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study abroad</title> <meta name="description" content="Search results for: short-term study abroad"> <meta name="keywords" content="short-term study abroad"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="short-term study abroad"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 50157</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: short-term study abroad</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50157</span> The Value of Study Abroad for Māori and Pasifika Learners: In Relation to the Tertiary Education Strategy in New Zealand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Easter%20Faasoo-Tuilagi">Easter Faasoo-Tuilagi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Study abroad has become a significant aspect of the tertiary system for New Zealand tertiary institutions and has been having a valuable contribution to student achievement and completion rate. The purpose of this doctoral study was to explore the significance and value of study abroad at an individual (learner), institutional (university), and national (government) level, with a focus on Māori and Pasifika learners. Previous research had conducted on the values and benefits of study abroad; however, there is a gap in knowledge on how study abroad can contribute to the educational experience of Māori and Pasifika students in tertiary studies in New Zealand. This study’s main focus aimed to explore the current participation and history of involvement of Māori and Pasifika students with study abroad using the University of Auckland and the University of Otago as case studies. It analysed the experiences of Māori and Pasifika students who were interested in study abroad or have returned from a study abroad. This research also explored how study abroad had become a significant aspect of the tertiary system in New Zealand, focusing on Tertiary Education Strategies. These questions were analysed using a range of methodologies, including a literature review to review how various institutions and nations, in particular New Zealand, were approaching study abroad, semi-structured interviews with Māori and Pasifika students on their experiences expressing interest in study abroad, and case studies of current/ returning Māori and Pasifika students who have had a study abroad experience. The anticipated results from this research will address several gaps in the existing literature and provide ways to better support Māori and Pasifika students who want to have a study abroad experience. This study will also inform education policy at an institutional and national level to boost the achievement of Māori and Pasifika students aligning with the Tertiary Education Strategy priorities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=study%20abroad" title="study abroad">study abroad</a>, <a href="https://publications.waset.org/abstracts/search?q=M%C4%81ori%20and%20Pasifika%20learners" title=" Māori and Pasifika learners"> Māori and Pasifika learners</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20education" title=" international education"> international education</a>, <a href="https://publications.waset.org/abstracts/search?q=tertiary%20education%20strategy" title=" tertiary education strategy"> tertiary education strategy</a> </p> <a href="https://publications.waset.org/abstracts/161641/the-value-of-study-abroad-for-maori-and-pasifika-learners-in-relation-to-the-tertiary-education-strategy-in-new-zealand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161641.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50156</span> Development of Interactional Competence: Listener Responses of Long-Term Stay Abroad Chinese L1 Speakers in Australian Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wei%20Gao">Wei Gao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study investigates the change of listener responses in social conversations of the second language (L2) speakers who are staying abroad with Chinese L1 speakers in Australian universities and how their long-term stay abroad impacted their design for L2 recipient actions. There is a limited amount of empirical work on L2 English listener response acquisition, particularly regarding the influence of long-term stay abroad in English-speaking countries. Little is known whether the development of L2 listener responses and the improvement of interactional competence is affected by the prolonged residency in the target L2 country. Forty-eight participants were recruited, and they participated in the designed speaking task through Computer-Mediated Communication. Results showed that long-term stay abroad Chinese L1 speakers demonstrated an English-like pattern of listener responses in communication. Long-term stay abroad experience had a significant impact on L2 English listener responses production and organization in social conversation. Long-term stay abroad L1 Chinese speakers had an active and productive response in listenership than their non-stay abroad counterparts in terms of frequency and placement in producing listener responses. However, the L2 English listener response production only occurred to be partial in response tokens, such as backchannels and reactive expressions, also in resumptive openers' employment. This study shows that L2 English listener responses could be acquired during a long-term stay abroad in English-speaking countries but showed partial acquisition in collaborative finishes production. In addition, the most prominent finding was that Chinese L1 speakers changed their overall listener responses pattern from L1 Chinese to L2 English. The study reveals specific interactional changes in English L2 listener responses acquisition. It generates pedagogical implications for cross-cultural communication and L2 pragmatics acquisition during a long-term stay abroad. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=listener%20responses" title="listener responses">listener responses</a>, <a href="https://publications.waset.org/abstracts/search?q=stay%20abroad" title=" stay abroad"> stay abroad</a>, <a href="https://publications.waset.org/abstracts/search?q=interactional%20competence" title=" interactional competence"> interactional competence</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20pragmatics%20acquisition" title=" L2 pragmatics acquisition"> L2 pragmatics acquisition</a> </p> <a href="https://publications.waset.org/abstracts/150392/development-of-interactional-competence-listener-responses-of-long-term-stay-abroad-chinese-l1-speakers-in-australian-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150392.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50155</span> Second Language Acquisition in a Study Abroad Context: International Students’ Perspectives of the Evolution of Their ‘Second Language Self’</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dianah%20Kitiabi">Dianah Kitiabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the experiences of graduate international students in Study Abroad (SA) in order to understand the evolution of their second language (L2) skills during the period of their sojourn abroad. The study documents students’ perspectives through analysis of interview data situated within the context of their overall SA experience. Based on a phenomenological approach, the study focuses on a sample of nine graduate students with at least one year of SA experience. Gass & Mackey’s (2007) interaction approach and Vygotsky’s (1962) sociocultural theory help frame the study within the discourse of second language acquisition (SLA) in SA, such as to highlight the effects of SA on L2 skills of advanced-level learners. The findings of the study are first presented as individual case vignettes where students’ interpretations of their personal experiences are described in entirety, followed by an analysis across the cases that highlight emergent themes. The results of this study show that the linguistic outcomes of international students studying abroad are highly individualized. Although students reported to have improved some of their L2 skills, they also reported a lack of improvement in other L2 skills, most of which differed by case. What emerges is that besides contextual factors, students’ pre-program exposure to L2, interactions with NSs, frequency of L2 use in context, and personal beliefs contribute to their linguistic gains in SA. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=context" title="context">context</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=study%20abroad" title=" study abroad"> study abroad</a> </p> <a href="https://publications.waset.org/abstracts/173380/second-language-acquisition-in-a-study-abroad-context-international-students-perspectives-of-the-evolution-of-their-second-language-self" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173380.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50154</span> The Sociocultural and Critical Theories under the Empiricism of a Study Abroad Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Magda%20Silva">Magda Silva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the sociocultural and critical theories used in the creation of a study abroad program in Brazil, as well as the successful results obtained in the fourteen years of experience provided by the program in distinct regions of Brazil. This program maximizes students’ acquisition of the Portuguese language, and affords them an in-depth intercultural and intracultural competence by on site studies in cosmopolitan Rio de Janeiro, afro-heritage Salvador da Bahia, and Amazonian Belém do Pará. The program provides the means to acknowledge the presence, influence, similarities, and differences of Portuguese-speaking Brazil in Latin America. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=study%20abroad" title="study abroad">study abroad</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20theory" title=" sociocultural theory"> sociocultural theory</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=empirical" title=" empirical"> empirical</a>, <a href="https://publications.waset.org/abstracts/search?q=theoretical" title=" theoretical"> theoretical</a> </p> <a href="https://publications.waset.org/abstracts/65257/the-sociocultural-and-critical-theories-under-the-empiricism-of-a-study-abroad-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65257.