Journal articles on the topic 'Student exchange programs Australia'
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Daly, Amanda. "Determinants of participating in Australian university student exchange programs." Journal of Research in International Education 10, no. 1 (April 2011): 58–70. http://dx.doi.org/10.1177/1475240910394979.
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Oguro, Susan, and Angela Giovanangeli. "Describing Undergraduate Students' Intercultural Learning through Study Abroad in Terms of Their ‘Cultural Responsiveness'." International Journal of Bias, Identity and Diversities in Education 1, no. 2 (July 2016): 29–38. http://dx.doi.org/10.4018/ijbide.2016070103.
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Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home. Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of study abroad programs.
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Marriott, Helen. "Changing trends in Australia‐Japan and Japan‐Australia student exchanges and study abroad programs." Japanese Studies 14, no. 2 (September 1994): 50–74. http://dx.doi.org/10.1080/10371399408727577.
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Miles, Debra, Nonie Harris, and Piyachat Dhephasadin Na Ayudhaya. "Stepping Forward to Learn: Thai Students Reflect on Hosting Australian International Exchange Students." Journal of Studies in International Education 23, no. 2 (August 31, 2018): 217–33. http://dx.doi.org/10.1177/1028315318797177.
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The value of international student exchange programs is well documented—from the perspective of visiting students and sending institutions. This article reports on research that aimed to capture different perspectives by talking with host Thai students who interacted with and translated for visiting Australian social work students. This focus on the experience of international exchange from the perspective of the hosting Thai students foregrounds these seldom-heard voices, highlighting the potential benefits of engagement and reflective learning for host students and institutions. The analyzed data show that there are numerous opportunities for host students to benefit from international exchange and to develop the attitudes, knowledge, and skills that are necessary prerequisites for intercultural learning and sensitivity. The article illustrates the high demands on hosts and can inform good practice in the planning and design of exchange programs.
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Joseph, Dawn, Rohan Nethsinghe, and Alberto Cabedo-Mas. "“We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands." International Journal of Music Education 38, no. 2 (October 3, 2019): 177–93. http://dx.doi.org/10.1177/0255761419880027.
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Establishing strong connections between universities within initial teacher education (ITE) programs not only takes time, but it also presents opportunities and challenges. Tertiary music educators are called to prepare ITE students/pre-service teachers to be culturally responsive. This article forms part of our wider study “See, Listen and Share: Exploring Intercultural Music Education in a Transnational Experience Across Three Universities (Royal Melbourne Institute of Technology University, Australia; Deakin University, Australia; and Universitat Jaume I of Castelló, Spain). For this article, we draw on student web survey data, anecdotal feedback, and our reflections. We employ Interpretative Phenomenological Analysis as a tool to thematically group our surveys into three broad overarching themes to inform our findings and discussions. We argue that music education is an effective vehicle for exploring culture and diversity through song. Our findings show that our ITE students built positive attitudes about using songs in their generalist primary and early childhood classrooms. They also recognized the importance of collaborative sharing using face-to-face and Skype. This project proved a worthy experience for all concerned, it formed a rich part of our professional learning. We encourage others to consider the approach as one way to promote multicultural music and cultural diversity within ITE programs and across other educational settings.
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Kraft, Carina, Debora Jeske, and Leopold Bayerlein. "Seeking diversity? Consider virtual internships." Strategic HR Review 18, no. 3 (June 10, 2019): 133–37. http://dx.doi.org/10.1108/shr-12-2018-0100.
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Purpose The present paper aims to outline the case for diversity gains for employers via virtual internships, while recognizing the role of government and educational support. Design/methodology/approach In the context of Australian employment statistics about people with disabilities, the actors, key issues and barriers to utilizing virtual internships are explored. Findings The results of an online survey with 24 career, access and inclusion service officers at Australian universities suggested that the large majority were unfamiliar with virtual internships, as many shared concerns about what kind of learning and mentoring opportunities such computer-mediated internships may provide to their students. Practical implications Employers embracing new e-HR developments may be particularly well situated to adopt virtual internships and combine these effectively with existing diversity initiatives, many of which already include mentoring and learning opportunities. A closer dialogue with career, access and inclusion services may further support a fruitful knowledge exchange and reduce the concerns of educational representatives about virtual internships and their usefulness to increase the employment prospects of people with disabilities. Originality/value At present, virtual internship programs remain the exception, and are often not connected with diversity initiatives, nor are virtual internships well known among student services. However, virtual internships represent a promising opportunity for employers who wish to access untapped national (or even international) talent pools and thus candidates that would benefit from and contribute to their diversity initiatives.
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Bitok, Jane Jebet, Alice Ondigi, and Esther Munyiri. "Foreign Scholars Activities and their Impacts on Sustainable Tourism Development in Nairobi Metropolis, Kenya." Journal of Hospitality and Tourism Management 6, no. 1 (January 27, 2023): 30–46. http://dx.doi.org/10.53819/81018102t2119.
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Foreign scholars move to international destinations and enroll in institutions for academic courses of study. The students form a promising niche’ market and is the third export earner in Australia. Africa is endowed with unique geographical features which attract the students who enroll in programs such as; eco-tourism, heritage tourism, rural/farm tourism and student exchanges between educational institutions. Africa recognizes educational tourism as a promising niche’ market segment to cushion out the fluctuating numbers of other market segments. The region receives about 14% foreign scholars yearly to add to those existing in their institutions of learning. Kenya receives 50,000 of the students distributed as 1% admissions to public universities and 12% to private universities, a constant 200,000 international students annually. The reasons why scholars from developed nations do not prioritize Africa should be investigated to increase Kenya’s market share. The study purposed to establish the tourist activities that are of interest to the scholars. The scholars from all over the globe join Kenya’s institutions of higher learning and throughout their course of study, they will be attached to attraction sites either as part of their study or as leisure activities. UNESCO supports travel of students to foreign destinations in order to enhance and promote culture and international understanding. International students visit several tourist attraction sites and can be classified as foreign or local tourists. Questionnaires were administered to the scholars, the heads of foreign student offices were subjected in-depth interviews while the communities offering tourism participated in focus group discussions. Only 29.7% (98) had involved themselves with various activities in the communities while a considerable number (65.2%) did not involve themselves in the activities within host communities. However, there was a significant relationship between tourists’ activity options and sustainable tourism development, the P-value 0.029 (P-value<0.05). When tourists’ activity options and economic impact were cross tabulated, no significant relationship was displayed because P-value is 0.301 (P-value>0.05). Majority 58.7% of the students were self-driven to the local communities. The study shows that most of the activities linked to educational trips are organized in relation to the products of tourism available within destinations. Keywords: International students, international destinations, local destinations, niche’ market, foreign scholars
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Craigie, Gordon, and Hongbin Chi. "Preface: 2022 International Conference on Governance of Accounting and Global Business Management (GAGBM 2022)." BCP Business & Management 27 (September 6, 2022): I. http://dx.doi.org/10.54691/bcpbm.v27i.1814.
