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Texting has been identified as a tool that has the potential to enhance informational exchanges between academic advisors and students. We use focus group and survey data from a recent texting intervention to assess student and advisor receptivity to texting as a new mode of communication. The data reveal that most students immediately saw the benefits of this new tool. In contrast, advisors initially were very skeptical of its value. They raised concerns about having a voice in the content of the messages and the time commitment that would be needed to respond to students' texts. Over time, this feedback led to modifications in the texting protocol and, in turn, advisors came to view texting as an important mechanism for improving communication with students. Our study ends with a discussion of texting best practices within the context of academic advising. [ABSTRACT FROM AUTHOR]

This assessment of the "policy-academy" gap is part of a special forum stimulated by Michael Desch's book, Cult of the Irrelevant. Those who write about the academy–policy gap worry that the gap is too narrow, resulting in ethical compromise, or too wide, resulting in marginalization of key academic voices. I argue both concerns are overdrawn. In particular, I argue that there is a healthy exchange between academic specialists and the policy community, at least as healthy as any during a mythical golden era. Moreover, quantitative methods are not a bogeyman exacerbating the gap; high-quality quantitative scholarship can make important contributions. Finally, claims that academic realists face unfair disadvantages in contributing to policy are not well-supported by the evidence. In truth, there is a fairly healthy marketplace of ideas in the policy community, at least as healthy as what prevails in the academy. [ABSTRACT FROM AUTHOR]

Authentic leadership theory (ALT) has become the target for considerable criticism of its conceptual grounding and the methods used for its empirical investigation. Mats Alvesson and Katja Einola (2019) have led the charge in advancing skepticism about ALT by warning of the pitfalls of excessive positivity in leadership research, using ALT as an illustrative example. In a subsequent exchange of letters, the cases against and for authentic leadership were advanced by Alvesson and Einola and Gardner and Karam, respectively (Gardner et al., 2021). As an extension to this debate, Einola and Alvesson (2021) advanced a provocative argument that ALT is not only misguided, but "perilous" to those who believe in it. We felt compelled to reply to this claim by documenting erroneous elements of their arguments that we contend constitute "academic gaslighting" in that they may cause leadership scholars and practitioners to inappropriately discount empirical evidence and their own lived experiences of authentic leadership (Gardner and McCauley, 2022). Alvesson and Einola (2022), in turn, replied with a lengthy defense of their position in which they assert that rather than engaging in gaslighting, their critique constitutes an effort to "enlighten" ALT. In this final entry in this academic exchange, we identify areas of agreement as well as continued disagreements in our exchange and take issue, yet again, with their argument that ALT is inherently dangerous for scholars and practitioners alike. We conclude by asking readers to be wary of these efforts to gaslight ALT and instead rely on the extant empirical evidence and their own lived experiences to draw their own conclusions about the merits of authentic leadership as a topic for academic inquiry and an approach for practicing leadership in the workplace. [ABSTRACT FROM AUTHOR]

Via a reflection on the evolution of a module on comparing capitalisms that I have been teaching for more than a decade, this article discusses the collective influence of new generations of students on how knowledge is (re)made. I deploy a conjunctural understanding of the term 'generations' in order to make sense of how students' interpretations of the topics covered by the module have, across the 2010s, led me to increasingly question the field that was, in an earlier conjuncture, essential for my intellectual foundation and development. Their lived experiences of capitalism are more likely to be dominated by themes such as political, economic and social crises and conflicts, inequality, personal indebtedness and precarity, and in some cases activism. This has had profound and long-lasting effects on my teaching and research, discomfiting me in an ultimately beneficial way; most notably, through the recognition that future critical work on comparing capitalisms ought to move away from previous attempts to engage immanently with dominant, mainstream approaches and towards the articulation of a more confident, autonomous position. Hence, a key aspect of the development and evolution of critical research agendas occurs in and through educational exchanges in the seminar room. [ABSTRACT FROM AUTHOR]

