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The purpose of the study is to examine the motivations of international teachers, especially those who hail from North America, to either sign, complete, renew, or move on after their contracts end within the Middle East and North Africa region. This research aims to equip school leaders with tools to recruit and retain the most highly qualified and effective teachers and inform leadership about actionable steps they can take regarding the recruitment and retention of teachers. Two significant questions drive this study: RQ1: What factors influence international teachers, specifically those from North America, to initially sign contracts in the Middle East and North Africa region? RQ2: Upon the end of the contract, what impacts international teachers' decisions to leave the position or renew the contract? This study used a qualitative research methodology and implemented a phenomenological research design. The Giorgi method of phenomenological analysis revealed three major themes based on semistructured interviews: factors within the school's control, factors beyond the school's control, and factors simultaneously within and beyond the school's control. These factors shift from when a teacher signs a contract to their decision about renewing at a school. In the initial recruitment phase, schools must focus on the following factors: school culture, the culture of the country, school leadership, and the job description/position offered. During the renewal phase, factors that strongly contribute to teachers' decisions include school governance, school culture, quality of life, financial package, and the culture of the country. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Intercultural competence (IC) is essential for fostering meaningful interactions and understanding in diverse environments, particularly in today's pluralistic societies. The impacts of both intercultural competence and incompetence are profound, shaping relationships and outcomes in various ways. Many definitions of IC emphasize being 'effective' and 'appropriate', with 'appropriateness' defined as "the ability to do so [communicate] in a manner that is acceptable to the other person" (Deardorff & Arasaratnam-Smith, 2017, p. 9). Despite this, the assessment of IC commonly relies on self-report surveys and portfolios (Griffith, Wolfeld, Armon, Rios, & Liu, 2016). While self-awareness and a critical evaluation of our own identities, cultures, and biases is an important aspect of the journey towards IC, it seems the most reliable and appropriate way to 'know' if we have been experienced as IC would be to ask the individuals we engage with. Over the years, scholars have called for the incorporation of the viewpoint of the 'other' into the assessment of IC (i.e., Chen & Starosta, 1996; Deardorff, 2006), yet to my knowledge, only one study incorporates this into the assessment of IC after engaging in a Collaborative Online International Learning Virtual Exchange (COIL VE) (Zheng, Westerhaus-Renfrow, Lin, & Yang, 2022). This three article-dissertation, informed by an exploratory case study research design, employed data from pre/post surveys, semi-structured interviews, and reflection artefacts to understand the experiences and sense making processes of students when asked to rate their own and their peers' IC after participating in a COIL VE. Study results suggest, first and foremost, that the inclusion of peer evaluation into the assessment of IC in a COIL VE is complex. Results in article one show that (1) students' self-assessment ratings typically improved from pre- to post-report, (2) that individuals can be experienced quite differently by different people within the same group setting, and (3) that if peer evaluation is utilized, specific IC assessment indicators should be context specific (i.e., in a COIL VE between US and Mexican students). Article two follows the sense-making journey of two participants through detailed analysis and provides a further nuanced view around the idea that the way in which we perceive ourselves may not align with the ways in which others experience us, and that this has important implications for development of IC in teaching and learning settings. Article three provides a conceptual argument for a rethinking of the conceptualization and evaluation of IC as something which is relational, co-constructed, and viewed as a situated achievement. By pushing the boundaries on how IC theorizing and practice are currently 'done', this research sheds light on how IC could be enhanced to be more effective in fostering inclusive societies, enhancing collaboration, and addressing pressing global challenges. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study builds on education abroad, global citizenship, and short-term travel programs literature by examining students' experiences traveling on short-term programs overseas in the Global Majority. The term Global Majority, in this study, is defined as regions worldwide that have historically seen low student participation rates for academic exchanges, most notably in Africa, Asia, Latin America, and the Middle East. This term highlights the history of oppression and continued exploitation of those who make up the majority of humankind. Grounded in Transformative Learning Theory and Postcolonial Theory, the study addressed two primary research questions: 1) Which experiences of female American students participating in a short-term program abroad in the Global Majority are transformative? and 2) How do the experiences of female American students participating in a short-term program in the Global Majority vary according to their descriptive identity? This study provides insights into the experiences of 17 female American students who study abroad in short-term programs in the Global Majority. In the current state of international education, specifically the growth and expansion of short-term programs in the Global Majority, two things are simultaneously true: The experience of studying abroad on a short-term program in the Global Majority challenged students' beliefs and assumptions, leading to meaningful personal growth and transformation; and while these experiences are impactful, both identity and the level of cultural immersion played a role on the level of transformation that occurred. