Education Abroad and the Undergraduate Experience

Co-published with img alt="" src="https://styluspub.presswarehouse.com/uploads/06a9578d29ab28836e5de4c38e0554d5e89840e8.jpg" This volume focuses on two questions.

Education Abroad and the Undergraduate Experience

Author: Elizabeth Brewer

Publisher: Stylus Publishing, LLC

ISBN: 1620368293

Page: 306

View: 339

Co-published with NAFSA. This volume focuses on two questions. First, how can education abroad be embedded into undergraduate education so that students experience it as an integral component of their education and something they help shape, rather than as time away from their education and as a commodity to be consumed? Second, how can colleges and universities maximize the educational value of education abroad by forging stronger connections between it and other undergraduate experiences? The volume argues that learning abroad be positioned within the work of the larger institution and students’ overall education. Organized within three sections, this volume makes the case that learning abroad must be positioned within the work of the larger institution and students’ overall education. In doing so, it questions many current assumptions and stimulates thinking about the power of an integrative approach to education abroad to lead to lasting educative value. An integrative approach requires that students be afforded multiple opportunities and ongoing support to draw connections with their learning abroad with other dimensions of their undergraduate education. Chapters cover topics such as the additive value of integrating multiple HIPs with education abroad to span disciplinary boundaries and promote an array of soft or operational skills; the importance of maintaining the disruptive quality of the encounter with the foreign to enrich study at home; issues of commodification and reciprocity; increasing access to study abroad to community college--particularly adult--populations; facilitating students’ social and intellectual development, identity formation, and reflective practice; rethinking orientation programming to emphasize the continuity of learning pre-, during- and post-education abroad; asking fundamental questions about the purpose of education abroad to rethink assessment and its purposes; the faculty role in the internationalization of the curriculum; and developing more intentional relationships with in-field partners and international educational organizations to more effectively connect leaning abroad with other dimensions of undergraduate education. For everyone involved in international education – whether SIOs, faculty, department chairs or deans – the critical questions and new perspectives offered here will inform and shape the growing movement to integrate education abroad with the overall undergraduate experience.

Education Abroad and the Undergraduate Experience

Education Abroad and the Undergraduate Experience

Author: Elizabeth Brewer

Publisher: Stylus Publishing (VA)

ISBN: 9781620368275

Page: 306

View: 618

Co-published with NAFSA. This volume focuses on two questions. First, how can education abroad be embedded into undergraduate education so that students experience it as an integral component of their education and something they help shape, rather than as time away from their education and as a commodity to be consumed? Second, how can colleges and universities maximize the educational value of education abroad by forging stronger connections between it and other undergraduate experiences? The volume argues that learning abroad be positioned within the work of the larger institution and students' overall education. Organized within three sections, this volume makes the case that learning abroad must be positioned within the work of the larger institution and students' overall education. In doing so, it questions many current assumptions and stimulates thinking about the power of an integrative approach to education abroad to lead to lasting educative value. An integrative approach requires that students be afforded multiple opportunities and ongoing support to draw connections with their learning abroad with other dimensions of their undergraduate education. Chapters cover topics such as the additive value of integrating multiple HIPs with education abroad to span disciplinary boundaries and promote an array of soft or operational skills; the importance of maintaining the disruptive quality of the encounter with the foreign to enrich study at home; issues of commodification and reciprocity; increasing access to study abroad to community college--particularly adult--populations; facilitating students' social and intellectual development, identity formation, and reflective practice; rethinking orientation programming to emphasize the continuity of learning pre-, during- and post-education abroad; asking fundamental questions about the purpose of education abroad to rethink assessment and its purposes; the faculty role in the internationalization of the curriculum; and developing more intentional relationships with in-field partners and international educational organizations to more effectively connect leaning abroad with other dimensions of undergraduate education. For everyone involved in international education - whether SIOs, faculty, department chairs or deans - the critical questions and new perspectives offered here will inform and shape the growing movement to integrate education abroad with the overall undergraduate experience.

