I en förändrad försvarsmakt där officerarna inte längre alltid har störst erfarenhet förändras också relationerna mellan soldaterna och officerarna. Erfarna soldater innebär att officeren måste förändra sitt sätt att instruera, leda, trupputbilda och truppföra. Hur tar soldaterna emot den kunskap som lärs ut av officeren? Gör det skillnad ifall officeren gjort utlandstjänst? Syftet med denna uppsats är att utifrån Försvarsmaktens nya organisation bestående av anställda soldater skapa förståelse för anställdas soldater tillit till officerare med och utan erfarenhet av utlandstjänst. Enkätundersökning nyttjades som tillvägagångssättet för att undersöka huruvida soldater känner mer tillit till officerare som gjort utlandstjänst och i så fall varför, 79 soldater från olika förband valde att svara på enkäten. Resultatet visade att tilliten till officerare som gjort utlandstjänst är högre och att personliga egenskaper i större grad än faktorn sakkunskap påverkade ökningen av tillit avseende utlandstjänstgöring. / The Armed Forces has changed and the officers are no longer always the most experienced. This is changing the relations between the soldiers and the officers. Experienced soldiers means that the officer must change the way they instruct and lead. Does the soldiers learn when the officer teaches? Does it make a difference if the officer have served abroad? The purpose of this paper is that by the Swedish Armed Forces new organization composed of professional soldiers investigate soldiers trust in officers with respect to the officers experience of serving abroad. A questionnaire survey was used to reach an answer to the question whether the soldiers feel more trust in an officer whos served abroad and in that case why. 79 soldiers from various units chose to answer the survey. The results showed that trust increases for officers who served abroad. The factor refered to as “personal haracteristics” were identified as the lead factor rather than the factor “expertise” in affecting trust linked to overseas service.

Despite efforts of U.S. education institutions to encourage study abroad participation, Black and low income students are severely underrepresented compared with their White and higher income peers. Literature reveals that a combination of individual and institutional factors influences study abroad involvement; however, they fail to address how these factors work to limit the participation of interested students. Qualitative interviews were conducted with 21 Black and White students to investigate how they navigate the study abroad process. Cultural and social capital theories were used to understand their experiences. My findings demonstrate that for students that did not study abroad, Blacks compared to Whites encountered more difficulties when trying to activate their available resources to navigate the process. Also, non participating White students were more likely to make the conscious decision not to invest their class privileges to study abroad compared with their Black counterparts. Together, these findings suggest that race and class play a role in the activation and usage of cultural and social resources to study abroad.

The objective of the study is to examine whether the experience from language courses abroad has had any impact on the career choices for four individuals. Based on a qualitative research methodology, four semi-structured interviews have been executed. The two research questions have been answered by letting four people recount their experiences from language courses abroad linked to their self-images and career choices. The outcome is that the experiences from the language courses contributed to a more or less altered self-image. Most of all, the interpersonal abilities were fostered, which led to the formation of a self-image characterized by improved confidence in social settings. The four individuals’ self-images have then impacted their career choices, however in different ways. The perceptions of their own abilities have played an important role in their choices of career paths. / Studiens syfte är att undersöka om fyra individers upplevelser av språkresan har haft betydelse för deras karriärval. Utifrån en kvalitativ forskningsmetod har fyra semistrukturerade intervjuer genomförts. Genom att låta fyra personer berätta om sina upplevelser av språkresan kopplade till deras självbilder och karriärval har studiens två forskningsfrågor kunnat besvaras. Resultatet visar att upplevelserna av språkresan bidrog till en mer eller mindre förändrad självbild hos dessa personer. Framför allt främjades den sociala utvecklingen, vilken medförde att en självbild kännetecknad av högre tilltro till sig själv i sociala sammanhang formades. De fyra personernas självbilder har i sin tur påverkat deras karriärval, om än på olika sätt. Bilden om den egna förmågan har spelat en viktig roll i val av karriärbana.

