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Journal articles on the topic 'And Studies Abroad'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Jiazheng, Jiang. "A Jiang Studies Abroad." Chinese Studies in History 35, no. 4 (July 2002): 67–72. http://dx.doi.org/10.2753/csh0009-4633350467.

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Baldt, Bettina, and Ulrike Sirsch. "What Happens Abroad Stays Abroad?" Journal of International Students 10, no. 1 (February 15, 2020): 1–16. http://dx.doi.org/10.32674/jis.v0i0.1047.

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While substantial research focuses on genuine long-distance relationships, there is a lack of studies dealing with temporary long-distance relationships due to studies abroad. The present study with Austrian students tried to uncover differences between couples who terminated versus those who sustained their relationship during the exchange period. Participants (N = 119, 73.9% females, Mage = 24 years) were asked about perceived changes in the relationship due to their exchange experience, which they mainly spent abroad in Europe. Couples sustaining their relationship had more in-person contact. Thus, visits are essential for maintaining long-distance relationships during time abroad. In addition, participants still in their relationship after the exchange noticed different effects of changes on their relationship than did couples who separated.
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Cressey, William W. "Study Abroad and Area Studies." African Issues 28, no. 1/2 (2000): 46. http://dx.doi.org/10.2307/1167057.

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4

Shambaugh, David. "The Party-State Studies Abroad." Current History 107, no. 710 (September 1, 2008): 287–92. http://dx.doi.org/10.1525/curh.2008.107.710.287.

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5

Curthoys, Ann. "Australian Studies and Study Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 6, no. 1 (December 15, 2000): 47–57. http://dx.doi.org/10.36366/frontiers.v6i1.78.

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Australian studies centres overseas have usually found, however, that student interest in their courses has been modest. With its small population, relatively healthy economy, and fairly quiet politics, Australia for most of the world does not present significant economic or strategic threats or opportunities. It is not surprising, then, that the study of Australia has not been significant outside Australia itself. Despite the praiseworthy efforts of the proponents of Australian studies in Asia, Europe, and North America, international understanding of Australian culture and society is still extremely limited. In this context, the growth of study abroad programs of various kinds has presented an exciting development for Australian studies.
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6

Lloyd, David T. "African Studies and Study Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 6, no. 1 (December 15, 2000): 99–116. http://dx.doi.org/10.36366/frontiers.v6i1.82.

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Anyone trying to understand the relationship between African studies and study abroad in Africa faces a daunting task. One must analyze a diversity of ideas and issues emanating from various professional publications and organizations, as well as research specific initiatives within numerous institutions, that have helped define and shape the field of African studies over at least the last half-century. Moreover, it soon becomes evident that the development of African studies, including study abroad in Africa, cannot be understood in isolation but must be placed within the larger context of the development of, as well as debates about, international and area studies and study abroad in U.S. higher education. These must be placed in the even wider context of the interplay of forces shaping higher education in the United States, and increasingly abroad in Africa and the African diaspora, especially at the undergraduate level. Finally, while the fortunes of African studies and study abroad in Africa have been inextricably connected, drawing direct or even indirect causal relationships is ambiguous in many aspects. In brief, the inquiry into the connections between African studies and study abroad in Africa is at a very rudimentary stage, scarcely as yet receiving the attention by the scholarly community inside and outside of Africa that it deserves.
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Cressey, William W. "Study Abroad and Area Studies." African Issues 28, no. 1-2 (2000): 46–48. http://dx.doi.org/10.1017/s1548450500006843.

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Recently the Institute for International Education released statistics for the 1997–1998 academic year showing that larger numbers of American undergraduates are choosing to spend part or all of an academic year abroad. To us in the profession, it is gratifying that the value of an overseas experience has been more widely recognized in recent years.
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8

Schieder, Chelsea Szendi. "Tokyo 1969: studying abroad, striking abroad." Sixties 10, no. 2 (July 3, 2017): 150–64. http://dx.doi.org/10.1080/17541328.2017.1390647.

