You Cannot Go Home Again: A Phenomenological Investigation of Returning to the Sojourn Country After Studying Abroad

Christofi, Victoria; Thompson, Clarissa A.

doi:10.1002/j.1556-6678.2007.tb00444.x

Cited by 71 publications

(50 citation statements)

References 21 publications

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“…The pre-determinant for these challenging experiences was invariably change. 'Change' related at a cognitive level to: expectations (realistic or unrealistic, fulfilled or unfulfilled) (see, for example, Burgoon and Walther, 1990); identity (the link between self and other as well as individual and collective) (see, for example, Adler, 1975;Tajfel, 1978;Triandis, 1989); and values (both conscious and unconscious, reconciled and unreconciled) (see, for example, Christofi & Thompson, 2007). At a behavioural level this 'change' related to personal and professional skills and communication.…”

Section: Discussionmentioning

confidence: 99%

New International Academics’ Narratives of Cross-Cultural Transition

Thomas

Malau‐Aduli

2013

IJHE

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Increasing numbers of academics world-wide are migrating as higher education institutions internationalise. Yet academics' experiences of cross-cultural transition remain under-explored, especially in comparison with students. This small-scale narrative study, employing focus group interviews, aimed to explore the cross-cultural transition experiences of international academics at one multi-campus university in regional Australia. This research was not institutionally-driven. Rather, it was instigated by the researchers out of concern for the welfare of new international academics at their institution. The findings are compelling, some of which underscore existing research findings of other migrating groups -for example, the complex, challenging, highly individualised nature of cross-cultural transition experiences. Some findings, however, are unique to this group of academics -for example, the 'culture of silence' that permeated most aspects of their professional lives as well as the challenges inherent in developing a professional identity in a small, isolated, parochial community. These latter findings are disquieting as they highlight a gap between policy and practice within the university. More disturbingly, they are resonant of the neoliberalist ideology currently dominating higher education where hyperindividualism and survival-of-the-fittest mentalities erode collegiality. There are salutary messages for the myriad groups who work in higher education institutions about the 'cost' associated with an absence of comprehensive, systematic institutional transition support for international academics. Recommendations specifically aimed at new international academics include: a revision of workload models; general and pedagogically-specific induction workshops; professional learning (cross-cultural transition) workshops for support staff and senior management; and the establishment of support groups for the academics and their families.

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Section: Discussionmentioning

confidence: 99%

New International Academics’ Narratives of Cross-Cultural Transition

Thomas

Malau‐Aduli

2013

IJHE

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“…[60][61][62][63] Thompson and Christofi combined Piaget's theory of equilibrium and Adler's re-acculturation coping styles to explain how a student struggles to adjust to their new environment when going abroad and upon return. [64][65][66] They described how a student's struggle results in a cognitive unbalancing (disequilibrium) in the student where their natural tendency to organize and adjust is activated and they learn to accommodate (rework) their understanding of themselves, others, and their environment in such a way that they are able to regain their balance (equilibrium) and adapt. [67] During this process, a student who possesses the characteristics of optimism and "proactive coping" is more likely to experience positive change and transform as opposed to a student who focuses on feelings of rejection and rebelliousness.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Obstacles to growth and transformation before, during and after return that thwart student success are at times glaringly evident, and at other times become apparent when reading between the lines. For example, there are numerous articles describing the negative impact of culture shock, [13][14][15][16] reentry or reverse culture shock, [17][18][19][20][21][22][23][24][25] and evidence of maladjustment even years after students return. [26][27][28][29][30][31] These negative outcomes, have at times shackled students personally and professionally, depriving them of the full benefit of studying abroad that they sought when they applied to go abroad.…”

Section: Introductionmentioning

confidence: 99%

“…[26][27][28][29][30][31] These negative outcomes, have at times shackled students personally and professionally, depriving them of the full benefit of studying abroad that they sought when they applied to go abroad. [32][33][34][35][36] If even a relatively small number of study abroad nurse alumni find themselves coping with buried and/or unresolved grief as a result of the devastating suffering they have witnessed abroad, or if they are unable to make peace with their feelings of differentness, confusion, threat, loneliness, and disappointment in relationship to self and others that surfaced in-tandem with the study abroad experience, [37][38][39][40][41][42][43][44][45][46] might the full benefit of the study abroad experience be lost to these individuals, as well as to the global community they are preparing to serve? And, if theoretically sound programs are not in place to sufficiently address the needs of all nursing students who study abroad, will not the casualty numbers grow as more opportunities to study abroad are made available?…”