This article emphasises the discord between 'mobile childhoods' and 'immobile schools' as the fundamental problematic of educational inclusion of migrant children in India. Formal schooling system predicated upon static ideals of age, grade, learning, curriculum and language, fails to accommodate the lived realities of migrant children. By drawing upon field work narratives with migrant children in Bangalore, I show that migrant children's educational exclusion cannot be understood in terms of their mobility alone, instead it needs to be problematised in the context of dominant spatio-temporal ideals of childhood and schooling. [ABSTRACT FROM AUTHOR]

An innovative learning partnership took place between undergraduates in an educational psychology course and fifth graders at a local elementary school. The goals for the partnership were: (a) to use videoconferencing to provide educational psychology students with a window into a live classroom, thus allowing opportunities to see theories and principles in action; (b) to give fifth graders opportunities to experience videoconferencing, to practice presentation skills, and to observe a university environment; and (c) to create a model for a videoconference-based collaboration between a K-12 teacher and an educational psychology professor that could be replicated by others. Videoconferencing offers an affordable strategy for bridging theory and practice, as well as promoting collaborative learning communities between K-12 schools and universities. [ABSTRACT FROM AUTHOR]

Since the late 1990s, the competition for 'the best and the brightest' has shaped many developed countries' policy approaches toward international students seeking permanent skilled migration in their countries. Australia and New Zealand are among those that established innovative immigration policies to facilitate the skilled migration of international students after successful completion of their studies. Using Considine's policy system framework, this paper reviewed each country's policy setting linking education and migration between 1998 and 2010 and compared policy developments by their constituent policy institutions, policy actors, political economy and policy culture. The similarities and differences between the two countries are identified and used to understand how international education and skilled migration policies had changed in each setting. [ABSTRACT FROM AUTHOR]

Saudi student enrollment in U.S. colleges and universities has nearly tripled since 2009-2010, in large part due to the King Abdullah Scholarship Program. The representation of Saudi females is also increasing due to the loosening of Saudi Arabia’s long-standing restrictions on women’s travel and acceptable fields of study and careers. This constructivist study highlights some of the academic experiences of female Saudi graduate students at a Comprehensive Doctoral University in the western United States. Challenges related to students’ insufficient English language skills, differences in their comfort levels interacting with American and Saudi men, positive relationships with both male and female faculty members, and generally positive feelings about their experiences at their university of choice emerged as themes within the data. The participants’ varied prior experiences with mixed-gendered educational environments led to differing levels of comfort with developing relationships with men. [ABSTRACT FROM AUTHOR]

Prior research on international education suggests that host country students’ lack of interest in talking to international students is a major cause of international student segregation. Some Chinese international students, however, complain that although host students want to talk with them about China, they often exhibit misinformed, prejudiced and offensive views of Chinese current events. This has occasionally led to tensions between Chinese international students and host communities. Drawing on interviews and open-ended surveys of Chinese students at an American university, this study shows a variety of positive and negative cross-national interactions and uses social identity theory to explain why tensions may arise. Negative reactions to hearing criticism of one’s home country are often motivated by concerns for status, loyalty, harmony, or utilitarian politics. However, fostering a common group identity and the perception of mutual benevolence among students from different countries can promote positive cross-national interaction. Furthermore, international students may learn more about democracy and human rights through observing the host society rather than directly discussing these topics with host country members. [ABSTRACT FROM AUTHOR]

Study abroad is one aspect of global movement that connects individuals of diverse backgrounds. Individuals studying abroad are proffered to negotiate self-identity when they confront novelty and new contexts. This study chose to use the qualitative method of phenomenological interviews to examine how individuals experience themselves and others when abroad. Specifically, the study focused on modifications of self-identity via self-images. The results presented emotions, cognitions, and behaviors experienced by individuals during global encounters. The study indicates that individuals negotiate identity while studying abroad and modify self-images associated with personal identity (unique character traits) rather than social identity (shared traits with ingroup). The authors propose that identity among global citizens is an ongoing process that is context dependent and less stable than previously regarded. [ABSTRACT FROM PUBLISHER]

