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Autor/inGeibel, William Robertson
TitelA Pedagogy of Student Mobility: Facilitating Humanistic Outcomes in Internationalization and Student Mobility
QuelleIn: Journal of Comparative and International Higher Education, 12 (2020) 1, S.67-77 (11 Seiten)
PDF als Volltext kostenfreie Datei Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2151-0393
SchlagwörterStudent Mobility; Humanism; Educational Objectives; Global Approach; Higher Education; International Education; College Students; Foreign Students; Study Abroad; Motivation; International Relations; Self Concept
AbstractOver the last several decades, universities around the world have initiated processes of internationalization in an effort to respond to the growing influence of globalization and remain leaders in the vastly competitive space of higher education (Helms, Brajkovic, and Struthers 2017; Knight 2012). Universities have focused their internationalization efforts on student mobility (i.e. the sending and receiving of students to/from foreign destinations while enrolled in a degree program) with the belief that the act of mixing international and domestic students on campuses most effectively, or perhaps most easily, contributes to their missions of educating the next generation of global citizens who are aware and appreciative of the world and its many people, countries, and cultures (Burn 1990; Helms, Brajkovic, and Struthers 2017; Knight 2012). Accompanying the growth of international students has been a rising acknowledgement of the importance of student mobility on US higher education. As a result, there has been a wave of research looking at the impacts of internationalization on students and campuses over the past 15-20 years (Peterson, Briggs, Dreasher, Horner, and Nelson 1999; Ho, Bulman-Fleming, and Mitchell 2003; Urban and Palmer 2014). However, much of this scholarship has been focused on the "outcomes" of such programs, rather than the process of learning that takes place within them. The result has been a relative lack of exploration into international student programs through the lens of educational theory and the types of pedagogy that would best facilitate the objectives of internationalization. In response, this paper puts forth an initial articulation of a pedagogy of student mobility aimed at improving the effectiveness of such programs in fostering humanistic outcomes, such as global engagement, awareness, and understanding. To provide the necessary context for why a pedagogy of student mobility is needed, the author first lays out the benefits that motivate universities to invest in student mobility programs in order better understand the implicit learning outcomes that universities anticipate. Then, the author provides an overview of the areas in which student mobility falls short of these expectations to highlight the need for improvement. Finally, he concludes with an articulate of what a pedagogy of student mobility must look like if the shortcomings of student mobility are to be addressed. (ERIC).
AnmerkungenJournal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://www.ojed.org/index.php/jcihe/index
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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