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9

Urdziņa-Deruma, Māra, and Lolita Šelvaha. "Crafts and Home Economics Studies Abroad." International Journal of Smart Education and Urban Society 9, no. 4 (October 2018): 77–89. http://dx.doi.org/10.4018/ijseus.2018100107.

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The purpose of this article is to research and analyze the differences students have noted in foreign programmes and suggest ways to development the crafts and home economics teacher education programme in Latvia. Students (n=14) were interviewed and asked to describe any noted differences in the study organization process; indicate the various methods, assignments, and assessment practices used in home economics and craft courses, including teaching practice; and attitude of students towards the study process. Content analysis of the interviews indicate students' suggestions to development the crafts and home economics learning and teaching process, as well changes in teaching practice made by the students. Research results indicate that the students offered more information on differences than suggestions for development. The greatest differences were noted in the acquisition of crafts skills, followed by the organization of the study process and home economics. Student suggestions focused mainly on course content, but actual changes were implemented in teaching methods.
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10

김한균. "[Movements abroad] Global Democratic Legal Studies." Democratic Legal Studies ll, no. 62 (November 2016): 433–44. http://dx.doi.org/10.15756/dls.2016..62.433.

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11

Meihua, Yan, Jiang Bo, Gao Yunyan, and Zhang Jiawei. "First Batch of Students for Studies Abroad Generated Under New Regulations on Publicly Funded Studies Abroad." Chinese Education & Society 31, no. 2 (March 1998): 9–11. http://dx.doi.org/10.2753/ced1061-193231029.

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12

Havrylenko, Valeriia. "STUDIES OF TERMINOLOGY ABROAD: THE KEY MILESTONES." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 7(75) (September 26, 2019): 152–55. http://dx.doi.org/10.25264/2519-2558-2019-7(75)-152-155.

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13

Whatley, Melissa. "Who Studies Abroad at US Community Colleges?" Journal of Comparative & International Higher Education 10, Winter (January 17, 2019): 66–69. http://dx.doi.org/10.32674/jcihe.v10iwinter.695.

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14

Reimer, Jennifer A. "Latin@ studies abroad: Making the transnational international." Latino Studies 14, no. 2 (June 2016): 258–64. http://dx.doi.org/10.1057/lst.2016.7.

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15

Beach, Richard, and George Sherman. "Rethinking Canada: Canadian Studies and Study Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 6, no. 1 (December 15, 2000): 59–72. http://dx.doi.org/10.36366/frontiers.v6i1.79.

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Americans have been studying “abroad” in Canada on a freelance basis for generations, and for many different reasons. Certain regions of Canada, for example, provide excellent, close-to-home opportunities to study French and/or to study in a French-speaking environment. Opportunities are available coast-to-coast for “foreign studies” in an English-speaking environment. Additionally, many students are interested in visiting cities or areas from which immediate family members or relatives emigrated to the United States. Traditionally, many more Canadians have sought higher education degrees in the United States than the reverse. However, this is about to change. Tearing a creative page out of the American university admissions handbook, Canadian universities are aggressively recruiting in the United States with the up-front argument that a Canadian education is less expensive, and a more subtle argument that it is perhaps better.
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16

Itamar Rabinovich. "Innocent Abroad (review)." Shofar: An Interdisciplinary Journal of Jewish Studies 28, no. 2 (2010): 157–59. http://dx.doi.org/10.1353/sho.0.0449.

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17

Mercer, Calvin. "Finding Freedom Abroad: Working with Conservative Christian Students in Study Abroad Programs." Teaching Theology & Religion 18, no. 1 (January 2015): 81–87. http://dx.doi.org/10.1111/teth.12266.

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18

Terc, Mandy. "Citizens Abroad." American Journal of Islam and Society 24, no. 2 (April 1, 2007): 114–16. http://dx.doi.org/10.35632/ajis.v24i2.1551.