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The 2022 International Conference on Governance of Accounting and Global Business Management (GAGBM 2022) was successfully held in Yantai, China from July 16-17, 2022 by the Shanghai Maritime University, University of Leicester and University of South Australia. The conference offered extraordinary opportunities for educators, teachers, researchers, administrators and decision-makers to exchange and gain new insights on the ongoing research works and an opportunity to collaborate with like-minded researchers from across the world. This conference covered a variety of sessions, including the works on 1) governance of accounting; 2) economic development; 3) finance & investment; 4) marketing research and strategy; and 5) global business management.
GAGBM 2022 is a platform for researchers, engineers, academics and industry professionals from around the world to showcase their sustainability and research results and development activities in marketing research and global business management. We sincerely invite all researchers, scholars, engineers, students and people to be interested in these areas and participate in our conference.
On behalf of the committee, we would like to thank the authors, reviewers, advisory board, committee members, presenters, and participants. Recognition should go to the GAGBM 2022 team members who have all worked extremely hard for the details of important aspects of the conference programs and social activities. Special thanks are also given to the conference proceedings publisher. We would like to thank all parties for their participation in supporting this publication. We hope to see you all at the next conference.
Kind regards,
GAGBM Organizing Committees
Yantai, China
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Vorontsova, A., and Y. Malyshenko. "PECULIARITIES OF FORMATION OF FACTORS OF INCREASING COMPETITIVENESS IN THE INTERNATIONAL MARKET OF EDUCATIONAL SERVICES." Vìsnik Sumsʹkogo deržavnogo unìversitetu 2022, no. 1 (2022): 129–36. http://dx.doi.org/10.21272/1817-9215.2022.1-14.
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This work is devoted to the study of factors that shape the competitiveness of higher education institutions in the international market of educational services. To this end, the work considers the areas of state participation, which provide incentives for the export of educational services that have not only financial but also reputational and innovative benefits. In addition, it is noted that specialized organizations that operate in many countries and are involved in attracting foreign students to their country (for example, national agencies, academic services, educational foundations, international exchange centers, etc.) and educational TNCs (as DAAD, British Council, CIMO, EduFrance 35, IDP Education Australia, etc.) play an important role. International organizations (such as the Council of Europe, UNESCO, the World Bank, the OECD, etc.) also form an information and advisory field for the international market of educational services, public authorities - regulatory. Increasing competition in the international market of educational services encourages the identification of factors that affect the competitiveness of educational institutions and their competitive advantages. These include the following: stability of financial and economic situation and flexible pricing policy, development of international relations and its advertising activities, the formation of a positive image, the availability of innovative educational programs using information technology, geographical location, specifics of public and private funding, teaching quality and training, etc. However, it is necessary not only to have them, but also to use them correctly, depending on the specifics of each educational institution. In addition, rankings are considered an effective tool for ensuring the quality of higher education. In the course of this work the top institutions of higher education according to QS World University Ranking, Academic Ranking of World Universities, Times Higher Education World University Ranking are analyzed. This revealed that American higher education institutions have the greatest competitive advantages in the international market of educational services and accumulate a large percentage of foreign students.
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Messer, Dolores, and Stefan C. Wolter. "Are student exchange programs worth it?" Higher Education 54, no. 5 (July 8, 2006): 647–63. http://dx.doi.org/10.1007/s10734-006-9016-6.
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Sowa, Patience A. "How valuable are student exchange programs?" New Directions for Higher Education 2002, no. 117 (2002): 63–70. http://dx.doi.org/10.1002/he.49.
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Chavan, Meena, and Leanne Carter. "Management students – expectations and perceptions on work readiness." International Journal of Educational Management 32, no. 5 (June 11, 2018): 825–50. http://dx.doi.org/10.1108/ijem-10-2016-0219.
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Purpose The purpose of this paper is to explore the expectations and reality perspectives accrued in a preliminary management course and understand if they impart and embed real-world skills and develop work readiness. Design/methodology/approach Primary data collected for the research were qualitative. A total of six focus groups were conducted with a total of 52 students enrolled at a large metropolitan university in Australia. NViVO was used to code and analyse the data. Findings The study found that at the commencement of university studies, the expectations were simple like, making new friends, getting around the campus and settling well into the university culture, which over time extended to getting a part-time job, securing internships, memberships of associations, desire to participate in exchange programs and get work-ready by the close of the first year. The research outcomes show that those who held a part-time job while studying demonstrated a better understanding of the preliminary management subject matter taught in class and obtained better grades. Primarily, the preliminary management course did not specifically impart work-ready skills and it would be fitting to embed employability skills in the management curriculum from the commencement of their programs in the first year. Research limitations/implications Qualitative research is used to comprehend a research problem from the outlook perspectives of the local population it involves. The limitations of this methodology includes no objectively verifiable result, adept interviewing skills for interviewers, slow and time consuming during interviewing process and intensive category process also as qualitative inquiry is normally open-ended, the participants have more control over the content of the data collected. Practical implications The lack of skill mismatch and graduates who are not work-ready incurs significant economic and social costs. A number of policy implications emerge due to university-labour market links and skills mismatches and the impact on students and the labour market. The rise in unemployment and the skills mismatch seen after the economic crisis requires immediate attention. Job creation is crucial but so is the need to develop graduate with appropriate matching skills and qualities to do the job. Mandatory internships, apprenticeships and on-the-job training for university students would help. Governments can provide financial incentives and subsidies to organisations providing the above services and working cooperatively with the universities to get students work-ready. Universities must raise the educational requirements over time as jobs become more complex. Universities can build communities of practice with the assistance of this scheme to enable students to interact with the industry professionals. An additional year of vocational training could be recommended for the graduating students. This would help the young graduates to get work-related skills. Wheelahan et al. (2015) state that building better links between education and work can help provide a more rational approach to vocational development. They propose the use of vocational streams and productive capabilities in the education system and labour market to achieve this. Social implications This requires a combined effort from all stakeholders. A systematic approach needs to be adopted. First, the gap between the knowledge provided by the universities and the skills required by the employers need to be reduced. Second, the employers and the universities should keep a watch on the labour market and develop strategies to meet the dynamic requirements of the labour market collaboratively. Third, career guidance will help inform students make a career choice to match the labour market opportunities. This should be a part of the policy agenda for responding to the lack of work-ready graduates in the labour market. Originality/value Learning and teaching activities must include industry interface and engagement right from the first year at university. The main findings from this research indicated the need for better understanding of first-year students’ expectations. The two significant student expectations that emerged were “need for collaborations” and “industry interface”.
