Possibilities and Constraints of Fostering Deeper Study Abroad Experiences

The Lived Experiences of 50 Years of US Students in Japan

  • Sarah Asada Kyoritsu Women's University
Keywords: study abroad, program design, curricular, non-curricular, Japan

Abstract

This paper aims to understand the mechanisms of how study abroad program design assists and hinders integration into the local student community and host society during the study abroad experience, focusing on a select US study abroad program in Japan over 50 years. The findings, based on 25 semi-structured in-depth interviews, suggest curricular as well as non-curricular experiences provide opportunities for integration into the host society. Furthermore, historical organizational changes in the study abroad program and internationalization aspirations of the host institution provide additional opportunities for integration. However, the findings also suggest difficulties in the process, particularly in relation to curricular elements and socio-cultural barriers. Finally, while on-site administrative staff can provide guidance, the presented results underline the importance of creating an atmosphere that promotes students’ independence.

Downloads

Download data is not yet available.

References

Engle, L., & Engle, J. 2003. “Study about Levels: Toward a Classification of Program Types.” Frontiers: The Interdisciplinary Journal of Study Abroad 9 (Fall 2003): 1-20.
Enns, C. Z. 2016. Experiencing cultural psychology in Japan and East Asia. In Gross, D. and Enns, C. Z. (eds.), Internationalizing the Undergraduate Psychology Curriculum: Practical Lessons Learned at Home and Abroad (pp. 73-90), Washington, DC: American Psychological Association.
Forbes-Mewett, H. & Nyland, C. 2008. “Cultural Diversity, Relocation, and the Security of International Students at an Internationalised University.” Journal of Studies in International Education, 12(2): 181-203. doi: 10.1177/1028315307308136
Gebhard, J. 2012. “International Students’ Adjustment Problems and Behaviors.” Journal of International Students, 2(2): 184-193.
Hammer, M. R. 2012. The intercultural development inventory: The new frontier in assessment and development of intercultural competence. In M. Vande Berg, R.M. Paige, and K.H. Lou (Eds.), Student Learning Abroad (pp. 115-136). Sterling, VA: Stylus Publishing.
Institute of International Education. 2010. Open Doors: Report on International Student Exchange 60 years. [CD-ROM] New York, NY: Institute of International Education and EducationUSA.
Institute of International Education. 2018. Open Doors: 2018 Fast Facts. Open Doors Report on International Educational Exchange. Author. Retrieved from https://www.iie.org/-/media/Files/Corporate/Open-Doors/Fast-Facts/Fast-Facts-2018.ashx?la=en&hash=E87E077CE69F84A65A9AA0B0960C2691E922835A
Jean-Francois, E. 2017. “Exploring the Perceptions of Campus Climate and Integration Strategies Used by International Students in a US University Campus.” Studies in Higher Education,DOI: 10.1080/03075079.2017.1416461
Kawaida, K., Yoshimoto, H., Goto, R., Saito, G., Ogai, Y. Morita, N., & Saito, T. 2018. “The Use of All-You-Can-Drink System, Nomihodai, Is Associated with the Increased Alcohol Consumption among College Students: A Cross-Sectional Study in Japan.” The Tohoku Journal of Experimental Medicine, 245 (4): 263-267. doi:10.1620/tjem.245.263
Krauss E.S. 1988. “The 1960s’ Japanese Student Movement in Retrospect.” In: Bernstein G.L., Fukui H. (eds) Japan and the World. St Antony’s Series. Palgrave Macmillan, London
McKeown, J. S. 2009. The First Time Effect: The Impact of Study Abroad on College Student Intellectual Deveopment. Albany, NY: The University of New York Press.
Murphy, D., Sahakyan, N., Yong-Yi, D., & Sieloff Magnan, S. 2014. “The Impact of Study Abroad on the Global Engagement of University Graduates.” Frontiers: The Interdisciplinary Journal of Study Abroad, 12 (2): 1-24.
Page, A.G. & Chahboun, S. 2019. “Emerging Empowerment of International Students: How International Student Literature has Shifted to Include the Students’ Voices.” Higher Education. doi:10.1007/s10734-019-00375-7
Paige, M., Fry, G, Stallman, E., Jon, J, & Josić, J. 2010. Beyond Immediate Impact: Study Abroad for Global Engagement (SAGE). Report submitted to the Title VI: International Research and Studies program US Department of Education, Department of Organizational Leadership, Policy, and Development College of Education and Human Development, University of Minnesota, United States of America.
Sawir, E., Marginson, S., Deumert, A., Nyland, C., & Ramia, G. 2008. “Loneliness and International Students: An Australian Study.” Journal of Studies in International Education, 12 (2): 148–180. doi:10.1177/1028315307299699
Severiens, S. E., & Schmidt, H. G. 2009. “Academic and Social Integration and Study Progress in Problem Based Learning.” Higher Education, 58 (1): 59-69. doi:10.1007/s10734-008-9181-x
Severiens, S. E., & Wolff, R. 2008. “A Comparison of Ethnic Minority and Majority Students: Social and Academic Integration, and Quality of Learning.” Studies in Higher Education, 33(3): 253-266. doi:10.1080/03075070802049194
Spencer-Oatey, & Dauber, D. 2019. “What Is Integration and Why Is It Important for Internationalization? A Multidisciplinary Review.” Journal of Studies in International Education. doi:10.1177/1028315319842346.
Rienties, B. & Tempelaar, D. 2013.” The Role of Cultural Dimensions of International and Dutch Students on Academic and Social integration and Academic Performance in the Netherlands.” International Journal of Intercultural Relations, 37 (2): 188–201. doi: 10.1016/j.ijintrel.2012.11.004
Tempelaar, D. T., Rienties, B., Giesbers, B., & Schim van der Loeff, S. 2012. “How Cultural and Learning Style Differences Impact Students’ Learning Preferences in Blended Learning.” In E. J. Francois (Ed.), Transcultural Blended Learning and Teaching in Postsecondary Education (pp. 30-51). Hershey PA: IGI-Global.
Van Mol, C., & Michielsen, J. 2015. “The Reconstruction of a Social Network Abroad. An Analysis of the Interaction Patterns of Erasmus Students.” Mobilities 10 (3): 423-444. doi:10.1080/17450101.2013.874837
Whatley, M. 2018. “Toward an Understanding of Peer Influence on Undergraduate Study Abroad Participation.” Frontiers: The Interdisciplinary Journal of Study Abroad 30 (3): 51-71.
Young, N. 2014. Seeking Best Practices for Integrating International and Domestic Students. International Student and Scholar Services, University of Minnesota. Retrieved from https://global.umn.edu/icc/documents/14_integration_best_practices_overall.pdf
Published
2019-12-29
How to Cite
Asada, S. (2019). Possibilities and Constraints of Fostering Deeper Study Abroad Experiences. Journal of Comparative & International Higher Education, 11(Winter), 44-51. https://doi.org/10.32674/jcihe.v11iWinter.1182
Section
Winter 2019 Special Edition