With sport organizations venturing into the global realm, it is important to discover sport management students' interest in studying abroad in sport. Previous research has attempted to discover career intentions using the social cognitive career theory (SCCT). SCCT focuses on the interaction of several factors which include personal behaviors such as self-efficacy, outcome expectations, choice goals, barriers, and supports. The purpose of this thesis was to identify barriers and supports to studying abroad, the relationship between the barriers and supports and one's study abroad self-efficacy, and the relationship among study abroad self-efficacy, outcome expectations, interests, and choice goals (i.e., intent). Two different studies were administered with Study One taking a qualitative approach to better analyze supports and barriers, while Study Two incorporated the results from Study One, providing a quantitative aspect to the research. Data were collected from sport management undergraduate students from a southwestern Division I institution for Study One (n = 19), as well as for Study Two (n = 71). Questionnaires for both studies were developed using the basic tenets of SCCT to measure self-efficacy, interest, intent, supports, barriers, and outcome expectations to studying abroad in sport. Data analysis included coding data into themes and calculating percentages for Study One, while items for Study Two were analyzed for reverse coding, and descriptive statistics for the study variables were performed. Means, standard deviations, and bivariate correlations were included with the statistics in Study Two. Likewise, linear regression and bivariate correlations were performed to evaluate the basic relationships between all the study variables within Study Two, while reliability estimates (Cronbach's alpha) for each study variable were assessed. The results revealed that barriers (e.g., cultural differences) and supports (e.g., further education) were correlated with self-efficacy. Furthermore, there were correlations between interest and intent, self-efficacy and interest, self-efficacy and intent, and self-efficacy and outcome expectations. Recommendations and implications were provided for sport management academia followed by limitations and future directions of this study.

Abstract The fishery labor force is one of the essential productivity also it is the most influence on the whole development in fishery. Because the foreign fishermen join the production line in Taiwan, and it generates two effects on here. The positive effect is to balance the human resource of labor force market here in Taiwan, on the other hand, the negative effect will cause some public security problems for our society and industrial structure on this field of fishery. To manage effectively and to make use of it are two incentives for the this author to do this research, and to achieve the following purposes in this study: 1. Analyzing the causes of fishermen employed abroad currently by doing this research, we will know more the supply and demand of fishermen and may arise some related problems. 2. In this study, we can realize the status of employing mainland Chinese and foreign fishermen in the Port of Kaohsiung Area, and also discuss the extended problems and influences. 3. Discussing the laws of immigration about fishermen employed abroad, and then offering the appropriate strategies for each question. The study is to discuss fishermen employed abroad in the Port of Kaohsiung Area through connecting¡uResearch method of literature analysis¡vand ¡uResearch method of interview¡v. The questions related are found as follows: I. Based on the changeover of fishery, the willing of our citizens is not high to engage I fishery, therefore we employ foreign fishermen to supply the lack of labor force. Owing to rely on it overly, the complement labor force and it results in the influence of developing fishery itself. II. Due to the characters of fishery and cross-strait relation between Taiwan and mainland, the employment of foreign fishermen is belong to Council of Labor Affairs and Council of Agriculture, therefore, it is not easy to postpone the working time by each own norm. III. Since there are not clear regulations for the placement and management when foreign and mainland fishermen arrives in the Port of Kaohsiung, then it causes the manageable problems. According to the result of ¡uThe Efficiency Study of Fishermen Abroad Employment in the Port of Kaohsiung Area¡v, the government has been trying to amend the laws related timely and there is still no answerable ways to deal with the problems appropriately. The following suggestions as follows: 1. Making an initial draft to alternative domestic labors and hopefully to solve the questions on the demands and developments of labors. 2. Avoiding overly relies on the complement labor force that it is necessary to make the entire norms and regulations of employment. 3. Lately we should focus on the controlling and placement of foreign labors that it prevents causing public security problems. Keywords: Kaohsiung Area, foreign fishermen, fishermen from Mainland, Fishermen-Abroad-Employment

This thesis has established exchange students as a particular group of tourists and a segment in their own right. The purpose of the study was to find out to what extent a study abroad destination’s role as a tourism destination affects exchange students when they choose where to study abroad. The study was conducted through an online survey answered by exchange students of multiple nationalities and study abroad destinations. The study found that although there were clear individual differences in the degree of motivation, tourism affects the choice of study abroad destination to a great extent and the vast majority of exchange students choose to study in what they view as a tourism destination.

