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3 results

Intercultural Learning through Study Abroad

Intercultural Learning through Study Abroad
  • Susan B. Goldstein
  • Published online:
    21 April 2022
    Print publication:
    12 May 2022
  • Over the past three decades, the population of international students throughout the world has steadily increased. Although university students choose to study in locations other than their home country for a variety of reasons, including professional development and disciplinary training, nearly all education abroad programs have intercultural learning as a central goal. In this Element, perspectives derived from cross-cultural psychological research are applied to an investigation of the effectiveness of study abroad as a mechanism for intercultural learning. Effectiveness is broadly defined and includes not only overall favorable program outcomes, such as gains in intercultural skills, knowledge, attitudes, and awareness, but also a recognition that study abroad experiences and outcomes may vary depending upon participants' diverse and intersectional identities. Best practices for facilitating intercultural learning through study abroad are identified and strategies are outlined for addressing the methodological challenges of research in this area.

  • 10 - International Initiatives in K–12 and Higher Education

  • from Part II - Practice of Intercultural Training
  • Edited by Dan Landis, University of Hawaii, Hilo, Dharm P. S. Bhawuk, University of Hawaii, Manoa
  • Book:
    The Cambridge Handbook of Intercultural Training
    Published online:
    18 September 2020
    Print publication:
    27 August 2020, pp 357-376

  • Summary

    This chapter begins by tracing the development of initiatives in intercultural and multicultural education that have dominated the paradigm of K–12 education and teacher preparation for more than sixty years before moving to more recent attempts to integrate international or global perspectives into the education of all. Throughout the chapter, key concepts from the fields of cross-cultural communication and intercultural training, as well as the work of influential intercultural researchers and practitioners, are analyzed particularly emphasizing how they have influenced the field of education. Recent and promising international education initiatives and practices, organizations that promote comprehensive curricular frameworks and/or policy initiatives, and outcomes of recent studies that assess their impact in K–12 as well as higher education are presented. Finally, we argue for a new perspective on terminology, so rather than continuing to work myopically within independent disciplines, we begin to look across our efforts to understand other cultures under the umbrella term “education that is cultural,” or ETIC.

  • Economic Development in a Fledgling Democracy: The Potential of the Polish Agricultural Extension System

  • Damona G. Doye
  • Journal:
    Journal of Agricultural and Applied Economics / Volume 25 / Issue 1 / July 1993
    Published online by Cambridge University Press:
    28 April 2015, pp. 101-111

  • Agricultural economists who serve as educators in emerging democracies have the opportunity to contribute to economic development by building human capital. A channel for educators to share lessons learned in these countries could benefit individuals preparing for assignments in foreign countries. Understanding the cultural and social differences in decisionmaking systems is critical to successful educational program development and implementation. Individuals in the emerging democracies often need training in management and market economics to apply at institutional as well as personal levels. Similar training for recipients of economic development funds could result in more effective application of funds.