The Undergraduate Experience

It emphasizes four learning pathways outside the classroom: Community service;
global learning (e.g., study abroad); ... professionals in student affairs and other
offices sponsoring experiences (e.g., study abroad, undergraduate research) ...

The Undergraduate Experience

Author: Peter Felten

Publisher: John Wiley & Sons

ISBN: 111905074X

Page: 272

View: 658

A clear, practical framework for getting higher education back on track The Undergraduate Experience is a guide for significantly improving student learning and institutional performance in the rapidly changing world of higher education. Written by recognized experts in undergraduate education, this book encourages college and university leaders to rethink current practices that fragment the student experience, and to focus on creating powerful, integrated undergraduate learning for all students. Drawing from their own deep experience and the latest research, the authors reveal key principles that enable institutional change and enhance student outcomes in any higher education setting. Coverage includes high-impact practices for engagement, the importance of strategic leadership, the necessity of setting and maintaining high expectations, and insight on fostering excellence through systematic planning. Through its core themes and action principles, this book can be a valuable resource for faculty, staff, administrators, and governing boards at all types of postsecondary institutions. The book provides a practical framework for achieving excellence in undergraduate education by focusing on: Learning Relationships Expectations Alignment Improvement Leadership The value of an undergraduate education is under greater scrutiny than ever before, and campus leaders must be able to convey the value of their institutions to students, boards, donors, and legislators. Is a college or university degree worth the increasing cost? Are today's students academically adrift? What's the difference between a degree and an education? Responding to these questions requires focused action by individuals and institutions. The Undergraduate Experience offers practical guidance for creating and sustaining excellence in the face of disruption and change in higher education.

Student Learning Abroad

A central purpose of this book is to question the claims commonly made about the educational benefits of study abroad.

Student Learning Abroad

Author: Michael Vande Berg

Publisher: Stylus Publishing, LLC.

ISBN: 1579227147

Page: 455

View: 758

A central purpose of this book is to question the claims commonly made about the educational benefits of study abroad. Traditional metrics of enrollment increases and student self-report, and practices of structural immersion, are being questioned as educators voice growing uncertainty about what students are or are not in fact learning abroad. This book looks into whether these criticisms are justified—and what can be done if they are. The contributors to this book offer a counter-narrative to common views that learning takes place simply through students studying elsewhere, or through their enrolling in programs that take steps structurally to “immerse” them in the experience abroad. Student Learning Abroad reviews the dominant paradigms of study abroad; marshals rigorous research findings, with emphasis on recent studies that offer convincing evidence about what undergraduates are or are not learning; brings to bear the latest knowledge about human learning and development that raises questions about the very foundations of current theory and practice; and presents six examples of study abroad courses or programs whose interventions apply this knowledge. This book provokes readers to reconsider long-held assumptions, beliefs and practices about teaching and learning in study abroad and to reexamine the design and delivery of their programs. In doing so, it provides a new foundation for responding to the question that may faculty and staff are now asking: What do I need to know, and what do I need to be able to do, to help my students learn and develop more effectively abroad? Contributors: Laura Bathurst Milton Bennett Gabriele Weber Bosley John Engle Lilli Engle Tara Harvey Mitchell Hammer David Kolb Bruce La Brack Kris Hemming Lou Kate McCleary Catherine Menyhart R. Michael Paige Angela Passarelli Adriana Medina-López Portillo Meghan Quinn Jennifer Meta Robinson Riikka Salonen Victor Savicki Douglas Stuart Michael Vande Berg James Zull While the authors who have contributed to Student Learning Abroad are all known for their work in advancing the field of education abroad, a number have recently been honored by leading international education associations. Bruce La Brack received NAFSA’s 2012 Teaching, Learning and Scholarship Award for Innovative Research and Scholarship. Michael Paige (2007) and Michael Vande Berg (2012) are recipients of the Forum on Education Abroad’s Peter A. Wollitzer Award.

