Frontiers: The interdisciplinary journal of study abroad最新文献

{"title":"Travel Health-Related Preparation Practices of Institutions of Higher Education and Occurrence of Health-Related Events Among Undergraduate Students Studying Abroad, 2018–2021","authors":"Kristina Angelo, Kaitlyn Ciampaglio, Julie Richards, Anjali Silva, Catherine Ebelke, Gerard Flaherty, Gary Brunette, Sarah Kohl","doi":"10.36366/frontiers.v36i1.871","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.871","url":null,"abstract":"Background: Knowledge of specific health-related events encountered by students studying abroad and the availability and use of pre-travel healthcare for these students is lacking. Methods:  Anonymous web-based questionnaires were sent to study abroad offices, student health centers, and undergraduate students after studying abroad at eight institutions of higher education in the United States and Ireland from 2018–2021. Analyses were descriptive; relative risks and 95% confidence intervals were calculated for health-related events. Results: One study abroad office required a pre-travel consultation. All student health centers had pre-travel counseling available. Among 686 students, there were 307 infectious and 1,588 non-infectious health-related issues; 12 students (2%) were hospitalized. Duration of travel and timing of a pre-travel consultation impacted the risk of health-related events. Certain mental health conditions were associated with increased risk of alcohol and drug use. Conclusion: Future studies should address the optimal timing and best practices to optimize health for students studying abroad.","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"50 s251","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140694738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultural and Cognitive Syntheses After Short-Term Music Study Abroad","authors":"Daniel Antonelli","doi":"10.36366/frontiers.v36i1.823","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.823","url":null,"abstract":"The purpose of this focused qualitative study was to examine two urban high school students’ perceptions of a study-abroad experience, five years after the fact, with the intention of assessing long-term effects on increased global competency and awareness. The interviewees, selected from 11 participants, brought an already rich intercultural perspective and as such, their experiences illuminated the profound benefits of short-term study abroad experiences. Interviews were designed to elicit whether the principle of global competency could be discerned along two basic criteria, acquisition of cultural knowledge, and capacity/desire for close observation and self-reflection. Viewed through the theories of experiential learning, this paper will explore related pedagogical themes as well as point to the cognitive issues at stake in a longitudinal approach to qualitative research.\u0000Abstract in Spanish\u0000El propósito de este estudio cualitativo estuvo enfocado en examinar las percepciones de dos estudiantes de una escuela secundaria urbana sobre sus experiencias de estudio en el extranjero, cinco años después de ocurridas las mismas, con la intención de evaluar los efectos a largo plazo sobre una mayor competencia y conciencia global (global competency). Los entrevistados, seleccionados de entre 11 participantes, ya contaban con una perspectiva intercultural enriquecida y, como tal, sus experiencias iluminaron los profundos beneficios de las experiencias de estudios de corta duración en el extranjero. Las entrevistas fueron diseñadas para determinar si el principio de competencia global podía discernirse mediante dos criterios básicos: adquisición de conocimientos culturales y capacidad/deseo de observación minuciosa y de autorreflexión. Visto a través de las teorías de aprendizaje experiencial (experiential learning), este artículo explorará temas pedagógicos relacionados y destacará las cuestiones cognitivas en juego en un enfoque longitudinal de la investigación cualitativa.\u0000Abstract in German\u0000Ziel dieser fokussiert-qualitativen Studie war es, die Wahrnehmung von zwei städtischen Gymnasiasten über einen Studienaufenthalt im Ausland fünf Jahre später in der Rückschau zu erfassen, um so die langfristigen Auswirkungen einer solchen Erfahrung auf die Ausprägung globaler Kompetenz (global competency) und interkulturellen Bewusstseins zu bewerten. Die Befragten, die aus 11 TeilnehmerInnen ausgewählt wurden, verfügten bereits über eine vertiefte interkulturelle Perspektive. Ihre in dieser Studie beschriebenen Erfahrungen verdeutlichen die tiefgreifenden Vorteile von kurzen Studienaufenthalten im Ausland. Die Interviews wurden so gestaltet, dass bestimmt werden konnte, ob das Konzept der globalen Kompetenz anhand zweier grundlegender Kriterien - dem Erwerb kulturellen Wissens und der Fähigkeit zur genauen Beobachtung und Selbstreflexion - erkannt werden kann. Ausgehend von den Theorien des erfahrungsorientierten Lernens (experiential learning) untersucht dies","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"1 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140695135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Borders or Barriers? Assessing Geographic, Economic, and Institutional Factors Related to Study Abroad Access and Participation at Four-Year Colleges and Universities","authors":"Melissa Whatley, Andrew Crain, Joshua Patterson","doi":"10.36366/frontiers.v36i1.809","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.809","url":null,"abstract":"Although more students study abroad today than in decades prior, participation still lags behind national goals put forth by the Lincoln Commission. Many students plan to study abroad, yet this often does not correspond with actual participation. This gap suggests there are barriers that prevent study abroad intentions from evolving into program enrollment. This study analyzes full population data and a NSSE (National Survey of Student Engagement) subset to distinguish study abroad and non-study abroad student intentions and participation between 2007 and 2017 at a four-year public liberal arts university in the U.S. Midwest. The role of demographic, academic, and socioeconomic factors are explored using logistic regression. Findings confirm the alignment of study abroad patterns with student characteristics, which represent barriers as well as opportunities for study abroad participation. Interventions at the institutional and individual level could be useful for addressing social group disparities and the participation gap.\u0000Abstract in Spanish\u0000Usando datos de instituciones de educación superior estadounidenses públicas y privadas sin fines de lucro, este estudio explora la estratificación espacial a través de cuestiones de acceso y participación en estudios en el extranjero. A partir de la teoría de la desigualdad espacial, examinamos tres categorías de indicadores espacialmente variables: estructuras económicas, arreglos institucionales y factores de situación/lugar espacial. Los hallazgos ofrecen evidencia de relaciones espaciales desiguales en los estudios en el extranjero. Más específicamente, encontramos que los arreglos institucionales de instituciones de educación superior, muchos de los cuales están íntimamente vinculados a la espacialidad, son predictores significativos tanto de si una institución ofrece estudios en el extranjero como de cuántos estudiantes participan. Por ejemplo, es más probable que las instituciones con enfoque en la investigación se ubiquen en áreas urbanas, y nuestros resultados indican que es más probable que estas instituciones ofrezcan programas de estudio en el extranjero. Estos resultados indican una estratificación no solo de acceso, sino también de participación en estudios en el extranjero, las cuales tienen implicaciones importantes para la práctica de la educación internacional y la investigación futura.","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"33 S122","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140695215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Study Abroad and Intensive Linguistic Immersion in Spain: Undergraduate Oral Proficiency for Short-Term Study Abroad","authors":"D. Moneypenny, Rosalie Aldrich","doi":"10.36366/frontiers.v36i1.781","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.781","url":null,"abstract":"Study abroad is an important piece of the internationalization of curriculum and is particularly advantageous for second language learners. Many students study abroad to learn a language and the majority of students studying abroad enroll in shorter-term programs. Given their strong representation in the field of study abroad, the following article addresses second language students and oral proficiency in shorter-term study abroad programs. This study focuses on participants (n = 8) who spent three weeks in Spain. These students completed six credit hours of online spring semester coursework and signed an immersion contract for their three weeks abroad over the summer. Before departure and upon returning they took the Versant for Spanish test. Findings indicated that the three-week program abroad led to gains in overall Spanish oral proficiency as well as in vocabulary acquisition, fluency, and pronunciation skills.","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"28 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140696792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}