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This book explores a critical and often neglected aspect of emigration fromMiddle Eastern countries. Rather than focusing on the policies of the statesreceiving Middle Eastern immigrants, Brand’s research studies the policies ofthose Middle Eastern states from which emigration originates. She attributesthis neglect to the chauvinism of scholars writing from the Americas andWestern Europe who have made their own countries the central actors of theirresearch. Her other theoretical contribution is to challenge and deconstructsimplistic and outdated conceptions of state sovereignty. She selects four casestudies (viz., Morocco, Tunisia, Lebanon, and Jordan), noting each one’s variedlevels of involvement in the expatriates’ lives, the emigrants’ differentdestinations, and the dissimilar relationships between the expatriates and theircountries of origin. By bringing together four disparate cases in one book,Brand addresses the larger question of how emigration from states impactsthe originating states’ conceptions of their own sovereignty ...
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19

Cohen, Joshua I. "Harlem and Abroad." Wasafiri 34, no. 3 (July 3, 2019): 37–48. http://dx.doi.org/10.1080/02690055.2019.1613012.

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20

Solomon, Jeff. "A Boy Abroad." Harrington Gay Men's Literary Quarterly 8, no. 3 (May 15, 2007): 61–69. http://dx.doi.org/10.1300/j510v08n03_09.

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21

Balakirsky Katz, Maya. "Bambi Abroad, 1924–1954." AJS Review 44, no. 2 (October 22, 2020): 286–316. http://dx.doi.org/10.1017/s0364009420000070.

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AbstractThis paper explores the visual sources that inspired Felix Salten's Bambi, Eine Lebensgeschichte aus dem Walde (1923), and its postpublication legacy in America, Poland, India, Israel, and Russia. While both Jewish and non-Jewish artists embraced the hunted deer motif as their own “national folktale,” the Jewish roots of the visual motif are critical to understanding the revisions and adaptations of the tale in the mid-twentieth century. The case of the myriad revamps of Bambi demonstrates that the nationalist idiom was so elastic in the mid-twentieth century that it functioned as an aesthetic mode rather than an a priori category of identity. At the center of the analysis is the contention that Jewish artists, filmmakers, and writers used the aesthetic properties of the nationalist idiom not only to forge a path to political agency but also to build a shelter from the nation-state.
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22

Edwards, Justin D. "“Why Go Abroad?”." Journal of Urban History 29, no. 1 (November 2002): 6–24. http://dx.doi.org/10.1177/009614402237570.

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23

Grosz-Ngaté, Maria, Saskia Pallais, and Jonathan Walz. "Study Abroad in Tanzania." African Issues 28, no. 1-2 (2000): 119–23. http://dx.doi.org/10.1017/s1548450500007009.

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The University of Florida (UF) Center for African Studies and International Center jointly sponsor an academic-year program at the University of Dar es Salaam (UDSM) in Tanzania. Begun in 1989, the program offers students from across the United States the opportunity to pursue their studies in a range of fields alongside Tanzanian students. Students pay UDSM tuition and a program development fee. In accordance with the agreement between UDSM and UF, tuition is deposited in an account at the University of Florida to be used for UDSM faculty development: Each year several junior faculty members nominated by their departments spend three months at UF working in consultation with local faculty and using UF library and computer facilities. In my capacity as assistant director of the Center for African Studies, I have had the pleasure of working with both the visiting Tanzanian faculty and the U.S. students going to Tanzania.
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24

Al-Dabbagh, Abdulla, and John Jeffries Martin. "The Renaissance: Italy and Abroad." Sixteenth Century Journal 35, no. 2 (July 1, 2004): 607. http://dx.doi.org/10.2307/20477015.

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25

Qun, Ding. "Improve the Benefits from Publicly Funded Studies Abroad." Chinese Education & Society 31, no. 2 (March 1998): 41–51. http://dx.doi.org/10.2753/ced1061-1932310241.

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26

Baruch, Yehuda, Pawan S. Budhwar, and Naresh Khatri. "Brain drain: Inclination to stay abroad after studies." Journal of World Business 42, no. 1 (March 2007): 99–112. http://dx.doi.org/10.1016/j.jwb.2006.11.004.

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27

EGAMI, Toshinori. "Can digital go abroad? : For international Japanese studies." Journal of Information Processing and Management 57, no. 1 (2014): 43–46. http://dx.doi.org/10.1241/johokanri.57.43.