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Daly, Amanda J., and Michelle C. Barker. "Australian and New Zealand University Students’ Participation in International Exchange Programs." Journal of Studies in International Education 9, no. 1 (March 2005): 26–41. http://dx.doi.org/10.1177/1028315304271479.
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Dann, Susan, and Peter Graham. "From Commerce to Society: Expanding the Domain of Marketing Education." Social Marketing Quarterly 4, no. 2 (June 1998): 18–24. http://dx.doi.org/10.1080/15245004.1998.9960993.
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Despite conceptual developments of the 1970s which expanded the domain of marketing from a purely business orientation to incorporate wider social causes, marketing education has continued to be dominated by the commercial perspective. Issues such as the appropriateness or otherwise of the application of marketing tools to the selling of ideas and changes in behaviors are usually only addressed as a special interest topic within general marketing courses. However, the expansion of interest in social marketing over the past decade has resulted in a greater demand for a more in-depth treatment of the subject in the tertiary education curriculum. One university which has taken the opportunity to develop the area of social marketing into a teaching specialization is Griffith University in Australia, which first offered a course devoted entirely to social marketing as part of the undergraduate curriculum in 1994. This paper outlines why and how the subject is taught and how it complements the broader curriculum of the university as well as including an overview of some of the special issues that arise in teaching a subject of this type. Between 1969 and 1972, the marketing discipline redefined and dramatically broadened its domain. First, Kotler and Levy (1969) broadened the concept of marketing, then Kotler and Zaltman (1971) specifically applied marketing to the arena of planned social change and, finally, Kotler (1972) articulated the generic concept of marketing. This generic concept — the dominant paradigm of the discipline — asserts the applicability of marketing to all kinds of exchanges, not just commercial exchanges between a customer and a supplier (Graham, 1993; Graham, 1994). This expansion of the application of the marketing concept to include nonprofit organizations, government bodies and social causes has provided a fertile ground for researchers. However, it has not yet become a significant, nor even normal, feature of marketing education within University programs. Griffith University in Australia is ideally suited to taking on the challenge of incorporating social marketing into the curriculum. Griffith University was established in 1971 with a view to broadening the discipline-based structures of traditional universities and has promoted the study and teaching of significant new fields. Evidence of this commitment includes the establishment of specialist faculties in Asian studies and environmental studies, areas not usually found in the older, more traditional universities. From its inception, multidisciplinary and interdisciplinary teaching and research has been actively encouraged at Griffith University. It was within this multi- and inter-disciplinary environment that the course in Social Marketing was developed. It is worth noting that the specialization in Social Marketing was developed in response to student interest, rather than as a result of a traditional inclusion or ideological assertion of relevance. Originally, social marketing was taught as a minor part of another undergraduate elective, Contemporary Issues in Marketing.
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Hughes, Owen E. "MPA Programs in Australia." Chinese Public Administration Review 3, no. 1-2 (March 2005): 24–29. http://dx.doi.org/10.22140/cpar.v3i1.2.53.
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Australian universities have established specific Masters programs for public servants over the past twenty years. However, until recently, despite being established, they have not thrived by comparison with MBA and other masters courses in business. It was not easy to attract students and good staff. MPA programs have generally not captured the public sector community's attention in the same way as is the case in a number of US schools of public administration or management. This situation changed in 2003 with the creation of the Australia and New Zealand School of Government (ANZSOG). This is a consortium of five governments - the Commonwealth government, the New Zealand government, and the three largest state governments - and nine universities set up to provide an Executive Masters in Public Administration. The ANZSOG cohort is composed of future leaders in the opinion of their governments. All students are fully funded by their governments and at a level that is more costly per student than other training. Funding of this scale reflects a major change for governments in Australia. The establishment of the Australia and New Zealand School of Government represents a major change in education of public managers in Australia. There are lessons for other countries in its establishment.
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Hughes, Owen E. "MPA Programs in Australia." Chinese Public Administration Review 3, no. 1/2 (November 4, 2016): 24. http://dx.doi.org/10.22140/cpar.v3i1/2.53.
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Australian universities have established specific Masters programs for public servants over the past twenty years. However, until recently, despite being established, they have not thrived by comparison with MBA and other masters courses in business. It was not easy to attract students and good staff. MPA programs have generally not captured the public sector community’s attention in the same way as is the case in a number of US schools of public administration or management. This situation changed in 2003 with the creation of the Australia and New Zealand School of Government (ANZSOG). This is a consortium of five governments - the Commonwealth government, the New Zealand government, and the three largest state governments - and nine universities set up to provide an Executive Masters in Public Administration. The ANZSOG cohort is composed of future leaders in the opinion of their governments. All students are fully funded by their governments and at a level that is more costly per student than other training. Funding of this scale reflects a major change for governments in Australia.The establishment of the Australia and New Zealand School of Government represents a major change in education of public managers in Australia. There are lessons for other countries in its establishment.
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Hansel, Bettina, and Neal Grove. "International Student Exchange Programs—Are the Educational Benefits Real?" NASSP Bulletin 70, no. 487 (February 1986): 84–90. http://dx.doi.org/10.1177/019263658607048718.
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Beniashvili, Ekaterine, and Jan Böhm. "Does Gender Matter? Student Mobility in Georgia. A Case Study." Journal of Education in Black Sea Region 6, no. 1 (December 4, 2020): 17–26. http://dx.doi.org/10.31578/jebs.v6i1.216.
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While integration into the European Union is one of the priorities of Georgia, internationalization of higher educational institutions and international student mobility is of a particular importance. The present paper serves exactly this purpose and outlines the preliminary assumption that gender stereotypes, cultural aspects and family traditions have a negative impact on students’ equal access to student exchange programs in Georgia. Although female students are more involved into international student exchange programs, they are at the same time facing bigger obstacles to do so. The mentioned problem refers mainly to females who cannot decide the issue of their participation in exchange programs alone, without their family’s involvement. The study revealed that the participation of female students in exchange programs especially increases year by year, while only a slight increase of the number of male students is demonstrated. The mentioned finding is in absolute coincidence with the events in Europe, where female participation has exceeded male participation long ago. In the light of the fact that this issue has never been studied before, the present paper may somewhat complement the gap in literature or build a foundation for the research in this field, as it discusses the individual factors of refusal to participate in exchange programs by female students, as well as interruptive and hindering circumstances, which in most cases come from family.
