Nearly 250,000 U.S. college students participate in study abroad programs each year. A growing proportion of students are participating in short-term study abroad programs. Despite the large number of students in these programs, there are relatively few articles that describe how to start or manage a short-term, business-related, study abroad program. With this in mind, this article includes three examples of short-term study abroad programs: the summer semester abroad, the study tour, and the service-learning trip. Benefits of short-term study abroad programs are discussed. The article also includes tips for designing and managing the programs. The article is intended as a resource for faculty who are considering taking students abroad.
Purpose: The purpose of this paper is to highlight the role blended learning plays in expanding study abroad opportunities. Approach - The approach involved providing a synopsis of research dealing with study abroad and its benefits, particularly for student populations likely to comprise a significant portion of the distance learning market. Findings - This paper highlights the flexibility afforded by online education in fulfilling academic content requirements, showcasing blended learning as a strategic complementary input in content delivery. The enhancement in study abroad options afforded offers the potential to introduce international business experiences to historically underserved student populations. Practical implications - Blended learning facilitates the inclusion of online students, enhancing the financial viability of study abroad courses and programs.
The focal point of the emerging design study explored the impact of short-term programming on students' construction of knowledge. It was analyzed in four categorical areas: linguistic awareness, cross-cultural perception, attitudinal reflection, and student perception of academic skill development during the three-and-a-half-week program. Operating under these outcomes, it can be concluded that there is powerful verification that students are capable of reflecting on their cultural experiences, improving their linguistic awareness or at least making distinctions between different languages, seeing value in making friends from other countries, exhibiting a greater sense of tolerance and patience, and enhancing their understanding of a particular region, economy, or political system.
The United States is becoming an increasingly diverse culture. To function in this diverse setting, health education students need opportunities to develop cultural competence. Cultural immersion service-learning courses are one way to meet this need. Using a combination of literature review and experiences with a cultural immersion service-learning course in Honduras, the authors explore important issues associated with the development of a cultural immersion service-learning course for health education students. Activities during the immersion as well as pre and post immersion activities and evaluation are discussed along with the challenges and rewards of working in a developing country.
As long as you live in America, you can get along very well without being conscious of your own culture. You automatically do things in an American way and it automatically works. When you go into another cultural setting, it doesn't work so well. You suddenly discover that you have unconsciously brought a lot of cultural baggage with you, and it is always causing trouble. You get angry with people because they do not measure up to expectations you didn't even know you had. You get laughed at or avoided for doing things in a normal American way without even thinking.
The aim of this book is to help open your eyes to your own American culture.
We deliver lasting and reputable study abroad programs that support the curricula at over 1,200 colleges and universities. We partner with faculty and administration to connect their academic vision and institutional needs to our unmatched global network.
The Standards of Good Practice for Education Abroad support the complex responsibilities inherent in offering education abroad opportunities to students. They act as a means to develop, manage, assess and improve education abroad programming. As a commonly-developed and accepted set of standards, they provide a framework for accountability.
• Standard 1: Mission and Goals • Standard 2: Student Learning and Development • Standard 3: Academic Framework • Standard 4: Student Selection, Preparation, and Advising • Standard 5: Student Code of Conduct and Disciplinary Measures • Standard 6: Policies and Procedures • Standard 7: Organizational and Program Resources • Standard 8: Health, Safety, Security, and Risk Management • Standard 9: Ethics
This edition is a practical guide for practitioners who direct and administer short-term programs. The book was edited by two experts with considerable experience in the field, Sarah Spencer, from the University of St. Thomas, and Kathy Tuma, from St. Olaf College. The second edition includes a new chapter on internships, independent study, and service learning. It also includes new resources related to budgeting and financial matters. Readers can use the tools provided in the book to build successful short-term programs tailored to their own institutions.
On Order. Click the title for a sample reading of the intro and first chapter.