Imagined intergroup contact (Crisp & Turner, 2009) is a new cognitive intervention designed to improve intergroup relations. In two studies, we examined whether it could also facilitate intercultural communication among international students and host country natives engaged in a college exchange program. In Study 1, international students who had recently arrived in Italy and participated in an imagined contact session displayed increased self-disclosure toward, and improved evaluation of, host country natives. In Study 2, Italian students mentally simulated positive contact with an unknown native from the host country prior to leaving for the exchange. Results from an online questionnaire administered on their return (on average, more than 7 months after the imagery task) revealed that participants who imagined contact reported spending more time with natives during the stay and enhanced outgroup evaluation, via reduced intergroup anxiety. Implications for enhancing the quality and effectiveness of college student exchange programs are discussed. [ABSTRACT FROM AUTHOR]

In this article, we analyze the U.S. media discourse on Chinese international undergraduate students, the largest international student group since 2009. The discourse describes a market exchange, but reveals a struggle between: on the one hand, “a fair exchange”—between excellent Chinese students and world-class American liberal education; and, on the other hand, a “faltering exchange”—between ethically suspect and inassimilable Chinese students and a mercenary and possibly mediocre American university. We argue that this media reporting builds on long-standing seemingly contradictory images of an alluring China market and a threatening “Yellow Peril.” We suggest that this media contest indexes the challenges of campus internationalization; just as the media questions real value on both sides of the exchange, so too is the campus encounter fragile and fraught. [ABSTRACT FROM AUTHOR]

In 1978 he secured a position as Consultant Psychiatrist at the Department of Psychiatry, at The University of Melbourne (UoM) and at St Vincent's (SVHM), joining Professor Richard Ball and colleagues. I Prepared by Professor Tan's daughter, Josephine Tan, and medical colleagues, Professor Helen Herrman and Professor Edmond Chiu AM. i Graph Professor Eng-Seong Tan, a distinguished consultant psychiatrist and who was an active member of the College, sadly passed away on 11 November 2019. [Extracted from the article]

The term ordinary city has been used by scholars of such strikingly different persuasions and commitments over the last decade that in academic exchange today ordinary city functions more like a trope than like an analytical term. In this commentary I argue that an attempt to isolate strands from this and critiquing them for their failure to engage with the another, decidedly more influential research programme—global and world city research—is to misread the very productive strands of research that the ordinary city has already spawned and to ignore the need to innovate and pursue newer research agendas that are suggested by contemporary global urban realities. [ABSTRACT FROM AUTHOR]

The Inside Out Prison Exchange Program housed at Temple University is an International educational program that brings together outside college and university students and inside incarcerated students in prisons and jails for a semester long college course. Started in 1997 in the county jail system in Philadelphia, PA, Inside Out is presently in 38 states and Canada, offering hundreds of courses that spans throughout the humanities and social sciences. The class is taught is a circle and emphasizes dialogue, exchange and collaboration. It impact participating students in ways far beyond education by providing a profound learning experience that is transformational. It invites participates to take leadership in addressing issues of crime, justice and social concerns. [ABSTRACT FROM AUTHOR]

This study examines the role of international exchange programs on the transformative learning of English-speaking students. A student exchange program at a South Korean university is used for this case study. It explores how learning experiences are translated by participants onto their perceptions about the host country. An analysis of a pre- and postsurvey suggests that transformative learning of the students is reflected in two overarching themes: (1) intercultural understanding and (2) global perspectives. Through their participation in the program, students developed a deeper understanding of their own and the host country's cultures and an enhanced appreciation for broadening their global perspectives. This study concludes that international exchange programs have a fundamental importance in educating students to become global citizens and leaders. [ABSTRACT FROM AUTHOR]

The articles in this collection are about the development, possibility, exercise and possible frustration of human agency within educational exchanges. They are also all based on ethnography, which is now a common approach to educational research. Ethnography is not a seamless, neutral observational practice but is instead variable in relation to theoretical perspectives and methodological application. However, central to all approaches is an emphasis on an active and creative citizen and an assumption that there is a dialectical relationship between human social practices, human consciousness and social structures. The similarities and differences within education ethnography are apparent even in the articles present here and in the ways in which they depict, define and describe agency in this special issue. [ABSTRACT FROM PUBLISHER]

