'What nations dont know can hurt them.

The stakes involved in study abroad are that simple, that straightforward, and that important. For their own future and that of the nation, college graduates today must be internationally competent.' (Commission on the Abraham Lincoln Study Abroad Fellowship Program, 2005)

Study abroad = degree requirement! Institute of International Education Open Doors Report (2007) cites a record level of 241,791 students studying abroad in the academic year, 2006/07 (an increase of 8.5% from the previous year). It is proposed that this number increase over fourfold to one million by 2017 with passage of The Senator Paul Simon Study Abroad Foundation Act.1 The current number represents less than 5% of all students enrolled in postsecondary education having an international experience before they graduate.

Tarrant (2009)

Two core reasons for promoting study abroad: (a) global competence, and (b) national needs.

The broad assumption in higher education is that studying abroad promotes a worldview and awareness of global issues (Dolby, 2007); yet, there are relatively few conceptual frameworks for explaining how such relationships can be nurtured.

Stern, 2000 - an extension of Schwartzs (1973, 1977) widely applied norm-activation model of altruism.

Altruism is a form of helping behavior that is motivated by an internal value and occurs without the expectation of anything in return and has provided the conceptual orientation for one of the most widely used socialpsychological theories of environmental behavior, the norm-activation model of helping (Schwartz, 1973, 1977)

Norm-activation theory offers a theoretical perspective to explain conditions in which the characterization of an Earth Citizen may be nurtured.

The adapted VBN: individuals are motivated to act (as global citizens) by (a) beliefs that external conditions have adverse consequences for self, for other humans, and/or for other living things and (b) an obligation (personal norm) for preventing those consequences.

The framework suggests that participation in study abroad programs can promote global citizenship by modifying beliefs about environmental conditions and influencing proenvironmental behaviors.

justice, environment, civic obligations. Good Citizen (accepting a political to act justly) vs. Good Samaritan (acting good out of duty)

The learning environment is designed to: Be accessible to a diverse body of students (providing affordable programs for a range of majors); Emphasize a global knowledge, connectivity, and understanding of humanenvironment interactions (from multiple disciplines and geo-cultural perspectives); Immerse students in a range of foreign towns and cities, allowing free discovery and interaction with local communities, lifestyles, and priorities; Provide service-learning opportunities, student peerlearning, and faculty-student interactions that encourage discursive deliberation of concepts in sustainable development.

The primary form of assessment is a series of field modules comprised of essay-based, interdisciplinary questions addressing relatively complex ecological, environmental, and social issues related to sustainability. This approach demands that students actively engage in the learning process by building pieces of knowledge from all aspects of their experience.

(a) lack of academic rigor (b) insufficient duration to immerse students in a cultural or linguistic environment or promote gains in country-specific knowledge. challenged by McKeown (2009) first time effect: significant impact especially on students travelling for the first time.

First developed by Milton Bennett (1993) Applied to: how principals may experience and interpret issues of difference and diversity in schools

Ethnocentric Orientations
Denial Defense
Minimization

Ethnorelative Orientations
Acceptance Adaption

Integration

Ethnocentric denial stage - individuals deny or largely ignore that cultural differences exist and have no considered how cultural identity affects their own lives. Ethnocentric defense - individuals in this stage perceive the culture of their primary socialization as superior to others. Reversal is a variation of defense. Individuals in reversal experience an adopted culture as superior to the culture of their primary socialization.

Ethnocentric minimization of difference characterized by individuals who emphasize the similarity of people. Ethnorelative acceptance - individuals understand that behaviors and values, including their own, exist in idiosyncratic cultural contexts and experience their own culture as just one of a multitude of equally complex worldviews. In the Ethnocentric adaption stage, individuals can shift from one worldview to another and change their behavior to effectively interact with people from another culture.

Ethnorelative integration - accepting an identity that is not based in any one culture. Individuals in integration are considered to be bicultural or multicultural and use their skills of understanding other cultures to become fully competent in new cultures.

Experiential learning - the process whereby knowledge is created through the transformation of experience. (Kolb 1984) The city is a learning object and a learning environment.

The group, consisting of 30 to 35 students and four faculty, including a Fellow, spends two weeks in a city in the United States, followed by four to five weeks in three other countries, one city each in Africa, Asia and South America.

Course syllabi is designed by 'traveling faculty' and 'local faculty'. Four courses conducted by the traveling faculty that offer theoretical and methodological tools grounded in academic disciplines: Urban Politics and Development, Culture and Society of World Cities, Urban Planning and Sustainable Environments, and Contemporary Urban Issues.

is a critical analysis of and an engagement with complex, interdependent global systems and legacies (such as natural, physical, social, cultural, economic, and political) and their implications for peoples lives and the earths sustainability.

Through global learning, students should: 1) become informed, open-minded, and responsible people who are attentive to diversity across the spectrum of differences, 2) seek to understand how their actions affect both local and global communities, and 3) address the worlds most pressing and enduring issues collaboratively and equitably.

Closely related to: Civic Engagement, Intercultural Knowledge and Competence, and Ethical Reasoning.

