With rising demand for a workforce that can work cross-culturally (Mangan, 2011; Orahood, Woolf, & Kruze, 2008), it is not surprising that study abroad numbers continue to increase to a range of countries, destinations, and program types (Open Doors, 2012). However, while study abroad is often touted as the ideal means to incite linguistic and cultural competence, the reality of student learning is not a given (Alred & Byram, 2002; de Nooy & Hanna, 2003; Einbeck, 2002; Freed, 1995; Kearney, 2010; Kinginger, 2008; Kinginger, 2009; Rivers, 1998; Wilkinson, 2000). If higher education wishes to endorse study abroad as a means to acquire the crucial knowledge, skills, and attitudes of a globalized workforce (Miller, 2009), it is imperative that colleges and universities promote and integrate study abroad into the curriculum to foster the development of 21st century global citizens. In order to examine what businesses actually valued in hiring, Trooboff, Vande Berg, and Rayman (2007) surveyed employers and found not only that they valued study abroad as a form of international education, but also that they specifically valued many intercultural skills. However, on average, the respondents did not believe that studying abroad led to the enhancement of these skills, echoing the dominant discourse of study abroad being a frivolous endeavor for wealthy white women (Gore, 2005). Trooboff et al. (2007) noted that students need to be better trained to translate their experiences for their potential employers. In a similar vein, Root and Ngampornchai (2012) recommended that students be trained in intercultural communication to better help them articulate their learning. Nevertheless, Deardorff (2008) noted that intercultural training should not be limited to pre-departure orientation, but that a series of workshops or even a course could help address intercultural learning needs. While a number of courses of this nature have been offered either before departure or upon return (eg. With rising demand for a workforce that can work cross-culturally (Mangan, 2011; Orahood, Woolf, & Kruze, 2008), it is not surprising that study abroad numbers continue to increase to a range of countries, destinations, and program types (Open Doors, 2012). However, while study abroad is often touted as the ideal means to incite linguistic and cultural competence, the reality of student learning is not a given (Alred & Byram, 2002; de Nooy & Hanna, 2003; Einbeck, 2002; Freed, 1995; Kearney, 2010; Kinginger, 2008; Kinginger, 2009; Rivers, 1998; Wilkinson, 2000). If higher education wishes to endorse study abroad as a means to acquire the crucial knowledge, skills, and attitudes of a globalized workforce (Miller, 2009), it is imperative that colleges and universities promote and integrate study abroad into the curriculum to foster the development of 21st century global citizens. In order to examine what businesses actually valued in hiring, Trooboff, Vande Berg, and Rayman (2007) surveyed employers and found not only that they valued study abroad as a form of international education, but also that they specifically valued many intercultural skills. However, on average, the respondents did not believe that studying abroad led to the enhancement of these skills, echoing the dominant discourse of study abroad being a frivolous endeavor for wealthy white women (Gore, 2005). Trooboff et al. (2007) noted that students need to be better trained to translate their experiences for their potential employers. In a similar vein, Root and Ngampornchai (2012) recommended that students be trained in intercultural communication to better help them articulate their learning. Nevertheless, Deardorff (2008) noted that intercultural training should not be limited to pre-departure orientation, but that a series of workshops or even a course could help address intercultural learning needs. While a number of courses of this nature have been offered either before departure or upon return (eg. Brewer & Solberg, 2009; Downey, 2005), it appears that only one study to date examined the process of intercultural learning as it relates to study abroad (Anderson & Cunningham, 2009). The current study attempts to fill the gap in research by examining the effectiveness of a three-credit general education course in intercultural communication on the process of becoming interculturally competent. Additionally, it also examined the ability of post-study abroad students who enrolled in this course to articulate what they had learned while abroad in comparison with post-study abroad students who had not enrolled in the course. While most of the students (n = 33) participating in this study had enrolled in the course in intercultural communication were preparing to study abroad, there were also a number of participating students (n = 6) who had previously studied abroad. In this mixed-methods research, whose findings are reported in three separate, yet related, articles, answers to the following research questions were sought: 1. How does intercultural competence develop in post-study abroad students over the span of a semester-long course focused on the development of intercultural communication skills through critical reflection? The first article of this dissertation examines the process of unpacking the study abroad experience two students went through upon return to the home campus through the lens of experiential learning (Kolb, 1984), transformative learning (Mezirow, 2000), and ethnocentric versus ethnorelative worldviews (Bennett, 1993). The second article uses these same frameworks to investigate the learning process for four pre-study abroad students enrolled in this same course to answer the question: 2. Are there noticeable differences in the development of intercultural competence in pre-study abroad students who are enrolled in a semester-long course focused on the development of intercultural competence? Lastly, the third article examines how post-study abroad students articulated their learning abroad differently by answering the question: 3. Are post-study abroad