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">421</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50153</span> “Those Are the Things that We Need to be Talking About”: The Impact of Learning About the History of Racial Oppression during Ghana Study Abroad</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katarzyna%20Olco%C5%84">Katarzyna Olcoń</a>, <a href="https://publications.waset.org/abstracts/search?q=Rose%20M.%20Pulliam"> Rose M. Pulliam</a>, <a href="https://publications.waset.org/abstracts/search?q=Dorie%20J.%20Gilbert"> Dorie J. Gilbert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article examines the impact of learning about the history of racial oppression on U.S. university students who participated in a Ghana study abroad which involved visiting the former slave dungeons. Relying on ethnographic observations, individual interviews, and written journals of 27 students (predominantly White and Latino/a and social work majors), we identified four themes: (1) the suffering and resilience of African and African descent people; (2) ‘it’s still happening today’; (3) ‘you don’t learn about that in school’; and (4) remembrance, equity, and healing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=racial%20oppression" title="racial oppression">racial oppression</a>, <a href="https://publications.waset.org/abstracts/search?q=anti-racism%20pedagogy" title=" anti-racism pedagogy"> anti-racism pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning" title=" student learning"> student learning</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20education" title=" social work education"> social work education</a>, <a href="https://publications.waset.org/abstracts/search?q=study%20abroad" title=" study abroad"> study abroad</a> </p> <a href="https://publications.waset.org/abstracts/151427/those-are-the-things-that-we-need-to-be-talking-about-the-impact-of-learning-about-the-history-of-racial-oppression-during-ghana-study-abroad" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151427.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50152</span> Sociocultural and Critical Approach for Summer Study Abroad Program in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Magda%20Silva">Magda Silva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the empirical and the theoretical principles associated with the Duke in Brazil Summer Program. Using a sociocultural model and critical theory, this study abroad maximizes students’ ability to enrich language competence, intercultural skills, and critical thinking. The fourteen-year implementation of this project demonstrates the global importance of foreign language teaching as the program unfolds into real life scenarios within the cultures of distinct regions of Brazil; Cosmopolitan Rio, in the southeast, and rural Belém, northern Amazon region. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=study%20abroad" title="study abroad">study abroad</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20theory" title=" sociocultural theory"> sociocultural theory</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=empirical" title=" empirical"> empirical</a>, <a href="https://publications.waset.org/abstracts/search?q=theoretical" title=" theoretical"> theoretical</a> </p> <a href="https://publications.waset.org/abstracts/64962/sociocultural-and-critical-approach-for-summer-study-abroad-program-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64962.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">409</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50151</span> An Assessment of Experiential Learning Outcomes of Study Abroad Programs in Hospitality: A Learning Style Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Radesh%20Palakurthi">Radesh Palakurthi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to determine the impact of experiential learning on learning outcomes in hospitality education. This paper presents the results of an online survey of students from the U.S. studying abroad and their self-reported change in learning outcomes as assessed using the Core Competencies Model for the Hospitality Industry developed by Employment and Training Development Office of the U.S. Department of Labor. The impact of student learning styles on learning outcomes is also evaluated in this study. Kolb’s Learning Styles Inventory Model was used to assess students’ learning style. The results show that students reported significant improvements in their learning outcomes because of engaging in study abroad experiential learning programs. The learning styles of the students had significant effect on one of core learning outcomes- personal effectiveness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hospitality%20competencies" title="hospitality competencies">hospitality competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=hospitality%20education" title=" hospitality education"> hospitality education</a>, <a href="https://publications.waset.org/abstracts/search?q=Kolb%E2%80%99s%20learning%20style%20inventory" title=" Kolb’s learning style inventory"> Kolb’s learning style inventory</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcomes" title=" learning outcomes"> learning outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=study%20abroad" title=" study abroad"> study abroad</a> </p> <a href="https://publications.waset.org/abstracts/91044/an-assessment-of-experiential-learning-outcomes-of-study-abroad-programs-in-hospitality-a-learning-style-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91044.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">221</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50150</span> The Impact of Study Abroad Experience on Interpreting Performance </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruiyuan%20Wang">Ruiyuan Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jing%20Han"> Jing Han</a>, <a href="https://publications.waset.org/abstracts/search?q=Bruno%20Di%20Biase"> Bruno Di Biase</a>, <a href="https://publications.waset.org/abstracts/search?q=Mark%20Antoniou"> Mark Antoniou </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to explore the relationship between working memory (WM) capacity and Chinese-English consecutive interpreting (CI) performance in interpreting learners with different study abroad experience (SAE). Such relationship is not well understood. This study also examines whether Chinese interpreting learners with SAE in English-speaking countries, demonstrate a better performance in inflectional morphology and agreement, notoriously unstable in Chinese speakers of English L2, in their interpreting output than learners without SAE. Fifty Chinese university students, majoring in Chinese-English Interpreting, were recruited in Australia (n=25) and China (n=25). The two groups matched in age, language proficiency, and interpreting training period. Study abroad (SA) group has been studying in an English-speaking country (Australia) for over 12 months, and none of the students recruited in China (the no study abroad = NSA group) had ever studied or lived in an English-speaking country. Data on language proficiency and training background were collected via a questionnaire. Lexical retrieval performance and working memory (WM) capacity data were collected experimentally, and finally, interpreting data was elicited via a direct CI task. Main results of the study show that WM significantly correlated with participants' CI performance independently of learning context. Moreover, SA outperformed NSA learners in terms of subject-verb number agreement. Apart from that, WM capacity was also found to correlate significantly with their morphosyntactic accuracy. This paper sheds some light on the relationship between study abroad, WM capacity, and CI performance. Exploring the effect of study abroad on interpreting trainees and how various important factors correlate may help interpreting educators bring forward more targeted teaching paradigms for participants with different learning experiences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=study%20abroad%20experience" title="study abroad experience">study abroad experience</a>, <a href="https://publications.waset.org/abstracts/search?q=consecutive%20interpreting" title=" consecutive interpreting"> consecutive interpreting</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a>, <a href="https://publications.waset.org/abstracts/search?q=inflectional%20agreement" title=" inflectional agreement "> inflectional agreement </a> </p> <a href="https://publications.waset.org/abstracts/118592/the-impact-of-study-abroad-experience-on-interpreting-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118592.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50149</span> The Implementation of Educational Partnerships for Undergraduate Students at Yogyakarta State University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Broto%20Seno">Broto Seno</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to describe and examine more in the implementation of educational partnerships for undergraduate students at Yogyakarta State University (YSU), which is more focused on educational partnerships abroad. This study used descriptive qualitative approach. The study subjects consisted of a vice-rector, two staff education partnerships, four vice-dean, nine undergraduate students and three foreign students. Techniques of data collection using interviews and document review. Validity test of the data source using triangulation. Data analysis using flow models Miles and Huberman, namely data reduction, data display, and conclusion. Results of this study showed that the implementation of educational partnerships abroad for undergraduate students at YSU meets six of the nine indicators of the success of strategic partnerships. Six indicators are long-term, strategic, mutual trust, sustainable competitive advantages, mutual benefit for all the partners, and the separate and positive impact. The indicator has not been achieved is cooperative development, successful, and world class / best practice. These results were obtained based on the discussion of the four formulation of the problem, namely: 1) Implementation and development of educational partnerships abroad has been running good enough, but not maximized. 