Higher education students’ experiences of a short-term international programme: Exploring cultural competency and professional development

Blankvoort, Nadine; Kaelin, Vera; Poerbodipoero, Soemitro; Guidetti, Susanne

doi:10.1080/00131881.2019.1632725

Cited by 14 publications

(7 citation statements)

References 13 publications

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“…Some authors warn that a focus on the increasing number of students involved in the Erasmus exchange programmes masks the huge amount of students who do not take part. In particular, studies have found that many students experience barriers to joining long-term exchange programmes (Deakin 2013;Cairns 2017;Blankvoort et al 2019). The presence of potential barriers is reflected in the apparent over-representation of students from well-to-do backgrounds, implying that a lack of finance or financial support by family is a barrier.…”

Section: The Erasmus Experiencementioning

confidence: 99%

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EduChange Methodology

Pánek¹

2022

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Climate change adaptation is a telling example of a wicked problem . Pre-service teachers face the challenge of teaching this wicked problem to their students. Place-based education offers teachers the possibility to let their students study the effects of climate change and possible adaptation measures in their local environment. Geospatial technologies, as survey apps, storymaps, excursion apps and virtual reality (VR) can be used to let students explore the effects of, and possibilities for, adaptation to climate change in their living environment and other places. However, in order to design high quality education, (future) teachers need to have an extensive knowledge basis. They need to have knowledge in the fields of Technology (T), Pedagogy (P), and Content (C), and knowledge at the interplay of these fields. The TPCK framework (Mishra & Koehler, 2006) describes the different types of knowledge that (pre-service) teachers need. According to the literature, the knowledge can be transferred to (future) teachers in courses, but it is more effective to let (pre-service) teachers actively transform their content knowledge so that it becomes accessible for students; engage in designing, conducting and evaluating tasks; share their outcomes with fellow (future) teachers; and reflect on what was learned. These activities were the core of the EduChange course. This chapter describes the TPCK framework into more detail, and describes how the different activities of the EduChange program contribute to the development of the knowledge basis of (pre-service) teachers. EduChangeIn 2017, lecturers and teacher trainers from universities in Malta, Olomouc (Czech Republic), Trondheim (Norway) and Utrecht (Netherlands) joined forces in the form of an Erasmus+ partnership to improve climate change education. Together, they designed a course called 'EduChange' for students in geography education, science education and environmental education at the four universities. We wanted to equip the pre-service teachers with knowledge, skills and attitudes needed of design and conduct innovative lessons about climate change.

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Section: The Erasmus Experiencementioning

confidence: 99%

“…Authors such asDeakin (2013);Jacobone & Moro (2015);Llurda et al (2016);Cairns (2017) andBlankvoort et al (2019) mention economic, professional and personal arguments in favour of student mobility. However, the objectives of the Erasmus+ programme also contain an element of European integration.…”

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confidence: 99%

EduChange Methodology

Pánek¹

2022

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“…Linked to this, it is necessary to highlight that, on the one hand, there are some methodological active approaches appropriated to promote entrepreneurship as problembased learning, project-based learning and service-learning, together with design thinking and visual thinking techniques. On the other hand, it is important to consider that (inter) national IWL contribute to the development of competences and to reach more innovative results enriched by different ways of thinking, points of views and ways of doing things (Blankvoort et al, 2019;European Commission, 2020).…”

Section: Research Implicationsmentioning

confidence: 99%

International entrepreneurship education for pre-service teachers: a longitudinal study

