Graduate Student Training and the Reluctant Internationalism of Social Science in the USA

Autor/in	Miller-Idriss, Cynthia, Shami, Seteney
Titel	Graduate Student Training and the Reluctant Internationalism of Social Science in the USA
Quelle	In: Research in Comparative and International Education, 7 (2012) 1, S.50-60 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2012.7.1.50
Schlagwörter	Expertise; Graduate Students; Graduate Study; Social Science Research; International Education; Social Sciences; Study Abroad; Comparative Education; Field Experience Programs; Field Studies; Mixed Methods Research; Cultural Influences; Labor Market; Global Education + Suchen Sie Ihr Suchwort? Expert appraisal; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Social scientific research; Sozialwissenschaftliche Forschung; Internationale Erziehung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Studies abroad; Auslandsstudium; Vergleichende Erziehungswissenschaft; Praxisnahes Lernen; Praxisforschung; Cultural influence; Kultureinfluss; Labour market; Arbeitsmarkt; Globales Lernen
Abstract	In the US academy, there is significant disciplinary variation in the extent to which graduate students are encouraged to or discouraged from studying abroad and doing fieldwork overseas. This article examines this issue, focusing on US graduate training in the social sciences and the extent to which students are discouraged from developing international expertise. Data is drawn from a mixed-methods study conducted from 2005-2010 by the Social Science Research Council and funded by the US Department of Education's International Research and Studies Program. This article argues that key cultural dynamics in the nomothetic social science disciplines in the USA steer graduate students away from contextual international study and thus work against university internationalization efforts more broadly. Scholars of comparative and international education need to be aware of these kinds of disciplinary cultural dynamics in order to fully understand how university internationalization efforts succeed or fail. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10