The social norm to study abroad: determinants and effects

Petzold, Knut; Peter, Tamara

doi:10.1007/s10734-014-9811-4

Cited by 40 publications

(28 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Al. in their 2016 study, and(Petzold &Peter, 2015) "subjective norms" are frequently set by a student's interpersonal connections in their immediate environment-meaning if it is the norm for those around us to do a particular thing or activity, chances are that we will engage as well. It should then be expected that interpersonal relationships with family, peers, and respected faculty all have an effect on the opinion the subjects have about study abroad and have infl uenced their intent to study abroad.…”

Section: Infl Uence Of Interpersonal Relationshipsmentioning

confidence: 99%

Study Abroad and College Students of the African Diaspora: Attitudes, Access and Barriers

Harris

Hynes²

2019

EEJTR

View full text Add to dashboard Cite

This qualitative study examined the attitudes, preferences, and barriers to participation experienced by African American students attempting to participate in study abroad programs. A literature review indicates that African American students are grossly underrepresented in global education opportunities when compared with their overall enrollment numbers. Study abroad has been named as a valuable (both personally and academically) enriching experience granting competitive edges in postgraduate and professional endeavors in a globalized world. Twenty participants from purposively selected universities across the United States participated in a shortanswer survey of either twelve or seven questions, depending on if they participated in a study abroad program or not. The results suggest that fi nances, institutional factors, and individual differences are signifi cant factors in determining if an African American student will study abroad. Future studies tracking Black students' active intent to study 1 MEd is the Global Programs Coordinator for all programs affi liated with the African Bioethics Consortium at the Johns Hopkins Berman Institute of Bioethics. Her primary research/career focuses are international education program management, with special focus on minority, lowincome, 1st generation, and other underrepresented groups' participation in in global education opportunities.

show abstract

Section: Infl Uence Of Interpersonal Relationshipsmentioning

confidence: 99%

Study Abroad and College Students of the African Diaspora: Attitudes, Access and Barriers

Harris

Hynes²

2019

EEJTR

View full text Add to dashboard Cite

show abstract

“…However, immersion in culture is not, on its own, an assurance of an understanding or desire to consider oneself a global citizen (Franziska, et al, 2014;Petzold and Peter, 2015). While the Liverpool Project study abroad was transformative for some students, there were students who did not have rich, intuitive reflections.…”

Section: When England Becomes the Classroom For Preparing Future Teacmentioning

confidence: 99%

Lessons Learned from the British: The Liverpool Project

McVicker¹

2019

Educational Considerations

View full text Add to dashboard Cite

1 McVicker: Lessons Learned from the British Published by New Prairie Press, 2019unique, hands-on, cross-cultural experience. It was designed to bring students in direct contact with children and teachers in British schools. Within this framework, qualitative research was a powerful form of data collection in which the student breaks from the image of student as passive learner to student as social constructivist, making meaning via reflective writing.The Liverpool Project was an eight-week study abroad offered to teacher education students for three summers. Short-term study abroad programs of eight weeks or less are particularly popular, with 56.6% of U.S. study abroad students choosing this format over semester or yearlong options (Institute of International Education, 2011). Because so many students had never flown overseas or not flown at all, we traveled together. Faculty-led study abroad experiences are just that; the faculty member plans and takes a course to the foreign country and teaches it within the experience while traveling with the students. The course enrollment is a requirement of the students' parent program but is taught while they are abroad with the professor. This is different than typical study abroad experiences where the student creates one or joins a for-profit study abroad program where a variety of students from multiple colleges and universities participate. A Teacher Education Study Abroad Model.What does a teacher education study abroad look like? During a typical study abroad experience, students engage in a variety of classroom-based lectures; tourist excursions may be included to various sites, but many of them are not experiential and often resemble the classroom experiences from their home institution (Aguilar and Gingrich, 2002). The Liverpool Project was based near Liverpool, England on a small college campus, Hope University. Students stayed in the dormitories and ate in the campus refectory. They were granted internet and library access as well as enjoyed 24-Hour Security while on campus. After the evening meal, the emergent literacy course was taught Monday through Thursday. During the day, students were placed in local Junior Schools for fieldwork in Year 1-Year 6 classrooms (In the U.S. these are Kindergarten through 5th Grade). So far, they travel together, live and eat together on a campus, take a night class together, and work in schools together. Where does the adventure fit into this experience? The students were granted Fridays-Sundays for independent travel; albeit in groups of three or four. This model proved to be a beneficial experience and our teacher education students came back to the U.S. transformed. Logistics.In preparing to teach a study abroad, it was essential to recruit students early. Most entered the program as freshmen with an eye on the summer of their junior year as the year they would go to Liverpool. They received approximate budget and ideas on how the study abroad would be funded early. Since they were actually enrolling in required coursew...

show abstract

“…Students who spend more time with friends are more likely to plan to study abroad (Luo & Jamieson-Drake, 2015), especially if those friends are from other countries or intend to travel abroad themselves (Van Mol & Timmermann, 2014). Parental support seems matter, too, in the decision-making process (Petzold & Peter, 2015).…”

Section: Who Stays and Who Leaves? Differences Between Students Who Smentioning

confidence: 99%

Why students travel abroad (and so many others do not): Exploring predictors and decision-making processes in study-related student travel

Ahlgrimm¹,

Westphal²,

Heck³

2018

Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18)

View full text Add to dashboard Cite

show abstract

The social norm to study abroad: determinants and effects

Cited by 40 publications

References 41 publications

Study Abroad and College Students of the African Diaspora: Attitudes, Access and Barriers

Study Abroad and College Students of the African Diaspora: Attitudes, Access and Barriers

Lessons Learned from the British: The Liverpool Project

Why students travel abroad (and so many others do not): Exploring predictors and decision-making processes in study-related student travel

Contact Info

Product

Resources

About