2) Benefits of the implementation of educational partnerships abroad is providing learning experiences for students, institutions of experience in comparison to each faculty, and improving the network of educational partnerships for YSU toward World Class University. 3) The sustainability of educational partnerships abroad is pursuing a strategy of development through improved management of the partnership. 4) Supporting factors of educational partnerships abroad is the support of YSU, YSU’s partner and society. Inhibiting factors of educational partnerships abroad is not running optimally management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=partnership" title="partnership">partnership</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=YSU" title=" YSU"> YSU</a>, <a href="https://publications.waset.org/abstracts/search?q=institutions%20and%20faculties" title=" institutions and faculties"> institutions and faculties</a> </p> <a href="https://publications.waset.org/abstracts/3101/the-implementation-of-educational-partnerships-for-undergraduate-students-at-yogyakarta-state-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3101.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50148</span> Key Drivers Motivating Prospective International Students to Study Abroad and Their Attitude to University Rankings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dasha%20Karzunina">Dasha Karzunina</a>, <a href="https://publications.waset.org/abstracts/search?q=Laura%20Bridgestock"> Laura Bridgestock</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Our oral presentation will be based on our qualitative and quantitative findings into motivations and challenges faced by international and UK students when choosing a university abroad. The insight was gathered through a series of over 60 focus groups held with prospective university students all over the world, including masters and PhD applicants. We spoke to students face-to-face in Latin America, North American, India, China, South East Asia and the major European cities. A survey was carried out alongside, to gather additional insight on their priorities and attitudes to universities’ reputation, collecting over 1,800 responses. The session’s aims are to break down some of the myths about the perspectives of international students and inform university leaders interested in recruiting more highly talented students from abroad and those currently working with international students. As a provider of one of the most demanded resources in higher education, QS World University Rankings, we specialize in understanding universities’ performance, their institutional brand and the impact of rankings on student recruitment. We therefore feel we are well placed to carry out and present this research. We hope for our findings to act as a bridge between bright students and their future universities abroad. We intend for our session to be interactive and so are happy to go into more depth on any of the destinations we visited, depending on what the audience is most interested in and which questions we receive. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20student%20recruitment" title="international student recruitment">international student recruitment</a>, <a href="https://publications.waset.org/abstracts/search?q=market%20research" title=" market research"> market research</a>, <a href="https://publications.waset.org/abstracts/search?q=rankings" title=" rankings"> rankings</a>, <a href="https://publications.waset.org/abstracts/search?q=study%20abroad" title=" study abroad"> study abroad</a> </p> <a href="https://publications.waset.org/abstracts/46418/key-drivers-motivating-prospective-international-students-to-study-abroad-and-their-attitude-to-university-rankings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46418.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">236</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50147</span> Using Immersive Study Abroad Experiences to Strengthen Preservice Teachers’ Critical Reflection Skills on Future Classroom Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meredith%20Jones">Meredith Jones</a>, <a href="https://publications.waset.org/abstracts/search?q=Susan%20Catapano"> Susan Catapano</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20McNulty"> Carol McNulty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Study abroad experiences create unique learning opportunities for preservice teachers to strengthen their reflective thinking practices through applied learning experiences. Not only do study abroad experiences provide opportunities for students to expand their cultural sensitivity, but incorporating applied learning experiences in study abroad trips creates unique opportunities for preservice teachers to engage in critical reflection on their teaching skills. Applied learning experiences are designed to nurture learning and growth through a reflective, experiential process outside the traditional classroom setting. As students participate in applied learning experiences, they engage in critical reflection independently, with their peers, and with university faculty. Critical reflection within applied learning contexts generates, deepens, and documents learning but must be intentionally designed to be effective. Grounded in Dewey’s model of reflection, this qualitative study examines longitudinal data from various study abroad cohorts from a particular university. Reflective data was collected during the study abroad trip, and follow up data on critical reflection of teaching practices were collected six months and a year after the trip. Dewey’s model of reflection requires preservice teachers to make sense of their experiences by reflecting on theoretical knowledge, experiences, and pedagogical knowledge. Guided reflection provides preservice teachers with a framework to respond to questions and ideas critical to the applied learning outcomes. Prompts are used to engage preservice teachers in reflecting on situations they have experienced and how they can be transferred to their teaching. Findings from this study noted that students with previous field experiences, or work in the field, engaged in more critical reflection on pedagogical knowledge throughout their applied learning experience. Preservice teachers with limited experiences in the field benefited from engaging in critical reflection prompted by university faculty during the applied learning experience. However, they were able to independently engage in critical reflection once they began work in the field through university field placements, internships, or student teaching. Finally, students who participated in study abroad applied learning experiences reported their critical reflection on their teaching practices, and cultural sensitivity enhanced their teaching and relationships with children once they formally entered the teaching profession. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applied%20learning%20experiences" title="applied learning experiences">applied learning experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reflection" title=" critical reflection"> critical reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20sensitivity" title=" cultural sensitivity"> cultural sensitivity</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title=" preservice teachers"> preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/127626/using-immersive-study-abroad-experiences-to-strengthen-preservice-teachers-critical-reflection-skills-on-future-classroom-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127626.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50146</span> Hybrid Incentives for Excellent Abroad Students Study for High Education Degrees</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20Sun">L. Sun</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Hardacre"> C. Hardacre</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Garforth"> A. Garforth</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Zhang"> N. Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Higher Education (HE) degrees in the UK are attractive for international students. The recognized reputation of the HE and the world-leading researchers in some areas in the UK imply that the HE degree from the UK might be a passport to a successful career for abroad students. However, it is a challenge to inspire outstanding students applying for the universities in the UK. The incentives should be country-specific for undergraduates and postgraduates. The potential obstacles to stop students applying for the study in the UK mainly lie in these aspects: different HE systems between the UK and other countries, such as China; less information for the application procedures; worries for the study in English for those non-native speakers; and expensive international tuition fees. The hybrid incentives have been proposed by the efforts from the institutions, stuffs, and students themselves. For example, excellent students from top universities would join us based on the abroad exchange programs or ‘2+2 programme’ with discount tuition. They are potential PhD candidates in the further study in the UK. Diversity promotions are implemented to share information and answer queries for potential students and their guardians. Face to face presentations, workshops, and seminars deliver chances for students to admire teaching and learning in the UK, and give students direct answers for their confusions. WeChat official account and Twitter as the online information platform are set up to post messages of recruitment, the guidance for the application procedures, and international collaboration in teaching and research as well. Students who are studying in the UK and the alumni would share their experiences in the study and lives in the UK and their careers after obtaining the HE degree would play as a positive stimulus to our potential students. Short term modules in the UK with exchangeable credits in summer holidays would give abroad students firsthand experiences of the study in the reputable schools with excellent academics, different cultures and the network with international students. Successful cases at the University of Manchester illustrated the effectiveness of these presented methodologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=abroad%20students" title="abroad students">abroad students</a>, <a href="https://publications.waset.org/abstracts/search?q=degree%20study" title=" degree study"> degree study</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20education" title=" high education"> high education</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20incentives" title=" hybrid incentives"> hybrid incentives</a> </p> <a href="https://publications.waset.org/abstracts/79497/hybrid-incentives-for-excellent-abroad-students-study-for-high-education-degrees" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79497.