Internationalization at Home Alternatives to Study Abroad

Soria, Krista M.; Troisi, Jordan D.

doi:10.1177/1028315313496572

Cited by 255 publications

(96 citation statements)

References 39 publications

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“…Internationalization efforts at home have also shown that students may develop intercultural competencies without the burden of traveling to a foreign country (Baldassar & McKenzie, 2016;Leask, 2004;Lilley, Barker, & Harris, 2015;Nilsson, 2003;Soria & Troisi, 2013). Jones (2013) argues that all students, not just those with international mobility, should enjoy an internationalized curriculum in order to develop transferable skills that will allow them to compete in the current job market.…”

Section: Literature Reviewmentioning

confidence: 99%

A Formative Case Evaluation for the Design of an Online Delivery Model Providing Access to Study Abroad Activities

Howard¹,

Perrotte²,

Lee³

et al. 2017

OLJ

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Despite the pressure from potential employers and higher education administrators to develop students' global and intercultural competence, traditional study abroad programs simply are not feasible for many postsecondary students (Berdan & Johannes, 2014;Fischer, 2015). The purpose of this study was to evaluate the effectiveness of an online delivery model for study abroad activities. Building upon the findings of an initial exploratory program using Adobe Connect web conferencing tools, this evaluative case study was the second in a series of design based research studies intended to identify effective practices and develop recommendations to further refine the model through an iterative evaluation process. Using the Online Learning Consortium's Quality Framework, each of the Five Pillars that support successful online learning (access, student satisfaction, faculty satisfaction, learning effectiveness, & scale) was evaluated through a combination of anonymous surveys, pre/post assessments, observations, and student & instructor interviews (Moore, 2005).Regarding access, 26 students who were enrolled in an intercultural communication course were able to participate in a study abroad experience in Italy; 10 students participated in the traditional study abroad trip in Italy while the other 16 participated virtually. The online students were able to join the live meetings, thus expanding their access to international experiences that normally would be closed to them. In terms of student and faculty satisfaction, both groups of students and the instructor reported specific areas of satisfaction, offered critical feedback, and felt that the concept was a viable one. While the students who traveled to Italy had a far more immersive experience, both groups demonstrated gains in learning. Using Morais and Ogden's (2010) global citizenship pre/post assessment, both groups showed improvement on the selfawareness and intercultural communication scales, and when comparing the two groups the online students improved more on the social responsibility scale while the students who traveled improved more on the global knowledge scale. Both groups submitted assignments of similar quality, engaged in communications between the abroad and online groups, and interacted with the instructor and experts in the field. In terms of differences in student engagement, students had differing opinions on the interaction with the technology and the online group asked more questions during live meetings. The implications of this pilot study should inform the planning of the next case evaluation and are important for other educators who wish to implement a similar approach to internationalizing the curriculum through online instruction.

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Section: Literature Reviewmentioning

confidence: 99%

A Formative Case Evaluation for the Design of an Online Delivery Model Providing Access to Study Abroad Activities

Howard¹,

Perrotte²,

Lee³

et al. 2017

OLJ

View full text Add to dashboard Cite

show abstract

“…When universities globalize and internationalize, students need to be equipped with the skills to negotiate these aspects of higher education if they are going to be successful graduates. The classroom is one of the places that the global-self can be developed (Chang, 2006;Urban, 2012;Urban & Palmer, 2014), but activities outside the classroom, where co-curricular learning can be activated, also impact student development (Astin, 1984;Killick, 2015;Kuh, 1993;Soria & Troisi, 2013;Tierney, 1992;Tinto, 1975).…”

Section: Internationalization and Globalizationmentioning

confidence: 99%

“…Soria and Troisi (2013) reviewed student experiences with internationalization at-home activities at nine large public research universities and propose that "internationalization at-home activities can also promote students' development of global, international, and intercultural competencies just as effectively as-if not more effectively than-formal study abroad" (p. 273).…”

Section: Engagementmentioning

confidence: 99%

“…Killick's (2015) strongest assertion is that for a student to develop a global-self, they need to know that others with whom they exist are equally human. While many students develop "a higher level of open-mindedness" (Twombly, Salisbury, Tumanut, & Klute, 2012, p. 73) through their travel aboard experience, many students do not have the luxury to study abroad due to the high cost, minority group marginalization, or the fear of unfamiliar places (Soria & Troisi, 2013). It is particularly important to create environments for students to engage in activities on campus that develop similar changes in their global-self as they would get traveling abroad.…”

Section: Engagementmentioning

confidence: 99%

“…Both definitions will be used in this paper. Soria and Troisi (2013) provide several ways the at-home activity can take place, including attending global or international focused lectures, workshops, or performances; enrolling in courses with an international theme; or participating in living-learning environments. These activities often promote social engagement between international and domestic students in classrooms and outside of classrooms (Hser, 2005).…”

Section: Engagementmentioning

confidence: 99%

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Development of the Global-Self Through Collegiate Recreational Sports

Accetta¹

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Today's student has more access to global issues than any previous generation. Nearly one million higher education students study abroad worldwide, the workplace reflects a need to be interculturally competent, and students rarely have opportunities to learn how to thrive in the new global environment. This study explored how higher education, and specifically collegiate recreation, is responding to this reality. The development of Killick's global-self is a guiding theme and was used to investigate how students perceive the development of their global-self after experiencing interventions designed to introduce the concepts of internationalization and globalization into a collegiate recreation intramural program. The study also examines how students experience the interventions. The literature review focuses on institutional perspective, student engagement, learning theory, the role of sport and recreation in social change, and collegiate recreation professional competencies. A bounded 8-week case study, using aspects of community action research, was the research method. Observations, surveys, and semi-structured interviews provide data on students' perceptions of their development of a global-self and their experience in the designed intramural program.Themes identified in the data provide evidence that the interventions helped students develop both their sense of self-in-the-world and their ability to act-in-the-world. The data suggest that students found value in the interventions and believed them to be a worthwhile addition to the intramural program. Finally, the results of the study suggest that similar interventions can be applied to multiple areas in collegiate recreation and potentially expanded to other forms of co-curricular activities.

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Connecting Beyond the Classroom

Johnston¹,

López²

2022

The Wiley Handbook of Collaborative Online Learning and Global Engagement

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Internationalization at Home Alternatives to Study Abroad

Cited by 255 publications

References 39 publications

A Formative Case Evaluation for the Design of an Online Delivery Model Providing Access to Study Abroad Activities

A Formative Case Evaluation for the Design of an Online Delivery Model Providing Access to Study Abroad Activities

Development of the Global-Self Through Collegiate Recreational Sports

Connecting Beyond the Classroom

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