Drawing on literature analyzing impacts of academic and professional early preparation programs for urban students, and particularly those of color, this article argues for the use of similar strategies to encourage and prepare youth from those backgrounds for international education travel. The central argument is that educators must focus more on motivating and reaching such youth prior to higher education, if they are to succeed in significantly diversifying participation in international education travel aimed at preparing global citizens. It suggests the use of early preparation programs specifically geared toward encouraging these youth to travel abroad (or at least consider it), as a method to positively influence efforts to increase their participation in international educational travel programs, like study abroad. The article is thus interdisciplinary in nature, attempting to link scholarship on early preparation programs and international education travel. [ABSTRACT FROM PUBLISHER]

This article discusses some perspectives on citizenship education in Turkey and Britain in the context of current contested discourses on the nature of European identity and of the European Union (EU). It is based on data collected during an EU-funded student teacher exchange programme between three universities in Turkey and Leicester University in the United Kingdom. The programme facilitated participants' investigations of their understandings of citizenship and citizenship education in Britain and Turkey. Data was collected by questionnaire from 581 Turkish student teachers and 85 British student teachers involved with citizenship education and, during the exchange visits, through focus group interviews with 14 British and 14 Turkish students. Both groups thought citizenship education was key to creating ‘good citizens' in their countries, but the nature of this citizenship was perceived to differ between countries. The Turkish students placed a strong emphasis on national identity and Turkish citizenship, whilst the British students focused more on democracy, social justice, global citizenship and human rights. Students from both countries questioned the efficacy of the pedagogical approaches that they observed during school visits in each other's countries. [ABSTRACT FROM PUBLISHER]

The article discusses three models for short-term study abroad programs. A complete description of the programs is provided, which includes the summer semester abroad, the study tour, and the service-learning trip. Topics discussed include the educational goals, logistic suggestions for planning the programs, and the advantages of such experiences for students.

Due to today's highly competitive and unstable job market the educational process of young people is more important than ever. New possibilities to improve both qualifications and the level of education are needed. After the expansion of the European Union the process of exchange and studying abroad in EU countries has become much easier. This increased mobility of students has created a need to standardise the structure of higher education. Student exchange programmes, e.g. SOCRATES-ERASMUS, provide the possibility of studying for one or two semesters at a partner university abroad, after which the student returns to his/her mother university. However, under this type of exchange programme the student can neither write the diploma thesis at the partner university abroad nor receive his/her degree from this university. In 2002, a new concept in educational cooperation began between the Otto-von-Guericke University in Magdeburg, Germany, and the Wroclaw University of Technology – Poland, called the Double Diploma, which offers such possibilities. Prerequisites for participation are good grades during studies at the mother university (Wroclaw University of Technology) and knowledge of the German language. The qualified persons go to the partner university (Otto-von-Guericke University) and study there for two years. After passing all examinations and defending his or her thesis, the student receives a Masters diploma in Engineering from both partner universities. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to discuss, evaluate, and illustrate the experiences of a City-as-Text © exploration in partial fulfillment of the requirements of an honors study abroad program in Spain. First, the nature and procedures of City as Text © as a learning tool are explained, followed by a list of necessary conditions for its application. Then the honors college in question is introduced, along with its special study abroad programs, and the experiences of various explorations are discussed and evaluated. [ABSTRACT FROM AUTHOR]

Peer advisor (PA) programs in study abroad offices have greatly increased in the past few years. Nevertheless, although many agree that PAs have many useful advantages, a clear definition of the PA within the study abroad context remains unavailable. Hence, the purpose of this pilot study is to find out how the PA is perceived by study abroad offices across the United States and what implications those perceptions hold. To address these two questions, this article specifically sought to find out PAs’ roles and responsibilities, what qualifications are required, and what type of training the PAs need to undergo as perceived and determined by study abroad office advisors. The article concludes with a preliminary definition of the study abroad PA and its implications. [ABSTRACT FROM AUTHOR]

Short-term study abroad (STSA) is an important alternative for students not likely to participate in semester-long or yearlong international study abroad programs. The authors present an assessment of their short-term study abroad program, Environmental and Cultural Conservation in Latin America. The authors show that STSA programs appeal to students not currently choosing to go abroad. The authors use four specific strategies to create outcomes that allow them to meet some of the goals of longer term study abroad. These strategies include (a) making links to campus coursework, (b) conducting community-based research, (c) participating in community service learning, and (d) emphasizing research skills and interdisciplinary connections. The assessment showed that STSA resulted in altered course of study, subsequent travel or study abroad, increased interest in interdisciplinary studies, and influenced perceptions regarding globalization. [ABSTRACT FROM AUTHOR]

Discusses the transformation of education in Greece upon its accession into the European Union. Impact of migration on the demography of the country; Steps taken by the Greek government regarding the European and intercultural dimension in education; Countries preferred in European educational exchange programmes.