This study reviewed current Taiwan abroad-employed related regulations, administrations and fishery labor globalization with related researches so as to further probe the abroad-employed fishery workers in Tong-Kang Area of Pingtung County. Due to the unique labor import mechanism and special political situation between Taiwan and China, mainland Chinese and foreign abroad-employed fishmen have very different ways of restrictions on border crossing, working restriction and life and culture adoption. This study conducts face-to-face interviewed with government officials, union staffs, ship owners, and fishery workers to clarify the role, status of abroad-employed institution and to explore and discuss the possible future amendment for policy makers. After analyzing the interviews of the 12 cases, there are 8 main findings as follows: 1. the abroad-employed fishery play a strong and positive role on fishery labor supplement; 2.ship owners and workers expect working permits when ashore; 3.the difference and coexist of abroad and domestic employing policy, lower the number of local fishery workers and obstruct the development; 4. the institutional difference and coexist of abroad and domestic employing contribute to management chaos; 5. future policy amendment is inevitable; 6. Jumping ship cases (fishermen escape from legitimate employer) might be caused by malfunction of management and life adaption; 7. Compulsive confinement for mainland Chinese fish men need to be renamed for humanistic reasons; 8. The government ought to improve and supervise the operation of confinement centers. Based on the findings, we suggest that 1. Compulsive confinement policy and the ban on working seem adjustable; 2. Giving working permit and individual life consulting could help improve working efficiency; 3. The integration of competent authorities including fishery, immigration, quarantine, the police, mainland affairs council, will benefit the continuity of Fishery workers¡¦ abroad-employing policy.

<p>Abstract</p><p>Introduction</p><p>Boarders are shrinking, the world becomes more internationalized and the globalization of society has resulted in increasing demands on universities to adjust their education to the labor market. A growing interest among Swedish students to study abroad and re-ceive an international experience has increased as well. The changes in the environment have affected organizations’ recruitment processes and how they manage their human resources.</p><p>Problem</p><p>Today an ordinary education is not enough, you need to have something unique, some-thing that makes you stand out in the crowd. As a student you are encouraged to study abroad, and many view this as a possibility to broaden their competence. However, it is not known how future employers value and compensate this experience.</p><p>Purpose</p><p>The purpose of this thesis is to examine how university studies abroad are valued when recruiting white-collar workers. The ambition is to provide prospective and current stu-dents with an understanding of the employers’ view of the subject.</p><p>Method</p><p>The empirical data have been gathered by using a qualitative approach and face-to-face interviews have been conducted with the human resource manager at eleven medium- and large-sized organizations, located in Norrköping, Linköping, and Jönköping.</p><p>Conclusions</p><p>We have come to the conclusion that it is difficult to determine specific competences that are preferable in the selection of white-collar workers, however the candidate’s unique competences are somehow reflected in the personality. Organizations view the study abroad experience as rewarding for the candidates personal development and ma-turity. The university study abroad experience might not be valued higher in the future, but the more knowledge and information available, the larger are the benefits for both the organizations and the candidates.</p>

<p>Introduction</p><p>Boarders are shrinking, the world becomes more internationalized and the globalization of society has resulted in increasing demands on universities to adjust their education to the labor market. A growing interest among Swedish students to study abroad and receive an international experience has increased as well. The changes in the environment have affected organizations’ recruitment processes and how they manage their human resources.</p><p>Problem</p><p>Today an ordinary education is not enough, you need to have something unique, something that makes you stand out in the crowd. As a student you are encouraged to study abroad, and many view this as a possibility to broaden their competence. However, it is not known how future employers value and compensate this experience.</p><p>Purpose</p><p>The purpose of this thesis is to examine how university studies abroad are valued when recruiting white-collar workers. The ambition is to provide prospective and current stu-dents with an understanding of the employers’ view of the subject.</p><p>Method</p><p>The empirical data have been gathered by using a qualitative approach and face-to-face interviews have been conducted with the human resource manager at eleven medium- and large-sized organizations, located in Norrköping, Linköping, and Jönköping.</p><p>Conclusions</p><p>We have come to the conclusion that it is difficult to determine specific competences that are preferable in the selection of white-collar workers, however the candidate’s unique competences are somehow reflected in the personality. Organizations view the study abroad experience as rewarding for the candidates personal development and ma-turity. The university study abroad experience might not be valued higher in the future, but the more knowledge and information available, the larger are the benefits for both the organizations and the candidates.</p>

My dissertation examines how study abroad transformed education and society in early modern Europe. My works centers on Poland, a region often considered peripheral by contemporaries and scholars alike. Through combining three case studies of representative individuals with a database of Polish students, I examine how study abroad in Italy and northern Europe in the sixteenth century inserted Polish humanists into the Republic of Letters. Their close personal and scholarly ties with prominent figures like Erasmus, Philipp Melanchthon, Paolo Manuzio, and Justus Lipsius not only nurtured their scholarly interests in classical learning, but also advanced their courtly, ecclesiastical, and academic careers after their return to Poland. Patterns of study, publication, and alumni networks united foreign-educated Polish humanists into a community of intellectuals at home and abroad. Education played a particularly important role in the intellectual and social life of middling nobles and burghers. The Polish political system of a nobles' democracy allowed elites to enjoy disproportionately greater political power, religious freedom, and economic control than their peers in Western Europe. Middling nobles and burghers used study abroad to acquire the intellectual tools and cultural capital to achieve social mobility and greater political participation in sixteenth-century Poland. These Poles used their humanist education abroad to transform a political environment in which they played second fiddle to nobles whom they considered intellectually inferior. The students achieved this by redefining the meaning of nobility itself. Like Renaissance humanists before and after them, these Poles used the concept of virtus (personal excellence) to argue that learning was a constituent part of true nobility alongside birth. Besides reconceiving nobility, these humanists sought to reform and establish educational institutions within Poland to solve political infighting and the religious strife caused by the Reformation. To capture the myriad dimensions of study abroad, I combine the qualitative methods of intellectual and cultural history with quantitative approaches like social network analysis and prosopography, drawing on my database of all Polish students who studied abroad in the sixteenth century. My work thus both reinserts Poland into early modern history and provides new perspectives on the historical phenomenon of study abroad. / History