Keywords: student mobility, higher education, gender, Georgia
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Saitoh, Takayuki, Mikiko Kishi, Noriyuki Koibuchi, Hiroshi Koyama, Masaaki Sakamoto, and Yasuki Ishizaki. "The International Student Exchange Programs of Gunma University Showa Campus." Kitakanto Medical Journal 69, no. 3 (August 1, 2019): 263–65. http://dx.doi.org/10.2974/kmj.69.263.
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Suryanto, Suryanto, Betha Labova Ayuza, and Noor Ahnis Othman. "Learning English through International Student Exchange Programs: English Education Department Students’ Voices." Journal of Foreign Language Teaching and Learning 7, no. 1 (January 29, 2022): PRESS. http://dx.doi.org/10.18196/ftl.v7i1.13717.
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English language learning is a process that students must go through in order to reach the optimum level of proficiency in the language. International student exchange programs are activities that might assist students in practicing and improving their English. The purposes of this study were to investigate the benefits and to identify the challenges of participating in an international student exchange program while studying English at the English Language Education Department of an Islamic Private University in Yogyakarta. The research design for this study was a qualitative descriptive one. The data for this study were gathered through interviews. Three students from the English Language Education Department of a private Islamic university in Yogyakarta participated in this investigation. The first finding concerned the advantages of participating in an international student exchange program while studying English. It shown that participating in international student exchange programs aided students in making foreign friends, interacting with native English speakers, practicing, and improving their English abilities, and boosting their self-confidence. The second result concerned the challenges associated with participating in an international student exchange program to improve their English. It demonstrated that students who participated in an international student exchange program failed to engage with local people outside of school and experienced culture shock. All associated parties, including students, host universities, university senders, and the program's committee, should organize and execute the program's activities with care and attention, beginning with the program's planning, preparation, deployment, evaluations, and follow-up.
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Kent-Wilkinson, Arlene, Linda Starr, Sandra Dumanski, Jennifer Fleck, Annette LeFebvre, and Amanda Child. "International Nursing Student Exchange: Rural and Remote Clinical Experiences in Australia." Journal of Agromedicine 15, no. 1 (January 6, 2010): 58–65. http://dx.doi.org/10.1080/10599240903389672.
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Tuấn Anh, Lê Hữu, Hoàng Thị Mai Khánh, Nguyễn Hoàng Hải, Mai Thị Thu Ngân, Võ Thị Sương, and Trần Hạnh Thảo. "Factors impacting the intention to participate in student exchange program." Science & Technology Development Journal - Economics - Law and Management 4, no. 4 (October 25, 2020): First. http://dx.doi.org/10.32508/stdjelm.v4i4.670.
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Ngày nay, học tập tại nước ngoài được xem là một cơ hội lớn đối với sinh viên để nâng cao kiến thức, trải nghiệm của chính bản thân trong tương lai. Đặc biệt, hình thức học tập thông qua các chương trình trao đổi văn hóa, học thuật tại nước ngoài đã và đang trở thành xu hướng phổ biến. Hình thức này tuy có những điểm chung so với việc du học dài hạn của sinh viên, nhưng ngoài ra những ưu điểm riêng của nó, cũng giúp hình thức này nhận được nhiều sự quan tâm của các bạn sinh viên. Nghiên cứu này được nhóm tác giả thực hiện nhằm xác định các nhân tố ảnh hưởng đến quyết định tham gia chương trình trao đổi quốc tế (TĐQT) của sinh viên Việt Nam. Nghiên cứu được thực hiện theo phương pháp hỗn hợp, bao gồm nghiên cứu định tính (phỏng vấn chuyên gia) và nghiên cứu định lượng (khảo sát thông qua bảng hỏi), tiến hành trên 505 đối tượng trong thời gian từ tháng 11/2019 đến tháng 02/2020. Từ 8 nhân tố được kế thừa từ nghiên cứu trước và thông qua nghiên cứu định tính, kết quả phân tích định lượng chỉ ra 7 nhân tố có tác động trực tiếp lên quyết định tham gia các chương trình TĐQT của sinh viên. Từ đó, nghiên cứu đem lại những giải pháp cho sinh viên, các trường tổ chức liên kết và các phòng ban chuyên môn có thể xây dựng, đặt ra các mục tiêu phù hợp nhằm nâng cao hiệu quả của các chương trình TĐQT tại Việt Nam.
Từ khóa: Giáo dục, Trao đổi quốc tế, ý định tham gia, thành phố Hồ Chí Minh, Sinh viên
In this day and age, studying abroad acts as an golden opportunity for students to expand their perspectives, and to gain priceless experience, which can facilitate their career path in the future. Moreover, international learning and knowledge propels students towards acceptance and understanding of an array of different cultural and community perspectives. Especially, a type of studying overseas called cultural and academic exchange programs has been becoming a popular trend. Although it shares a multitude of similarities with a long-term studying abroad programs, it has its own distinctive features which have been receiving a great deal of students’ attentions. This can be strong evidence that more and more students all around the world are participating in these programs every year. In terms of technical side, this research aims to identify factors having impacts on Vietnamese students’ decisions in participating in exchange programs. In specific, mixed methods are employed in the research, through qualitative methods (semi-structure interview) and quantitative method (survey), with 505 participants involving from November 2019 to February 2020. Based on literature review and qualitative analysis, a framework of 8 factors is proposed. Through quantitative analysis of survey questionnaire’s results, the research continues indicating a total of 7 factors that directly have influence on students’ decisions in taking part in exchange programs. Furthermore, the research provides several suggestions and objectives for individuals and organizations, which get involved in those exchange programs namely students, universities and educational institutions. Ultimately, the research is up for making a contribution to enhancing the effectiveness of exchange programs in Vietnam with a purpose that more Vietnamese students regardless of their backgrounds, can potentially have enough necessary qualities and satisfying the necessary conditions to carry on their studying abroad.
Keywords: Education, International exchange, Intention to participate, Ho Chi Minh City, Alumnus
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Stevenson-Graf, Lindsey. "Clinical programs, social justice and transformation through student learning." Alternative Law Journal 44, no. 3 (January 22, 2019): 232–37. http://dx.doi.org/10.1177/1037969x18823563.
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This article considers whether different types of Clinical Legal Education (CLE) programs have the same potential to provide a transformative learning experience for students. The author uses Mezirow’s theory to postulate that, although addressing a societal need, ‘missing middle’ Clinical Legal Education programs – those that assist middle-income Australians – may not provide the necessary environment, including an environment ripe for ‘disorienting dilemmas’, for transformative learning. After a comparison of missing middle clinics in Australia and poverty law clinics in the United States of America (US), the author suggests that disorienting dilemmas may only be offered by Clinical Legal Education programs aimed at assisting society’s most vulnerable people.