Reports on the importance of global education in the 21st century. Interdisciplinary dimensions reflected by global education; Three areas of general consensus that were found among all teachers; Useful self-evaluating questions for teachers, in order to improve their teaching practices.

The intent of the study was to explore the perceptions of African American male students who chose to leave the traditional academic setting and enroll in an alternative education program within the same school system. The primary informants, referred to as early leavers, were 5 African American male students enrolled in a suburban high school program, their parents, and several teachers. The study's conceptual framework extended the analysis of the drop-out phenomenon beyond the demographics, drug culture, home environments, self-esteem, and teachers' perceptions as contributing factors of African American early-leaver patterns and academic discontent. Instead, this study focused on the students' narrated schooling experiences and offered insight to students' agencies as alternate explanations of drop-out behavior. [ABSTRACT FROM AUTHOR]

This article examines the use of journal or diary writing assignments to enhance a foreign study tour program. Two versions of the journal writing assignment are described, and benefits of this teaching and learning approach are discussed. [ABSTRACT FROM AUTHOR]

This article presents a discussion and evaluation of a research in international development through education exchange in the U.S. As an increasing number of foreign students reached American campuses, foreign student advisers has to be appointed. Their most immediate concern was the culture shock and adjustment problems experienced by most students, in addition to the inevitable legal and financial difficulties. The cross-cultural problems proved complex and are still not sufficiently recognized as variations on the theme of human growth and development. Not until some behavioral scientists became interested in cross-national behavior from culture and personality points of view was there any scientific consideration of the effect of foreign students.

In the U.S., through the Fulbright Program and other arrangements for educational exchange, an unprecedented number of positions for visiting professors, researchers, and students has been established in universities outside of the United States. Visiting professors are expected to conducting research, participating in professional discussions and professional meetings, which require frequent interaction throughout the year with various persons in the host countries. This article discusses several implications of being a temporary envoy and the fact that persons playing this role are members of the academic community. It is obvious that when an actor moves from the system in which he is a member into another system, where the set of expectations for his position differ, inappropriate role behavior is likely to ensue. Since the visiting professor is not a permanent member of the host university and hence does not become a competitor of serious concern to other professors within that system, the situation may easily be structured so as to encourage cooperation with him or indifference to his presence. His legitimized rank makes his position salient to his colleagues, thus cooperation is more likely than indifference. It would seem, then, that the visiting professor occupies a very favorable position to initiate positive modifications of attitudes of those in the host institution.

The article focuses on the practical value of comparative education. Comparative education is a relatively recent branch of the science of education which attempts to study educational conditions in different countries in the light of the historical evolution of educational theories and practices, and of the social, cultural, and economic development of those countries, so that increased understanding of those conditions and developments may stimulate and contribute to the general improvement of education in all countries. Comparative education cannot aim to discover the basis of a universal system of education, and that it should not be confused with international education which seeks to promote a common aim among the peoples of the world. Knowledge of the cultural pattern, the sociological and the anthropological as well as the economic background, coupled with factual information on the educational setup of a given country, is imperative for any effective student placement. Knowledge of the educational system alone is not enough and the needs of the country and its existing resources must be investigates carefully.

Discusses the teaching exchange experience in psychology between universities in Great Britain and U.S. Expectation for Nottingham University students on reading specialty; Approach on lecture, tutorial and practical methods used by Nottingham instructors; Difference on school administration of Great Britain and U.S.

