Christina W. Yao, Leslie Jo Shelton, Kaleb L. Briscoe, Charles J. Thompson
{"title":"超越美国边界:高等教育与学生事务国际专业准备课程探索","authors":"Christina W. Yao, Leslie Jo Shelton, Kaleb L. Briscoe, Charles J. Thompson","doi":"10.1353/csj.2022.0010","DOIUrl":null,"url":null,"abstract":"Abstract:This qualitative study explored how U.S. higher education/student affairs (HESA) master’s graduate preparation programs and curriculum socialized graduates for full time HESA work abroad post-graduation. Participants revealed that the formal curriculum was U.S.-centric in classroom conversations, course projects, and electives. The informal curriculum offered the most direct international-related learning opportunities such as study abroad, practicum, and assistantships. The most pervasive aspect was the hidden curriculum including limited application of U.S.-based theories and the support for job searching. Implications for practice include deliberate exposure to internationally-focused opportunities in and out of the classroom. In addition, professional associations may provide valuable connections to assist in graduate students’ socialization for full time HESA work abroad.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Beyond U.S. Borders: A Curricular Exploration of Higher Education and Student Affairs International Professional Preparation\",\"authors\":\"Christina W. Yao, Leslie Jo Shelton, Kaleb L. Briscoe, Charles J. Thompson\",\"doi\":\"10.1353/csj.2022.0010\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract:This qualitative study explored how U.S. higher education/student affairs (HESA) master’s graduate preparation programs and curriculum socialized graduates for full time HESA work abroad post-graduation. Participants revealed that the formal curriculum was U.S.-centric in classroom conversations, course projects, and electives. The informal curriculum offered the most direct international-related learning opportunities such as study abroad, practicum, and assistantships. The most pervasive aspect was the hidden curriculum including limited application of U.S.-based theories and the support for job searching. Implications for practice include deliberate exposure to internationally-focused opportunities in and out of the classroom. In addition, professional associations may provide valuable connections to assist in graduate students’ socialization for full time HESA work abroad.\",\"PeriodicalId\":93820,\"journal\":{\"name\":\"The College student affairs journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The College student affairs journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1353/csj.2022.0010\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The College student affairs journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1353/csj.2022.0010","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Beyond U.S. Borders: A Curricular Exploration of Higher Education and Student Affairs International Professional Preparation
Abstract:This qualitative study explored how U.S. higher education/student affairs (HESA) master’s graduate preparation programs and curriculum socialized graduates for full time HESA work abroad post-graduation. Participants revealed that the formal curriculum was U.S.-centric in classroom conversations, course projects, and electives. The informal curriculum offered the most direct international-related learning opportunities such as study abroad, practicum, and assistantships. The most pervasive aspect was the hidden curriculum including limited application of U.S.-based theories and the support for job searching. Implications for practice include deliberate exposure to internationally-focused opportunities in and out of the classroom. In addition, professional associations may provide valuable connections to assist in graduate students’ socialization for full time HESA work abroad.
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