The ups and downs of managing study abroad: Insights from Spanish higher education
-
1
Universidad de Salamanca
info
ISSN: 1745-4999, 1745-4999
Año de publicación: 2024
Tipo: Artículo
Otras publicaciones en: Research in Comparative and International Education
Resumen
This study delves into the experiences with managing study abroad reported by two mobility programs stakeholders: the vice-dean of International Relations and an Erasmus coordinator at a Faculty of a Spanish University. By means of content analysis of semi-structured interviews, this article aims to shed light on the intricacies of study abroad management in Spain, focusing on: 1) the types of study abroad programs that they are in charge of and their peculiarities, 2) the evolution of study abroad management in their institution, taking into account the pre- and post-pandemic period, and 3) the constraints and improvements to study abroad programs management that they are cognizant of. By approaching two types of stakeholders, considered to represent top-down and bottom-up study abroad management, the present study aims to triangulate perceptions from different actors that participate in the governance and guidance of study abroad in Spanish higher education.
Información de financiación
Financiadores
-
Ministerio de Ciencia, Tecnologia e Innovacion
- PID2021-124673NA-I00
Referencias bibliográficas
- 10.36366/frontiers.v4i1.67
- Council of Europe, (1997), Convention on the Recognition of Qualifications Concerning Higher Education in the European Region
- Dörnyei Z, (2011), Research Methods in Applied Linguistics
- 10.1080/17475759.2016.1186721
- European Commission (2024) Erasmus to ERASMUS+: history, funding and future. Retrieved from https://Erasmus-plus.ec.europa.eu/about-Erasmus/history-funding-and-future. Access 20/06/2024.
- European Higher Education Secretariat (2024) How does the Bologna process work? Retrieved from https://ehea.info/. Access 03/09/2024.
- Gallego-Balsà L, (2014), Language Policy and Internationalization: The Experience of International Students at a Catalan University
- Goodwin C, (1988), Abroad and beyond: Patterns in American Overseas Education
- Hoffa W, (2007), A history of US Study Abroad : Beginnings to 1965, 10.36366/B.978-1-952376-11-5
- Jackson J, (2008), Language, identity and study abroad. Sociocultural Perspectives.
- Kinginger C, (2009), Language Learning and Study Abroad: A Critical Reading of the Research, 10.1057/9780230240766
- Llanes A, (2012), System, 40, pp. 179, 10.1016/j.system.2012.05.003
- Mammadova T, (2023), Academic mobility through the lens of language and identity, global pandemics, and distance internationalization. Multidisciplinary Perspectives, 10.4324/9781003366942
- Mocanu V, (2023), Language Learning in Study Abroad: Social, Cultural, and Identity-Related Factors
- Mocanu V, (2023), Academic Mobility through the Lens of Language and Identity, Global Pandemics, and Distance Internationalization. Multidisciplinary Perspectives, pp. 59, 10.4324/9781003366942-7
- 10.1080/01434632.2024.2357716
- NAFSA: Association of International Educators. (2024). About us. NAFSA and international education. Retrieved from https://www.nafsa.org/about. Access 03/09/2024.
- Pellegrino Aveni V, (2005), Study abroad and second language use. Constructing the Self, 10.1017/CBO9780511620584
- Pérez Vidal C, (2011), Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts, pp. 103
- Pérez Vidal C, (2014), Language Acquisition in Study Abroad and Formal Instruction Contexts, 10.1075/aals.13
- Rhodes G, (2014), New Directions for Student Services, 146, pp. 5, 10.1002/ss.20085
- Stake RE, (1995), The Art of Case Study Research
- Stake RE, (2005), The Sage Handbook of Qualitative Research, pp. 443
- Ye S, (2023), Adult and Higher Education, 5, pp. 116