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Recent decades have seen unprecedented growth in the number of
students travelling abroad for the purpose of short-term academic
study. As such, attention is turning to the role that education
abroad can have in enhancing student learning and producing
global-ready graduates. This volume provides a succinct and
accessible analysis of the existing research and scholarship around
the world on a range of important areas related to contemporary
education abroad, providing practitioners with important
implications for programming and practice. Focusing on fourteen key
topics relating to education abroad, this accessible desktop
compendium not only synthesizes what is already known, but also
indicates which topics need further research and how the existing
literature can be applied to daily programming and practice.
Extending beyond student learning outcomes to look at essential
topics such as institutional outcomes, program models, and host
community outcomes, this volume covers major trends in contemporary
research as well as an assessment of the methodological and design
challenges that are common to education abroad research. The
fourteen distinct topics address the broad themes of participation,
programming, student outcomes, institutional outcomes and societal
outcomes, and include chapters from a broad range of widely
acknowledged and respected international experts. Bridging the gap
between scholarship and practice, this accessible guide is
essential reading for anyone working in higher education today and
involved in shaping and managing education abroad programs. It is
useful for all who want to understand and leverage existing
research to inform education abroad programming and practice.
Recent decades have seen unprecedented growth in the number of
students travelling abroad for the purpose of short-term academic
study. As such, attention is turning to the role that education
abroad can have in enhancing student learning and producing
global-ready graduates. This volume provides a succinct and
accessible analysis of the existing research and scholarship around
the world on a range of important areas related to contemporary
education abroad, providing practitioners with important
implications for programming and practice. Focusing on fourteen key
topics relating to education abroad, this accessible desktop
compendium not only synthesizes what is already known, but also
indicates which topics need further research and how the existing
literature can be applied to daily programming and practice.
Extending beyond student learning outcomes to look at essential
topics such as institutional outcomes, program models, and host
community outcomes, this volume covers major trends in contemporary
research as well as an assessment of the methodological and design
challenges that are common to education abroad research. The
fourteen distinct topics address the broad themes of participation,
programming, student outcomes, institutional outcomes and societal
outcomes, and include chapters from a broad range of widely
acknowledged and respected international experts. Bridging the gap
between scholarship and practice, this accessible guide is
essential reading for anyone working in higher education today and
involved in shaping and managing education abroad programs. It is
useful for all who want to understand and leverage existing
research to inform education abroad programming and practice.
This volume focuses on two questions. First, how can education
abroad be embedded into undergraduate education so that students
experience it as an integral component of their education and
something they help shape, rather than as time away from their
education and as a commodity to be consumed? Second, how can
colleges and universities maximize the educational value of
education abroad by forging stronger connections between it and
other undergraduate experiences, including other high-impact
educational practices (HIPs)? This book maps the considerations
that need to be addressed, and how the relationships with the
disciplines and institutional and outside stakeholders need to be
rethought, noting pitfalls to be avoided, to position learning
abroad within the work of the larger institution and students'
overall education. Organized within three sections - Critical
Perspectives on Education Abroad and its Integration into
Undergraduate Education; Supporting Student Learning and
Development toward Education Abroad Integration; and Partnerships
in Education Abroad Integration - the chapters question many
current assumptions and stimulate thinking about how colleges,
universities, and international education organizations can
integrate student learning and development that is fostered abroad
into the undergraduate curriculum and co-curriculum to create
lasting educative value. They suggest strategies to afford students
multiple opportunities and ongoing support to enable them to draw
connections with their learning abroad with other dimensions of
their undergraduate education. Chapters cover topics such as the
additive value of integrating multiple HIPs with education abroad
to span disciplinary boundaries and promote critical thinking,
problem solving, perspective taking, confidence, curiosity, and
adaptability; the importance of maintaining the disruptive quality
of the encounter with the foreign to enrich study at home; issues
of commodification and reciprocity; increasing access to study
abroad to community college--particularly adult--populations;
facilitating students' social and intellectual development,
identity formation, and reflective practice; rethinking orientation
programming to emphasize the continuity of learning pre-, during-
and post-program; asking fundamental questions about the purpose of
education abroad to rethink assessment and its purposes; the
faculty role in the internationalization of the curriculum; and
developing more intentional relationships with in-field partners
and international educational organizations to more effectively
connect leaning abroad with other dimensions of undergraduate
education. For everyone involved in international education -
whether SIOs, faculty, department chairs or deans - the critical
questions and new perspectives offered here will inform and shape
the growing movement to integrate education abroad with the overall
undergraduate experience.
This volume focuses on two questions. First, how can education
abroad be embedded into undergraduate education so that students
experience it as an integral component of their education and
something they help shape, rather than as time away from their
education and as a commodity to be consumed? Second, how can
colleges and universities maximize the educational value of
education abroad by forging stronger connections between it and
other undergraduate experiences, including other high-impact
educational practices (HIPs)? This book maps the considerations
that need to be addressed, and how the relationships with the
disciplines and institutional and outside stakeholders need to be
rethought, noting pitfalls to be avoided, to position learning
abroad within the work of the larger institution and students'
overall education. Organized within three sections - Critical
Perspectives on Education Abroad and its Integration into
Undergraduate Education; Supporting Student Learning and
Development toward Education Abroad Integration; and Partnerships
in Education Abroad Integration - the chapters question many
current assumptions and stimulate thinking about how colleges,
universities, and international education organizations can
integrate student learning and development that is fostered abroad
into the undergraduate curriculum and co-curriculum to create
lasting educative value. They suggest strategies to afford students
multiple opportunities and ongoing support to enable them to draw
connections with their learning abroad with other dimensions of
their undergraduate education. Chapters cover topics such as the
additive value of integrating multiple HIPs with education abroad
to span disciplinary boundaries and promote critical thinking,
problem solving, perspective taking, confidence, curiosity, and
adaptability; the importance of maintaining the disruptive quality
of the encounter with the foreign to enrich study at home; issues
of commodification and reciprocity; increasing access to study
abroad to community college--particularly adult--populations;
facilitating students' social and intellectual development,
identity formation, and reflective practice; rethinking orientation
programming to emphasize the continuity of learning pre-, during-
and post-program; asking fundamental questions about the purpose of
education abroad to rethink assessment and its purposes; the
faculty role in the internationalization of the curriculum; and
developing more intentional relationships with in-field partners
and international educational organizations to more effectively
connect leaning abroad with other dimensions of undergraduate
education. For everyone involved in international education -
whether SIOs, faculty, department chairs or deans - the critical
questions and new perspectives offered here will inform and shape
the growing movement to integrate education abroad with the overall
undergraduate experience.
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