Study Abroad in Third World Countries: Issues and Opportunities.

Autor/in	Sommer, John G.
Titel	Study Abroad in Third World Countries: Issues and Opportunities.
Quelle	(1983), (8 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Cross Cultural Training; Cultural Differences; Developing Nations; Foreign Culture; Higher Education; Living Standards; School Orientation; Student Adjustment; Student Exchange Programs; Student Placement; Study Abroad + Suchen Sie Ihr Suchwort? Interkulturelle Orientierung; Kultureller Unterschied; Developing country; Developing countries; Entwicklungsland; Fremdes; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lebensstandard; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schüleraustausch; Schülerpraktikum; Studies abroad; Auslandsstudium
Abstract	Perspectives on studying abroad in third world countries are presented. Fewer than 5% of Americans who study abroad do so in Third World Countries, although economically and politically the United States and these countries are interdependent. In addition, many employers are seeking individuals with cross-cultural training and sensitivity. The reason relatively few Americans study in Third World countries is linked to the commonalities among European and U.S. education systems and backgrounds, and the fact that living in Third World countries is more problematic and inconvenient. Although there may be unreliable transportation and communications, inadequate standards of food and health care, different educational priorities, and political instability in these countries, there are some ways of dealing with these situations. In addition to selecting countries where the potential for such problems is relatively less, it is advisable to work with well-established institutions. One program approach is to organize the semester's activities and to send an experienced and sensitive academic director with each group. Placing students directly into host country universities has advantages but also lessens control and presents the risk of program disruption in case of local disturbances or university strikes or closings. An important step is predeparture orientation, which introduces the participants, outlines the semester program abroad, and provides general background on the cross-cultural issues. Specific responsibilities of the academic director are noted. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01