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Transformative Study Abroad Programs in Emerging Nations: Moving toward Equitable Global North-South Partnerships

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  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      10
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Study Abroad; Transformative Learning; Developing Nations; Developed Nations; Program Length; Program Development; Partnerships in Education; Universities; Service Learning; Program Effectiveness; Foreign Countries; Student Attitudes; Sustainability
    • Subject Terms:
      Botswana; Florida (Orlando)
    • Accession Number:
      10.1080/00405841.2020.1739954
    • ISSN:
      0040-5841
    • Abstract:
      This work explores how short-term study abroad programs in emerging nations might be redesigned to become more beneficial to host institutions and communities, while providing more responsive, transformative learning experiences for students, and analyze how study abroad programs, as well as follow-on grant and research programs, can also be the tools that develop a sustainable and equitable partnership between universities in the Global North and South. This research is focused on the challenges of developing equitable north-south partnerships, as well as research focused on improving the quality of student experiences in emerging nations. Based on multiple study abroad programs from North America to Botswana, we examine the development of more collaborative study abroad programs in developing countries. This research, focused on the development and execution of study abroad programs with the propensity to positively impact their host community, or at least to do no harm, particularly in developing nations -- includes analyses of programs that emphasize connecting and coping skills for all participants, community engagement and the avoidance of missionary zeal, and effective service-learning projects.
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      EJ1261178