TY - JOUR
T1 - Study abroad: Exploring the pre-departure preparation provided to students, staff and host communities
AU - Kosman, Bronwyn
AU - Castro De Jong, Daniela
AU - Knight-Agarwal, Cathy
AU - Chipchase, Lucy
AU - Etxebarria, Naroa
N1 - Funding Information:
This research was supported through a Teaching Innovation Generating Education Research (TIGER) Grant from the Faculty of Health, University of Canberra, Australia.
Funding Information:
The Journal is financially supported by the Work-Integrated Learning New Zealand (WILNZ; www.wilnz.nz), and
Publisher Copyright:
© 2023 International Journal of Work-Integrated Learning. All rights reserved.
PY - 2023
Y1 - 2023
N2 - Student pre-departure preparation has been identified as essential if study abroad programs involving work integrated learning are to deliver the numerous benefits they intend, while mitigating the many risks they involve. However, little is known about what preparation is provided to the academic and professional staff who implement these programs, and the community members who host the students. Interviews with 16 academic and professional staff involved in preparing students, staff, and host communities for Australian study abroad programs reveal inconsistencies in the preparation provided to students, and very limited preparation to staff and host communities. The limited preparation that is offered, is designed and developed in an organic (not structured) and inconsistent manner. Our findings suggest that institutions should consider implementing a more structured, consistent and institutionally driven approach to preparation for students, staff, and host communities to reduce the substantial risks associated with these programs while maximizing the benefits.
AB - Student pre-departure preparation has been identified as essential if study abroad programs involving work integrated learning are to deliver the numerous benefits they intend, while mitigating the many risks they involve. However, little is known about what preparation is provided to the academic and professional staff who implement these programs, and the community members who host the students. Interviews with 16 academic and professional staff involved in preparing students, staff, and host communities for Australian study abroad programs reveal inconsistencies in the preparation provided to students, and very limited preparation to staff and host communities. The limited preparation that is offered, is designed and developed in an organic (not structured) and inconsistent manner. Our findings suggest that institutions should consider implementing a more structured, consistent and institutionally driven approach to preparation for students, staff, and host communities to reduce the substantial risks associated with these programs while maximizing the benefits.
KW - Higher education
KW - learning abroad
KW - pre-departure preparation
KW - student mobility
KW - study abroad
UR - http://www.scopus.com/inward/record.url?scp=85188148193&partnerID=8YFLogxK
M3 - Article
SN - 2538-1032
VL - 24
SP - 447
EP - 489
JO - International Journal of Work Integrated Learning
JF - International Journal of Work Integrated Learning
IS - 4
ER -