Outcomes of Global Education: External and Internal Change Associated With Study Abroad

نویسندگان

  • Cindy Miller-Perrin
  • Don Thompson
چکیده

College students in the United States have studied abroad as part of their educational experience since Indiana University first sponsored its summer educational tours in 1881, according to the chronology of Hoffa (2007). Soon thereafter, many schools established programs abroad and by the third decade of the 20th century, there was some kind of study abroad offering for undergraduates available in nearly every college on the eastern seaboard of the United States, complementing an effort by many European universities to offer summer courses for foreigners on their own campuses (Hoffa, 2007). Not only do a significant number of universities currently have students who study abroad, but also the frequency of student participation in these programs has risen dramatically over the last 20 years. According to Bhandari and Chow (2007), there were approximately 44,000 U.S. students who studied abroad for academic credit in 1986, compared to over 223,000 students in 2006. This represents an average annual growth rate of 23%. Indeed, many universities actually require students to obtain an educational experience abroad and the U.S. Congress has expressed a bipartisan goal to include study abroad experiences for one million American students by 2017 (Che, Spearman, & Manizade, 2009; Lewin, 2009). College students participate in study abroad programs for many reasons, including their desire to travel, to experience another culture, to enhance their language skills, to fulfill degree requirements for their university, or simply to take advantage of the opportunity to live and learn in another setting. U.S. colleges and universities, in turn, have their own reasons for offering study abroad experiences for their students which have

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تاریخ انتشار 2014