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">166</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50145</span> Depression among Pregnant Women with Husbands Abroad during the Pregnancy </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Usama%20Bin%20Zubair">Usama Bin Zubair</a>, <a href="https://publications.waset.org/abstracts/search?q=Syed%20Azhar%20Ali"> Syed Azhar Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Depression is emerging as a major public health problem in all parts of the world. Developing countries have a unique socioeconomic structure that affects the lives of its inhabitants in several ways. Going abroad for employment is one of the common social problems which have been faced by young males in developing countries. This included both highly qualified individuals as well as the labor class. Objective: To determine the difference in the presence of depressive symptoms among pregnant women with husbands living abroad and those with husbands living with them in Azad Jammu and Kashmir. Methods: The sample population comprised of pregnant women reporting for an antenatal checkup at Amna hospital Rawalakot. Cases constituted the pregnant women with husbands living abroad while controls were the pregnant women with husbands living with them. Patient health questionnaire-9 (PHQ-9) was used to record the presence and severity of depressive symptoms. Age, gestation, parity, rural or urban origin, education, level of family income, daily contact hours on the telephone or what’s app, previous pregnancy loss or complications, number of years abroad and visits to home per year were associated with the presence of depressive symptoms. Findings: The mean age of the study participants was 29.73 ±5.395 years. Sixty-six had significant depression in the case group, while 14 had in the control group (p-value<0.001). Education and rural background had a significant difference between the case and the control group. Less number of visits per year of the husband was strongly linked with the presence of depressive symptoms among the cases. Conclusion: Pregnant women with husbands abroad were found more prone to develop depressive symptoms as compared to those with husbands living with them. Special attention should be paid to the women whose husband had a lesser number of visits to the country. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=depression" title="depression">depression</a>, <a href="https://publications.waset.org/abstracts/search?q=pregnancy" title=" pregnancy"> pregnancy</a>, <a href="https://publications.waset.org/abstracts/search?q=lack%20of%20support" title=" lack of support"> lack of support</a>, <a href="https://publications.waset.org/abstracts/search?q=war%20zone" title=" war zone"> war zone</a> </p> <a href="https://publications.waset.org/abstracts/117073/depression-among-pregnant-women-with-husbands-abroad-during-the-pregnancy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117073.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50144</span> Collaborative Online International Learning with Different Learning Goals: A Second Language Curriculum Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Nowlan">Andrew Nowlan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the Coronavirus pandemic, collaborative online international learning (COIL) emerged as an alternative to overseas sojourns. However, now that face-to-face classes have resumed and students are studying abroad, the rationale for doing COIL is not always clear amongst educators and students. Also, the logistics of COIL become increasingly complicated when participants involved in a potential collaboration have different second language (L2) learning goals. In this paper, the researcher will report on a study involving two bilingual, cross-cultural COIL courses between students at a university in Japan and those studying in North America, from April to December, 2022. The students in Japan were enrolled in an intercultural communication class in their L2 of English, while the students in Canada and the United States were studying intermediate Japanese as their L2. Based on a qualitative survey and journaling data received from 31 students in Japan, and employing a transcendental phenomenological research design, the researcher will highlight the students’ essence of experience during COIL. Essentially, students benefited from the experience through improved communicative competences and increased knowledge of the target culture, even when the L2 learning goals between institutions differed. Students also reported that the COIL experience was effective in preparation for actual study abroad, as opposed to a replacement for it, which challenges the existing literature. Both educators and administrators will be exposed to the perceptions of Japanese university students towards COIL, which could be generalized to other higher education contexts, including those in Southeast Asia. Readers will also be exposed to ideas for developing more effective pre-departure study abroad programs and domestic intercultural curriculum through COIL, even when L2 learning goals may differ between participants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20online%20international%20learning" title="collaborative online international learning">collaborative online international learning</a>, <a href="https://publications.waset.org/abstracts/search?q=study%20abroad" title=" study abroad"> study abroad</a>, <a href="https://publications.waset.org/abstracts/search?q=phenomenology" title=" phenomenology"> phenomenology</a>, <a href="https://publications.waset.org/abstracts/search?q=EdTech" title=" EdTech"> EdTech</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communication" title=" intercultural communication"> intercultural communication</a> </p> <a href="https://publications.waset.org/abstracts/166395/collaborative-online-international-learning-with-different-learning-goals-a-second-language-curriculum-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166395.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50143</span> Pursuing Professional Status in Women’s Football: A Qualitative Analysis of Empowerment and Social Independence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20Obrentri">G. Obrentri</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Whajah"> C. Whajah</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Yeboah%20Acheampong"> E. Yeboah Acheampong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Professional status for African male players guarantees them socioeconomic benefits that may not necessarily be the case for female footballers. The study’s rationale is to understand how female footballers achieve professional status abroad. That contributes to analyzing how female players from Africa especially, Ghana, manage their professional status to improve their family’s social welfare and the community. Relying on football migration and feminization, we identify their migration process and its relevance to their social mobility in society. Analysis through interviews with some female footballers revealed the importance of playing professional abroad that goes to increase their social status and national identity. Findings show that some female footballers with secondary education achieved career empowerment and social independence via their profession. Thus becoming medical doctors and nurses, sports administrators, football coaches and welfare officers for clubs. These achievements of the female footballers can provide useful information and lessons for young female African players aspiring to play professionally abroad. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=empowerment" title="empowerment">empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20footballers" title=" female footballers"> female footballers</a>, <a href="https://publications.waset.org/abstracts/search?q=football%20migration" title=" football migration"> football migration</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20status" title=" professional status"> professional status</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20independence" title=" social independence"> social independence</a> </p> <a href="https://publications.waset.org/abstracts/106527/pursuing-professional-status-in-womens-football-a-qualitative-analysis-of-empowerment-and-social-independence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106527.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">173</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50142</span> Tourism Competitiveness Survey Analysis of Serbian Ski Resorts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marijana%20Panti%C4%87">Marijana Pantić</a>, <a href="https://publications.waset.org/abstracts/search?q=Sa%C5%A1a%20Miliji%C4%87"> Saša Milijić</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Serbia as a continental country, the tourism industry relies on city-break, spa and mountain tourism, where ski resorts have primacy during the winter season. Even though the number of tourists has recently increased, the share of domestic tourists remained predominant. It is also noticed that tourists from Serbia eagerly travel abroad, which was so far researched in the context of summer holidays but not in the framework of ski resorts. Therefore, this paper examines the competitiveness of ski resorts in Serbia from the perspective of domestic tourists. A survey was used as a data collection method, covering various competitiveness dimensions. The aim is to recognize the main motives of consumers when choosing a ski resort in Serbia or abroad. The results showed that the choices of Serbian tourists are predominantly shaped by the cost of an offer – of accommodation above all others. They are attentive by estimating the value for money, which is the most common reason to choose a ski resort abroad over a domestic one. The crowd at ski resorts and ski runs appears to be a result of unbalanced accommodation capacities on the one hand and ski infrastructure on the other, which is currently the most notable competitiveness drawback of ski resorts in Serbia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mountain%20tourism" title="mountain tourism">mountain tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=Serbia" title=" Serbia"> Serbia</a>, <a href="https://publications.waset.org/abstracts/search?q=ski%20resorts" title=" ski resorts"> ski resorts</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism%20competitiveness" title=" tourism competitiveness"> tourism competitiveness</a> </p> <a href="https://publications.waset.org/abstracts/128885/tourism-competitiveness-survey-analysis-of-serbian-ski-resorts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128885.