Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-6252-8.CH009
M. Amani, M. Kim
This chapter addresses the findings of a multilayered study regarding perceptions of study abroad coordinators and students related to community college students' decisions to engage in global programs abroad and the factors that motivate their selection of a destination. In-depth interviews of study abroad program coordinators and students from three community colleges located in urban, suburban, and rural areas provided rich and diverse perspectives regarding students' access and engagement in study abroad programs and the reasons that affect their choices of destinations. Findings showed synchronicity and alignment between the study abroad coordinators' and students' perspectives. However, study abroad coordinators revealed that institutional administrators or leaders who have established connections with certain destinations influence program and destination offerings, which in turn broadens or limits students' selection of study abroad choices. Discussions and implications related to community college students, faculty, institutional leaders, and policymakers provide insight on how to make study abroad more accessible to community college students and expand their choice of destination.
{"title":"Enhancing Study Abroad Participation and Choices of Destination at Community Colleges","authors":"M. Amani, M. Kim","doi":"10.4018/978-1-5225-6252-8.CH009","DOIUrl":"https://doi.org/10.4018/978-1-5225-6252-8.CH009","url":null,"abstract":"This chapter addresses the findings of a multilayered study regarding perceptions of study abroad coordinators and students related to community college students' decisions to engage in global programs abroad and the factors that motivate their selection of a destination. In-depth interviews of study abroad program coordinators and students from three community colleges located in urban, suburban, and rural areas provided rich and diverse perspectives regarding students' access and engagement in study abroad programs and the reasons that affect their choices of destinations. Findings showed synchronicity and alignment between the study abroad coordinators' and students' perspectives. However, study abroad coordinators revealed that institutional administrators or leaders who have established connections with certain destinations influence program and destination offerings, which in turn broadens or limits students' selection of study abroad choices. Discussions and implications related to community college students, faculty, institutional leaders, and policymakers provide insight on how to make study abroad more accessible to community college students and expand their choice of destination.","PeriodicalId":117968,"journal":{"name":"Study Abroad Opportunities for Community College Students and Strategies for Global Learning","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115956468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-6252-8.CH012
C. Smith
This chapter is a descriptive case study on one community college in California to show how the institution was able to successfully institutionalize study abroad through advocacy, strategic planning, and the cultivation of local, statewide, and international collaborations. Because of the longevity and vitality of the program examined in this particular case study, there is useful insight for other education abroad professionals who are at varying stages of implementing, developing, or institutionalizing study abroad programs at their respective institutions.
{"title":"Institutionalizing International Education and Embedding Education Abroad Into the Campus Community","authors":"C. Smith","doi":"10.4018/978-1-5225-6252-8.CH012","DOIUrl":"https://doi.org/10.4018/978-1-5225-6252-8.CH012","url":null,"abstract":"This chapter is a descriptive case study on one community college in California to show how the institution was able to successfully institutionalize study abroad through advocacy, strategic planning, and the cultivation of local, statewide, and international collaborations. Because of the longevity and vitality of the program examined in this particular case study, there is useful insight for other education abroad professionals who are at varying stages of implementing, developing, or institutionalizing study abroad programs at their respective institutions.","PeriodicalId":117968,"journal":{"name":"Study Abroad Opportunities for Community College Students and Strategies for Global Learning","volume":"13 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133648779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-6252-8.CH004
Gregory F. Malveaux, Gary M. Rhodes, R. Raby
There has been a good deal already written about health and safety with education abroad at four-year colleges and universities. Although the authors found significant publications with a university focus, they found no published literature that specifically addresses community college overseas health, safety, and legal issues. The purpose of this chapter is to review what the literature already says about health and safety challenges and apply it to community colleges. In so doing, they bring forth US court cases and real-life examples at community college education abroad programs in order to ground recommendations and strategies for responding to today's challenges. In the same way that community colleges implement “on campus” policies and procedures to both limit and respond to student health and safety crises, community colleges should also implement policies and procedures to limit “study abroad” risks to students and be prepared to act if issues arise overseas. This chapter provides essential strategies to improve health and safety and legal standards for community college education abroad programs.