This sociolinguistic study examines the functions and motivations of code-switching, which is used here to mean the use of more than one language in the same conversation. The conversations studied here take place in a very particular context: one-on-one speaking sessions in a study abroad program in Morocco where English is the L1 and Arabic the L2 of the students, and the opposite applies to their speaking partners. The conversations in this study are conducted in Arabic, and the study focuses on code-switching from Arabic to English in spite of whether the L1 of the speaker is Arabic or English. The functions of code-switching in this study are examined from the perspective of two well-known competing sociolinguistic approaches to code-switching: (1) the markedness model (Myers-Scotton, 1993, 1998; Myers-Scotton and Bolonyai, 2001), based on micro and macro-levels of analysis, and (2) the conversational code-switching approach (Auer, 1984, 1995, 1998; Li Wei 2002), based on micro-levels of analysis. Application of the markedness model showed that marked instances of code-switching were used for a variety of functions, such as (1) strengthening solidarity between speakers; (2) taking care of business and show seriousness and authority; (3) adding aesthetic effects; and (4) playing with words for the sake of joking. The model also showed that unmarked switches served different functions such as (1) requesting the meaning of vocabulary and expressions; (2) asking for accommodation (repetition and speaking slower); (3) bridging a communication gap; (4) and providing expressions and the meaning of vocabulary when circumlocution does not work. The conversational code-switching approach revealed the following functions of code-switching: (1) quotations and reported speech; (2) reiteration (for clarification); (3) change of participant constellation (selection of addressee); (4) language play; and (5) language negotiation. Both approaches proved effective in analyzing the Arabic-English data in this study. However, the analysis shows that the markedness model has an advantage over the conversational code-switching approach. The data shows evidence that speakers' choices are based on rationality rather than on sequential structure. Participants code-switch based on their own goals and what linguistic codes are available to them to achieve these goals.

Darbo tikslas: įvertinti N sveikatos priežiūros įstaigos slaugytojų ketinimus išvykti dirbti į užsienį. Darbo uždaviniai – nustatyti slaugytojų ketinimų išvykti dirbti į užsienį priežastis; įvertinti slaugytojų ketinimų išvykti dirbti į užsienį ryšį su socialiniais-demografiniais veiksniais bei darbo organizavimo aspektais; išanalizuoti slaugytojų pasitenkinimą darbu ir jo ryšį su ketinimais išvykti dirbti į užsienį. Tyrimo metodai ir medžiaga. 2007 m. sausio-vasario mėn. N sveikatos priežiūros įstaigoje atlikta slaugytojų anoniminė anketinė apklausa. Iš viso išdalinta 262 anketos, gauti atsakymai iš 216 slaugytojų (atsako dažnis 82,44 proc.). Statistinė duomenų analizė atlikta, naudojant statistinį paketą SPSS for Windows 13,0 versiją. Tikrinant statistines hipotezes, pasirinktas 0,05 reikšmingumo lygmuo. Hipotezės apie kokybinių požymių tarpusavio ryšį tikrintos taikant chi kvadrato kriterijų, ryšiai tarp požymių tirti susietų lentelių metodu. Rezultatai. Trečdalis įstaigoje dirbančių slaugytojų (33,2 proc.) tvirtino, jog ketina išvykti dirbti į užsienį. Svarbiausios išvykimo priežastys yra didesnis atlyginimas (atsakymų vidurkis 1,17), geresnė gyvenimo kokybė (atsakymų vidurkis 3,03) ir geresnės darbo sąlygos užsienyje (atsakymų vidurkis 3,03). Skirtingo amžiaus respondentai išvykimo dirbti į kitas šalis priežasčių svarbą vertino nevienodai. Vyresnio amžiaus respondentai labiau vertino didesnio užmokesčio galimybę (atsakymų vidurkis 1,00) nei jaunesni respondentai... [toliau žr. visą tekstą] / Aim of the study: to evaluate N health care institution nurses‘ intentions to work abroad. Objectives: to determine reasons of nurses’ intentions to go to work abroad; to evaluate link of nurses’ intention to go to work abroad with social-demographics elements and aspects of work organization; to analyse nurses’ work satisfaction and its link with the intentions to go to work abroad. Methods. January – February 2007 was made nurses‘ anonymous inquiry in N health care institution. 262 questionnaires was distributed and 216 received (respondent frequency – 82,44 %). Analysis of statistical data was made with the help of statistic package SPSS for Windows 13,0. Checking statistic hypotheses, 0,05 importance level was chosen. Hypotheses about the link of interrelation of qualitative features (evidences) was checked with the help of chi square parameter. Links between features analysed with the help of coherent tables method. Results. The third of nurses (33.2 %) stated that they intend to go to work abroad. The main reasons are bigger salary (average of responses 1.17), better living quality (average of responses 3.03) and better work conditions (average of responses 3.03). Respondents of different age evaluated differently the importance of departure to work abroad reasons. Elder respondents evaluated more bigger salary opportunity (average of responses 1.0) than younger respondents (average of responses 1.24) also better work conditions (average of responses 2.00) than younger... [to full text]