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50141</span> Decision Making to Study Abroad among Indonesian Student Migrants in Europe: The Role of Communication Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inayah%20Hidayati">Inayah Hidayati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Innovation in communication technology has opened up opportunities for student to migrate and study abroad. The increasing number of Indonesian students migrating to study abroad suggests the importance of understanding the reason underline their movements. Objective: This research aims to explain the migration decision-making process of Indonesian student migrants in Europe. In detail, this research will consider the innovation in communication technology in the migration decision-making process of students who emigrated from Indonesia and how they use that in the context of the migration decision-making process. Methods: The data collected included qualitative data from in-depth interviews. An interview guide was formulated to facilitate the in-depth interviews and generate a better understanding of migration behavior. Expectation: 1). Innovation in communication technology help Indonesian student migrants on migration decision making process. 2). Student migrants use communication technology platforms for searching information about destination area. Result: Student migrant in Europe use their communication technology platforms to gain information before they choose that country for study. They use WhatsApp and LINE to making contact with their friends and colleagues in the destination country. WhatsApp and LINE group help Indonesian student to get information about school and daily life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20migration" title="international migration">international migration</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20making%20process" title=" decision making process"> decision making process</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20technology%20platforms" title=" communication technology platforms"> communication technology platforms</a> </p> <a href="https://publications.waset.org/abstracts/78756/decision-making-to-study-abroad-among-indonesian-student-migrants-in-europe-the-role-of-communication-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78756.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">243</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50140</span> The Role of Short-Term Study Abroad Experience on Intercultural Communication Competence </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zeynep%20Aksoy">Zeynep Aksoy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since global mobility of capital, information and people increase more and more, intercultural communication and management become a growing study field of investigating various aspects of the interaction between people from different cultural backgrounds. Human mobility, caused by several intentions from tourism to forced migration, often put people in facing communication barriers, issues or sometimes conflicts. This reality naturally enforces education institutions to develop international policies and programs for students in order to improve their intercultural experiences along with the educative objectives. Study-abroad programs, particularly the student exchanges in higher education provide an environment for participants to encounter with cultural differences. Therefore, international exchange programs (i.e. Erasmus Student Mobility, Global Exchange Program) are accepted to bring opportunities for intergroup contact, which may lead students to obtain new perspectives about the host culture, either in positive or negative ways, and new intercultural communication skills. This study aims to explore the role of short-term study abroad experience on intercultural communication competence with a qualitative approach. It attempts to reveal a comparative analysis, which is derived from two field studies conducted in Izmir (Turkey) and in Amsterdam (the Netherlands) in 2015 and 2016. They were both organized in two phases as pre-and-posttest to gain an insight into the changes (if any) in students’ attitudes and knowledge regarding the host culture, and their further motivations towards cross-cultural interactions. With this aim, focus group sessions and in-depth interviews have been taken place with participants at the beginning of their stay and at the end of the semester. The sample covers students mainly from Erasmus program (20 students in Izmir and 14 students in Amsterdam), and few from Global Exchange Program (5 students in Amsterdam). Data obtained from both studies were thematically analyzed and essential themes were identified within the framework of intercultural communication competence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erasmus%20student%20mobility" title="Erasmus student mobility">Erasmus student mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communication%20competence" title=" intercultural communication competence"> intercultural communication competence</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20exchange" title=" student exchange"> student exchange</a>, <a href="https://publications.waset.org/abstracts/search?q=short-term%20study%20abroad" title=" short-term study abroad"> short-term study abroad</a> </p> <a href="https://publications.waset.org/abstracts/51037/the-role-of-short-term-study-abroad-experience-on-intercultural-communication-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51037.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">262</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50139</span> Factors Contributing to a Career Choice Abroad Among Rwandan Students in Poland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faucal%20Marie%20Providence%20Idufashe">Faucal Marie Providence Idufashe</a>, <a href="https://publications.waset.org/abstracts/search?q=Rafa%C5%82%20Katamay"> Rafał Katamay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Cases of foreign students who do not return to their home countries after their graduation have been reported. Over the past years, More and more young Rwandans choose to study in Poland, appreciating the high level of education in Polish universities. However, the majority of them tend to stay there after their studies or move to other nearby countries. Therefore, this study aims at identifying factors contributing to a career choice abroad among Rwandan students in Poland. Methods: This was a cross-sectional, observational, survey-based study and targeted the Rwandan community living in Poland. All the analyses were done in SPSS. A total of 219 respondents completed the online survey within two months from July to September 2022. Results: The prevalence of migration intention among Rwandan student in Poland was estimated at 79.91%. Only religion was statistically significant, whereas other social demographic factors such as age, residence, education, and marital status did not contribute to the decision of a career choice in Poland among respondents, Rwandans in Poland. Furthermore, perceived connection to co-workers, employment company's culture and respect were the significant socio-economic factors contributed to the decision of a career choice in Poland among those studied. The level of income did not contribute. Conclusion: A high proportion expressed migration intention in our study. These intentions were attracted by opportunities in Poland in addition to the welcoming culture. Going forward, we recommend exploring those factors using in-depth interviews for more insights. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career" title="career">career</a>, <a href="https://publications.waset.org/abstracts/search?q=choice" title=" choice"> choice</a>, <a href="https://publications.waset.org/abstracts/search?q=abroad" title=" abroad"> abroad</a>, <a href="https://publications.waset.org/abstracts/search?q=Poland" title=" Poland"> Poland</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=Rwandan" title=" Rwandan"> Rwandan</a> </p> <a href="https://publications.waset.org/abstracts/169060/factors-contributing-to-a-career-choice-abroad-among-rwandan-students-in-poland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169060.