Section: Introductionmentioning

confidence: 99%

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A transformational study abroad process model for nursing educators consideration

Moorefield

2017

JNEP

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Objective: Preparing nursing students within the college or university setting to make a positive difference in today's global society increasingly includes opportunities to study abroad. Maximizing the transformational benefits of these experiences while minimizing the potential ill effects must be a focus of those who develop and implement these programs. This research was conducted to better understand the entire study abroad experience from the student point of view in order to develop a holistic model for nurse educators to utilize in the development of curricular and support programming. Methods: A descriptive, qualitative survey with 72 baccalaureate nursing and other art and science degree alumni from a mid-sized, private, Christian university in the United States who studied for a semester in a third world country was conducted. These participants provided essay answers to four questions regarding the impact, challenges, and opportunities appreciated throughout their study abroad experience, as well as recommendations for future study abroad programming. The responses were analyzed and the results compared with the theoretical framework upon which the study was based. Results and conclusion: Five major components of a transformative study abroad experience were exemplified. The first related to the characteristics of the sojourner, and the remaining four to a comprehensive patterned experiential process by which students moved through their study abroad experience towards transformation and action. The findings provide both a conceptual model and practical insights for nurse educators to consider as they prepare future nurses to engage their world for good through study abroad experiences.

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“…This often raises the notion of the professionalisation of the gap year, whereby experiences from travel help to build skills to enable young people to compete better in the market place (Simpson 2005;Lyons et al 2012). A gap year can encourage global citizenry, broaden the mind (Simpson 2005), promote the discovery of cross-cultural experiences to help build the travellers identity (Jones 2005;Hirschorn and Hefferon 2013), autonomy (Brown 2009;Christofi and Thompson 2007), self-efficiency (Cushner and Karim 2004), time satisfaction (Elsrud 1998;Montuori and Fahim 2004) and creativity (Maddux and Galinsky 2009). It can also serve as a way to discover the self and develop interests and ambitions, values and strengths (Lyons et al 2012).…”

mentioning

confidence: 97%

Does Bear do it for you? Gen-Y gappers and alternative tourism

Joseph

Wearing

2014

Annals of Leisure Research

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Popular culture and travel are both major points of interest within the realm of leisure in contemporary consumer society. Respectively, they are both highly contentious and diverse fields. This paper explores the more specific areas of popular culture celebrities and alternative tourism in an effort to examine the influence that popular culture and travel engagements have on a segment of Generation Y (Gen-Y) -the gappers. These two areas of leisure activity shape social and cultural norms and influence the construction of self-identity amongst this generation. The aim of this exploratory research is to highlight some areas where popular culture and alternative tourism can be valued as constructive factors influencing a Gen-Y group. The theory of planned behaviour acted as a framework and was used to identify the influence that popular culture celebrity 'Bear' Grylls and his TV show Man vs. Wild had on the alternative tourism engagements of the Gen-Y gappers. IntroductionThis paper explores the influence that popular culture has on the travel engagements of Generation Y (Gen-Y) gappers. It then goes on to examine how popular culture and alternative travel might shape social and cultural norms as well as influence the construction of self-identity. The aim of the paper is to highlight some areas where popular culture and alternative tourism can be valued as constructive factors influencing a Gen-Y group. A case study of Edward 'Bear' Grylls and his TV show Man vs. Wild was used to explore the impacts of alternative tourism engagements on the Gen-Y gappers. It then looked to understand whether these travel engagements had an influence over their subsequent lifestyles. Studying how popular culture celebrities and alternative tourism engagements impacted the beliefs, attitudes, motivations and behaviours of a Gen-Y subgroup -the gappers -was a main focus. The selection of popular culture figure Edward 'Bear' Grylls, as an example for this research, stems from his status as 'one of the world's most recognised faces of survival and outdoor adventure' (Bear Grylls Ventures 2013).In this paper, the idea of popular culture was further refined in order to focus on the celebrity phenomenon. Popular culture was examined to see how it might reinforce and legitimise social and cultural norms and provide social comfort and shared meaning through consumption. Additionally, it investigated how opportunities for self-expression, self-enhancement and the legitimisation of a diverse range of experiences might be enabled.

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You Cannot Go Home Again: A Phenomenological Investigation of Returning to the Sojourn Country After Studying Abroad

Cited by 71 publications

References 21 publications

New International Academics’ Narratives of Cross-Cultural Transition

New International Academics’ Narratives of Cross-Cultural Transition

A transformational study abroad process model for nursing educators consideration

Does Bear do it for you? Gen-Y gappers and alternative tourism

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