The Benefits and Challenges of International Education: Maximizing Learning for Social Change

A Systematic Review of International Higher Education Scholarships for Students From the Global South

“…Rotem et al (2010) summarized these points in a review of certain fellowships supported by the United Nations in writing that “there is a great variability in the design and implementation of fellowship programs in terms of duration, mode of training, recipient instruction resources and capacity and other variables” (p. 3), raising questions about selecting educational programs with an individual’s home country employment context in mind. Calls for additional research into what makes overseas education appropriate—even transformative—for scholarship students has been raised by Baxter (2018), among others.…”

“…On the one hand, it might be perceived that simply living in another culture brings about awareness of different types of social norms, values, and policies; on the other, it appears that focused study or experiences, such as volunteering, provide key models or lessons in activating social change. In this aspect Baxter (2018) points out that “international study is understood to play a pivotal role in developing technical skills, leadership competencies, and capabilities for public service” (p. 107) yet “research that illuminates the effectiveness of different learning activities and environments” is a “black box” of understanding how learning abroad occurs (p. 123). Baxter (2018) conceded that most scholarships assume that education is relevant, that skills are transferable from university to home, and that learning is guaranteed.…”

“…In this aspect Baxter (2018) points out that “international study is understood to play a pivotal role in developing technical skills, leadership competencies, and capabilities for public service” (p. 107) yet “research that illuminates the effectiveness of different learning activities and environments” is a “black box” of understanding how learning abroad occurs (p. 123). Baxter (2018) conceded that most scholarships assume that education is relevant, that skills are transferable from university to home, and that learning is guaranteed. Continuing, she wrote, “the assumption that international study inevitably contributes to the competencies associated with leading social change is challenged by research on study abroad and service-learning that indicate exposure alone does not guarantee gains in related skills and proficiencies” (Baxter, 2018, p. 119).…”

“…Baxter (2018) conceded that most scholarships assume that education is relevant, that skills are transferable from university to home, and that learning is guaranteed. Continuing, she wrote, “the assumption that international study inevitably contributes to the competencies associated with leading social change is challenged by research on study abroad and service-learning that indicate exposure alone does not guarantee gains in related skills and proficiencies” (Baxter, 2018, p. 119). Moreover, Dassin and Navarrete (2018) call into question how “individual agency and collective benefits” connect, advocating for examining individuals as members of networks (p. 306).…”

Exploring the attributes and practices of alumni associations that advance social change

“…This theory of change is prominent among those governments and foundations who design and fund scholarship programs, especially those which target students from low-and middle-income countries (Musa-Oito, 2018;Perna, et al, 2015). Recently, Baxter (2018) made the case that international education can prepare students for social change engagement, naming various educational contributions, such as intercultural competence, global citizenship, experiential learning, and immersion in a new culture. For international scholarships, the manifestation of is idea is connected to the notion of "giving back" and how individuals and groups are addressing issues in their home communities following their studies abroad (Campbell, 2017).…”