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Descriptors:
Foreign Countries; International Cooperation; Intercollegiate Cooperation; Partnerships in Education; Cultural Differences; Multicampus Colleges; Administrative Organization; Educational Legislation; Government (Administrative Body); Research; College Instruction; College Faculty; International Educational Exchange

Abstract:
American colleges have to be in India. After all, no other country in this century, save China, is likely to be as important geopolitically, financially, demographically, or culturally. Globally savvy students ought to study here. There are research opportunities for political scientists and public-health specialists, economists, and ethnomusicologists. And, simply put, India, where half of the 1.2-billion-and-growing population is under 30, needs help--building enough universities, wiring enough classrooms, and training enough teachers. American colleges seek to build campuses, partnerships, and research opportunities in India, but red tape, poor facilities, and other problems keep getting in the way. Opening Indian universities to international collaboration will continue to be a demanding chore, and preparing Americans to work here a challenge. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Foreign Countries; Study Abroad; Academic Achievement; Needs Assessment; Student Needs; Student Attitudes; Student Mobility; Student Educational Objectives; International Cooperation; International Educational Exchange; Academic Support Services; Ancillary School Services

Abstract:
In the context of international growth in higher education exchanges and recent expansion in U.K. mobility rates after a period of some decline, this article examines the perspectives of U.K. students who have decided to spend part of their degree at universities abroad. Based on an analysis of data generated by a cross-institutional survey of "credit-mobile" U.K. students, the article explores their views, evaluations, and priorities with regard to one particular aspect of the study abroad experience-student support. The findings reveal a blend of academic, practical, and socioemotional needs, alongside a predominant reliance on self-direction and proactive social participation as strategies for addressing them. Finally, a number of recommendations for home and host institutional practice and student preparation--in the United Kingdom and other (English-speaking) countries--are considered. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Cultural Differences; Student Teaching; Foreign Countries; Internship Programs; Study Abroad; International Programs; Teaching Styles; International Educational Exchange; Student Exchange Programs; Student Experience; Teaching Experience; Reflection; Multicultural Education; Achievement Gains; Comparative Education; Cross Cultural Studies; Student Educational Objectives; Participant Satisfaction

Abstract:
Twenty first century teachers need to be proficient in technology, skilled as reflective practitioners, and able to reflect on diversity in a myriad of ways: learning styles, special needs, cultural differences, racial differences, developmentally appropriate differences, teaching styles, and personality differences of children, teachers, parents, community members, and administrators. The paradigm shift of the 21st century is that teachers need to be team players who are skilled at operating in a variety of collaborative partnerships. Northeastern Illinois University (NEIU) in Chicago over the years has developed many international program experiences for students. Study abroad for a few weeks, a semester or a year provides an intensive way to experience another culture and see other ways of living life. This article takes a close look at a recent NEIU initiative, a program called Student Teaching and Korean Experience (S.T.a.K.E.). Students are able to complete an overseas student teaching internship in South Korea. We will examine students' reflections on their experience. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Criticism; Mandarin Chinese; Confucianism; Cultural Centers; Language Maintenance; Cultural Maintenance; Cultural Influences; Influences; Economic Factors; Educational Indicators; Foreign Culture; Foreign Policy; Political Power; Human Capital; Ideology; International Relations; International Educational Exchange; Policy Analysis; Educational Sociology

Abstract:
This paper presents a critical analysis of the transnational interplay of cultural, educational and economic forces that culminated with the establishment of a Chinese language and cultural centre in Peru, the Confucius Institute. Confucius Institutes are government-sponsored cultural centres devoted mainly to Chinese language education around the world. They have been referred to as examples of China's soft power and subjected to criticisms. With a substantive theory of power as the departure point, this article analyses the power relations surrounding the case of Confucius Institutes in Latin America. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Pretests Posttests; Resilience (Psychology); International Educational Exchange; Study Abroad; Cultural Differences; Acculturation; Cultural Awareness; Undergraduate Students; Scores

Abstract:
The number of U.S. students studying abroad has been growing, particularly those participating in short-term trips. However, literature on the effect of these short-term trips is lacking. The purpose of this study was to assess quantitatively the effect on bachelor students' cross-cultural adaptability using a pre-post design. Significant changes were found on all subscales as well as on the total score, thus supporting the use of these short-term trips for this purpose. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; International Educational Exchange; Capacity Building; Inquiry; Active Learning; Student Personnel Services

Abstract:
In order to build local capacity in an international higher education setting, the Qatar Study Tour and Young Professionals Institute (QST and YPI) was created as an inquiry-based learning experience shared among diverse participants and designed to enhance learning at both the local and international levels. The intent of the QST and YPI model was to be more respectful of the host international setting and to offer greater educational impact than conventional study tours. This heightened impact was confirmed by both quantitative and qualitative assessment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; International Educational Exchange; Exchange Programs; International Programs; Violence; Educational Environment; Foreign Students; College Choice; Student Recruitment