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González-Carriedo, Ricardo, Jesús López de Nava, and Manuel Salas Martínez. "International Student Teaching: A Transformational Experience." Journal of International Students 7, no. 3 (July 1, 2018): 841–55. http://dx.doi.org/10.32674/jis.v7i3.304.
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Today, being a teacher requires understanding and positively responding to the cultural and linguistic nuances present in the classroom. The increasingly diverse schools are placing higher expectations on teachers in regard to the use of multicultural practices. This is compelling teacher preparation programs to find new formulas to adequately train teacher candidates. International student teaching programs have been shown to yield important benefits for participants. This article describe an international student teacher exchange program between the University of North Texas and the University of Seville (Spain) and reflects on the effects of the experience on a Spanish preservice teacher and his mentor teacher in Texas. Implications and suggestions for teaching preparation programs are also provided.
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Eisenchlas, Susana A., and Susan Trevaskes. "Creating cultural spaces in the Australian university setting." Australian Review of Applied Linguistics 26, no. 2 (January 1, 2003): 84–100. http://dx.doi.org/10.1075/aral.26.2.06eis.
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This paper reports on a structured exchange program between Chinese and Australian students which focuses on discussion and reflections on everyday cultural practices and behaviours, the most relevant but often least accessible aspect of culture for international students. We ground these discussions in a setting common to both groups: the situationally familiar, yet culturally unfamiliar, environment of Australian universities. The interactions allow students to create a comfortable and non-threatening ‘cultural space’ from where they reflect on their own and others’ cultural mores and practices that occur within the context of the university setting. Students discuss the underlying values that drive behaviours in situations ranging from social gatherings such as parties, to task-oriented academic settings such as tutorials. The program includes a strong language component. We ask students to reflect on the language used in daily conversations, the language appropriate for particular situations, and the cultural norms that interface between situations and language appropriate to them. The aim of our program differs from that of models since it proceeds from less conventional understandings about culture, agency, and authenticity, and therefore the extent to which cross-cultural communication should involve interpretation rather than enculturation as the traditional programs appear to advocate.
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Pereira, Helder Rocha, Maryellen D. Brisbois, Helena Oliveira Silva, and Caitlin M. Stover. "Learning beyond expectations: Evaluation of an international nursing student exchange." Journal of Nursing Education and Practice 8, no. 2 (October 18, 2017): 72. http://dx.doi.org/10.5430/jnep.v8n2p72.
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Background/Purpose: Study abroad programs, through international exchanges in undergraduate nursing schools, are becoming common in response to a globalized world and imperative for nurses to acquire cultural awareness and related competencies. Increased recognition of exchanges exists, with limited empirical evaluation of learning outcomes. The purpose of this study was to understand the impact of a short-term international exchange on Portuguese and American nursing students in respect to its influence on learning.Methods: A mixed-method research design was utilized for data collection. Online survey (demographic data and revised HPSISN tool) and focus group data collection using synchronous chat groups captured nursing student experiences and perceptions about their participation in a two-sided exchange.Results: Focus group data from sixteen nursing students (aged 20-39) delineated two major themes: 1) Expectations of the student exchange with three subthemes: a) motivations to participate, b) met versus unmet expectations, and c) beyond expectations; and, 2) Learning (how and what) with six subthemes: a) understanding cultural differences, b) recognizing a different health care system, c) reconsidering the role of the nurse, d) building team work, e) integrating theory into practice, and f) peer mutual learning. Survey data across the four dimensions: 1) Perspectives of exchange, 2) attitude toward community involvement, 3) future professional work and, 4) personal reflection exhibited students acquired personal and professional competencies that were beyond their expectations of the exchange.Conclusions: Results strongly support nursing student participation in international exchange programs develops personal growth and professional competencies that may impact future practice when caring for diverse patient populations. Universities should develop and foster global programs for student engagement.
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Hellmundt, Suzi, and Dallas Baker. "Encouraging engagement in enabling programs: The students’ perspective." Student Success 8, no. 1 (March 26, 2017): 25–33. http://dx.doi.org/10.5204/ssj.v8i1.357.
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Student retention is a key concern in tertiary education enabling programs with research showing that early engagement leads to higher completion rates (Hodges et al., 2013). But how do students new to university education learn how to engage effectively? This article outlines an engagement framework that foregrounds Guidance, Encouragement, Modelling and Structure (GEMS) as a holistic approach to facilitating effective student engagement. This framework was developed from qualitative data gleaned from students enrolled in the Preparing for Success Program at Southern Cross University, New South Wales, Australia. The findings from the students indicate that the GEMS framework activates student potential and enables them to use existing knowledge and experience to not only deepen and broaden their learning but also successfully prepare for further study.
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Chen, Xuekuan, Phillip Jackson, Wankuan Shen, Haihua Deng, Yuanhong Fan, Qiwei Li, Fengduo Hu, Xianming Wei, and Jiayong Liu. "Genotype×environment interactions in sugarcane between China and Australia." Crop and Pasture Science 63, no. 5 (2012): 459. http://dx.doi.org/10.1071/cp12113.
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Sugarcane improvement has traditionally been conducted by nationally focussed breeding programs, with some exchange of elite cultivars among some programs. It has been generally assumed by breeders that genotype × country interactions are large, and therefore selection trial data in one country may be of limited relevance to another. However, no studies quantifying clone × country interactions have been reported to our knowledge. In research reported here, a common set of mostly unselected sugarcane genotypes was evaluated in commercial production environments in Australia and China. Consistent with past studies, genotype × site interaction was an important source of variation within each country. Overall a moderate to high genetic correlation existed between production environments in China and Australia for cane yield and sugar content (0.77 for both traits). This suggests that despite difference in environmental conditions and crop management in production environments between countries, that selection trials in China have some relevance for selecting clones for Australian environments and vice versa. It also supports the hypothesis that regular exchange of selected germplasm from effective breeding programs between countries will have mutual benefits.
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Dolphyne, Florence Abena. "African Perspectives on Programs for North American Students in Africa: The Experience of the University of Ghana–Legon." African Issues 28, no. 1-2 (2000): 28–33. http://dx.doi.org/10.1017/s1548450500006818.
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The University of Ghana is the oldest of the five universities in Ghana. The others are Kwame Nkrumah University of Science and Technology, the University of Cape Coast, the University College of Education in Winneba, and the University of Development Studies in Tamale. The last two are only three years old and do not as yet have student exchange programs with North American universities. Kwame Nkrumah University and the University of Cape Coast do have student exchange programs with a few North American universities.
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Galvin, Megan K., and William B. Smith. "420 Case study: Educational outreach as a component of graduate education." Journal of Animal Science 97, Supplement_3 (December 2019): 178–79. http://dx.doi.org/10.1093/jas/skz258.367.