In recognizing that students travel with imaginative geographies (Said 1979) preconceptions of people and placeit is critical to design a program that helps students question their expectations of cities and urban life.

Dense concentration of resources (opportunities for work, education, and artistic expression) is the very aspect of cities that creates the opportunity for learning. Follows the cycle of learning: a continual integration of experience, reflection, analysis, and synthesis.

(2010)

Ritsema, Knecht & Kruckemeyer

Course syllabi is designed by 'traveling faculty' and 'local faculty'. Four courses conducted by the traveling faculty that offer theoretical and methodological tools grounded in academic disciplines: Urban Politics and Development, Culture and Society of World Cities, Urban Planning and Sustainable Environments, and Contemporary Urban Issues.
(2010) Ritsema, Knecht & Kruckemeyer

Teacher education study abroad programs, with immersion experiences in foreign schools, are offered as an innovative way to influence preservice teachers intercultural development and prepare them for teaching culturally diverse student populations.

The majority of preservice teachers are White, middle-class women raised in culturally encapsulated communities and unaware of their own cultural identities. Marx & Moss (2011)

IDI inventory was used in a qualitative case study of a preservice teacher from the US teaching a semester abroad in London, UK. Findings: over the semester the teacher resolved developmental tasks characteristic of people with a Minimization of Difference mindset and was facing the challenges that are characteristic of the Acceptance of Difference stage of the DMIS. At the end of the study, Anas worldview was in transition from an ethnocentric to a more ethnorelative approach to cultural difference. Marx & Moss (2011)

Intercultural Guide is an active agent in shaping intercultural experience . In study abroad experiences, where participants share a common language with the host culture, the mutually comprehensible language can allow students to function at a base level of competence without confronting substantive cultural differences.

The model assumes that the higher the respondents global competency and intercultural sensitivity, the more likely that they have been and will remain engaged in global intercultural work.

oneself into anothers shoes, is more precisely the ability to treat someone as they would wish to be treated vs. treat others as you would wish to be treated. Intercultural sensitivity is not a natural human quality. Olson & Kroeger (2001)

Empathy, commonly known as the ability to put

A three-part questionaire 52 surveys completed: 47% administration, professional staff, or nonteaching positions and 53% full-time faculty. Operative subsets of substantive knowledge: perceptual understanding, and intercultural communication.

1: Speaking one or more languages other than English with advanced proficiency increases the likelihood that someone will be globally competent. 2: Speaking one or more languages other than English with advanced proficiency increases the likelihood that someone will be more advanced on the Bennett Intercultural Sensitivity Scale. 3: Substantive experience abroad increases the likelihood that someone will have more developed intercultural communications skills. 4: Substantive experience abroad increases the likelihood that someone will be more advanced on the Bennett Intercultural Sensitivity Scale.

MDCC incorporates three primary dimensions: 1. racial and culture-specific attributes of competence African American, Asian American, Latino/Hispanic American, European American;

2. components of cultural competence beliefs/attitudes, knowledge, skills, and 3. foci (levels) of cultural competence individual, professional, organizational, societal. Sue (2001)

Allows to identify culture-specific and culture-universal domains of competence that are either unique or common across several or all racial/ethnic groups; helps organize efforts in education and training, practice, and research - the model is helpful for graduate training and research because it points to neglected areas;

Places all racial/ethnic groups on an equal plane for objective analysis; cultural competence for one group is not necessarily the same for another group; minimizes potential misunderstandings and miscommunications likely to arise when the different foci of cultural competence is not clarified. Sue (2001)

Problem: short-term study abroad programs require relatively little in the way of prior linguistic and cultural preparation can they be qualified as full-fledged, in-depth study abroad experiences?

Focused and reflective interaction with the host culture is what separates study abroad from study at home. And the degree to which program design facilitates such experience is what most distinguishes one study abroad program from another. Engle & Engle (2004)

A level-based classification system for program types based on the assumption, that faculty are educators, not service providers. Their duties should not be seeing to client comfort or customer satisfaction but challenging, stimulating, pushing students to push themselves toward the greatest possible personal growth, both intellectually and emotionally.

Treating students as paying customers with needs is to deprive them of unfamiliarity and ambiguity, the troubling interaction with which is the heart of the successful sojourn.

separate from the individual; an environment is charged with the dynamics of interaction.

Scenery provides a backdrop but remains

Engle & Engle (2004)

1. Length of student sojourn 2. Entry target-language competence 3. Language used in course work 4. Context of academic work 5. Types of student housing 6. Provisions for guided/structured cultural interaction and experiential learning. 7. Guided reflection on cultural experience

Level Level Level Level Level

One: Study Tour Two: Short-Term Study Three: Cross-Cultural Contact Program Four: Cross-Cultural Encounter Program Five: Cross-Cultural Immersion Program

The real point is finding ways, together as a profession, to encourage students in this most global of fields to adopt a global, encompassing vision of what study abroad is, to show them honestly how all the pieces fit together, to indicate where, given dedication and commitment, their cultural exploration can lead. Betterand more honestlyinformed, they will make better choices.

(2004)

Engle & Engle