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Autor/inn/en | Wang, Zhiqi; Crawford, Ian; Liu, Lu |
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Titel | Higher Achievers? Mobility Programmes, Generic Skills, and Academic Learning: A UK Case Study |
Quelle | In: Intercultural Education, 31 (2020) 1, S.68-86 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1467-5986 |
DOI | 10.1080/14675986.2019.1666246 |
Schlagwörter | High Achievement; Second Language Learning; Second Language Instruction; Foreign Countries; Student Mobility; Cultural Awareness; Management Development; International Education; Outcomes of Education; Modern Languages; Educational Benefits; Comparative Analysis; Academic Achievement; Student Characteristics; Age Differences; Gender Differences; Socioeconomic Status; Ethnicity; Longitudinal Studies; Undergraduate Students; Place of Residence; Study Abroad; United Kingdom Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Cultural identity; Kulturelle Identität; Internationale Erziehung; Lernleistung; Schulerfolg; Gegenwartssprache; Bildungsertrag; Schulleistung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Ethnizität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Wohnort; Studies abroad; Auslandsstudium; Großbritannien |
Abstract | The received wisdom is that mobility programmes considerably contribute to students in terms of the development of generic skills, language and multicultural competence and competitive advantage in the global labour market. Surprisingly, the impacts of mobility programmes on academic learning have received very limited research interest in the literature. This study uses students enrolled on international management and modern language degrees in a British university to investigate the benefits of a yearlong study abroad programme, on the development of linguistic and multicultural skills measured by their academic results pre- and post-international mobility. Using a control group of students who stay on campus, quantitative data drawn from a longitudinal study over 8 years conclusively suggest that study abroad students academically outperform control group students after controlling for gender, domicile, ethnicity, socio-economic status, prior academic performance and age. The implications of these results on higher education and policy-making are discussed. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/1/01 |