Integrative Learning in US Undergraduate Public Health Education Effective High Impact Practices

Through Shared Futures, AAC&U seeks to increase global learning experiences
within higher education. ... Indeed, the overall rate of students who currently study
abroad during their undergraduate experience has tripled in the last 20 years.

Integrative Learning in US Undergraduate Public Health Education  Effective High Impact Practices

Author: Andrew Harver

Publisher: Frontiers Media SA

ISBN: 2889634264

Page:

View: 558

This current Research Topic does not derive directly from Boyer’s Model of Scholarship, but nonetheless represents a well-timed exploration and example of where higher education has progressed in bringing the innovative, integrative conceptualization of higher education scholarship and practice laid out by Boyer, to realization through the growing arena of undergraduate public health programs. At the same time, the authors included here were invited to specifically address a second arena of scholarly practice associated with additional elements of Boyer’s legacy, effective High-Impact Practices (HIPs) - practices that engage students, faculty and often broader communities in integrative learning that connect academic and extra-academic learning environments. Undergraduate public health programs are perfectly positioned to provide a framework for integrated learning through High-Impact Practices. Such practices encompass not only the essential learning outcomes that employers continue to demand – critical thinking, working with diverse others, written and oral communications, ethics, analysis, etc. – but also a curriculum that is scaffolded and replete with opportunities to practice and enhance performance and application of knowledge and abilities to important personal, social and global challenges and needs.

Undergraduate Global Education Issues for Faculty Staff and Students

Inaddition, ifone factors in the numbers of noncredit activities abroad, internships,
research, and volunteer service,that participation ... With students seekingto pack
in asmuch aspossible during their undergraduate experience—multiple majors ...

Undergraduate Global Education  Issues for Faculty  Staff  and Students

Author: Ann Highum

Publisher: John Wiley & Sons

ISBN: 1118915062

Page: 112

View: 939

Find practical research, strategies, and advice in thisissue on the power of global education for 21st-century collegelearners.This volume assists campus professionals and facultymembers as they: Design courses for study abroad Implement programs of various lengths and types Consider their own professional development Evaluate global learning experiences. It also discusses the legal and ethical aspects of providingeducational opportunities all over the world, with advice onadministrative structures, important principles of risk management,and predeparture orientation for students and program leaders.Covering the history of global learning programs, facultydevelopment, experiential learning, culture shock upon returninghome, and program assessment, this volume also includes awealth of resource information, including websites, checklists, andother publications.

Integrating Study Abroad Into the Undergraduate Liberal Arts Curriculum

This book deals with an issue of increasing concern to college educators--the relationship of study abroad to the home campus curriculum.

Integrating Study Abroad Into the Undergraduate Liberal Arts Curriculum

Author: Barbara B. Burn

Publisher: Praeger

ISBN:

Page: 147

View: 952

This book deals with an issue of increasing concern to college educators--the relationship of study abroad to the home campus curriculum. The eight case studies presented herein provide the insight necessary to help college educators and administrators successfully internationalize their student's degree programs.

Integrating Worlds

In careful, practical ways Integrating Worlds advances suggestions for dealing with these issues. This book urges educators to go beyond the episodic ways we currently link on-campus curricula to off-campus experience.