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28

PIETRO, GIORGIO DI, and LIONEL PAGE. "Who Studies Abroad? Evidence from France and Italy." European Journal of Education 43, no. 3 (September 2008): 389–98. http://dx.doi.org/10.1111/j.1465-3435.2008.00355.x.

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29

Kulacki, Gregory. "Area Studies and Study Abroad: The Chinese Experience." Frontiers: The Interdisciplinary Journal of Study Abroad 6, no. 1 (December 15, 2000): 23–46. http://dx.doi.org/10.36366/frontiers.v6i1.77.

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Area studies can play a constructive role in preparing students for study abroad when it stays away from addressing questions of culture. Factual information about the geography, demographic trends, or economic and political machinery operating in another part of the world can be an asset in the effort to maximize the educational potential of a period of study abroad. Too often, however, area studies inquiries are concerned with comparisons, and with theoretical speculation on the reasons for differences between countries and peoples. For many undergraduate students the subjective and tentative products of inquiries into cultural differences often take on the appearance of objective and scientific facts that students then use to resolve intercultural problems.
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30

Gaudino, Ann C., and Eleanor V. Wilson. "The Long-Term Effects of International Student Teaching Placements." Journal of Comparative & International Higher Education 11, Spring (April 3, 2019): 22–29. http://dx.doi.org/10.32674/jcihe.v11ispring.927.

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There is scant literature involving studies with classroom teachers who previously student taught abroad to determine the lasting effects of student teaching abroad, if any, on their careers and teaching. Were the benefits anticipated by student teachers who student taught abroad the actual benefits that teachers who student taught abroad experienced? This studied attempted to fill this gap by interviewing a university coordinator of an abroad student teaching program and alumni of the program who are now practicing educators and providing recommendations for university international student teaching programs.
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31

Long, Theodore E. "From Study Abroad to Global Studies: Reconstructing International Education for a Globalized World." Frontiers: The Interdisciplinary Journal of Study Abroad 22, no. 1 (January 15, 2013): 25–36. http://dx.doi.org/10.36366/frontiers.v22i1.317.

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Study abroad has become a substantial enterprise as educators embraced the idea that learning about other cultures is a critical component of becoming an educated person, succeeding at work, and serving as an effective citizen (Bok, 2006). Many students report that study abroad has been a transformative life experience and studies now show that study abroad is positively related to student persistence and success, and liberal educators purport that it is an essential element of learning for personal and social responsibility (Association of American Colleges & Universities.). In some important ways, though, the educational value of study abroad today does not seem to be dramatically different than what I got from my first college trips. Beyond my own experience, scholarly assessments have concluded that the empirical evidence for the effects of study abroad is weak (Pascarella and Terenzini). In this article, I attempt to understand this apparent lack of real progress and impact in study abroad and how we can transcend its limitations. I will address these issues from a broad perspective, focusing on defining structures and central tendencies, not specific activities or programs.
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32

Kercher, Jan, and Nicole Rohde. "German Students Abroad." International Higher Education, no. 75 (March 17, 2014): 18–19. http://dx.doi.org/10.6017/ihe.2014.75.5434.

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Increasing the number of German graduates who have spent time abroad during their studies is a key objective of Germany's higher education policy. Available data shows that the development of internationally mobile German students depends on the type of mobility, i.e. degree or credit mobility. While there has been a marked increase in degree mobility since 1991, credit mobility quotas have stabilized at about a third of all German graduates since 2000. Thus, Germany has surpassed the Europe-wide target which states that 20% of all graduates should spend a study or training period abroad by 2020. Meanwhile, the Joint Science Conference (GWK) of the federal and state governments considers 50% of graduates who gained study-related experience abroad as a mid-term goal.
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33

Krivokapić, Marija, and Aleksandra Nikčević Batrićević. "HOME-THOUGHTS, FROM ABROAD." HOME-THOUGHTS, FROM ABROAD XI, no. 31 (2020): 7–10. http://dx.doi.org/10.31902/fll.31.2020.1.

