entity that can be studied from a variety of viewpoints including anthropology, education, psychology and sociology.
The attempt of this bibliography is two-fold. First it is an attempt to bring together a comprehensive listing of studies from all disciplines about United States students studying abroad. Second, it is an attempt to abstract that literature and to set a framework for continued abstracting.
It is expected that the material will be updated about every two years. Corrections of this bibliography and citations of additional work are invited. Copies of papers to be added to the collection are also invited. If possible include an abstract of the work. Contact Henry D. Weaver, Systemwide Office, Education Abroad Program, University of California, Santa Barbara, CA 93106.
Thanks are given to the abstractors listed above with special thanks to Jurgen Kemp for recording many of the articles and to Judith Martin for reviewing and correcting the final manuscript. Responsibility for all errors rests with the editor. [Editor].
Weech, B. (Ed.). (1998). Cross cultural training bibliography. [On-Line], Available: http://www.tcm.com/trdev/weech1.htm.
Weiner, T.S. (1997, Fall). An international perspective on health care: The case for terms abroad for future physicians. Frontiers: The Interdisciplinary Journal of Study Abroad, 3. [On-Line]. Available: http://www.frontiersjournal.com/back/three/volthree.htm.
Weinthal, E. & Jones Luong, P. (1996, January/February). New opportunities new risks: An open letter to women conducting research in Central Asia. IREX, News in Brief, 7 (1).
Welch, A.R. (1997). The peripatetic professor: The internationalization of the academic profession. Higher Education, 34 (3), 323-345.
A survey of 20,000 college and university faculty in 14 countries, particularly in large teaching and research institutions, investigated the extent of international mobility within this group. Issues examined in relation to mobility include gender differences, distribution among disciplines, patterns of employment (full- vs. part-time, contracts), participating in international education-related activities, job satisfaction, and preference for teaching vs. research. [MSE – EDRS].
Wemhoener, J. (1991). The handbook for women abroad. Gambier, OH: Kenyon College, Office of International Education.
Westwood, M.J., Lawrence, S., & Paul, D. (1986). Preparing for reentry: A program for the sojourning student. International Journal for the Advancement of Counseling, 9, 221-230.
Wetmore, D. (1989). Curriculum, culture, and achievement: A comparison of the achievement of the United States nationals, and third-country nationals in selected American International schools in Quito and Bogota. Dissertation Abstracts International, 50 (8), 2411A.
Whalen, B.J. (1996). International internships and active reflective learning. In T.M. Davis (Ed.), Open Doors 1995/96: Report on international educational exchange. New York: Institute of International Education. [On-Line]. Available: http://www.opendoorsweb.org/Lib%20Pages/Contents/stab-cont.htm
Whalen, B.J. (1996, Fall). Learning outside the home culture: An anatomy and ecology of memory. Frontiers: The Interdisciplinary Journal of Study Abroad, 2. [On-Line]. Available: http://www.frontiersjournal.com/back/two/voltwo.htm.
Whalley, T. (2000). Internationalizing learning through linked assignments: an instructor's manual. The British Columbia Centre for International Education (BCCIE).
Is there room in my regular course assignments to integrate intercultural/international skills and knowledge? This is a practical guide for faculty to develop a teaching and learning practice which draws on the cultural diversity of their classrooms and advances the internationalizing learning approach to the internationalization of the curriculum process. The manual provides case studies of linked assignments in the subject areas of
physics, early childhood education, communications, geography, and office administration. Also included in the resource book, are worksheets that give support to faculty for the design of their own linked assignments. pp. 108. [BCCIE]
White-Henry, T.W. (1991, October). A national imperative: Innovation and change in study abroad at research universities. (Doctoral dissertation, University of California, Berkeley, 1990). Dissertation Abstracts International, 52 (4), 1228A.
