Placements abroad and scaffolding structures

Abroad but not abandoned: supporting student adjustment in the international placement journey

“…Studies have largely failed to explore the importance of supporting students throughout the entire placement process, focusing instead on one stage over another (Auburn 2007;Dunlap and Mapp 2016). Therefore, we answer a call for more work to consider a holistic perspective of the supports that students require when undertaking international placements (Aamaas, Duesund, and Lauritzen 2019).…”

“…There is a wide range of literature that demonstrates the advantages of undertaking placements as a form of experiential learning (Baden and Parkes 2013;Liu, Xu, and Weitz 2011;Smith et al 2007). Students who take advantage of these opportunities are highly motivated and have the potential to avail of significant learning opportunities (Aamaas, Duesund, and Lauritzen 2019). Students can develop a greater sense of cultural awareness post placement (Batey and Lupi 2012) due to exposure to new or alternative ways of working.…”

“…Personal adjustment challenges also arise in this context, for example this may be their first prolonged experience abroad where they have to independently navigate a new city, which may exacerbate stress or mental health issues (Cage et al 2018). A major consideration here involves understanding how students can be effectively supported in managing the adjustment challenges faced on international placement (Aamaas, Duesund, and Lauritzen 2019;Waibel et al 2017). More work is needed on the specific support structures that enable students to realise the value of international placements (Tymon 2013).…”

“…The geographical distance of international placements creates a sense of risk for the student (and the university) and closing this distance is critical to enhancing the students learning experience (Fox 2017). Technology can help manage this distance anxiety but face-to-face interaction is often a more valuable and important support mechanism for the student (Aamaas, Duesund, and Lauritzen 2019). While on placement students may risk experiencing professional rejection if they are unable to effectively adjust to their new working environment, failing to break free from their student identity (Crabtree et al 2015).…”

“…The ability to develop and apply their intercultural competence to their studies offers career progression opportunities both at home and abroad (Orahood, Kruze, and Pearson 2004;Sison and Brennan 2012). The repatriation stage of an international placement is often overlooked in terms of how best students can be supported to set them up for success in final year of study as well as for a career after university (Aamaas, Duesund, and Lauritzen 2019).…”