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The papers collected in this issue are the result of the XV International Conference on Anglo-American Literary Studies that took place in Cetinje, Montenegro, on June 27-28, 2019, at the National Library “Đurđe Crnojević” and the American Corner. The conference topic is taken from Robert Browning’s poem of the same title.
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34

Coffman, Jennifer E., and Kevin Brennan. "African Studies Abroad: Meaning and Impact of America’s Burgeoning Export Industry." Frontiers: The Interdisciplinary Journal of Study Abroad 9, no. 1 (August 15, 2003): 139–47. http://dx.doi.org/10.36366/frontiers.v9i1.118.

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American education operates as an export industry, as indicated by the proliferation of American study abroad programs in Africa and the influx of Africans seeking degrees from American universities. In this article, we have used statistics (from the Institute for International Education (IIE)’s Open Doors and NAFSA/SECUSSA) compiled to track this educational exchange and estimate economic investments made by students and their host institutions into the socio-geographical areas in which the programs take place. These statistics, coupled with the authors’ experiences in directing study abroad programs, suggest the urgency of adopting more equitable models of reciprocity. Commensurate with our desire to see more American students engaged in African studies at home and abroad, we further emphasize the need for a re-invigoration and deployment of the concept of “capacity building” to achieve such ideals. This entails examining the economics of exchanges, but also reconsidering the social and intellectual impacts of the ways in which study abroad programs are conceived and implemented.
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35

Baker, Colin, and Harry Brind. "Lying Abroad: Diplomatic Memoirs." International Journal of African Historical Studies 32, no. 2/3 (1999): 471. http://dx.doi.org/10.2307/220380.

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36

Barbour, John D. "“Oh Events” for the Professor: Studies and Stories of Religious Studies Abroad." Teaching Theology & Religion 18, no. 1 (January 2015): 88–96. http://dx.doi.org/10.1111/teth.12267.

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37

Kusumawati, Andriani. "Tourism and Study Abroad Options." Journal of International Students 10, S3 (November 5, 2020): 1–23. http://dx.doi.org/10.32674/jis.v10is3.2712.

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How prospective postgraduate students make a decision about overseas universities for their study and tourism remains scarcely reported. This qualitative study examines how Indonesian students explore information that influences their decision to choose an overseas university. Anchored in an interpretative paradigm, data were collected through semi-structured interviews and a qualitative questionnaire distributed to 19 Indonesian postgraduate students who just completed their studies in six different countries. Findings showed that university websites, social media, and advice from the reference groups facilitated mostly by the internet are valuable information sources considered by the students. Finally, implications and recommendations are presented for future studies.
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38

Fritze, Ronald H., and David Loades. "John Foxe at Home and Abroad." Sixteenth Century Journal 36, no. 4 (December 1, 2005): 1108. http://dx.doi.org/10.2307/20477600.

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39

Park, MiKyung. "Current State of Research on Korean Music Studies Abroad." STUDIES IN KOREAN MUSIC 45 (June 30, 2009): 119–48. http://dx.doi.org/10.35983/sikm.2009.45.119.

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40

Weidong, Du. "No "Identity" Six Months After Returning from Studies Abroad." Chinese Education & Society 33, no. 5 (September 2000): 36–37. http://dx.doi.org/10.2753/ced1061-1932330536.

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41

Cotterrell, Roger. "Emmanuel Lévy and Legal Studies : A View from Abroad." Droit et société 56-57, no. 1 (2004): 131. http://dx.doi.org/10.3917/drs.056.0131.

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42

Sison, Marianne D., and Linda Brennan. "Students as global citizens: strategies for mobilizing studies abroad." Journal of Marketing for Higher Education 22, no. 2 (December 2012): 167–81. http://dx.doi.org/10.1080/08841241.2012.736884.

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43

Ray, Sarbapriya. "Revisiting Productivity Studies in India and Abroad: An Overview." Journal of Economic Philosophy 1, no. 1 (2013): 1. http://dx.doi.org/10.12966/jep.05.01.2013.

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44

Ilieva, Boyka, Bilyana Todorova, and Maria Anastasova. "International academic forum Bulgarian Studies Abroad, Philology at Home." Opera Slavica, no. 2 (2019): 73–76. http://dx.doi.org/10.5817/os2019-2-6.