Arruti

Paños-Castro

2020

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PurposeThe purpose of this paper is to explore whether participating in an entrepreneurship education programme with short-term international placements can help pre-service teachers to identifying the characteristics of entrepreneurial competence from a wide definition of entrepreneurship (Lackéus, 2015) rather than from a business centred definition, to be developed by entrepreneur teachers.Design/methodology/approachA three-year longitudinal qualitative study was carried out. In-depth interviews were conducted using open-ended questions with 17 pre-service teachers from the University of Deusto (Spain). They were participating in a European project with short-term international placements at five different European higher education institutions.FindingsThere is no consensual definition of the term entrepreneurship, which varies depending on the context. Entrepreneurship could be considered to be both a mindset and a lifestyle. The characteristics of entrepreneurs that were mentioned the most included: being creative, team players, open-minded, innovative, passionate, motivated, hard-working and risk-takers; being able to overcome challenges; having initiative; being proactive, organised and persevering; having leadership skills, communication skills, the ability to adapt; having a positive attitude and, being decision-makers. Short-term placements contribute to personal development, improved foreign language competence, increased awareness and understanding of other cultures, and acquiring entrepreneurship competence.Originality/valueResearch on the characteristics of teacherpreneurs is still in its early stages. The vast majority of studies focus on entrepreneurs and teachers of entrepreneurship education programmes aimed at those who wish to start up new businesses. This study contributes to a better understanding of the term entrepreneurship, to identifying the current characteristics of teacherpreneurs, and to outline certain variables that could be considered during pre-service teachers training plans. It also proposes further research into in-service teacherpreneur education.

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“…The materials located in the literature describe a variety of activities enacted with undergraduates and graduate students and the outcomes of investigations. These include curricula being created (Koskinen et al, 2012;Garcia Oacha & McDonald, 2019) and assessed (Bodycott, Mak & Ramburuth, 2014), the impact of study abroad programming (Blankvoort, Kaelin, Poerbodipoero & Guidetti, 2019) and a -simulation game‖ (Bucker & Korzilius, 2015), recommendations regarding what has not worked (Chun, 2010) and what has (Pillay & James, 2015), and studies of specific interventions (Sandell & Tupy, 2015;Swanberg et al, 2015). Yet, only two publications were found that addressed the cultural competence of college and university employees.…”

Section: Overview Of the Literaturementioning

confidence: 99%

Competence of Faculty, Staff, and Administrators in Hispanic Culture: Evidence from Three Surveys of Personnel and Students at Hispanic-Serving Institutions

Preuß

Sosa

Rodin

et al. 2020

IJRES

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Survey data were gathered from college and university faculty, staff, and administrators at Hispanic-Serving Institutions (HSI) regarding Hispanic culture and Hispanic students as part of an NSF-funded investigation that focused on the characteristics and programming of HSIs as well as the background and experiences of their students. Two surveys of students were also conducted. A minimum of 44 HSIs in Texas, New Mexico, and Colorado were represented in the 393 usable responses gathered from faculty, staff, and administrators. Fourteen HSIs in New Mexico and Texas were represented in student survey data gathered in 2018 and three in north Texas in a survey completed in 2019. Responses from 213 Hispanic students were isolated from the 2018 student survey and 307 from the 2019 data. This material was used to verify and expand on the findings from the survey of faculty, staff, and administrators. A consistent and strong difference of opinion was found between Hispanic faculty, staff, and administrators at the HSIs and their non-Hispanic peers regarding information available to higher education professionals about Hispanic culture, the elements of Hispanic culture, and the characteristics and background of Hispanic students. Survey responses of Hispanic students confirmed, at many points, that the perspective of the Hispanic faculty, staff, and administrators was accurate. It appears, based on this information, that the non-Hispanic employees at the HSIs were less well informed about Hispanic culture and a major portion of their student population than would be desirable. The findings, while from the south-central United States, can inform multiple academic and support services at Hispanic-Serving Institutions and other colleges and universities as they include information about how Hispanic culture is understood by Hispanics, detail gaps in competence regarding Hispanic culture among faculty, staff, and administrators at HSIs, and describe characteristics and the cultural orientation of Hispanic students attending the HSIs in the sample.

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Higher education students’ experiences of a short-term international programme: Exploring cultural competency and professional development

Cited by 14 publications

References 13 publications

EduChange Methodology

EduChange Methodology

International entrepreneurship education for pre-service teachers: a longitudinal study

Competence of Faculty, Staff, and Administrators in Hispanic Culture: Evidence from Three Surveys of Personnel and Students at Hispanic-Serving Institutions

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