Integrating Worlds

Author: Scott D. Carpenter

Publisher: Stylus Publishing, LLC

ISBN: 1620360039

Page: 216

View: 326

What if our students learn the most when they’re far from campus? Integrating Worlds demonstrates how high-quality off-campus study epitomizes integrative learning, both supporting and enhancing the entire undergraduate experience. While off-campus study (both study abroad or study away) occupies a marginal position on most campuses, it has the almost unique capacity to bring together a high concentration of high-impact educational practices. When we combine global learning with collaborative work, shared intellectual pursuits, learning communities, and more, these practices reinforce each other, exerting a multiplier effect that can potentially result in the most intense learning experience our students will have. It can energize and inspire them for the work they will continue to undertake on their home campus. It thus becomes crucial for us to identify or design high-quality programs that will achieve these goals. Moreover, we need to reimagine off-campus study as an integrated portion of the undergraduate arc—one that begins well before our students depart and continues long after they return. In this way, we help them understand the interconnectedness not only of the world, but also of their own education. At the same time, the authors recognize material constraints and educational imperatives. Off-campus study costs money; its complexity makes it difficult to assess; it overlaps increasingly with internships and civic engagement; and by its nature, it is more subject to external forces than the on-campus experience. In careful, practical ways Integrating Worlds advances suggestions for dealing with these issues. This book urges educators to go beyond the episodic ways we currently link on-campus curricula to off-campus experience. While of interest to specialists in international or intercultural education, it speaks most directly to faculty, deans and provosts—many of whom may have little (or dated) experience of study abroad and who thus feel unprepared to address this issue of pressing importance. As our disciplines and institutions face the complexities of a rapidly changing world, this book seeks to fuel the necessary conversations.

50 Years of US Study Abroad Students

This book explores the long-term impacts of study abroad through a lens of knowledge diplomacy and the cultivation of individuals with understanding of the host country and world through transformative international experiences.

50 Years of US Study Abroad Students

Author: Sarah R. Asada

Publisher: Routledge

ISBN: 0429880200

Page: 152

View: 613

Since the 1960s, Japan has been a historical leading study abroad destination for US undergraduate students. This book explores the long-term impacts of study abroad through a lens of knowledge diplomacy and the cultivation of individuals with understanding of the host country and world through transformative international experiences. Based on extensive original survey data and interviews with alumni over nearly 50 years of the Japan Study Program, the book provides a historical perspective on the personal impacts of study abroad on academic, professional, and personal development. The author further explores knowledge diplomacy seen as the creation of an in-depth understanding of the host country, familiarity of the host region, and awakened consciousness of the world through subsequent life experiences.

The Relationship Between Openness to Experience and Study Abroad Benefits Among Graduate and Undergraduate Saudi Students in the United States

The purpose of this research was to explore the relationship between the benefits of studying abroad and openness to new experience among graduate and undergraduate Saudi students.

The Relationship Between Openness to Experience and Study Abroad Benefits Among Graduate and Undergraduate Saudi Students in the United States

Author: Nuha Tashkndi

Publisher:

ISBN: 9780355543551

Page: 63

View: 274

The purpose of this research was to explore the relationship between the benefits of studying abroad and openness to new experience among graduate and undergraduate Saudi students. The study included 139 participants (62 female, 74 males, 3 missing). All the participants were Saudi students who are currently studying in the U.S. The first hypothesis tested the differentiation between male and female on the levels of openness to study abroad experience. The second hypothesis tested the relationship between the academic openness and the academic and social benefits from students' study abroad experiences. The third hypothesis tested the relationship between openness and the quantity of time spent with people not from home countries. The fourth hypothesis examined the difference in the tendency to be open to experience between graduate and undergraduate students. The fifth hypothesis was a regression model that predicted the benefits of study aboard experience based on the total score of openness to diversity and challenge scale, gender and the students' status. Openness to diversity and challenge and study abroad benefits were strongly correlated, r (130) = .42, p

The Handbook of Practice and Research in Study Abroad

University of Connecticut Study abroad is undergoing a revolution in the United
States. For over a century, it has been an experience largely reserved for only a
handful of students from a small number of institutions and a few academic ...
study abroad should be a privilege or a right for every undergraduate in America.

