Becoming, belonging, and between: Unexpected outcomes and curricular implications for study abroad

Clarke, Anthony; Fan, Xinyan; Webb, Andrea S.; Zou, Weicheng

doi:10.1016/j.tate.2020.103031

Cited by 7 publications

(7 citation statements)

References 42 publications

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“…This underlines the fact that social inequality is still strongly connected to educational inequality. When it comes to studying abroad, this 'revolving door' effect might lead to closed doors for students who are not equally included and supported (Clarke et al, 2020). The results of our study indicate that social inclusion with faculty increases over time, while the opposite is the case for social inclusion with peers.…”

Section: Discussionmentioning

confidence: 66%

Social Inclusion of German Students who Complete an Academic Stay Abroad

Resch¹,

Nusser²,

Schwab³

2021

EUROPEAN J ED RES

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More and more student trajectories involve an academic stay abroad. To achieve the intercultural, personal or linguistic objectives associated with such placements, social inclusion with peers and faculty in the place of study is needed. This paper applies Bourdieu's theory of capital as a conceptual framework to examine the experiences of students who have competed a placement abroad, in particular students from educationally disadvantaged families, students with disabilities, and migrant students. Longitudinal data were taken from the German National Education Panel Study (NEPS) with N=8.469 students. The findings show the interrelatedness of social inclusion and a placement abroad: students who experience high social inclusion with peers and faculty at the beginning of their studies are more likely to study abroad. Social capital with faculty increases after such a placement, in particular for at-risk student groups, while no difference in the increase in social inclusion is observed between student groups. The findings imply a need for early interventions as some of the effects already take place in the first semester.

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Section: Discussionmentioning

confidence: 66%

Social Inclusion of German Students who Complete an Academic Stay Abroad

Resch¹,

Nusser²,

Schwab³

2021

EUROPEAN J ED RES

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“…Therefore, it is of utmost importance to inform the students of the situations they may encounter and how to handle uncomfortable scenarios before they happen. Informational sessions and training programs could be provided well before the students arrive to provide access to common questions to prepare them for the jump between cultures and prevent culture shock (Clarke, Fan, Webb, & Zou, 2020). Similarly, our findings suggest that including activities and procedures to help ensure safety is advisable since safety was found to be an important concern among students and families considering these inter-continental study opportunities.…”

Section: Improving Students' Well-beingmentioning

confidence: 70%

“…It is necessary that staff also understand that culture permeates into student's personalities. Students had said that they genuinely felt uplifted when instructors asked about their opinions and well-being, so university staff should engage in this type of conversation to empathize with students who are in an unfamiliar environment (Clarke et al, 2020). In addition, there should be open communication to discuss any situations where students feel uncomfortable, as it will allow for growth and development on both sides (Bilash & Kang, 2007).…”

Section: Improving Students' Well-beingmentioning

confidence: 99%

Overcoming Barriers in Higher Education Mobility between Latin America, Canada and Asia: A Scoping Review

Ahmed

Wen²,

Flórez

et al. 2021

IJHE

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Latin America and Asia have been tied for hundreds of years through a transcontinental trade network, which has culminated in their current economic interdependence. This interdependence necessitates cooperation, which can be bolstered through cultural understanding between the two continents. International student mobility is one way to foster intercultural relations, which are currently quite low between these regions. Canada has faced a similar struggle as Latin America to attract students in the Americas when faced with competition from US universities, but has had some successes which Latin American countries could learn from. This study therefore completes a scoping review of the literature to categorize barriers and enablers to academic mobility between higher education institutions (HEIs) in Asia, Canada, and Latin America and synthesizes relevant suggestions. An integrative literature search of qualitative and quantitative studies was conducted using six different databases. After considering inclusion and exclusion criteria, 33 studies were selected and analyzed. The results were categorized into six themes: Cultural, Academic and Professional, Linguistic, Economic, Program Structure, and Political Climate. Each theme included factors which enabled or hindered student mobility between Asia and the Americas. The findings highlight the need for Latinamerican HEIs to emphasize relevant initiatives and qualities that go beyond rankings, boost the use of English among academics and staff, actively reach out to Asian partners, and collaborate to develop credit transfer policies compatible with Asian institutions. These considerations could be all the more timely considering students are currently more open to virtual international opportunities in the midst of the COVID-19 pandemic, generating possibilities of greater collaboration between these regions of the world.

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“…A large number of students are those who came from abroad; hence, there are many scholars investigating this issue. There are scientists concentrating on the analysis of study programmes that are popular amongst international students (Clarke et al, 2020;Di Pietro, 2020). Other researchers focus on education abroad in terms of migration, that is, they investigate study abroad as an opportunity for students to change their residence .…”

Section: Introductionmentioning

confidence: 99%

Decision Factors behind Choosing Higher Education Institutions in Europe

Skvarciany

Shina

Sajjad

2020

Economics and Culture

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AbstractResearch purpose. This article aims at distinguishing and weighting the educational factors that could have an impact on young people’s choice to study in European higher education institutions (HEIs).Design/Methodology/Approach. To achieve the aim, previous research and scientific literature were studied and experts from student society and the higher education sector, who deal with international students, were interviewed. The developed questionnaire was based on pairwise comparison procedure, and the obtained data were processed using the analytical hierarchy process (AHP) method.Findings. The findings revealed that the following factors are the most critical for students who want to study at European HEIs: provision of programmes that are taught in English, the existence of scholarship opportunities, provision of different facilities in the campus, and accreditation of the study programme and university.Originality/Value/Practical implications. The current study focuses on a topic that has been studied fragmentally, that is, on which factors are crucial for an international student to choose HEI in Europe. The current research contributes to the existing scientific literature by identifying and systemising educational factors influencing young people’s choice to study in Europe. The obtained results could be useful for professionals who are responsible for strategic partnerships at European universities.

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Becoming, belonging, and between: Unexpected outcomes and curricular implications for study abroad

Cited by 7 publications

References 42 publications

Social Inclusion of German Students who Complete an Academic Stay Abroad

Social Inclusion of German Students who Complete an Academic Stay Abroad

Overcoming Barriers in Higher Education Mobility between Latin America, Canada and Asia: A Scoping Review

Decision Factors behind Choosing Higher Education Institutions in Europe

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