This study investigated the linguistic, affective, and intercultural outcomes of a four-week study abroad program for Korean teachers of English offered through a U.S. southwestern university. In an effort to understand better what the 42 participants experienced during their study abroad, mixed methods including quantitative and qualitative data analysis, were used. To measure the participants‟ linguistic development, pretest and posttest measures of Listening, Reading, Structure, Speaking, and Writing were administered by the study abroad program. Also, participants responded to Self- Assessment questionnaires developed by the National Language Service Corps that asked them to assess the degree to which their reading, speaking, and listening had improved. The participants‟ daily journal entries were collected throughout the program, and some of the participants were interviewed at the beginning, at the middle, and at the end of the program on a volunteer basis. For the quantitative data analysis, the pretest and posttest scores of each measure were statistically compared by using MANOVA with follow-up ANOVA tests. Except for the reading scores, the other four measures showed significant improvement from pretest to posttest. For the Self-Assessment questionnaire, most participants checked only a few items as having improved. Interestingly, a few perceived that they had become less able to do some of the listening and speaking items over the program. These findings can be explained as resulting from overestimation before this program or as a result of increase in self-monitoring processes during the program. Through the constant comparison method (Strauss & Corbin, 1998), four themes emerged from analysis of the qualitative data. First, many participants were motivated to improve their English proficiency and increase authentic contacts with local people, with various sources shaping their motivation. Second, they increased their awareness of cultural and linguistic differences between the United States and Korea. Third, some participants showed a feeling of resistance to the dominant culture represented by native English-speaking instructors of the program. Fourth, at the end of the program, many showed improved intercultural competence. Results provide some theoretical, methodological, pedagogical, and policy implications for study abroad researchers, participants, and program instructors. / text

“Reading, Writing, Roaming: The student abroad in Arab women’s literature” details new developments in a sub-genre of Arabic travel literature, the study abroad narrative. An increasing number of female writers, and particularly female writers born after the colonial period, study in Europe and write about their experiences in memoirs or fictionalized accounts. Their intervention in the genre offers alternative modes of cultural interaction to the binaries of power detailed in earlier narratives. They suggest a move away from earlier texts such as Tayeb Salih’s Season of Migration to the North, where the binary between colonizer and colonized is inverted rather than demolished. The protagonists of Fadia Faqir’s My Name is Salma and Somaya Ramadan’s Leaves of Narcisuss deconstruct this binary by creating specific spaces of multiplicity and heterogeneity. These spaces can be physical, as is the cottage in which Salma rents a room, or they can be literary, like the traditions of British and Arabic literature that Ramadan’s novel brings together. The women in these narratives embark on not just travel but education, developing tools of reading and writing to help them re-construct a literary and political history. The traditions and places produced by feminine narratives alter the framework of canons and spaces defined by national terms, creating what Jahan Ramazani calls transnational “alliances of style and sensibility.” Using Kristeva’s work on women’s and monumental time, I argue that women participate in specific modes of time and space, modes defined by dynamic, cyclical changes, that allow them to create these kinds of projects. Through shared living spaces and hybridized literary traditions, Faqir and Ramadan re-write the study abroad narrative to include for a greater possibility of experiences and interactions. They appropriate a structure originally available only to privileged young men and apply it to women, even to an impoverished refugee in Salma’s case. These novels encourage readers to move beyond the colonial and even the postcolonial discourse by developing new vocabularies for discussing traditions, cultures and the value of education. / text

This study investigated digital storytelling as a meaningful and effective assessment instrument and practice for faculty-led study-abroad programs. The research was prompted by critiques from faculty and staff members citing study abroad programs in higher education lack the academic rigor of traditional course work and that study abroad sites are not "all it should or could be" (Bok, 2006; Engle, 1986; Hoffa, 2007; Van Berg, 2003, 2009). Through a qualitative research approach, a digital storytelling project was administered as an assessment tool over four summers in one study abroad program, and then expanded to three additional study abroad programs differing in locations and disciplines. The research questions explored ways in which digital storytelling not only influence the learning outcomes and experiences of students, but also touch on the building of students' personal identity. The study revealed digital storytelling to be a method conducive to demonstrating and assessing personal and academic learning outcomes through a dynamic, introspective, reflective and organic process that concluded with a digital artifact. Digital storytelling as a tool and process allowed students to become more engaged and to take ownership in their own learning while participating in a study abroad program. This study contributes much needed research related to digital storytelling as an assessment practice for measuring not only identity building, but particularly, as a method for assessing academic learning outcomes in summer faculty-led study-abroad programs.