The purpose of this study was to measure the relationship between the motivation and learning outcomes of incoming exchange students at Queen’s University. The majority of research on study abroad programs measures the learning outcomes of U.S. students abroad in courses and programs designed exclusively for them. What is lacking is research on participants in exchange programs where incoming students study alongside, and are immersed in a similar living environment to, local students. The present study adds to the literature on study abroad by providing information about motivation and learning outcomes resulting from participating in an exchange. Using a pre-test/post-test research design, this study examines how both motivation and learning outcomes vary by gender, program of study, region of origin, duration of study and first language. The Study Abroad Goals Scale was used to measure motivation in the pre-test (n = 182) and the Global Perspectives Inventory (GPI) measured learning outcomes in both the pre- and post-test of incoming exchange students to Queen’s university in the 2009-2010 academic year (n = 98). Results indicate that the strongest motivation of the incoming exchange students was Cross-Cultural, followed by Academic and Personal/Social. Motivation differences were found in each independent variable except for gender indicating that motivation to study on exchange is not uniform among all participants. Findings from the measures of the GPI did not indicate any significant changes between the pre- and post-test. This suggests that participation in an exchange program does not necessarily lead to student development and that program administrators may need to implement proactive learning interventions to enhance the exchange experience for students. / Thesis (Master, Education) -- Queen's University, 2010-09-09 23:30:52.947

Bakgrund: Globaliseringen gör att den kulturella kompetensen hos sjuksköterskan är viktig. Studier har visat att sjuksköterskestudenter som varit på internationellt utbyte och haft sin verksamhetsförlagda utbildning (VFU) i utland utvecklat en kulturell medvetenhet och personlig utveckling. Få studier har undersökt hur utbytet påverkat studenters professionella utveckling i rollen som sjuksköterska. Syftet var att beskriva sjuksköterskestudenters uppfattning om vad de lärt sig under VFU i utland som de tror har betydelse för deras framtida omvårdnadsarbete. Metod: Studien hade en kvalitativ ansats med en deskriptiv karaktär. Fem intervjuer genomfördes med studenter som deltagit i VFU i Indien. Därefter utfördes en kvalitativ innehållsanalys med induktiv ansats. Resultat: Tre övergripande kategorier: "Lärdom om sin profession", "Lärdom om sig själv" och "Lärdom om olikheter" med respektive underkategorier skapades under analysprocessen. Studenterna fick en förståelse för vad omvårdnad är och betyder för deras profession. De upplevde en personlig utveckling i form av ökad självsäkerhet, ett kritiskt förhållningssätt samt att de blev mer öppna och ödmjuka inför det som är annorlunda. Studenterna har också insett hur viktigt det är med den kulturella kompetensen. Slutsats: Lärdomarna upplevdes vara av betydelse för sjuksköterskestudenternas framtida omvårdnadsarbete, varför det är viktigt att fler studenter får möjlighet att delta i VFU utomlands. / Background: Globalization makes cultural competence important for nurses. Studies have shown that nursing students who have been on an international exchange and participated in clinical practice abroad have developed a cultural awareness and increased their personal development. Few studies have described how exchange programs have influenced the professional development in the role as a nurse. The aim of this study was to describe nursing students' view on what they think they learned during their exchange abroad and how it will influence their role as nurses. Method: this study has a qualitative approach with a descriptive character. A systematic selection was made and five interviews were conducted with students that had been on internships in India. Subsequently, a qualitative content analysis with an inductive approach was implemented. Result: Three general categories: "Learning about profession", "Learning about oneself" and "Learning about differences" and additional subcategories were created during the analysis process. The students had gotten an understanding of what nursing is and means for their work as a nurse. They also experienced a personal development in terms of growing in confidence and critical approach. The students became more open minded and humble to things that are different. They also experienced how important it is with cultural competence. Conclusions: Nursing students' view is that these lessons will influence their role as a nurse; therefore it's important that more students get the opportunity to participate in an international exchange.

