Influence of a Short-Term Study Abroad Experience on Professional Competencies and Career Aspirations of Graduate Students in Student Affairs

Autor/inn/en	Wikowsky, Patty; Mendez, Sylvia L.
Titel	Influence of a Short-Term Study Abroad Experience on Professional Competencies and Career Aspirations of Graduate Students in Student Affairs
Quelle	In: Journal of College Student Development, 59 (2018) 6, S.769-775 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Instructional Effectiveness; Study Abroad; Student Experience; Occupational Aspiration; Graduate Students; Student Personnel Services; Foreign Students; Interpersonal Competence; Intercultural Communication; Higher Education; Foreign Countries; Masters Degrees; Cultural Awareness; Cultural Pluralism; Comparative Education; Ireland; Italy; United States + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Studies abroad; Auslandsstudium; Studienerfahrung; Berufsneigung; Berufsziel; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Interpersonale Kompetenz; Interkulturelle Kommunikation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Cultural identity; Kulturelle Identität; Kulturpluralismus; Vergleichende Erziehungswissenschaft; Irland; Italien; USA
Abstract	While the specific mission of master's-level student affairs preparation programs (SAPPs) may differ, the overarching purpose is to prepare graduates educated in student development to serve as leaders within higher education (Long, 2012; Nuss, 2003). As student populations evolve with increasing diversity, specifically in international populations (Farrugia, Bhandari, Baer, Robles, & Andrejko, 2017), SAPPs must seek ways to educate their graduate students in order to promote success in the current global environment. While an institution may assert internationalization as a goal, it will not become a reality unless the faculty, staff, policies, priorities, and opportunities are part of the infrastructure to support that goal (Schulz, Lee, Cantwell, McClellan, & Woodard, 2007). Given recent trends of increasing international student population (5.3% of overall higher education enrollment) and study abroad participation (10.4% of undergraduate students; Farrugia et al., 2017), developing culturally aware professionals to contribute to campus internationalization is increasingly paramount. The success of international students at U.S. institutions and the promotion of study abroad and reintegration of students back to their home institutions require culturally competent student affairs professionals who are able to fulfill social justice and inclusion-related competencies (ACPA & NASPA, 2015). In response to the increasing internationalization of higher education, evidence exists of the inclusion of short-term study abroad experiences in SAPPs as a pedagogical approach to expose SAPP graduate students to higher education systems outside the country and expand students' intercultural competence (Schulz et al., 2007). Previous publications related to this approach have focused on the structure of the courses, learning outcomes, and logistical considerations for such experiences (Haber & Getz, 2011; Yakaboski & Birnbaum, 2017) but are limited in exploring its influence on SAPP graduate students' professional development. In this article, the following research question guides the study: How does participation in a short-term study abroad experience in SAPP curriculum influence graduate students' intercultural competence, work with international students, and career development? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01