Literature pertaining to English-speaking L2 learners of Arabic on study abroad programs in the Arabic-speaking world is almost nonexistent. This may be due to the fact that not even one out of a hundred American students chooses to study abroad in the Arabic-speaking world each year (Gutierrez et al., 2009). The small number of American students studying in the Arabic speaking world is at odds with the MLA's most recent language report in which Arabic enrollments increased more than any other language from 2002 to 2006 (Furman, Goldberg & Lusin, 2007). With the increase in Arabic enrollments it is probable that more and more American students will desire to study Arabic in the Arabic-speaking world. The benefits of study abroad have long been praised (Carroll, 1967; Kinginger & Farrell, 2004; Berg et al., 2008). Not all studies, however, have been congruent (Freed, 1995). This dissertation investigates L2 learners of Arabic on study abroad programs in the Arabic-speaking world. The primary countries in this research are Egypt, Jordan, Morocco, Syria, and Yemen. This research focuses on issues related to acculturation, language variety preference, proficiency and the use of technology in learning Arabic among students of Arabic on study abroad programs in the Arabic-speaking world. Particular attention is paid to the binary nature of Arabic as manifest in a host of spoken colloquial varieties. For example, the spoken colloquial Arabic in North Africa differs to a great extent from the Arabic spoken in the Levant. This feature of Arabic is referred to as diglossia (Ferguson, 1959a).Over 90 L2 learners of Arabic participated in this research, though not all of them answered every question. These learners completed an extensive online survey pertaining to their cultural experiences and interaction, language situations and functions, proficiency in Arabic, and which technologies they or their teachers used to assist in learning Arabic. It is hoped that this research will provide empirical insights pertaining to the cultural and linguistic experiences of L2 learners of Arabic in the Arabic-speaking world. General implications for Arabic programs are also presented.

This thesis is a phenomenological description of the experience of planning to study abroad from the perspective of Chinese students who have not yet left their home country. The themes of Differences in Education, Career Prospects, Intercultural communication, Independence and Escape, Discrimination and Isolation, and Fulfilling Dreams emerged from their answers. The author discusses in detail the approach to the study and concludes with a discussion of the findings. Themes and findings generally indicate that meaning for students lies in an expectation or hope that they can be more self-reliant and in control of their lives and careers.

This thesis examines images of volunteer tourism—or voluntourism—on internet sites and describes how the photographs that appear on them contribute to maintaining global systems of power. Voluntourism is defined as either the payment of a program fee to an organization to travel to a developing country to perform various volunteer tasks or as the pause of gainful employment in one’s own country to work for an extended period of time in a developing country at a local wage. Currently there is debate as to the real benefits of volunteer tourism: is it truly the sustainable form of responsible, alternative tourism it is intended to be, or does it merely replicate the conditions of mass tourism and exploit those it is intended to benefit? This study explores visual representations of voluntourism in non-Western cultures in developing countries, and the consumption of those representations by participants in Canadian-based volunteer tourism organizations. The primary focus is photographs of interpersonal relationships between “voluntourists” and “voluntoured” in an examination of how culture and skin colour are manipulated in an attempt to maintain Westerners’ positions of power in pictures and, by extension, in global power relations. I suggest that a complex interaction of the pictorial codes of tourism, colonialism and the popular media converge in voluntourism’s photographs, resulting in images that simultaneously offer potential volunteers the opportunity to “do good” in the world as well as to consume cultural difference as a commodity. The main body of work is a visual discourse analysis of the photographs of five Canadian volunteer organizations’ websites. I identify the thematic categories used to promote voluntourism and discuss them in relation to patterns of mass tourism, charity advertisements, colonial travel narratives and their associated visual representation. This paper includes interviews with Canadian past volunteers to assess the importance of images to their experience of voluntourism. I close with a discussion of multiculturalism in Canada which brings together the experience of working within another culture in voluntourism and the conditions of Canadian multicultural society. / Thesis (Master, Cultural Studies) -- Queen's University, 2011-09-27 20:23:25.935

The following study has been designed to address gaps in the volunteer abroad literature with respect to this growing phenomenon within Ontario’s secondary school system. Volunteer abroad programs at the secondary school level reflect a combination of attributes from study abroad, international service learning and volunteer tourism and are influenced by the rhetoric of global citizenship. As studies have shown that educators play an important role in shaping the volunteer abroad experience for their students, specifically in relation to how they choose sending and host organizations, integrate pre-departure training and facilitate reflection during and after the time abroad, this study includes an interpretive analysis of ten semi-structured interviews conducted with Ontario secondary school teachers who have facilitated volunteer abroad programs between the years 2006 and 2011. Interview responses have been critically analyzed through the lens of the global citizenship discourse, post-colonial studies and critical pedagogy theory in order to make sense of the nuances involved in how teachers conceptualize the volunteer abroad experience they provide for their students. Throughout this thesis I argue that teachers must engage in self-reflexive and collaborative practices in order to challenge their assumptions regarding the impacts of these programs on their students and host communities in the Global South. / Thesis (Master, Global Development Studies) -- Queen's University, 2012-01-26 13:15:26.772