The Handbook of Practice and Research in Study Abroad

Author: Ross Lewin

Publisher: Routledge

ISBN: 1135852340

Page: 608

View: 525

Co-published with the Association for American Colleges and Universities (AAC&U) If we are all becoming global citizens, what then are our civic responsibilities? Colleges and universities across the United States have responded to this question by making the development of global citizens part of their core mission. A key strategy for realizing this goal is study abroad. After all, there may be no better way for students to acquire the knowledge, skills, and attitudes required to become effective change-agents in international contexts. The Handbook of Practice and Research in Study Abroad is a comprehensive survey of the field. Each chapter eloquently conveys an enthusiasm for study abroad alongside a critical assessment of the most up-to-date research, theory and practice. This contributed volume brings together expert academics, senior administrators, practitioners of study abroad, and policy makers from across the United States, Canada and other part of the world, who meticulously address the following questions: What do we mean by global citizenship and global competence? What are the philosophical, pedagogical and practical challenges facing institutions as they endeavor to create global citizens? How is study abroad and global citizenship compatible with the role of the academy? What are the institutional challenges to study abroad, including those related to ethics, infrastructure, finances, accessibility, and quality control? Which study abroad programs can be called successful? The Handbook of Practice and Research in Study Abroad is an indispensable reference volume for scholars, higher education faculty, study abroad professionals, policy makers, and the academic libraries that serve these audiences. It is also appropriate for a wide range of courses in Higher Education Master’s and Ph.D. Programs.

Social and Cultural Aspects of Language Learning in Study Abroad

An American in Paris Myth, desire, and subjectivity in one student's account of
study abroad in France Timothy Wolcott ... In this chapter, I examine how an
American undergraduate accounts for her experiences in an island program in
Paris.

Social and Cultural Aspects of Language Learning in Study Abroad

Author: Celeste Kinginger

Publisher: John Benjamins Publishing

ISBN: 9027271836

Page: 344

View: 663

The papers in this volume offer a sampling of contemporary efforts to update the portrayal of study abroad in the applied linguistics literature through attention to its social and cultural aspects. The volume illustrates diversification of theory and method, refinement of approaches to social interactive language use, and expansion in the range of populations and languages under scrutiny. Part I offers a topical orientation, outlining the rationale for the project. Part II presents six qualitative case studies adopting sociocultural, activity theoretical, postructuralist, or discourse analytic methodologies. The four chapters in Part III illustrate a variety of approaches and foci in research on the pragmatic capabilities of study abroad participants in relation to second language identities. The volume will be of interest to a broad audience of applied linguistics researchers, language educators, and professionals engaged in the design, oversight, and assessment of study abroad programs.

Promoting Inclusion in Education Abroad

While there has been significant discussion and action to promote broader inclusion in education abroad, this is the first volume focusing on research and practice to achieve these ends, and is intended as a critical resource for ...

Promoting Inclusion in Education Abroad

Author: Heather Barclay Hamir

Publisher: Stylus Publishing, LLC

ISBN: 1620365588

Page: 248

View: 393

Co-published with While education abroad - including studying, volunteering, researching, and interning abroad - is increasingly emphasized as a critical factor in preparing undergraduates for a globally interconnected world, diversifying the pool of participants in such activities has proven challenging. Framed within the concept of "inclusive excellence" with the objective of promoting diversity, inclusion, and equity in higher education as foundational to educational excellence, the contributors present research and practices that have been proven successful in improving participation among groups of students traditionally underrepresented in education abroad. Broader participation in education abroad programming has been a perennial concern at numerous higher education institutions in the U.S., having prompted countless discussions in professional organizations and across campuses among faculty, staff, and students. Many have come to recognize that overseas opportunities are no longer a luxury and instead are a necessity for job seekers entering a more diverse, globally interconnected workplace. The volume offers a combination of research-based chapters and case studies from leading experts on the barriers that disproportionately impact specific groups of students, including: students with disabilities; first-generation college students; undocumented students; racial and ethnic minorities; science, technology, engineering, and mathematics (STEM) majors; and males. The authors illuminate the issues which may inhibit education abroad participation, from individual to institutional, and present strategies reflecting a broad range of institutional contexts, resources, and needs. While there has been significant discussion and action to promote broader inclusion in education abroad, this is the first volume focusing on research and practice to achieve these ends, and is intended as a critical resource for practitioners and scholars alike.

A History of US Study Abroad

This is the follow-up companion volume to William Hoffa's A History of U.S. Study Abroad:Beginnings to 1965. Twenty one authors contributed to the book that traces the evolution of U.S. study abroad over the past 40+ years.

