A Framework, Learning Outcomes and Lessons Learned for an Undergraduate Short-Term Study Abroad in China

Deans, P. Candace

doi:10.1080/08975930.2011.653748

Cited by 20 publications

(8 citation statements)

References 16 publications

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“…The impacts of short-term international courses include improving students’ understanding of multicultural societies, home country conditions and functional knowledge of discipline-specific matter (Chieffo and Griffiths, 2004; Cotten and Thompson, 2017; Deans, 2011; Gomez-Lanier, 2017; Hovde, 2002; Jackson, 2006; McLaughlin and Johnson, 2006; Weaver and Tucker, 2010). Some students even reconsider their major field because of contact with new fields (Lewis et al , 2005).…”

Section: Study Abroad and Short-term International Coursesmentioning

confidence: 99%

“…Furthermore, short-term study abroad experiences can help participants develop new networks with students overseas as well as with students from the same campus, which includes students they would otherwise not reach within their former social networks (Cotten and Thompson, 2017; Gomez-Lanier, 2017; Jones et al , 2012; Weaver and Tucker, 2010). Participants also often attain new perspectives for future study ambitions and career paths (Deans, 2011; Dolby, 2007; Jones et al , 2012; Weaver and Tucker, 2010; Wilson et al , 2016).…”

Section: Study Abroad and Short-term International Coursesmentioning

confidence: 99%

“…However, short-term international programs appeal to those who have no previous overseas experience, cannot participate in longer programs or need a springboard for future longer overseas experiences (Cotten and Thompson, 2017;Donnelly-Smith, 2009;Hovde, 2002;Tarrant and Lyons, 2012). The impacts of short-term international courses include improving students' understanding of multicultural societies, home country conditions and functional knowledge of discipline-specific matter (Chieffo and Griffiths, 2004;Cotten and Thompson, 2017;Deans, 2011;Gomez-Lanier, 2017;Hovde, 2002;Jackson, 2006;McLaughlin and Johnson, 2006;Weaver and Tucker, 2010). Some students even reconsider their major field because of contact with new fields (Lewis et al, 2005).…”

Section: Short-term International Coursesmentioning

confidence: 99%

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Students’ perceptions of the impacts of short-term international courses

Sakurai

2018

JRIT

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Purpose The purpose of this paper is to examine what impacts university students perceived from their short-term intensive international courses as part of undergraduate multidisciplinary education. Design/methodology/approach The study design was informed by interpretative phenomenological analysis. Semi-structured interviews explored informants’ views of their experience to elicit key themes of their experience. Findings The analysis resulted in four major themes: personal development, generic skills, global perspectives and subject-specific matter. Some text segments were coded with multiple themes, which suggests that the impacts of short-term international courses are multifaceted. Research limitations/implications Academic topics of the courses substantially centred around humanities and social sciences at a particular university. This paper furthermore primarily depended on students’ self-reported answers, and it is possible that the participants who chose to enrol in the elective international courses may be principally willing to acquire global competence. Therefore, this study did not set out to present the generalised impacts of any short-term international courses. Practical implications The findings could be used as a conceptual tool for the design and evaluation of new and existing courses. In addition, the four major themes that this study elicited are useful as a cue for students’ self-reflection about their own learning experiences. Originality/value There have been significant efforts devoted to increasing the quantity of short-term international programs, but there has been less focus on the quality of these programs. This study supports the findings of existing literature but also identified one of the potential unfavourable impacts that short-term international courses may have on students’ development.

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Section: Study Abroad and Short-term International Coursesmentioning

confidence: 99%

Section: Study Abroad and Short-term International Coursesmentioning

confidence: 99%

Section: Short-term International Coursesmentioning

confidence: 99%

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Students’ perceptions of the impacts of short-term international courses

Sakurai

2018

JRIT

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“…While, on the whole, these opportunities are positive, it does not absolve the discipline from engaging in best practices and thoughtful implementation of such programmes. We should carefully consider the barriers to experiential opportunities, internationalisation and better research for all of our students, with a keen eye on those groups that may not have the resources or background to take advantage of opportunities (Deans, 2011).…”

Section: Resultsmentioning

confidence: 99%

foundations, foibles and discovery: internationalising a campus through short-term trips abroad

Sachleben

2015

Eur Polit Sci

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This article examines how the political science department of a small, regional university (Shippensburg University of Pennsylvania) has tried to develop activities that will help internationalise the student body and the campus. The article examines, in an attempt to prepare and internationalise students, the departments' short-term study abroad opportunities. In particular, the article evaluates one course as a case study and proposes a new method aimed at trying to assess its efficacy. In doing so, this article will review the literature on the impact of study abroad, focusing on shortterm study (or faculty-led) experiences and discuss the pedagogical motivations of such courses. Finally, the article will propose, and preliminarily test, a new method of assessing short-term study about courses. The conclusion of this article speculates on the final results and details the substantial barriers to replication and augmentation of these programmes.

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“…Compared with the traditional programmes, many SSA courses are much shorter: between 10 days to 2 weeks (Koernig, 2007). Despite the short-term nature of these courses, prior studies have shared significant benefits and participants' learning outcomes, such as enhanced personal development, social integrity, multi-cultural awareness, and future career/study perspectives (Rahikainen & Hakkarainen, 2013), as well as increased subject-matter understanding (Deans, 2011). Many prior works on study abroad programs have focused on participants' satisfaction with the programs and their foreign language development (Durrant & Dorius, 2007), but little has been examined regarding strategies for the measurement of student engagement and pedagogical effectiveness in these courses.…”

Section: Short-term Study Abroad Programsmentioning

confidence: 99%

Chapter 1: Understanding Students’ Academic Engagement in Learning amid Globalising Universities

Sakurai

Pyhältö

2018

Annual Review of Comparative and International Education 2017

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Academic engagement is considered to be a hallmark of an optimal studying experience and a key to academic success for all students, including those from abroad. Accordingly, creating an engaging learning environment for higher education students is among the most pressing issues currently facing universities. This essay firstly summarises authors' research perspectives focusing on international students' engagement in university studies. The authors especially have attempted to understand to what extent international students from different backgrounds engage in their studies and whether the impacts of factors in students' learning environment on their academic engagement vary between different international student cohorts. Secondly, we introduce three emerging perspectives: students' academic engagement in relation to their future self-visions, doctoral education, and short-term study abroad programs, which are all closely tied with international education. Thirdly, the essay proposes several gaps in the literature which the authors find important for future investigation to contribute to students' academic engagement in globalising higher educational institutions.

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A Framework, Learning Outcomes and Lessons Learned for an Undergraduate Short-Term Study Abroad in China

Cited by 20 publications

References 16 publications

Students’ perceptions of the impacts of short-term international courses

Students’ perceptions of the impacts of short-term international courses

foundations, foibles and discovery: internationalising a campus through short-term trips abroad

Chapter 1: Understanding Students’ Academic Engagement in Learning amid Globalising Universities

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