The article expresses vividly some of the learnings of Mark Starr, Vice-Chairman, U.S. Advisory Commission on Educational Exchange, that have come from his wide experience in working with exchange visitors in the U.S. and abroad. The article adds that people at the helm of affairs in this regard ought to be more careful to put the exchange on a functional basis: transport worker to meet transport worker, coal digger to meet coal digger and needle pusher to meet needle pusher. In other words, they should have a much better selection and more preparation and much more follow-up in educational exchange than we have had so far. It is good that exchange has gotten off the exclusively academic and professional level. The current move to bring a large number of young workers for study-work programs with actual experience in industry and community life is very welcome. Professors and students can be most easily shifted but, despite difficulties, other people are equally worthy of consideration in international exchange. People are learning, in this business of educational exchange, the value of humility.

The article discusses the author's experience as an American in working in a school France under the teachers exchange program. She relates her difficulties in adjusting to the new environment of teaching the English language to her French students. She stresses that her adequate knowledge on classroom planning and effective teaching strategy enabled her to adjust to the condition.

The drives to internationalise the UK curriculum and psychology students' desires to work in communities are brought together in this paper. International community-based learning (ICBL) links with many psychology students' motivations to make contributions to others; with the potential to enhance students' learning and cultural sensitivities. The recently-developed literature on international service learning highlights multiple benefits for students (and sometimes community hosts), as well as the potential tensions that need to be negotiated. With the intentions of creating global citizens interested in social justice, community-based engagement can sometimes reinforce preconceived notions. In addition, benefits to the host communities may only be short-term or questionable, with less research on community partners' perspectives than on those of the students. This paper describes work with UK psychology students who undertook CBL in four different international settings (2008--2015); illustrating the complexities of setting up, facilitating and supporting students' CBL. It will then focus on two African settings (South Africa and Tanzania), with data drawn from group discussions with students, post-experience reflections, observations by the accompanying tutor and feedback from community partners. The findings show the richness of students' learning through CBL in both settings, including deeper insight into applications of psychological theory, the skills they enhanced and the emotional impacts of the work. Students reported changed perspectives, including greater awareness of social issues that impacted on their attitudes. The findings are explored and compared, using tools from Activity Theory, to illustrate points of confluence and tensions in such initiatives, when students, community partners and academic staff members interact. The discussion will reflect on what might guide the integration and optimising of ICBL to benefit both students and community partners. [ABSTRACT FROM AUTHOR]

Deals with the specific problems of implementation of the international exchange of faculty. Reason for the increased interest in professional exchanges; Options for handling the salaries of the exchanging faculty; Discussion of the banking arrangements made for the salaries of the faculty.

The article describes the implementation of a teacher exchange program between Florida International University and Dade County Public Schools in Miami, Florida. It provided for a 10-week swap of total instruction load between an education professor and a high school teacher. During the exchange program, teaching skills and educational perspectives were challenged. For the professor, the reality of previous public teaching was brought back and reinforced, whereas for the high school teacher impressions and benefits were diverse. The authors consider the role swapping a personal success. However, a number of problems regarding its establishment were cited including time constraint with administrative details and the need for both parties to exert extra effort.

The article focuses on the significance of Special Education Exchange (SEE) in solving the needs of special educators in the U.S. In the country, special education teachers are geographically distributed. They lack the opportunity to share ideas with colleagues on significant problems encountered from teaching handicapped children. SEE could help special class teachers in improving the use and effectiveness of instructional materials for their particular children through exchange of ideas.

Presents insights on the intra-national exchange of teachers in the U.S. Lack of implementation of such programs for secondary and elementary teachers; Benefits of the program to teachers; Obstacles in conducting the program.

The article offers how-to-do-it guides on organizing and promoting special events like awareness weeks and months that are available to disability communicators and other resources. This section features the following guides including partners for community living, attitudes campaign, people at work, a national speakers bureau, and the new book offered by Mobility International U.S.A. It states that the book offered by Mobility International U.S.A covers various topics like international educational exchange programs and international workcamps.

The article provides information on the teacher exchange program administered by the U.S. Office of Education in cooperation with the Department of State. It aims to give teachers the opportunity to teach in a national or a U.S.-sponsored school in another country. For the school year 1962-1963, approximately 400 grants will be available in 40 countries. The exchange teaching assignments are of two types, namely, those involving an interchange of teachers and those involving a one-way assignment for an American teacher in a school abroad. The basic qualifications include a bachelor's degree, good physical health, and good moral character.