{"title":"Community College Education Abroad Health and Safety Concerns","authors":"Gregory F. Malveaux, Gary M. Rhodes, R. Raby","doi":"10.4018/978-1-5225-6252-8.CH004","DOIUrl":"https://doi.org/10.4018/978-1-5225-6252-8.CH004","url":null,"abstract":"There has been a good deal already written about health and safety with education abroad at four-year colleges and universities. Although the authors found significant publications with a university focus, they found no published literature that specifically addresses community college overseas health, safety, and legal issues. The purpose of this chapter is to review what the literature already says about health and safety challenges and apply it to community colleges. In so doing, they bring forth US court cases and real-life examples at community college education abroad programs in order to ground recommendations and strategies for responding to today's challenges. In the same way that community colleges implement “on campus” policies and procedures to both limit and respond to student health and safety crises, community colleges should also implement policies and procedures to limit “study abroad” risks to students and be prepared to act if issues arise overseas. This chapter provides essential strategies to improve health and safety and legal standards for community college education abroad programs.","PeriodicalId":117968,"journal":{"name":"Study Abroad Opportunities for Community College Students and Strategies for Global Learning","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114850157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-6252-8.CH003
C. Smith, Ann C. Hubbard
With education abroad having evolved into a professional field and recognized program standards and good practices having been established, there are unique considerations that community colleges must consider regarding program development, implementation, and practices that require a particular approach to best meet the needs of both community college students and two-year institutions. By examining the nine areas of the standards of good practice developed by the Forum on Education Abroad, a narrative on each will be presented to address both their relevance and application to community colleges. Currently, with the greatest growth in U.S. education abroad occurring in short-term programming and with faculty-led programming being the most common type offered by community colleges, this review has timely relevance for the field.
{"title":"Good Practices and Program Standards","authors":"C. Smith, Ann C. Hubbard","doi":"10.4018/978-1-5225-6252-8.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-6252-8.CH003","url":null,"abstract":"With education abroad having evolved into a professional field and recognized program standards and good practices having been established, there are unique considerations that community colleges must consider regarding program development, implementation, and practices that require a particular approach to best meet the needs of both community college students and two-year institutions. By examining the nine areas of the standards of good practice developed by the Forum on Education Abroad, a narrative on each will be presented to address both their relevance and application to community colleges. Currently, with the greatest growth in U.S. education abroad occurring in short-term programming and with faculty-led programming being the most common type offered by community colleges, this review has timely relevance for the field.","PeriodicalId":117968,"journal":{"name":"Study Abroad Opportunities for Community College Students and Strategies for Global Learning","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128008592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-6252-8.CH019
Gregory F. Malveaux
Some state and regional study abroad and international education-based consortia of community colleges have been struggling to remain operational. Key outside factors that have created trials include the United States' (US) economic downturn that ensued from 2007-2009, ongoing regulations set by government officials, and internal logistical challenges such as changes in leadership at member institutions, alterations in financial aid requirements, and emphasis placed on degree completion. There has been much analysis on “why” these consortia exist in the field; in contrast, this chapter focuses on “how” they persist. The Maryland Community College International Education Consortium (MCCIEC) is one of the nation's state consortia that continue to be active and flourish, navigating through economic trials, governmental policies that offset international student entry in to American higher education, and common logistical issues; this chapter uses MCCIEC as an illustrative model to show how community college consortia may function to prosper. MCCIEC uses four main approaches—1) gaining higher administrative buy-in, 2) encouraging full institutional support at membership colleges, 3) incorporating strong incentives for member activity, and 4) stimulating growth—to not only survive, but to thrive.