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Abstract Graduate students are developing skills in scientific communication, research, and various other specified trainings. However, adequate resources for these students are not always available at their home institution. Educational outreach programs are often discussed in relation to secondary education. The potential to expand these types of programs to the post-secondary and graduate levels of education would represent a potential benefit to the students, scientists, and universities involved in the exchange. In such programs, graduate students would participate in an exchange with other universities to address deficits introduced by a lack of resources. This educational experience in a new setting would allow exposure to techniques and ideals otherwise inaccessible to the student. The objective of this observational case study was to evaluate the relevance and value of graduate exchange as an educational outreach model in graduate education. In this case study, a graduate student from Tarleton State University’s Department of Animal Science and Veterinary Technology was supported to study for a period of three weeks in the University of Georgia’s Parasitology Laboratory. This exchange was established to teach in vitro techniques related to the student’s graduate research. The student was able to gain valuable experience in laboratory techniques that aided in personal and professional growth while also expanding the capabilities of the home institution through training exercises conducted on return to campus. In addition to expansion of research capacity, the student was able to serve as an ambassador for the home institution, thereby enabling a more fluid exchange of ideas through student recruitment. Qualitative results from this case study would indicate that similar educational outreach opportunities are valuable components of graduate education and serve as an example for development in future graduate programs.
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Wilson, Michael G., Marcela Carvalho, and Ariadna Patricia E. Alvarez. "Consortia for Future Leadership: Student Perspectives." Journal of Applied Rehabilitation Counseling 38, no. 3 (September 1, 2007): 25–30. http://dx.doi.org/10.1891/0047-2220.38.3.25.
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This article focuses on the perspectives of three students who took part in a student exchange program between Brazilian and American universities. The program focused on expanding human resources to increase the social inclusion of persons with disabilities in both countries. The students provide an overview of lessons learned from their experiences and a description of how they have applied those lessons in their respective countries. The students also discuss the challenges in applying rehabilitation counseling practices across cultures. Finally, the students discuss the role of international student exchange programs in strengthening rehabilitation practice across countries.
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Martinovic, Marietta, Marg Liddell, and Shane Douglas Muldoon. "Changing views and perceptions: the impact of the Australian Inside-Out Prison Exchange Program on students." Educational Research and Evaluation 24, no. 6-7 (October 3, 2018): 437–53. http://dx.doi.org/10.1080/13803611.2018.1543051.
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Priyanto, Yumnaa Adina Ulfah, and Tomy Andrianto. "Long-term Impacts of Tourism Student Exchange Program." Journal of Tourism Sustainability 2, no. 1 (April 28, 2022): 11–18. http://dx.doi.org/10.35313/jtospolban.v2i1.19.
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The student exchange program as part of educational tourism certainly provides added value and benefits that contribute to sustainable tourism development. This study aims to identify the long-term impact of tourism student exchange programs in ASEAN. Student exchanges provide students with the opportunity to gain in-depth insight into global perspectives and cross-cultural understanding especially related to tourism studies. This study uses a qualitative method by interviewing seven informants enrolled in the program in the period of 2018 to 2019 to Thailand and Malaysia. Descriptive analysis of the first code cycle is used to analyze and answer the research objectives. As a result, students sense long-term changes from the program as improving communication in foreign languages, self-confidence, sense of independence, and responsibility in decision-making or participant actions, priorities for the future, and intercultural understanding.
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Tudini, Vincenza, and Antonella Strambi. "“Siamo vicini, no?”." Australian Review of Applied Linguistics 40, no. 2 (December 1, 2017): 194–211. http://dx.doi.org/10.1075/aral.40.2.07tud.
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Abstract Focusing specifically on the negotiation of commonality, this study explores rapport building (Spencer-Oatey, 2000) in online intercultural text chat, where Australian students of Italian interact with L1 Italian speakers. Although the initial purpose of the examined chat exchanges is to facilitate L2 acquisition, analysis of transcripts indicates that participants also seek to establish affiliation and friendship, through discussion of shared experiences, preferred leisure activities, and personal likings. Such orientation to like-mindedness and commonality can be an implicit concern in their interactions, as well as an explicit mentionable in their talk. Participants also successfully engage in complex face-saving and rapport maintenance strategies where there is potential for disagreement. Overall, the data suggest that identified rapport-building language and behaviors promote the establishment of positive relationships, as a key component of online intercultural text chat. Thus, from a pedagogical viewpoint, these interactions appear beneficial both for L2 learning and student wellbeing. The study concludes with suggestions for the integration of similar tasks into language programs.
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Chwialkowska, Agnieszka. "Maximizing Cross-Cultural Learning From Exchange Study Abroad Programs: Transformative Learning Theory." Journal of Studies in International Education 24, no. 5 (February 20, 2020): 535–54. http://dx.doi.org/10.1177/1028315320906163.
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While some institutions require their students to spend a semester abroad as a prerequisite to earning a business degree, academics challenge the view that travel abroad helps students become culturally competent. Many students admit that they failed to immerse themselves in a cross-cultural environment. Therefore, the purpose of this study is to identify the components of exchange study abroad programs (ESP) that facilitate student cross-cultural learning (CCL). Building on transformative learning theory (TLT), we propose and test a conceptual model of relationships between different components of exchange programs and student CCL. The data collected from more than 700 students participating in a semester and two-semester-long programs are analyzed through logistic regression. This research contributes to the literature on the effectiveness of ESP by identifying the key components that maximize positive outcomes for students. By building on TLT, it reveals the importance of getting out of one’s comfort zone and providing students with support during the ESP. This study bears practical implications as it provides academic institutions and students with important insights that help maximize student CCL.
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Wodak, Alex, and Peter Lurie. "A Tale of Two Countries: Attempts to Control HIV among Injecting Drug Users in Australia and the United States." Journal of Drug Issues 27, no. 1 (January 1997): 117–34. http://dx.doi.org/10.1177/002204269702700108.
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Prevalence of injectable drug use is surprisingly similar in Australia and the United States. HIV prevalence among injection drug users (IDUs) is less than 5% in Australia and about 14% in the United States. IDUs accounted for 2.5% of AIDS cases in Australia in 1994 and 28% in the United States in 1993. Harm reduction was officially adopted in Australia in 1985 but has been explicitly rejected by the U.S. government. In 1994, needle programs exchanged over 10 million syringes from over 4,000 outlets in Australia while 55 needle exchange programs in the United States exchanged almost eight million syringes. Since 1985, methadone maintenance expanded almost ten-fold in Australia but barely increased in the United States. Timely and vigorous adoption of harm reduction strategies in Australia and the relative lack of such programs in the United States is the most plausible explanation for the good control of HIV among IDUs in Australia and poor control in the United States.