This study analyzes innovation and change at the University of California in response to demands for the expansion of its international dimension, namely, the equitable provision of opportunities for study abroad. It is argued that limitations posed by existing institutional constraints, both structural and cultural, inevitably oblige actors to define problems from within existing paradigms; problems so defined limit the ability of the institution to implement needed change; institutions so constrained implement change incrementally and within existing frameworks, thus creating the conditions in which unplanned change, i.e. the independent development of alternative and competing solutions, is fostered. Such constraints sharply limit the ability of the University to meet the demands and needs of the external environment (i.e., the 'world outside the campus'), and of the internal environment (i.e., the academic community). The objective of the research is three-fold: (1) to examine the interplay between organizational intelligence and existing institutional constraints, both structural and cultural; (2) to assess the effects of such constraints; and, (3) to suggest ways in which the institution can defend itself against such pathologies and thus successfully pursue innovative policies, given that policy formulation is, indeed, heavily 'mortgaged' by the perceptual characteristics of autonomous actors in a differentiated organizational environment. Data for the study were gathered from archival sources, both public and private, and from a series of interviews with a wide spectrum of personnel in the international education arena of the University of California. Interviews were conducted predominantly in Northern California. In all, five of the nine UC campus communities were included: Berkeley, Davis, Santa Barbara, Santa Cruz, and San Francisco. The study's finding indicate that limitations are posed by institutional actors' perceptions of structural and cultural constraints. Such limitations result in systemic dysfunctionalities which impact the flow of institutional intelligence. There would appear to be a relationship between policy development: strategic, substantive and climatic, and the institutionalization of innovative practices. There would also appear to be a relationship between the state of policy development, the type of change and the possibility of institutional transformation. The relationship between policy formation, type of change, intelligence failure and innovation as they relate to processes of institutional transformation calls for further study. The question arises as to whether innovations institutionalized as 'enclaves' can, in fact, become institutionalized by 'diffusion,' in the absence of related strategic and substantive policy. The question provides an interesting hypothesis for further study. [Author].
Wilkinson, S. (1997, December). Separating fact from myth: A qualitative perspective on the language learning during summer study abroad. Paper presented at the Annual Convention of the Modern Language Association, Toronto, CA.
Wilkinson, S. (1998, Fall). On the nature of immersion during study abroad: Some participant perspectives. Frontiers: The Interdisciplinary Journal of Study Abroad, 4, 121-138. [On-Line]. Available: http://www.frontiersjournal.com/back/four/volfour.htm.
Wilkinson, S. (2000, Fall). Emerging questions about study abroad. ADFL Bulletin, 32 (1), 36-41.
Wilson, A.H. (1991). The impact of international experience: Research and questions. Paper presented at the NAFSA: Association of International Educators Regional Meeting, Toledo, Ohio.
Wilson, A.H. (1993). Conversation partners: Gaining a global perspective through cross-cultural experiences. Theory into Practice, 32 (1), 21-26.
Wilson, A.H. (1993). The meaning of international experience for schools. Westport, CT: Praeger Publishers.
Wilson, N.C. (1996). The impact of the summer abroad experience on participants. Unpublished capstone paper, School for International Training.
Wisconsin International Trade Council (WITCO) Taskforce on International Education. (1998). How to create a global generation in Wisconsin for the 21st century. Madison, WI: Wisconsin Department of Commerce. [On-Line]. Available: ftp://www.commerce.state.wi.us/IE-witco1.pdf.
Wolf, L.L. (1993, September). Determination of Iowa educator’s attitudes and perceptions and the impact resulting from a Fulbright study abroad project to Russia on global education. (Doctoral dissertation, Iowa State University, 1993). Dissertation Abstracts International, 54 (3), 858A.
This study was designed to determine the impact of an intensive five-week Fulbright group project upon the attitudes and perceptions of Iowa educators toward their host country, Russia. Further it has examined the impact of such an experience on global education perspectives. Comparisons were made with attitudes and perceptions of applicant and nonapplicant groups. Members of two other previous Fulbright group projects were questioned concerning the impact of their experiences on their teaching and professional development. The study utilized a variety of data gathering measures both empirical and naturalistic: questionnaire, interview, focus group interview discussion, open-ended questioning, and participant observer notes. Findings failed to show significant differences in attitudes and perceptions of participants and nonparticipants. There was some evidence of the out-of-country experience influencing the participants' views. The focus group interviews and open-ended questions answered by previous participants in Fulbright group experiences show evidence of an impact on global perspectives over time. Participants reported a greater appreciation for their home country as well as the host country and other cultures. There is evidence of impact on teaching within four months following the experience and over time as reported by the earlier participants. [Author].