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50138</span> The Impact of Research and Development Cooperation Partner Diversity, Knowledge Source Diversity and Knowledge Source Network Embeddedness on Radical Innovation: Direct Relationships and Interaction with Non-Price Competition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natalia%20Strobel">Natalia Strobel</a>, <a href="https://publications.waset.org/abstracts/search?q=Jan%20Kratzer"> Jan Kratzer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we test whether different types of research and development (R&D) alliances positively impact the radical innovation performance of firms. We differentiate between the R&D alliances without extern R&D orders and embeddedness in knowledge source network. We test the differences between the domestically diversified R&D alliances and R&D alliances diversified abroad. Moreover, we test how non-price competition influences the impact of domestically diversified R&D alliances, and R&D alliance diversified abroad on radical innovation performance. Our empirical analysis is based on the comprehensive Swiss innovation panel, which allowed us to study 3520 firms between the years between 1996 and 2011 in 3 years intervals. We analyzed the data with a linear estimation with Swamy-Aurora transformation using plm package in R software. Our results show as hypothesized a positive impact of R&D alliances diversity abroad as well as domestically on radical innovation performance. The effect of non-price interaction is in contrast to our hypothesis, not significant. This suggests that diversity of R&D alliances is highly advantageous independent of non-price competition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=R%26D%20alliances" title="R&D alliances">R&D alliances</a>, <a href="https://publications.waset.org/abstracts/search?q=partner%20diversity" title=" partner diversity"> partner diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20source%20diversity" title=" knowledge source diversity"> knowledge source diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=non-price%20competition" title=" non-price competition"> non-price competition</a>, <a href="https://publications.waset.org/abstracts/search?q=absorptive%20capacity" title=" absorptive capacity"> absorptive capacity</a> </p> <a href="https://publications.waset.org/abstracts/70315/the-impact-of-research-and-development-cooperation-partner-diversity-knowledge-source-diversity-and-knowledge-source-network-embeddedness-on-radical-innovation-direct-relationships-and-interaction-with-non-price-competition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70315.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">365</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50137</span> The Influence of COVID-19 Pandemic: Global Policies Towards Chinese International Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xuefan%20Li">Xuefan Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Donghua%20Li"> Donghua Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Juanjuan%20Li"> Juanjuan Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the changes in policies toward Chinese students studying abroad in different countries during the pre-pandemic, pandemic, and post-pandemic periods. Interviews and questionnaire surveys were conducted with participating institutions at the China International Education Exhibition. The results indicate that institutions were impacted by the pandemic differently, with a gradual recovery in the two years following the initial outbreak. Institutions encourage and support Chinese students to resume offline studies during the post-pandemic period. The impact of the pandemic on the recruitment of Chinese students by international institutions varied, with different measures being adopted by different institutions. Compared with universities, colleges were more affected in terms of student employment rates. Some institutions were able to respond quickly and effectively to the pandemic due to their online teaching platforms. Overall, this study is expected to provide insights into the changes in policies toward Chinese students studying abroad during the pandemic and highlights the diverse responses of international institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20education" title="international education">international education</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20international%20education" title=" Chinese international education"> Chinese international education</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20pandemic" title=" COVID-19 pandemic"> COVID-19 pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20institutions" title=" international institutions"> international institutions</a> </p> <a href="https://publications.waset.org/abstracts/164116/the-influence-of-covid-19-pandemic-global-policies-towards-chinese-international-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164116.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50136</span> Applied Transdisciplinary Undergraduate Research in Costa Rica: Five Weeks Faculty-Led Study Abroad Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Shuger%20Fox">Sara Shuger Fox</a>, <a href="https://publications.waset.org/abstracts/search?q=Oscar%20Reynaga"> Oscar Reynaga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This session explains the process and lessons learned as Central College (USA) faculty and staff developed undergraduate research opportunities within the model of a short-term faculty-led study abroad program in Costa Rica. The program in Costa Rica increases access to research opportunities across the disciplines and was developed by faculty from English, Biology, and Exercise Science. Session attendees will benefit from learning how faculty and staff navigated the program proposal process at a small liberal arts college and, in particular, how the program was built to be inclusive of departments with lower enrollment, like those currently seen in the humanities. Vital to this last point, presenters will explain how they negotiated issues of research supervision and disciplinary authority in such a way that the program is open to students from multiple disciplines without forcing the program budget to absorb costs for multiple faculty supervisors traveling and living in-country. Additionally, session attendees will learn how scouting laid the groundwork for mutually beneficial relationships between the program and the communities with which it collaborates. Presenters will explain how they built a coalition of students, faculty advisors, study abroad staff and local research hosts to support the development of research questions that are of value not just to the students, but to the community in which the research will take place. This program also incorporates principles of fair-trade learning by intentionally reporting research findings to local community members, as well as encouraging students to proactively share their research as a way to connect with local people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Costa%20Rica" title="Costa Rica">Costa Rica</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=transdisciplinary" title=" transdisciplinary"> transdisciplinary</a> </p> <a href="https://publications.waset.org/abstracts/75833/applied-transdisciplinary-undergraduate-research-in-costa-rica-five-weeks-faculty-led-study-abroad-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75833.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1060</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50135</span> A Study of Key Technologies for the Realization of Smart Grid and Its Research Situation in Pakistan and Abroad</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arjmand%20Khaliq">Arjmand Khaliq</a>, <a href="https://publications.waset.org/abstracts/search?q=Pemra%20Sohaib"> Pemra Sohaib</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper smart grid technologies which converts conventional grid into smart grid has been discussed. Integration of advanced technologies including two way communication, advanced control system, sensors, smart metering system and other provide opportunity to make conventional grid a intelligent and automatic system which is named as smart grid. This paper gives the concept of smart grid and functional characteristics of smart grid technology, summed up the research progress in Pakistan and abroad and the significance of developing smart grid. Based on the analysis of the smart grid, smart grid technologies will result a reliable and energy efficient power system in the future. On the other hand smart grid technologies have been reviewed in this paper highlighting the key technologies of smart grid, and points out the problems and challenges in the realization of smart grid. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=energy" title="energy">energy</a>, <a href="https://publications.waset.org/abstracts/search?q=power%20system%20reliability" title=" power system reliability"> power system reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=power%20system%20monitoring%20and%20control" title=" power system monitoring and control"> power system monitoring and control</a>, <a href="https://publications.waset.org/abstracts/search?q=sensor" title=" sensor"> sensor</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20grid" title=" smart grid"> smart grid</a>, <a href="https://publications.waset.org/abstracts/search?q=two-way%20communication" title=" two-way communication "> two-way communication </a> </p> <a href="https://publications.waset.org/abstracts/40935/a-study-of-key-technologies-for-the-realization-of-smart-grid-and-its-research-situation-in-pakistan-and-abroad" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40935.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">396</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50134</span> Designing Short-Term Study Abroad Programs for Graduate Students: The Case of Morocco</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elaine%20Crable">Elaine Crable</a>, <a href="https://publications.waset.org/abstracts/search?q=Amit%20Sen"> Amit Sen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Short-term study abroad programs have become a mainstay of MBA programs. The benefits of international business experiences, along with its exposure to global cultures, are well documented. However, developing a rewarding study, abroad program at the graduate level can be challenging for Faculty, especially when devising such a program for a group of part-time MBA students who come with a wide range of experiences and demographic characteristics. Each student has individual expectations for the study abroad experience. This study provides suggestions and considerations for Faculty that are planning to design a short-term study abroad program, especially for part-time MBA students. Insights are based on a recent experience leading a group of twenty-one students on a ten-day program to Morocco. The trip was designed and facilitated by two faculty members and a local Moroccan facilitator. This experience led to a number of insights and recommendations. First, the choice of location is critical. The choice of Morocco was very deliberate, owing to its multi-faceted cultural landscape and international business interest. It is an Islamic State with close ties to Europe both culturally and geographically and Morocco is a multi-lingual country with some combination of three languages spoken by most – English, Arabic, and French. Second, collaboration with a