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Mubah, A. Safril. "Japanese Public Diplomacy in Indonesia: The Role of Japanese Agencies in Academic Exchange Programs between Japan and Indonesia." Jurnal Global & Strategis 13, no. 1 (April 8, 2019): 37. http://dx.doi.org/10.20473/jgs.13.1.2019.37-50.
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Japan and Indonesia have developed mutual cooperation in academic exchange programs for the past three decades. Japan acknowledges that student interchange plays a significant role in promoting mutual understanding between Japan and foreign countries. Japanese government expects international students, either those who are still studying in Japan or those who have returned to their home countries, serve as a bridge between their countries and Japan. To achieve this goal, Japanese government employs some agencies to undertake academic exchange programs. In Indonesia, particularly, some Japanese agencies such as Japan Student Services Organization (JASSO), Japan Foundation, and Japan International Cooperation Center (JICE) have played important role in student exchanges. They have various programs to attract Indonesian students getting involved in academic exchanges. This paper describes these agencies’ role in academic exchange programs between Japan and Indonesia. Considering that the Japanese agencies work to promote Japan’s soft power through public diplomacy activities under transgovernmental networks model, I utilize concepts of public diplomacy and transgovernmental networks as a framework for analyzing the case. I argue that Japanese agencies have successfully served as Japanese public diplomacy agents by acting great role in advancing Japan’s soft power through academic exchange activities. However, some challenges appear in the way to achieve Japanese public diplomacy goal to create mutual understanding between Japanese and Indonesian people.
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Mlama, Penina. "African Perspectives on Programs for North American Students in Africa: The Experience of the University of Dar es Salaam." African Issues 28, no. 1-2 (2000): 24–27. http://dx.doi.org/10.1017/s1548450500006806.
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The University of Dar es Salaam has a long history of links with universities in different parts of the world. Currently it has formal link agreements with 61 universities in Africa, Asia, and Europe, including 12 in North America (11 in the United States and 1 in Canada). Seven out of the 12 include student exchange at undergraduate or graduate levels. These universities include Carleton, Brown, Connecticut, Hampton, Florida, Iowa, North Carolina (Chapel Hill), universities in the consortium of American Lutheran colleges, and a number of others organized under the International Student Exchange Program (ISEP) and the International Reciprocal Student Exchange Program (IRSEP).
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Humeniuk, Olha, Vasyl Humeniuk, and Oksana Yefremova. "History of international academic mobility of students in higher medical education institutions of Ukraine." Visnyk of Lviv University. Series Pedagogics, no. 35 (2021): 62–72. http://dx.doi.org/10.30970/vpe.2021.35.11307.
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The article summarizes the experience of Ukraine’s participation in international academic mobility on the example of undergraduate higher medical education. Analysis of the archival documents in the second half of the 20th century revealed two types of student exchange programs: introductory internships on the basis of clinical and medical institutions of Ukraine and European countries, under the guidance of an international group of teachers; labor introductory practice – exchange of student construction teams who got acquainted with the health care system of the host country and worked in hospitals and medical camps during the summer holidays. From the beginning of the 21st century, international mobility students in the Ukrainian medical universities (undergraduate medical education) have been studying at the following programs: 1) educational practice based on interuniversity cooperation agreements; 2) student exchanges organized by the International Federation of Medical Students Associations; 3) interuniversity international agreements on long-term (with credit transfer) and short-term exchange programs. The number of these students at the level of undergraduate medical education is increasing, but insignificantly compared to foreign students from Europe, Asia, Africa who receive undergraduate medical education on a permanent basis (as of 2018 – more than 23 thousand). Based on the obtained results, the general positive prospects and directions of the development of international academic mobility of medical students in Ukraine are determined: 1) short-term Ukrainian and European international student exchanges, which allow to increase their level of motivation to study, develop individual educational trajectories, expand their level of competence in the field of health care system of different countries; 2) expansion of the semester programs of student academic mobility taking into account the availability of educational programs in English in Ukraine and its lower cost compared to European universities, promising for both “EU students” and “non-EU students” of European universities, who: а) want to expand their experience and competence in the provision of medical services at the primary and secondary levels of health care and the pre-medical sphere; b) study medical management in the field of health care in different countries; c) have problems with tuition fees. Keywords: international academic mobility, undergraduate medical education, student exchange programs.
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Kable, Ashley K., Carol Arthur, Tracy Levett-Jones, and Kerry Reid-Searl. "Student evaluation of simulation in undergraduate nursing programs in Australia using quality indicators." Nursing & Health Sciences 15, no. 2 (December 14, 2012): 235–43. http://dx.doi.org/10.1111/nhs.12025.
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Freeman, Ina, and Peter Knight. "Double-Loop Learning and the Global Business Student." Canadian Journal of Higher Education 41, no. 3 (December 31, 2011): 127. http://dx.doi.org/10.47678/cjhe.v41i3.2492.
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In preparing students for employment in commerce, the student needs to be aware of many aspects not necessarily included in business programs. In recognizing students often have no or limited exposure to foreign environments, the authors developed an electronic exchange between students in Canada and Kazakhstan. In this exchange, students not only learned about foreign marketplaces but were able to integrate classroom teachings and text knowledge into their actions. This approach resulted in enhanced learning for students through double-loop processes and development in their other courses.
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Sustarsic, Manca. "The Impact of Intercultural Exchange on Secondary School Exchange Students and Their Host Families." Journal of International Students 10, no. 4 (November 15, 2020): 912–33. http://dx.doi.org/10.32674/jis.v10i4.1042.
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The last decade has seen a significant increase of international student mobility and a growing popularity of secondary school exchange programs in the United States and around the world. Drawing upon culture learning theory, the purpose of this study is to understand the impacts, challenges, and rewards of intercultural exchange on secondary school exchange students and their host families. I performed a case study of in-depth interviews with six students who were placed in Hawai’i for an academic year on the Kennedy-Lugar Youth Exchange and Future Leaders Exchange merit-based scholarships, as well as interviews with their volunteer host families. Findings show that intercultural exchange occurs as a two-way process. Both students and host families reap the benefits of intercultural exchange by way of active interaction and culture sharing that is enhanced by a positive student–host relationship.
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Powell, Kathryn, Nigel Stocks, and Caroline Laurence. "A new venture in interdisciplinary student learning in a co-located health service." Australian Health Review 40, no. 2 (2016): 205. http://dx.doi.org/10.1071/ah14241.