A History of US Study Abroad

Author: William Hoffa

Publisher:

ISBN:

Page: 511

View: 329

This is the follow-up companion volume to William Hoffa's A History of U.S. Study Abroad:Beginnings to 1965. Twenty one authors contributed to the book that traces the evolution of U.S. study abroad over the past 40+ years. Chapters cover topics such as the economics of study abroad, the impact of technology, the diversification of geographic loctions, the student profile and the curriculum, and the impact of geo-political events on study abroad. [Publisher website, ed].

NAFSA s Guide to Education Abroad for Advisers and Administrators

While focussing on the undergraduate level , the Task Force explicitly recognizes
the importance of opportunities for study and other experiences abroad at all
levels of American education , from secondary school to graduate school and ...

NAFSA s Guide to Education Abroad for Advisers and Administrators

Author: NAFSA: Association of International Educators (Washington, D.C.)

Publisher:

ISBN:

Page: 313

View: 822

This volume offers a series of papers and essays as a guide to higher education advisors and administrators in the field of education abroad. Papers are organized into three sections which address education abroad in general, advising, and program development and evaluation. The following papers are included: "Being a Professional in the Field of Education Abroad" (Archer Brown and David Larsen); "The Education-Abroad Office in Its Campus Context" (Paul DeYoung and Paul Primak); "Academic Credit" (Eleanor Krawutschke and Kathleen Sideli); "Financial Aid" (Nancy Stubbs); "The Office Library and Resource Materials" (Catherine Gamon and Heidi Soneson); "Computerizing Operations" (James Gehlhar and Kathleen Sideli); "Promotion and Publicity" (My Yarabinec); "The Demographics of Education Abroad" (Stephen Cooper and Mary Anne Grant); "Advising Principles and Strategies" (Cynthia Felbeck Chalou and Janeen Felsing); "Promoting Student Diversity" (Margery A. Ganz et al.); "Health and Safety Issues" (Joan Elias Gore); "Predeparture Orientation and Reentry Programming" (Ellen Summerfield); "Program Planning, Budgeting, and Implementation" (Jack Henderson et al.); "Program Designs and Strategies" (Joseph Navari and Heidi Soneson); "Work Abroad and International Careers" (William Nolting); and "Program Evaluation" (Michael Laubscher and Ronald Pirog). Appendixes contain a bibliography of about 180 print and non-print items as well as about 90 organizations, a 1990 report of a national task force on undergraduate education abroad, a Pennsylvania State University program evaluation guide, the Association of International Educators' code of ethics, and a paper on reading study abroad literature.

Preparing to Study Abroad

Also, adapting to the LSE academic calendar and learning how to deal with large
lecturer classes for the first time was ... and personal growth, I can't help but
advocate how important an international experience is for undergraduate
students.

Preparing to Study Abroad

Author: Steven T. Duke

Publisher: Stylus Publishing, LLC

ISBN: 1579229964

Page: 162

View: 554

Study abroad is a potentially valuable experience in today’s global economy. With proper preparation it can be transformational. It can open you to the appreciation of other cultures; develop the transferable intercultural skills for interacting with people from different backgrounds; and deepen your self-awareness about your values and expectations. It can build confidence as you learn to navigate unfamiliar situations, and help you deal with the ambiguities of life. Study abroad also develops knowledge and insights about our interconnected world that will serve you well whether you choose a career in business, non-profits, education, or government. A recent study by IES Abroad found that many employers value the intercultural skills and personal development that students gain from their travel. Students who had studied abroad reported higher starting salaries and were more likely to have landed a job within six months of graduation than the national average. This book is written for you, as a student who is learning about the world first-hand, and probably traveling abroad for the first time. It addresses the challenges of adapting thinking and behavior as you travel in an unfamiliar environment, of making the most of the opportunities, and of meeting and interacting with the locals. This book is designed to help you prepare for your study abroad experience so you can get the most from it, and gain critical intercultural skills while crossing cultures. It offers strategies for learning about and exploring cultural differences and similarities of the country you will visit; and advice about how to actively observe and participate in the life of the locality in which you will find yourself. Each chapter illustrates key concepts through the personal accounts of students who have "been there, done that.” This book aims to help you with your own personal journey, and to make your study abroad experience as meaningful, rewarding, and insightful as possible.