This dissertation is a critical ethnography of teachers working abroad in an American/International school (ASC/pseudonym) located in the People’s Republic of China. The study focuses on the teacher abroad identity process of EC-12 teachers who moved from their country of origin to work in the PRC from 2008 to 2011. The three-year study serves as a snapshot of the formation of the teacher abroad identity. The theoretical framework include theories of identity in figured worlds (Holland et al., 1998), symbolic capital (Bourdieu, 1991), and language as mediator that served to answer three questions: 1) How does a teacher’s biography relate to the experience of working in an American/International school in China? 2) How does a first-time teacher at ASC recreate and negotiate her/his personal and professional self understandings? 3) What role does language play in the making of the teacher abroad identity at ASC? The study follows an interpretivist approach to explain, understand, and unveil the figured world of teaching abroad from the perspective of the participants’ and data analysis by the researcher. Data includes participant observation, interviews, observations, and field notes collected while closely following four teachers who portrayed the making of the teacher abroad identity. The researcher became a teacher abroad at the same school to fully immerse herself in participant observation. The inclusion of document analysis, interviews, and field notes, serve as validation and triangulation of the process. A reflexive approach to data analysis was followed at all times for trustworthiness of the study. Findings suggest that teaching abroad is a complex figurative world. Teacher abroad identity is created at the intersection of the social, personal, emotional, professional, and linguistic spaces. A major finding reveals that individuals who are hired overseas and teach abroad for the first time have to learn new ways to cope with unexpected landscapes brought by living in new country, and by teaching students from a plurality of nationalities, languages, and races. Teachers experience mostly a transformation at the personal level, but the transcendence at the professional level in the classroom is limited. / text

The purpose of this dissertation was to survey community college students in order to evaluate their perceptions of the awareness and significance of global-mindedness or worldview of interconnectedness to the global community. The sample of participants included students at a 4-year community college in Florida. The results can be valuable and informative as a needs assessment in curriculum reforms to provide more globally minded courses and programs; consequently, better prepare graduates to compete in the global job market.

There has been a sharp rise in study abroad participation over the last few decades (Institute for International Education, 2011), which can largely be explained by the rise of short-term study abroad programs. While there is much to be gained from participation in such programs, mid-length and year programs may offer the greatest benefits for linguistic gain (e.g. Brecht, Davidson & Ginsberg, 1996; Freed, 1995; Lafford, 2004; Vande Berg, 2003). Despite the advantages of longer stays, the percentage of students studying abroad for an entire year "has remained steady for over a decade" (Institute for International Education, 2011). Roughly four-percent of all students who study abroad choose to do so for an academic or calendar year. This statistic points to a problem with attracting students to pursue longer stays abroad. The Open Doors Report, prepared by the Institute for International Education, assumes a narrow view of study abroad by excluding data on American high school students. The present study attempts to fill a gap in the research by examining the overseas experiences of 14 American high school and gap year students who studied abroad in Germany during the academic year of 2011-2012. Data for this study was collected in the form of questionnaires, semi-structured interviews, the WebCAPE German placement test developed at Brigham Young University, and unofficial Oral Proficiency Interviews. The findings of the current study may help inform those involved in study abroad at both the high school and university levels. The purposes of this mixed-methods research, which is organized into three articles, are the following: 1) to investigate students' use of technology in a study abroad context, and examine how online communication might be indicative of participation in multiple Activity Systems (e.g. Engeström, 2011; Lantolf & Thorne, 2006; Leontiev, 2006), 2) to describe students' degree of participation in new Communities of Practice at German schools (Lave & Wenger, 1991; Wenger, 1998; 2000) and, 3) to investigate students' (re)construction of national and regional identities. The role that language proficiency and prior instruction in the target language might play in the study abroad context is explored across all three topics.