(in English): The master's thesis The Role of Studying Abroad for Future Teachers deals with the impact of an international study visit on prospective teachers and identifies areas of their professional training which can be affected most. The theoretical part of the thesis expands on studying abroad and the Erasmus Programme. It also deals with the teacher's personality, their competencies and pedagogical skills. The practical part of the thesis is devoted to specific international study visits within selected academic fields; it also analyses the respective study plans and estimates the extent of their possible influence on future teachers.

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The study abroad field has progressed into an innovative and exciting stage given the high- rise of interest throughout the last twenty years. Study abroad is not showing signs of losing momentum concerning student interest or academic research. Numerous variables affect the direction the field is heading. This study intends to illuminate some of those variables through classifying study abroad results. This research study is part of the 21st century phenomena regarding increased travel through study abroad programs. It investigates the results of U.S. students’ study abroad experiences in Spain and Australia, through identifying aspects of the knowledge outcomes, changes in perspective, and the social, professional, and personal implications on a U.S. student after returning home from such an endeavor. It is critical to recognize and comprehend student results from the study abroad perspective to provide higher education institutions, study abroad companies, educators, students, and researchers with a contextual, first-hand encounter through the eyes of the student. This student analysis provides a greater framework for various stakeholders to continue the promotion of studying abroad, while enriching study abroad programs, and to continue the provision of breadth of opportunity for upcoming students interested.

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Inledning: En utlandstjänstgöring i försvarsmaktens regi är ingen enskild angelägenhet för den försvarsanställde utan påverkar hela familjen. Det finns forskning som visar att när föräldern lämnar ett barn för militär utlandstjänstgöring, är barnets mående och förmåga att hantera en period av separation till stor del beroende på hur barnet har det för övrigt. Utifrån förförståelse och tolkning av tidigare forskning, undersöks möjligheterna kring hur det gestaltar sig för dessa barn att leva ett liv tillsammans med pappa efter militärt utlandsuppdrag. Går relation att reparera helt, återanknytas och återgå till de roller som familjesystemet en gång haft, eller utgör det större komplikationer? Frågeställningen är hur gestaltar sig möjligheten för unga vuxna att leva ett liv tillsammans med pappa efter militärt utlandsuppdrag? Metod som har använts för genomförandet av semistrukturerade intervjuer är kvalitativ metod, där sex respondenter varav fyra män och två kvinnor har deltagit. Det insamlade materialet har analyserats med tematisk analys med induktiv ansats. Det som beskrivs är det fenomen som undersöks; respondenternas tankar, upplevelser och känslor kring den egna subjektiva erfarenheten och dess mening i deras livsvärld. Resultatet knyts till tre huvudteman; separation från föräldern, systemets påverkan av utlandsuppdrag och återanknytning med föräldern samt åtta underteman som sammanfattningsvis redogör för respondenternas subjektiva upplevelse. Respondenterna upplever en avsaknad av dialog och kommunikation mellan pappa och den hemmavarande föräldern i anslutning till pappas utlandsuppdrag som militär. Respondentens upplevelse är en brist på öppenhet i dialogen, vilket har reglerat och undantryckt dennes dåvarande känsla, fantasi men även åsikt om det militära uppdrag och verksamhet pappan deltog i. Separationen har berört respondenterna varierande, men en generell uppfattning är att det uppstått anknytningsbrott. Respondenterna menar även att pappans beslut att åka på militärt utlandsuppdrag har påverkat hela familjesystemet. Rollförändringar och friktioner har uppstått och pappans roll till övriga familjemedlemmar har förskjutits och respondenternas roll som barn i familjen har behövt revideras. Diskussion tar upp de relationella problemen som är följder av tidigare anknytningsskador och anknytningsbrott. Återupprättad kommunikation med pappa möjliggör att återanknytningen förbättrar relationen, samtidigt som behovet av en ökad förmåga hos pappan till känslomässig bearbetning är en förutsättning för förändring. När kommunikationen i vuxen ålder förbättrades fick respondenten möjlighet att uttrycka de känslor som varit förknippande med separationen och livet utan pappa, vilket tycks ha haft en läkande effekt på relationen och anknytningen till pappa. / Introduction: An overseas service in the defense forces is no single concern of the defense staff, but affects the entire family. Research shows that when parents leave the children for military service abroad, the child's mood and ability to cope with a period of separation greatly depending on how the child’s life is in general. Based on the understanding and interpretation of previous research, this study will see into how it’s manifested for these children to continue to live a life with their father after military foreign missions. Is it possible for the relationship to repair completely, re-attach and return to the roles that the family system once had, or is there more complications? Question: How is life portrayed for young adults to live with their father after his military missions abroad? Method used in this research for carrying out semi-structured interviews are qualitative approach, where six respondents, three men two women participated. The collected data were analyzed with thematic analysis with inductive approach. What is described is the phenomenon; respondents' thoughts, experiences and feelings about their own subjective experience and its meaning in their life. The results are linked to the three main themes: separation from the parent, the impact of military missions abroad to the system and re-attachment with the father. There are also eight sub-themes that collectively describe the respondents' subjective experience. Respondents perceive a lack of openness in the dialogue and communication between their father and themselves regarding the subject of the father's international assignment as military. The separation has touched the respondents in varied way, but the general opinion is that respondents also believe that the father's decision to go on military assignments abroad affected the entire family system, not least, the role changes and frictions that arise as a consequence.  Discussion: The relational problems are consequences of previous attachment failures. Repairing the communication to their father enables re-attachment, which can improve the relational difficulties between the father and the young adult. When communication in adulthood increased the respondents had the opportunity to express the emotions associated with the separation that can act as a healing effect on the relationship and association with their father.

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.