Abstract:
Like most Mexicans, Eugenio Yarce has been deeply affected by the violence between drug cartels and the Mexican army, which has filled news coverage with accounts of kidnappings, assassinations, and torture. But for Mr. Yarce, deputy rector for outreach here at the private Autonomous Popular University of the State of Puebla, or Upaep, the bloodletting has taken an added toll. Responsible for overseeing international programs, he has lost 20 full-time and 130 summer students from the United States in the past year and a half. That has become a dishearteningly familiar story for Mexico's colleges and universities, which have found themselves struggling to defend their safety record amid negative coverage of Mexico in the American news media and grim travel warnings from the U.S. State Department. Between the 2005-2006 and 2009-2010 academic years, the number of American undergraduate and graduate students studying in Mexico dropped 29 percent, to 7,157, according to the most recent "Open Doors" report from the Institute of International Education. Mexican institutions say not only that they are receiving fewer applications from students in the United States, but also that they are able to send fewer students north as exchange programs are canceled. A survey of 30 institutions last May by the Mexican Association of International Education found that 86 percent had experienced a decline in enrollments by international students and 23 percent had had exchange programs canceled. The overwhelming portion of that reduction appears to have been a result of cancellations by students and universities from the United States. Officials of the university fear the withdrawals could impoverish its cultural and academic atmosphere, given the relatively few opportunities that its middle- and lower middle-class students have for travel. They say they will be looking to create relationships with universities in other countries, adding that they are exploring opportunities in Britain, France, Germany, and the Netherlands. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Majors (Students); Engineering Education; Engineering; International Education; International Educational Exchange; Study Abroad; Work Environment; Second Language Learning; Academic Degrees; College Second Language Programs; Intensive Language Courses; Educational Quality; Program Descriptions

Abstract:
Students in the University of Rhode Island's International Engineering Program (IEP) spend a semester studying at an overseas university and another six months interning at a company abroad; at the end of five years, they earn two degrees, in engineering and a foreign language. Despite the extra academic demands, nearly a third of Rhode Island's undergraduate engineering students, about 300 over all, enroll in the IEP. By contrast, fewer than 4 percent of engineering students nationally study abroad, according to the Institute of International Education, a rate far lower than that of their classmates in the humanities, social sciences, and even business. While other colleges have considered cutting foreign-language programs, Rhode Island's have grown, due in large part to the IEP. Only the University of Michigan graduates more German majors each year, and Rhode Island is one of just seven institutions with a federally recognized national center for intensive language instruction in Chinese. There have been other, less-anticipated benefits of the IEP: Women have enrolled in engineering in increasing numbers and the academic quality of Rhode Island's engineering students has improved. More than half of all IEP students receive the university's top academic scholarship. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Enrollment Management; International Educational Exchange; Exchange Programs; Foreign Students; Enrollment; Higher Education; Colleges

Abstract:
Since the publication of Dremuk's article 45 years ago, the landscape of international educational exchange has changed significantly. Some of the most notable trends distinguishing the past from the present are highlighted. Forty-five years ago, Dremuk's article emphasized the importance of institutional commitment to international educational exchange while expressing concerns regarding different dimensions of institutional readiness. Key issues of institutions' ability to recruit, retain and graduate international students persist. In fact, the challenges identified in Dremuk's article have become even more pronounced in this larger context of global competition for international students. The most pressing challenges are: (1) Socioeconomic diversity; (2) Lack of diversity in institutions where international students study; (3) Knowledge base of admission professionals; and (4) Intercultural competence. The changing landscape of international educational exchange calls for US institutions to consider a holistic, strategic approach to international enrollment management. Such an approach includes strategic recruitment, admission, retention, graduation, and reentry of international students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Admissions Officers; International Educational Exchange; Foreign Students; College Admission; Higher Education; Campuses; Developed Nations; Developing Nations; Enrollment

Abstract:
Over the past several years, the admissions officer has been confronted with a situation that does not fit into the scheme of his normal operations--namely, the admission of foreign students. Often, because it has not been in the order of things, he has delegated this "irksome" problem to some "lowly" assistant or to the interested professor who at one time volunteered to assist on the occasional application from abroad. These applications continue to come and will increase in number--perhaps beyond the present expectations. Many administrators and faculty members express affirmative interest in having foreign students simply to provide an international flavor or color to their campuses. In this paper, the author proposes that each college and university undertake a self-evaluation of its resources in order to determine if and how it can educate foreign students. The institution must also decide on the extent of its investment toward international exchange either alone or in cooperation with other institutions. In order to provide a basis for even making this investment, the author will discuss several reasons why foreign students should be accepted and enrolled. By pooling resources and sharing ideas, both locally and nationally, colleges will best be able to initiate and carry out international student programs most appropriate and beneficial to them. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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