Wolfer, G. (1990). The relationship of globalmindedness to public school teachers’ travel and living abroad experiences. (Doctoral dissertation, University of Arkansas). Dissertation Abstracts International, 52, 3884A.
This study sought to determine if a significant connection existed between world travel and living abroad experiences and public school teachers' globalmindedness. Underlying this study was the premise that our nation has become increasingly inter-dependent with all other nations. Our economy, school, cultural life, and communication systems have all been affected by events in other areas of the world. General agreement that today's students need to understand these changes underscores the importance of analyzing teachers' own global attitudes. This study compared the globalmindedness quotients of 38 of 227 subject teachers who had world travel or living abroad experience with 188 who did not. The subject teachers came from a socioeconomic cross-section of Arkansas communities. T-score analysis revealed a significant relationship (.05 alpha) between the 38 subject teachers having world travel experience and their greater globalmindedness as measured by The Acceptance of Global Education Scale (AGES) and the Worldmindedness Scale. Additional biographical data collected from the subject teachers was also compared to their global awareness for possible significant relationships. Finally, 13 teachers interviewed credited world travel for their growth in humanistic, cultural and global awareness. The study found cause for supporting a mandatory study-abroad semester for teacher preparation programs. [Author].
Woody, S. (1998, March/April). Programming for reentry: Issues and solutions for study abroad returnees. Transitions Abroad, 107-108.
Woody, S.K. (1995, April). Re-entry: A practical guide to re-adjustment to the United States after college semester abroad. Unpublished capstone paper, School of International Training
Woy-Hazelton, S. (1999). Ecostudents: The new wave of students abroad. Social Education, 63 (2), 89.
Wyant, C. (1995). From orientation to emergencies: A study of support systems for US students abroad. Unpublished capstone paper, School for International Training.
Xide, X. (1994). Cross-fertilization of cultures through educational exchange. In The power of educational exchange: Essays in honor of Jack Egle, pp. 39-44. New York: Council on International Educational Exchange.
Yachimowicz, D.J. (1988, April). The effect of study abroad during college on international understanding and attitudes toward the homeland and other cultures. (Doctoral dissertation, University of California, Riverside, 1987). Dissertation Abstracts International, 48 (10), 2561A.
The purpose of the proposed study was to assess changes in international understanding, attitudes toward the homeland, and other cultures by American college students who had spent their junior year of study abroad at a European university. Using a quasi-experimental design, questionnaires were administered to two groups of students prior to their junior year: one group participated in a Study Abroad Program (N = 204) at one of four American institutions of higher education (University of California, University of Colorado, University of Massachusetts, and Kalamazoo College) and sojourned to one of four European countries (France, West Germany, Sweden, and the United Kingdom), the other group was a comparison group (N = 157) that remained at their home campus (University of California and the University of Massachusetts). A post-study abroad questionnaire was completed by both groups prior to the start of their senior year. The data were analyzed using multivariate statistical procedures. To test for change over time, a non-orthigonal repeated measures analysis of variance model was specified for analyses, with 5 between subjects effects (group, prior experience abroad, sex, country of study, and home institution) and one within subjects effect (time of measurement). Contrary to the main hypothesis of this study, while only subtle increases in levels of international understanding were found for study abroad participants, this group did report increased cultural and political knowledge of the host country as well as more critical attitudes of the host culture. It was also found that study abroad had no impact on participant's attitude toward their homeland. A significant within subjects effect was found for 'Attitudes Toward Self', with the comparison group indicating more positive attitudes toward themselves after their junior year and the study abroad group remaining relatively consistent on the self-efficacy measure. It was also found that the study abroad group did not experience greater academic problems than the comparison group; they did, however, experience somewhat more integration/lifestyle problems. The results were discussed in terms of Piaget's theory of decentration. [Author].