{"title":"How to Survive and Thrive as a Community College Consortium","authors":"Gregory F. Malveaux","doi":"10.4018/978-1-5225-6252-8.CH019","DOIUrl":"https://doi.org/10.4018/978-1-5225-6252-8.CH019","url":null,"abstract":"Some state and regional study abroad and international education-based consortia of community colleges have been struggling to remain operational. Key outside factors that have created trials include the United States' (US) economic downturn that ensued from 2007-2009, ongoing regulations set by government officials, and internal logistical challenges such as changes in leadership at member institutions, alterations in financial aid requirements, and emphasis placed on degree completion. There has been much analysis on “why” these consortia exist in the field; in contrast, this chapter focuses on “how” they persist. The Maryland Community College International Education Consortium (MCCIEC) is one of the nation's state consortia that continue to be active and flourish, navigating through economic trials, governmental policies that offset international student entry in to American higher education, and common logistical issues; this chapter uses MCCIEC as an illustrative model to show how community college consortia may function to prosper. MCCIEC uses four main approaches—1) gaining higher administrative buy-in, 2) encouraging full institutional support at membership colleges, 3) incorporating strong incentives for member activity, and 4) stimulating growth—to not only survive, but to thrive.","PeriodicalId":117968,"journal":{"name":"Study Abroad Opportunities for Community College Students and Strategies for Global Learning","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131260829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-6252-8.CH002
J. Baer
Drawing upon data from Open Doors®, this chapter highlights the unique characteristics of study abroad from community colleges over the past decade. It explores patterns in destinations, durations, and student characteristics for study abroad at community colleges over this time period. Through lessons learned from IIE's Heiskell Award winners and Generation Study Abroad (GSA) community college commitment partners, the chapter will conclude with best practices from community colleges that have made commitments to increase and diversify their study abroad programs.
{"title":"Opening the Door to Study Abroad From Community Colleges","authors":"J. Baer","doi":"10.4018/978-1-5225-6252-8.CH002","DOIUrl":"https://doi.org/10.4018/978-1-5225-6252-8.CH002","url":null,"abstract":"Drawing upon data from Open Doors®, this chapter highlights the unique characteristics of study abroad from community colleges over the past decade. It explores patterns in destinations, durations, and student characteristics for study abroad at community colleges over this time period. Through lessons learned from IIE's Heiskell Award winners and Generation Study Abroad (GSA) community college commitment partners, the chapter will conclude with best practices from community colleges that have made commitments to increase and diversify their study abroad programs.","PeriodicalId":117968,"journal":{"name":"Study Abroad Opportunities for Community College Students and Strategies for Global Learning","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128545186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-6252-8.CH008
Taryn Gassner Tangpricha
This chapter conducts a case study of Delaware Technical Community College as it grew its programs from 2009 to present. Despite directive from the President, support and engagement was not widespread across the state: varying by campus, division, department, and instructor. Study abroad leadership was tasked with aligning the program with the college's mission, vision, and strategic directions, and building support internally and externally to boost student enrollment in the study abroad program. By targeting three key groups of stakeholders—students, faculty, and community members—and supporting shared values towards a mutual benefit, Delaware Technical Community College was able to grow its study abroad enrollment by over 400% from 2010 to 2018.
{"title":"Lessons Learned","authors":"Taryn Gassner Tangpricha","doi":"10.4018/978-1-5225-6252-8.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-6252-8.CH008","url":null,"abstract":"This chapter conducts a case study of Delaware Technical Community College as it grew its programs from 2009 to present. Despite directive from the President, support and engagement was not widespread across the state: varying by campus, division, department, and instructor. Study abroad leadership was tasked with aligning the program with the college's mission, vision, and strategic directions, and building support internally and externally to boost student enrollment in the study abroad program. By targeting three key groups of stakeholders—students, faculty, and community members—and supporting shared values towards a mutual benefit, Delaware Technical Community College was able to grow its study abroad enrollment by over 400% from 2010 to 2018.","PeriodicalId":117968,"journal":{"name":"Study Abroad Opportunities for Community College Students and Strategies for Global Learning","volume":"158 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133431864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-6252-8.CH010
William David Fell, Siobhan Wright
This chapter is a case study of Carroll Community College, a small rural community college, and its plan to develop a viable travel program by using a hybrid model. This model includes three distinct cohorts: study abroad students (students who travel and take an associated credit course), lifelong learning students (travelers who take a continuing education course to prepare for the travel experience), and educational tourists (travelers who do not take an associated course). By allowing not only study abroad students but also lifelong learners (often called continuing education students) to participate in an international travel program, Carroll's mission is addressed. This chapter is a case study of how and why Carroll implemented the hybrid model as an example for other small community colleges that might wish to achieve similar results.
