Millions of students seek short- and long-term study abroad options every year, and this trend is a key illustration of the internationalization of higher education. Because a global perspective has become mandatory in the largely globalized workforce, many institutions look to study abroad programs to prepare their students. This outbound mobility has the potential to contribute to greater understanding between cultures, countries, and individuals.

The Handbook of Research on Study Abroad Programs and Outbound Mobility offers a comprehensive look into motivations for and opportunities through all forms of outbound mobility programs. By providing empirically-based research, this publication establishes the benefits, difficulties, and rewards of building a framework to support international students and programs. It is an invaluable resource for academics, students, policy makers, course developers, counselors, and cross-cultural student advisors.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Bilateral Networks
Internationalized Curriculum
New Mobility
Offshore Campuses
Program Promotion
Quality Assurance
Staff Evaluation
Student Evaluation
Students’ Perception

Reviews & Statements

This volume brings together an international group of higher education faculty for 30 chapters on study abroad programs and issues in higher education. They discuss short-term trends and demographics in the US, Australia, and Israel; pre-departure considerations, such as engaging underrepresented populations, students' perceived benefits, preparing students, and risk reduction; faculty-led international exchange and service-learning experiences in fields like business, design, engineering, human resource management, information technology, and marketing; global health-related courses and international field placements; teacher internationalization and pre-service practicums abroad; and second language acquisition programs, with discussion of identity, motivation, learning strategies, social interaction, and intercultural communication and awareness.

– Protoview Reviews

While generous in scope, the information is well organized via the use of paragraph headings, subheadings, bullet points, tables, definitions, and more within each chapter. Readers will also find references listed at the end of each chapter and compiled at the end of the book accompanied by brief contributor biographies and an index. Other volumes in this series cover topics such as Adult Education, Coaching and Mentoring, Higher Education Policy and much more, and along with this volume would appeal to educators, policy-makers, and researchers. Recommended for academic libraries.

– American Reference Books Annual

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Editor/Author Biographies

Donna M. Velliaris is Academic Advisor at the Eynesbury Institute of Business and Technology (EIBT), a specialist pre-university institution where international students work towards the goal of Australian tertiary entrance. She holds two Graduate Certificates: (1) Australian Studies; and (2) Religious Education, two Graduate Diplomas: (1) Secondary Education; and (2) Language and Literacy Education, as well as three Master’s degrees: (1) Educational Sociology; (2) Studies of Asia; and (3) Special Education. In 2010, Dr Velliaris graduated with a PhD in Education focused on the social/educational ecological development of school-aged transnational students in Tokyo, Japan. Her primary research interests include: human ecology; Third Culture Kids (TCKs); schools as cultural systems; and study abroad. With recent publication of over 20 book chapters, titles comprise: Academic reflections: Disciplinary acculturation and the first-year pathway experience in Australia [Garnet]; Conceptualizing four ecological influences on contemporary ‘Third Culture Kids’ [Palgrave Macmillan]; Culturally responsive pathway pedagogues: Respecting the intricacies of student diversity in the classroom [IGI Global]; The other side of the student story: Listening to the voice of the parent [Sense]; and Metaphors for transnational students: A moving experience [Cambridge Scholars].

Deborah Coleman-George is an interdisciplinary researcher, writer, practitioner who has published and held positions including director, program coordinator, and lecturer at the Nagoya University of Foreign Studies, the global Navitas group and the University of Adelaide. Deb’s qualifications include an Honours Degree (Applied Linguistics) a Graduate Diploma (Business Administration) and a Master of Arts (Teaching). Her passion for practice-based outcomes has led to numerous collaborations including a 10-year multi-agency research initiative focusing on communication in General Practice involving the University of Adelaide, the Royal Australian College of General Practitioners (RACGP), the Australian College of Rural and Remote Medicine (ACRRM) and, Adelaide to Outback GP Training (AOGP). While working on editorial for the current Handbook Deb conceived, designed and delivered for Laureate International Universities a state-of-the-art toolkit – an app compatible with mobile devices and web-based learning for postgraduates in practice-based disciplines. The app enables learners entering the professional realm develop their problem-solving capacity and also increase their awareness and responses to the many nuances of interpersonal communication.

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