Yoshikawa, M.J. (1988). Cross-cultural adaptation and perceptual development. In Y.Y. Kim, & W.B. Gudykunst (Eds.), Cross-cultural adaptation: Current approaches (pp. 140-148). Newbury Park, CA: Sage
Zaharna, R.S. (1989). Self-shock: The double-binding challenge of identity. International Journal of Intercultural Relations, 13, 501-526. [Draft On-Line]. Available: http://academic2.american.edu/~zaharna/selfshock.htm.
Numerous scholars have spoken of the painful effects of identity confusion in sojourner adjustment. We know that it exists, but how does it occur? The question is not about outcomes or differences, but about understanding the dynamics of the contact process itself. How does contact with a different Other produce identity anxiety for the sojourner? Following an intra-cultural survey of self-identity formation and maintenance, discussion turns to the intercultural dynamics of self-identity processes. The concept of self-shock is introduced. Self-shock rests on the intimate link between self, other and behaviors. Any situation which alters the meanings for behavior has the potential for hampering the individual's ability to maintain consistent, recognizable self-identities. For the sojourner, self-shock is the intrusion of inconsistent, conflicting self- images. Three dimensions of self-shock are presented: loss of communication competence; distorted self-reflections in the responses of others; and the challenge of changing identity bound behaviors. From the intercultural communication perspective, self-shock is a double-bind based on behavioral ambiguity: Unshared meanings for behaviors increase one's need to confirm self-identities, however, unshared meanings for behaviors decrease one's ability to do. For trainers, the analysis stresses the importance of working with identity bound behaviors in cross-cultural adjustment goals. [Author].
Zeigler, L. (1996, Winter). Across the Andes from Palo Alto: Stanford Medical School’s mobile study elective in Ecuador. International Educator, 5 (2), 32-35.
Zernike, K. (2000, July 9). More students in Europe 101. The New York Times, Travel Desk section.
Article on expected rise in number of American college students traveling in Europe during summer as result of strength of US dollar. [NYT].
Zetzel Nathanson, J., & Marcenko, M. (1995, Summer). Young adolescent’s adjustment to the experience of relocating overseas. International Journal of Intercultural Relations, 19 (3), 413-424.
One hundred and seventy-four 8th grade students attending English-speaking international schools in Tokyo were surveyed to examine the relationship between their adjustment overseas and a number of factors believed to be associated with adjustment. Students who had lived in Tokyo less than 6 years completed a self-administered 98-item questionnaire which included questions related to preparation time, familiarity with culture and language, feelings about living in Tokyo, school performance, family and peer relationships, and emotional adjustment. Correlations and multivariate analysis revealed three main findings: children overall report high levels of satisfaction abroad and appear to fare well; the most important correlate of a child's sense of well-being relates to his or her family life; and the degree to which children like living in Tokyo does not correlate with their well-being while abroad. These findings refute some claims in the popular press, but they are consistent with research on within-country moves, which has found few significant or enduring negative effects on children. The implications for professionals working with children who have recently relocated overseas are discussed. [Authors].
Zhang, C. (1998). Assessing impacts of study abroad: The known vs the unknown (A preliminary report). Unpublished paper, The International Centre, University of Missouri-Columbia.
Zikopoulos, M. (Ed.). (1988). U.S. students abroad: Statistics on study abroad, 1985/86. IIE Research Report Number Sixteen. New York: Institute of International Education.
Zinner, N.J. (1998, September). Experiential souvenirs: Examining the components of mindful cultural travel programs. Unpublished capstone paper, School for International Training.
Zukroff, S. (1996, May). Use of learning contracts as one tool to improve overall satisfaction in the participant evaluation component of study abroad programs: A case study of the Northwest Council for Study Abroad. Unpublished capstone paper, School for International Training.