Perceptions of Short term Study Abroad Experiences on Intercultural Competence in School Psychology Graduate Students

Intercultural competence is an emerging topic of interest in service-based professions, including school psychology.

Perceptions of Short term Study Abroad Experiences on Intercultural Competence in School Psychology Graduate Students

Author: Nicole A. Guzman

Publisher:

ISBN:

Page: 60

View: 664

Intercultural competence is an emerging topic of interest in service-based professions, including school psychology. The National Association of School Psychologists has long asserted the importance of interculturally competent practices in schools in the form of ethical and unbiased assessments and interventions, collaboration with families, and overall justice and advocacy for all students. Research indicates that participating in a study abroad experience during an undergraduate or graduate program of study is one option for future professionals in schools to gain intercultural competence. Previous research examined the impact of study abroad experiences on future teachers and school counselors, but little research exists on the impact of study abroad on school psychologists, who serve diverse student groups. This qualitative project examined the unique experiences and perceived intercultural competence growth of school psychology graduate students who participated in study abroad experiences, as well as how their experiences prepared them to serve diverse populations in schools. Implications regarding future research and practice are provided.

Higher Education in a Global Society

Charles T. Clotfelter, Duke University, US Preparing students for the 21st century labor force requires exposure to other cultures and societies. This volume discusses ways to build richer campus experiences for achieving this requirement.

Higher Education in a Global Society

Author: Donald Bruce Johnstone

Publisher: Edward Elgar Publishing

ISBN: 1849805318

Page: 244

View: 546

Higher Education in a Global Society delves deeply into the compelling challenges and opportunities facing higher education in cultivating world citizens. An exceptional range of scholars offers insights providing direction and guidance for colleges ready to respond to globalization from institutions crossing borders to creating international experiences at home, from students studying abroad to international students journeying to the United States, and from the critical demands on administrators to the vital contributions of faculty. J. Michael Adams, Fairleigh Dickinson University and International Association of University Presidents, US Higher Education in a Global Society should be of tremendous practical value to deans and provosts contemplating an international partnership or program. Written in a most accessible style by a combination of higher education scholars and veteran academic administrators, it provides a nuanced understanding of both the pitfalls and unanticipated benefits from such programs. Charles T. Clotfelter, Duke University, US Preparing students for the 21st century labor force requires exposure to other cultures and societies. This volume discusses ways to build richer campus experiences for achieving this requirement. Different chapters explore research connections, international visitors and students, campuses abroad, study abroad programs, and curriculum changes. By presenting case studies from different types of institutions, the editors and authors offer ideas that can be useful throughout higher education. Teresa A. Sullivan, President, University of Virginia, US This book is a very positive contribution to the literature on higher education internationalization. Written from a distinctly US perspective, it examines topics such as worldwide demographic and educational attainment trends; university R&D investments abroad and technology transfer issues; the interrelated dynamics of national policies regarding international education, migration and nation-human capacity building; and strategies to embed internationalization on campus. Debra W. Stewart, Council of Graduate Schools Higher education functions in a global environment of consumers, employees, competitors, and partners. It has been a force for globalization and a model for adaptation, but nonetheless faces challenges. This volume of essays examines emerging issues and opportunities for advancing education across borders. The demands upon and need for higher education have never been greater at both the individual and societal levels, and the avenues for pursuing the mission of higher education have greatly expanded due to globalization. This volume examines how strategically minded institutions can better fulfill their mission in a global environment while promoting international collaboration and strengthening the world economy. Chapter authors include prominent senior administrators from higher education and leading researchers on higher education and globalization. They provide new and actionable information to enhance decision making and inform strategic planning as well as a contemporary examination of the business of higher education and areas of potential new research. This book is an excellent resource for academic administrators, as well as for researchers and students in business, management, economics, education, and public sector economics.