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45

Fernàndez, Josep-Anton. "Xarxa Llull: The University Network of Catalan Studies Abroad." Journal of Catalan Intellectual History 1, no. 11 (October 1, 2017): 158–62. http://dx.doi.org/10.1515/jocih-2016-0015.

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AbstractThis article provides an outline of the network of universities where Catalan is taught outside the Catalan-speaking territories. This network is coordinated and managed by the Institut Ramon Llull, the public body created by the governments of Catalonia and the Balearic Islands and the city of Barcelona with the mission to promote the Catalan language and culture abroad. It consists of 145 universities in 28 countries, of which 87 universities receive funding from the IRL. The article describes the main characteristics and activities of this network, defines the value it creates for the various stakeholders that participate in it, and outlines its main objectives and projects for the immediate future.
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46

Muthyala, John. "'America' in transit The heresies of American studies abroad." Comparative American Studies An International Journal 1, no. 4 (December 2003): 395–420. http://dx.doi.org/10.1177/1477570003014001.

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47

Horne, Brian. "Book Review: The Word Has Been Abroad." Theology 102, no. 805 (January 1999): 51–52. http://dx.doi.org/10.1177/0040571x9910200117.

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48

Byker, Erik Jon, and Tingting Xu. "Developing Global Competencies through International Teaching: Using Critical Cosmopolitan Theory to Compare Case Studies of Two Study Abroad Programs." Frontiers: The Interdisciplinary Journal of Study Abroad 31, no. 2 (November 14, 2019): 105–20. http://dx.doi.org/10.36366/frontiers.v31i2.457.

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For students to become global citizens they need globally competent teachers. The purpose of this article is to describe and compare the development of global competencies in teacher candidates who participated in international teaching-focused study abroad programs. The article is framed by Critical Cosmopolitan Theory (Byker, 2013), which offers a lens for the development of global competencies through the fusion of critical consciousness (Freire, 1970) and cosmopolitanism (Appiah, 2010). In the field of teacher education, study abroad experiences can help enhance teacher candidates’ commitment to culturally responsive teaching practices (Gay, 2002) and intercultural awareness (Hammer, Bennett, & Wiseman, 2003). The article reports on two case studies of study abroad programs for U.S. teacher candidates. One case study focuses on a study abroad program in China (n=13) and the other case study focuses on a study abroad program in South Africa (n=22). The article compares the teacher candidates’ perceptions of their study abroad experiences in relationship to the development of global competencies.
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49

Swimelar, Safia. "International and Global Studies Capstone Course Innovations: Multimedia Identity Video Collage and Study Abroad Integration." International Studies Perspectives 21, no. 4 (January 22, 2020): 379–402. http://dx.doi.org/10.1093/isp/ekz030.

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Abstract This article contributes to the scholarship of teaching and learning in international studies by modeling how a capstone course and multimedia project can support students’ integration of study abroad experiences and learning into their academic work and personal development. The multimedia video collage capstone project empowered students to (re)examine their study abroad site and narrate an identity and globalization theme using local material and sources, from films and novels, to news broadcasts and scholarly writings. The quantitative and qualitative data presented reveals that students found that the capstone video collage project helped them to reflect critically on their study abroad experience and connect learning from abroad and at home. Finally, the course and video collage project revealed to students the subjective nature of narration and visual representation, key revelations to intercultural awareness and international studies learning.
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50

Helamaa, Tiina. "Bibliography of Finnish Population Studies 2011–2013." Finnish Yearbook of Population Research 49 (December 31, 2014): 169–216. http://dx.doi.org/10.23979/fypr.48429.

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The bibliography covers the literature on population research published by Finnish authors in Finland and abroad during the year 2011-2013. Also included are studies by foreign authors on Finnish population. Included are independent publications and articles in periodicals and compiled works as well as nationwide Finnish statistics. In general the bibliography excludes nonscientific articles in newspapers and weeklies as well as unpublished reports and academic theses. Also not included are studies presented in proceedings of conferences held in Finland if they are written abroad and treated subjects outside Finland. Neither are comparative studies where Finland not forms a substantial part included in the bibliography. Coverage is less complete in peripheral fields.
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