{"title":"The Hybrid Model","authors":"William David Fell, Siobhan Wright","doi":"10.4018/978-1-5225-6252-8.CH010","DOIUrl":"https://doi.org/10.4018/978-1-5225-6252-8.CH010","url":null,"abstract":"This chapter is a case study of Carroll Community College, a small rural community college, and its plan to develop a viable travel program by using a hybrid model. This model includes three distinct cohorts: study abroad students (students who travel and take an associated credit course), lifelong learning students (travelers who take a continuing education course to prepare for the travel experience), and educational tourists (travelers who do not take an associated course). By allowing not only study abroad students but also lifelong learners (often called continuing education students) to participate in an international travel program, Carroll's mission is addressed. This chapter is a case study of how and why Carroll implemented the hybrid model as an example for other small community colleges that might wish to achieve similar results.","PeriodicalId":117968,"journal":{"name":"Study Abroad Opportunities for Community College Students and Strategies for Global Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129030278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-6252-8.CH016
Marcine Thomas
Nearly two-thirds of all community college districts in the United States are defined as rural serving, as reported by the Rural Community College Alliance (2017), representing 37%—or more than 3 million—of community college students nationally. These rural districts often struggle to fund and develop global education activities. This chapter will identify promising practices employed by three rural-serving colleges to improve student global competence through international-education programming.
{"title":"Practical Strategies for Rural-Serving Community College Global Programming","authors":"Marcine Thomas","doi":"10.4018/978-1-5225-6252-8.CH016","DOIUrl":"https://doi.org/10.4018/978-1-5225-6252-8.CH016","url":null,"abstract":"Nearly two-thirds of all community college districts in the United States are defined as rural serving, as reported by the Rural Community College Alliance (2017), representing 37%—or more than 3 million—of community college students nationally. These rural districts often struggle to fund and develop global education activities. This chapter will identify promising practices employed by three rural-serving colleges to improve student global competence through international-education programming.","PeriodicalId":117968,"journal":{"name":"Study Abroad Opportunities for Community College Students and Strategies for Global Learning","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129923842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-6252-8.CH007
J. Robertson
The old adage “build it and they will come” does not apply in the context of study abroad at the community college. Community colleges have historically struggled with study abroad enrollment due to a number of factors including inadequate funding, insufficient institutional support, and a lack of interest and awareness on behalf of their students. While there are many factors that go into successful programming for study abroad, one key element is outreach. This chapter will define outreach in terms of the marketing and communication methods to three key stakeholders in study abroad: students, faculty, and the local community. It will be argued that program administrators need to better understand the various ways in which outreach is used to increase both student enrollment, minority students in particular, and the number of faculty engaged in leading study abroad at the community college. The chapter will conclude by proposing some strategies for identifying funding opportunities from local community partners.
{"title":"The Outreach Triad for Successful Study Abroad Programs","authors":"J. Robertson","doi":"10.4018/978-1-5225-6252-8.CH007","DOIUrl":"https://doi.org/10.4018/978-1-5225-6252-8.CH007","url":null,"abstract":"The old adage “build it and they will come” does not apply in the context of study abroad at the community college. Community colleges have historically struggled with study abroad enrollment due to a number of factors including inadequate funding, insufficient institutional support, and a lack of interest and awareness on behalf of their students. While there are many factors that go into successful programming for study abroad, one key element is outreach. This chapter will define outreach in terms of the marketing and communication methods to three key stakeholders in study abroad: students, faculty, and the local community. It will be argued that program administrators need to better understand the various ways in which outreach is used to increase both student enrollment, minority students in particular, and the number of faculty engaged in leading study abroad at the community college. The chapter will conclude by proposing some strategies for identifying funding opportunities from local community partners.","PeriodicalId":117968,"journal":{"name":"Study Abroad Opportunities for Community College Students and Strategies for Global Learning","volume":"68 32","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114005580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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