local ‘academic’ partner allowed the level of instruction to be both rigorous and significantly more engaging. Third, allowing students to participate in the planning of the trip enabled the trip participants to collaborate, negotiate, and share their own experiences and strengths. The pre-trip engagement was structured by creating four sub-groups, each responsible for an assigned city. Each student sub-group had to provide a historical background of the assigned city, plan the itinerary including sites to visit, cuisine to experience, industries to explore, markets to visit, plus provide a budget for that city’s expenses. The pre-planning segment of the course was critical for the success of the program as students were able to contribute to the design of the program through collaboration and negotiation with their peers. Fourth, each student sub-group was assigned industry to study within Morocco. The student sub-group prepared a presentation and a group paper with their analysis of the chosen industries. The pre-planning activities created strong bonds among the trip participants, which was evident when faced with on-ground challenges, especially when it was necessary to quickly evacuate due to a surprise USA COVID evacuation notice. The entire group supported each other when quickly making their way back to the United States. Unfortunately, the trip was cut short by two days due to this emergency exit, but the feedback regarding the program was very positive all around. While the program design put pressure on the Faculty leads regarding planning and coordination upfront, the outcome in terms of student engagement, student learning, collaboration and negotiation were all favorable and worth the effort. Finally, an added value, the cost of the program for the student was significantly lower compared to running a program with a professional provider. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20education" title="business education">business education</a>, <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title=" experiential learning"> experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20education" title=" international education"> international education</a>, <a href="https://publications.waset.org/abstracts/search?q=study%20abroad" title=" study abroad"> study abroad</a> </p> <a href="https://publications.waset.org/abstracts/135668/designing-short-term-study-abroad-programs-for-graduate-students-the-case-of-morocco" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135668.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">168</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50133</span> Exploiting Identity Grievances: Al-Shabaab Propaganda Targeting Individuals Abroad</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mustafa%20Mabruk">Mustafa Mabruk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Groups such as Al-Shabaab have managed to radicalize many individuals abroad, including the first American citizen to ever be radicalized. Yet the pathways of radicalization for these foreign individuals are understudied. Moreover, current measures to prevent foreign radicalization are ineffective, with privacy, screening and profiling implications that render current counter-radicalization efforts counterproductive. Such measures exhibit strictness, political bias, and harshness. As confirmed by recent studies, such counter-radicalization issues exacerbate existing grievances and channel fresh recruits to Al-Shabaab. Addressing these challenges is paramount, requiring alternative strategies to effectively reduce radicalization without triggering further harm. The development of counter-narratives emerges as a potential measure with minimal risk of exacerbating grievances, yet the development of such counter-narratives necessitates a thorough understanding of the radicalization pathways of foreign individuals that are understudied. This study investigates the success of Al-Shabaab in recruiting individuals abroad by analyzing their propaganda in conjunction with analyzing identity-focused theories of radicalization, including Framing Theory and Social Identity Theory. Qualitative content analysis is used to analyze various propaganda material, including tweets, speeches, and webpages. The analysis reveals that issues of identity are of major significance in the radicalization patterns identified and that grievances of Muslims worldwide are used to exploit identity-related grievances. Based on these findings, the paper argues that such evidence enhances our understanding of potential deradicalization pathways and present counter-narratives based on Islamic scripture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=counter-narratives" title="counter-narratives">counter-narratives</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20radicalization" title=" foreign radicalization"> foreign radicalization</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20grievances" title=" identity grievances"> identity grievances</a>, <a href="https://publications.waset.org/abstracts/search?q=propaganda%20analysis" title=" propaganda analysis"> propaganda analysis</a> </p> <a href="https://publications.waset.org/abstracts/185805/exploiting-identity-grievances-al-shabaab-propaganda-targeting-individuals-abroad" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185805.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">41</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50132</span> The Contribution of Algerian Sports Channels on YouTube to the Marketing of Professional Players Abroad: The View of Algerian Sports Content Makers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Mana">Ali Mana</a>, <a href="https://publications.waset.org/abstracts/search?q=Okba%20Lahmar"> Okba Lahmar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is natural that sports media seeks to reach the audience of viewers wherever they are and at any time. Perhaps YouTube is one of the most important platforms in which the Algerian audience resides, as Alexa, which is one of the most important tools for providing usage statistics, indicated that the number of Algerian audience views of this site has exceeded 11 million views per month, and many Algerian content makers have initiated the creation of Sports channels in order to achieve profit goals. They also seek through it to market professional footballers abroad, in addition to influencing the opinions of fans towards them. This scene directs us to study the extent to which these channels contribute to discovering professional players, marketing to them, and protecting them from negative criticism. We also aim to know the extent of the influence of the content makers of these channels on the Algerian audience and to raise their awareness of the positive support of the players, regardless of their level of performance. To collect the necessary data, a descriptive study was conducted in which interview and observation were adopted as two basic tools. The sample included 04 sports content makers out of the total community that organizes more than 50 channels. It was chosen intentionally and included channels with more than 300,000 subscribers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sports%20content%20creators" title="sports content creators">sports content creators</a>, <a href="https://publications.waset.org/abstracts/search?q=YouTube" title=" YouTube"> YouTube</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20player" title=" professional player"> professional player</a>, <a href="https://publications.waset.org/abstracts/search?q=Algerian%20public" title=" Algerian public"> Algerian public</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20marketing" title=" sports marketing"> sports marketing</a> </p> <a href="https://publications.waset.org/abstracts/183399/the-contribution-of-algerian-sports-channels-on-youtube-to-the-marketing-of-professional-players-abroad-the-view-of-algerian-sports-content-makers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183399.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50131</span> Supporting International Student’s Acculturation Through Chatbot Technology: A Proposed Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sylvie%20Studente">Sylvie Studente</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the increase in international students migrating to the UK, the transition from home environment to a host institution abroad can be overwhelming for many students due to acculturative stressors. These stressors are reported to peak within the first six months of transitioning into study abroad which has determinantal impacts for Higher Education Institutions. These impacts include; increased drop-out rates and overall decreases in academic performance. Research suggests that belongingness can negate acculturative stressors through providing opportunities for students to form necessary social connections. In response to this universities have focussed on utilising technology to create learning communities with the most commonly deployed being social media, blogs, and discussion forums. Despite these attempts, the application of technology in supporting international students is still ambiguous. With the reported growing popularity of mobile devices among students and accelerations in learning technology owing to the COVID-19 pandemic, the potential is recognised to address this challenge via the use of chatbot technology. Whilst traditionally, chatbots were deployed as conversational agents in business domains, they have since been applied to the field of education. Within this emerging area of research, a gap exists in addressing the educational value of chatbots over and above the traditional service orientation categorisation. The proposed study seeks to extend upon current understandings by investigating the challenges faced by international students in studying abroad and exploring the potential of chatbots as a solution to assist students’ acculturation. There has been growing interest in the application of chatbot technology to education accelerated by the shift to online learning during the COVID-19 pandemic. Although interest in educational chatbots has surged, there is a lack of consistency in the research area in terms of guidance on the design to support international students in HE. This gap is widened when considering the additional challenge of supporting multicultural international students with diverse. Diversification in education is rising due to increases in migration trends for international study. As global opportunities for education increase, so does the need for multiculturally inclusive learning support. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chatbots" title="chatbots">chatbots</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20students" title=" international students"> international students</a>, <a href="https://publications.waset.org/abstracts/search?q=acculturation" title=" acculturation"> acculturation</a> </p> <a href="https://publications.waset.org/abstracts/186776/supporting-international-students-acculturation-through-chatbot-technology-a-proposed-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186776.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">44</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50130</span> Detonalization of Punjabi: Towards a Loss of Linguistic Indigeneity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sukhvinder%20Singh">Sukhvinder Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Punjabi language is related to the languages of New Indo-Aryan group that, in turn, is related to the branch of Indo-European language family. Punjabi language covers the areas of Western part (that is in Pakistan) and Eastern part (the Punjab state, Haryana, Delhi Himachal and J&K) and abroad (particularly Canada, USA, U.K. and Arab Emirates), where it is spoken widely. Besides India and Pakistan, Punjabi is the third language spoken in Canada after English, French having more than one hundred millions speakers worldwide. It is the fourth language spoken in Canada after English, French, and Chinese. It is also being taught as second language in most of the community school of British Columbia. The total number of Punjabi speakers is more than one hundred millions including India, Pakistan and abroad. Punjabi has a long tradition of linguistic tradition. A large number of scholars have studied Punjabi at different linguistic levels. Various studies are devoted to its special phonological characteristics, especially the tone, which has now started disappearing in favour of aspiration, a rare example of a language change in progress in its reversal direction. This process of language change in progress in reversal is dealt with in this paper a change towards a loss of linguistic indigeneity. The tone being a distinctive linguistic feature of Punjabi language is getting lost due to the increasing influence of Hindi and English particularly in the speech Urban Punjabi and Punjabi settled abroad. In this paper, an attempt has been made to discuss the sociolinguistics and sociology of Punjabi language and Punjab to trace the initiation and progression of this change towards a loss of Linguistic Indigeneity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20change%20in%20reversal" title="language change in reversal">language change in reversal</a>, <a href="https://publications.waset.org/abstracts/search?q=reaspiration" title=" reaspiration"> reaspiration</a>, <a href="https://publications.waset.org/abstracts/search?q=detonalization" title=" detonalization"> detonalization</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20Indo-Aryan%20group" title=" new Indo-Aryan group"> new Indo-Aryan group</a> </p> <a href="https://publications.waset.org/abstracts/78606/detonalization-of-punjabi-towards-a-loss-of-linguistic-indigeneity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78606.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50129</span> Accidental U.S. Taxpayers Residing Abroad: Choosing between U.S. Citizenship or Keeping Their Local Investment Accounts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marco%20Sewald">Marco Sewald</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the current enforcement of exterritorial U.S. legislation, up to 9 million U.S. (dual) citizens residing abroad are subject to U.S. double and surcharge taxation and at risk of losing access to otherwise basic financial services and investment opportunities abroad. The United States is the only OECD country that taxes non-resident citizens, lawful permanent residents and other non-resident aliens on their worldwide income, based on local U.S. tax laws. To enforce these policies the U.S. has implemented ‘saving clauses’ in all tax treaties and implemented several compliance provisions, including the Foreign Account Tax Compliance Act (FATCA), Qualified Intermediaries Agreements (QI) and Intergovernmental Agreements (IGA) addressing Foreign Financial Institutions (FFIs) to implement these provisions in foreign jurisdictions. This policy creates systematic cases of double and surcharge taxation. The increased enforcement of compliance rules is creating additional report burdens for U.S. persons abroad and FFIs accepting such U.S. persons as customers. FFIs in Europe react with a growing denial of specific financial services to this population. The numbers of U.S. citizens renouncing has dramatically increased in the last years. A case study is chosen as an appropriate methodology and research method, as being an empirical inquiry that investigates a contemporary phenomenon within its real-life context; when the boundaries between phenomenon and context are not clearly evident; and in which multiple sources of evidence are used. This evaluative approach is testing whether the combination of policies works in practice, or whether they are in accordance with desirable moral, political, economical aims, or may serve other causes. The research critically evaluates the financial and non-financial consequences and develops sufficient strategies. It further discusses these strategies to avoid the undesired consequences of exterritorial U.S. legislation. Three possible strategies are resulting from the use cases: (1) Duck and cover, (2) Pay U.S. double/surcharge taxes, tax preparing fees and accept imposed product limitations and (3) Renounce U.S. citizenship and pay possible exit taxes, tax preparing fees and the requested $2,350 fee to renounce. While the first strategy is unlawful and therefore unsuitable, the second strategy is only suitable if the U.S. citizen residing abroad is planning to move to the U.S. in the future. The last strategy is the only reasonable and lawful way provided by the U.S. to limit the exposure to U.S. double and surcharge taxation and the limitations on financial products. The results are believed to add a perspective to the current academic discourse regarding U.S. citizenship based taxation, currently dominated by U.S. scholars, while providing sufficient strategies for the affected population at the same time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=citizenship%20based%20taxation" title="citizenship based taxation">citizenship based taxation</a>, <a href="https://publications.waset.org/abstracts/search?q=FATCA" title=" FATCA"> FATCA</a>, <a href="https://publications.waset.org/abstracts/search?q=FBAR" title=" FBAR"> FBAR</a>, <a href="https://publications.waset.org/abstracts/search?q=qualified%20intermediaries%20agreements" title=" qualified intermediaries agreements"> qualified intermediaries agreements</a>, <a href="https://publications.waset.org/abstracts/search?q=renounce%20U.S.%20citizenship" title=" renounce U.S. citizenship"> renounce U.S. citizenship</a> </p> <a href="https://publications.waset.org/abstracts/56149/accidental-us-taxpayers-residing-abroad-choosing-between-us-citizenship-or-keeping-their-local-investment-accounts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56149.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50128</span> MEET (Maximise the Erasmus Experience Together): Gains, Challenges and Proposals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susana%20Olmos">Susana Olmos</a>, <a href="https://publications.waset.org/abstracts/search?q=Catherine%20Spencer"> Catherine Spencer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Every year our School in DIT (Dublin Institute of Technology) hosts approximately 80 Erasmus students from partner universities across Europe. Our own students are required to spend a compulsory 3rd year abroad on study and/or work placements. This is an extremely rewarding experience for all of the students, however, it can also be a challenging one. With this in mind, we started a project which aimed to make this transition as easy and productive as possible. The project, which is called MEET: Maximise the Erasmus Experience Together, focuses on the students’ own active engagement in learning and preparation – outside of the classroom –and their own self-directed pursuit of opportunities to develop their confidence and preparedness, which would work as an important foundation for the transformative learning that study abroad implies. We focussed on creating more structured opportunities where Erasmus students from our partner universities (currently studying at DIT) and our second-year students could interact and learn from each other, and in so doing improve both their language and intercultural skills. Our experience so far has been quite positive and we have seen how students taking part in this project have developed as autonomous learners as well as enhanced both their linguistic and intercultural knowledge. As the linguistic element of our project was one of our main priorities, we asked the students to keep a reflective diary on the activities that were organised by the group in the TL. Also, we use questionnaires as well as personal interviews to assess their development. However, there are challenges and proposals we would make to bring this project forward for the near future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=erasmus" title="erasmus">erasmus</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20competence" title=" linguistic competence"> linguistic competence</a>, <a href="https://publications.waset.org/abstracts/search?q=extra%20curriculum%20activities" title=" extra curriculum activities"> extra curriculum activities</a> </p> <a href="https://publications.waset.org/abstracts/30882/meet-maximise-the-erasmus-experience-together-gains-challenges-and-proposals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30882.pdf" target="_blank" class="btn btn-primary 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