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Learning about interdisciplinary health approaches is important for students of health professions. Yet, interdisciplinary learning programs are sparse within primary health clinics. Larger health care complexes, such as superclinics in Australia, offer interdisciplinary learning opportunities for health, but also pose difficulties. This case study describes the introduction of an interdisciplinary student learning program in Adelaide, South Australia, over a 1-year period. The objectives of the program were for students to: (1) understand the range of patient needs in primary healthcare (PHC); (2) identify circumstances in which the involvement of another professional may benefit patients; and (3) learn more about team work. Despite barriers, the practice environment was found to be suitable for student learning. Program modifications were made in response to the need for scheduled time for clinic staff to work with students, non-simultaneous student placements, a need for a coordinator, the availability of discipline-specific supervision and the need to provide incentives for students to participate, particularly giving course credits or recognition. Embedding interdisciplinary programs in a clinic setting requires time and resources. The present case study demonstrates that larger PHC clinics have the potential to implement interdisciplinary learning programs based on an authentic learning approach.
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Song, Inyoung, and Yangson Kim. "Short-term exchange programs in Korean Universities: International student mobility stratified by university mission." International Journal of Chinese Education 11, no. 3 (September 2022): 2212585X2211335. http://dx.doi.org/10.1177/2212585x221133502.
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The purpose of this study was to explore the internationalization of higher education institutions by analyzing partnerships of short-term exchange programs among universities in Korea and abroad. Based on data from 3 years (2008, 2013, and 2017), we used descriptive statistics to analyze the inbound and outbound statuses of overseas universities that have established credit exchange agreements with Korean universities. The analysis showed that the major components of short-term mobility in Korean universities are changing, and that credit exchanges among universities differ depending on the universities’ missions. The results suggest that the stratification of universities can affect the extent and quality of the international experiences to which students have access. Using university-level data, we proved that international exchange patterns differ according to the characteristics of universities.
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Atkinson, Carol. "Does Soft Power Matter? A Comparative Analysis of Student Exchange Programs 1980â2006." Foreign Policy Analysis 6, no. 1 (January 2010): 1–22. http://dx.doi.org/10.1111/j.1743-8594.2009.00099.x.
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Sisavath, Soubin. "Benefits of Studying Abroad for Graduate Employability." Journal of International Students 11, no. 3 (June 15, 2021): 547–66. http://dx.doi.org/10.32674/jis.v11i3.2779.
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This study investigated the benefits of studying abroad with student exchange programs for graduate employability. Data were drawn from a survey with 163 Lao former exchange participants at three public universities in Laos, followed by 19 semi-structured interviews. Results revealed that participants benefited from participating in overseas exchanges at a high level in terms of the development of employability skills, particularly interpersonal and communication skills, and in multidisciplinary knowledge and international competences. Study abroad experience was positively considered as being related to increasing job opportunities, which signal better educational credentials with proven skills that are demanded in the domestic labor market. This study offers useful insights into the benefits of student exchange programs and adds perspectives from a developing country whose voice has been little heard in the literature on the value of study abroad.
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King Ramírez, Carmen. "Virtual exchange in Latin America: a profile of faculty and staff participants." Journal of Virtual Exchange 5 (October 21, 2022): 105–32. http://dx.doi.org/10.21827/jve.5.38284.
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Latin American educational institutions report some of the lowest internationalization rates in the world (OECD, 2019). Historically, recognized barriers to internationalization have included programs based largely on student mobility as well as a lack of systematic implementation and funding (De Wit, Gacel-Ávila, & Knobel, 2017). In order to increase student and faculty access to international education experiences, Latin American universities are working to offer more inclusive, cost-effective methods of curricular diversification via Virtual Exchange (VE) (Lafont Castillo, Echeverría King, & Álvarez Ruíz, 2021). Given the limited publications currently available regarding VE in this region, this article seeks to establish a profile of Latin American faculty and staff who are presently engaged in VE initiatives as well as identify resources they need to ensure that VE programs are sustainable at their home institutions. The data presented in this article resulted from a mix-methods survey carried out among the Latin American Collaborative Online International Learning (LatAm COIL) network membership. These data provide important insights to the current trends and future possibilities for VE programs in this region.
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Brown, Brittany, Samantha Avitaia, Kylie Austin, and Jaimey Facchin. ""Having a yarn" From one rural student to another, practical in-school programs demystifying university and enabling student progression." Australian and International Journal of Rural Education 30, no. 1 (April 7, 2020): 18–32. http://dx.doi.org/10.47381/aijre.v30i1.251.
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The University of Wollongong's (UOW) Outreach program was established in 2011 and in 2017, through a National Priority Pool Grant, UOW piloted the regional and rural outreach program, 'Rural In2Uni'. The Rural In2Uni program enabled university students to 'pay it forward' through a pedagogical model which places rural schools and students at the centre of tailored programs. Through a mixed-methods research approach, this study explores the diverse experiences of students from regional and rural areas of Australia in imagining and accessing higher education. It also examines the extent to which the local implementation of schools outreach impacts students' intentions for university. The research revealed the need to re-imagine partnerships for schools outreach, highlighting the importance of programs that embed local knowledge and strong collaborative relationships between universities and schools to foster progression and access to higher education for students located in regional and rural areas.
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Ruther, Nancy L., Alexa K. Jeffress, Lu Shi, and Sarah Rabke. "Virtual exchange program building: an assessment-based approach." Journal of Virtual Exchange 4 SI:IVEC 2020 (December 17, 2021): 70–94. http://dx.doi.org/10.21827/jve.4.37156.
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Virtual Exchange (VE) provides a strategic approach for higher education institutions to internationalize. This study investigated how a USA Community College (US-CC) system and their partners started and grew their internationalization program through VE with teacher training, assessment, and support from a nonprofit bridge organization. Data were collected on program growth over three years, 2017-20, totaling 13 modules, 29 faculty, and 14 campuses. Cumulatively, students completed 341 pre-module and 202 post-module surveys which assessed the community colleges’ student learning goals: intercultural competence and awareness of the wider world, confidence in finding success in the global workforce, and ability to deploy 21st century skills (e.g. technology and teamwork). Quantitative and qualitative results provided concrete and nuanced evidence of program effectiveness and suggested positive impact. Our findings have two main implications: (1) positive student impact can help grow and sustain VE and other international programming; and (2) teacher training informed by and adapted with student assessment can help institutionalize VE programs.
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Davey, Andrew K., Gary D. Grant, and Shailendra Anoopkumar-Dukie. "Academic Performance and Personal Experience of Local, International, and Collaborative Exchange Students Enrolled in an Australian Pharmacy Program." American Journal of Pharmaceutical Education 77, no. 7 (September 12, 2013): 148. http://dx.doi.org/10.5688/ajpe777148.
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