Student Participation in Study Abroad Programs: Social Justice Implications for Tertiary Education

Wonson, Mellisa; Boetto, Heather; Moorhead, Bernadette

doi:10.1080/0312407x.2020.1798481

Cited by 3 publications

(2 citation statements)

References 19 publications

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“…Newton (2021) offered a deeply reflective and moving discussion about the needs of Aboriginal scholars and teachers in the academy, arguing for departments of social work to pay more attention to supporting Aboriginal staff and offering practical strategies for creating collaborative learning environments founded on respect and mutuality. Fostering rich engagement with cultural and other differences (Wonson et al, 2021) placed the discussion within the context of short-term study abroad programs. These authors highlight the potential for these programs to make an important contribution to student enrichment, while also drawing attention to significant barriers for some students in participating in them.…”

Section: Social Work: Professional Development and Trainingmentioning

confidence: 99%

Social Work: Professional Development and Training

Watts

2020

Australian Social Work

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Section: Social Work: Professional Development and Trainingmentioning

confidence: 99%

Social Work: Professional Development and Training

Watts

2020

Australian Social Work

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“…For example, Hawawini (2011) [20] and Spencer-Oatey and Dauber (2019) [48] among others, hold that academic departments are not achieving significant cultural growth in spite of repeated attempts at institutional change. Although there is widespread attention to programming such as Study Abroad (e.g., Robinson 2012; [42] Wonson et al, 2020) [51] and Internationalization at Home (IAH, Mittelmeier et al, 2020), [32] cultural change is slow and difficult (Bovill et al, 2020). [7] Most academic institutions implement teaching and learning following values that have evolved over decades.…”

Section: Introductionmentioning

confidence: 99%

Empowering Culture Change: Internationalization in the Academic Department

Perry,

Sames,

Galatowitsch

2021

j. of int. educ. and pract.

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Internationalization of higher education has widespread benefit to society and has become the expected norm. The literature offers many calls for and models of comprehensive internationalization. Society expects higher education graduates to be global ready when they graduate. Responsible citizenship and professional life require that people be inclusive and sensitive to the worldviews of others. Those calls for change raise an opportunity: a model for culture change to be followed by others. University programming is centered at the department, which is the center of faculty life (e.g., teaching, curricular change, interaction with peers, promotion and tenure). The academic department is the center of institutional change. We used a three-year, inclusive process, to develop a strategic, international, intercultural plan for a department in a comprehensive US university. Our plan includes four themes, complemented by 12 goals. Each goal has actions with time frames (i.e., 1-3 years, 5-7 years, 10-12 years). There are 49 total actions. Among those, 28 are in the 1-3 year time frame, and each of those has a responsible actor (e.g., individual or committee). The plan is adaptive, and includes assessment to advance accountability and transparency. We began implementation coincident with the pandemic, and with significant social unrest in our community and nation. The year of experience provided both affirmation and redirection. Our model guides departmental change, empowering necessary growth and offering a model for others wishing to advance internationalization.

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