The purpose of this study is to investigate the primary motivation for studying abroad among students at Södertörn University, and also examine how the time studying abroad will affect the students on a personal level. The essay is based on a qualitative approach of ten interviews with students who have already completed an exchange program. With the help of the theoretical concepts of push and pull factors, motivation categories, human capital and previous research, the results and analysis showed a coherent pattern. It turns out that the majorities of students are primarily motivated by the opportunity to enjoy a nice nature, new environment and get to know new people. The time studying abroad mostly contributed to the student’s personal development and also gave an understanding of other people and different cultures. Therefore it became clear that it was only a couple of students that based their choice of studying abroad on motivation grounded in wanting to learn something, in terms of knowledge, which also had an accordance with the few students who indicated that they had gained knowledge-related experiences. Hence there appeared an unexpected social perspective, of which the motives are placed in a vast opportunity to participate in a unique experience, in a new country with new people and where experiences in form of personal development took place. / Syftet med denna studie är att undersöka primära motiv för utlandsstudier bland studenter på Södertörns högskola samt hur studietiden utomlands påverkar studenterna på ett personligt plan. Uppsatsen grundar sig i en kvalitativ ansats av tio intervjuer med studenter som redan har genomfört en utlandsstudie. Med hjälp av de teoretiska begreppen push samt pull faktorer, motivationskategorier, humankapital och även tidigare forskning visar resultat och analys ett sammanhängande mönster. Det visar sig att majoriteten av studenterna främst har motiverats av möjligheten att få uppleva en fin natur, ny miljö och lära känna nya människor. Studietiden utomlands påverkade främst studenternas personliga utveckling och gav en förståelse för andra människor och nya kulturer. Det var endast ett par studenter som framförde kunskapsmässiga motiv för utlandsstudier och kunskapsmässiga erfarenheter som resultat av utlandsstudierna. Därav framträdde ett oväntat socialt perspektiv, vars motiv och effekter är placerade i en övervägande möjlighet att delta i en unik upplevelse i ett nytt land med nya människor, där erfarenheter i form av personlig utveckling blivit aktuellt.

提供薩爾瓦多國民申請留學之整合服務 / Integrated Service for Study Abroad Seekers of El Salvador

In this thesis the Russian Federation is investigated to understand if it still tries to continue its classic Soviet style of security perception in the post-Cold War era and its views concerning national security as reflected in Russia&#039 / s military doctrines. It is so obvious that the disintegration of the Soviet Union and the emrgence of Russia as an independent entity in the post-cold war era have compelled the Russian Federation to redefine its national interest. In this context it experienced a crisis of describing its identity and national interests in changing security environment. Although in the early years of Yeltsin it preferred close cooperation with the West then abandoned this approach. It was implied that some states and coalitions were still main threats to the security of the Russian Federation in the military doctrine and the near-abroad policy re-gained importance. In addition with the inauguration of Putin as the Russian President the reaction of the Russian Federation regarding both internal and external security issues displayed the growing significance of traditional interests and old-style security issues. Thus in this thesis it is asserted that the Russian Federation still tries to sustain its well-known traditional interests the classic Soviet style of security perception in the post-Cold War period. Therefore this study tries to explain this argument through examining the effects of its imperial past, transformation years and its situation in the new security environment of post-Cold War era under Yeltsin and Putin.

Diss. Stockholm : Handelshögskolan, 2006.

Thesis (M.A.T.) -- School for International Training, 2007. / Advisor -- Bonnie Mennell Includes bibliographical references (leaf 95).