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examines the history of international academic exchanges in the United States, with a particular focus on study abroad programs, as well as the hiring of international faculty. The research focuses on international academic exchanges' activities based at a cluster of four institutions and considers these international academic exchanges' administrations from 1765 to 1825, a period of significant transformation in American higher education. The study employs an interpretive approach in its discussion of priorities established during the implementation of exchange programs. The analysis of the characteristics of these programs includes their purposes, contexts, processes, and results. Data derived from this study was collected and analyzed to account for common trends and patterns across the institutions, as well as significantly unique features within the individual cases analyzed. At most of these institutions, study abroad and the hiring of international faculty were closely related activities. There are cases of study abroad projects, initiated by individuals or institutions, designed to complement an institution's innovation of curriculum through the hiring of international faculty. At each institution, the study considers how the interaction of study abroad and the hiring of international faculty affected the outcome of the desired curricular innovations. It should be noted that one of the institutions included in the study, the University of Virginia, had not yet developed study abroad programs for its advanced students and faculty members during the period studied. The section on UVA focuses, therefore, on how the university initiated the hiring of faculty abroad in the absence of prior personal interaction with these individuals through study abroad programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study explored the influence institutional cultures and structures have on a university's internationalization strategy. It also accounted for the roles external forces, such as government policies and geopolitics, play in shaping internationalization strategies. The comparative case study between the United States, England, and Sweden were situated within the contextual framework of comprehensive internationalization developed by the American Council on Education (ACE) and German Academic Exchange Service (DAAD). Applying neoinstitutionalist theory of isomorphism, the case study revealed three typologies of internationalization strategies: idealist, realist, and pragmatist. The study's findings provide scholars and practitioners with new tools and insights to right-size an institution's internationalization strategy based on internal structures and cultures, as well as its external environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This mixed methods study examined the development of Intercultural Knowledge and Competence (IKC) among American undergraduate students in various disciplinary courses using the Collaborative Online International Learning (COIL) Virtual Exchange (VE) model in institutions of higher education in the U.S. in 2022. There is a gap in the literature and a need for knowledge to properly assess students' growth in IKC after a COIL VE intervention. This research investigated the impact of COIL on Intercultural Knowledge and Competence learning outcomes after students were administered the Purdue Attitudes, Skills & Knowledge Short Scale Two (ASKS2 ) Intercultural Knowledge and Competence surveys, "In Retrospect" or after students' first interaction with international peers, and "After the Experience" or post-COIL. After performing paired samples t-tests, the researcher concluded there was no statistically significant difference in students' perceived intercultural knowledge, skills, and attitudes as per the ASKS2 survey. Further, an Exploratory Factor Analysis suggested that the survey data fit a different set of factors than the three scales measured in the ASKS2 survey. The factors were concluded to be Cultural Sensitivity, Cultural Awareness, and Communication. Data collected from semi-structured, open-ended interviews with five COIL instructors demonstrated that reflective discussions, active involvement and modeling of interaction, and chunking content related to some small Intercultural Knowledge and Competence gains from students' collaboration with international peers. While analyses of the in retrospect/post-ASKS2 survey did not result in statistically significant changes in intercultural knowledge and competence as a result of the COIL intervention, the researcher concluded the constructs measured in the ASKS2 survey were not unique to Intercultural Knowledge and Competence learning outcomes in COIL VE. Further research requires a COIL-specific rubric and survey that include the new constructs resulting from this study's exploratory factor analysis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Despite national efforts for internationalization, college student enrollment in language programs is in decline (MLA, 2019), and the United States continues to be a very monolingual country. Similarly, although Brazil is seen as an ethnically diverse and multicultural nation, and that the country's common core standards consider English to be a Lingua Franca (BNCC, 2017), only around 5% of Brazilians report having some knowledge of the language, most of whom are affluent and have access to world languages and study abroad for a longer period of time (British Council, 2014). Telecollaboration, well-established even before the pandemic, can connect geographically distant people to teach and learn languages, develop digital skills, and further cultural understanding. This study explores the experiences of ten undergraduate students participating in the program "Teletandem Brazil: Foreign Languages for all", a telecollaborative language exchange program. It examines the North American language classroom, observing how telecollaboration was implemented and what results it had on students' engagement and learning. Guided by a sociocultural approach to human development (Vygotsky, 1978), this qualitative project combined Formative Interventions and Change Laboratory methodologies to understand and present the findings. Data collection occurred over a span of three years. The bulk of the data was collected in an intermediate-level Portuguese language classroom that integrated Teletandem between September and October of 2018. Data analysis and further data collection continued until 2021 and supported the retelling of the history of telecollaboration implementation, as well as the discussion of its community, cultures, and objects. The investigation of the application of different Teletandem tasks, combined with the author's ten-year experience observing the integration of telecollaboration in the setting, allowed for a careful consideration of the Teletandem design and implementation. This study is the first to discuss how the integration of Teletandem tasks occurs in the partnering universities. It has identified several qualities of implementing synchronous and asynchronous Teletandem tasks, whether integrated or not, into the language classroom. Implications include a critical analysis of the contradictions that arose from the utilization of telecollaboration and a series of proposals and suggestions on how to implement telecollaborative exchanges. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This is one of the first major empirical studies on research faculty and administrative collaborations in the context of seed grant-based strategic international university partnerships (IUPs), designed as a multiple case study. The partnership at focus is between two large, comprehensive, public research universities in the US and the UK. This ambitious multi-level study was based on a series of analyses of collaboration among collaborative pairs at the research faculty and administrator levels, which contributed to its robustness. I recruited and interviewed 24 participants from all available partnership cycles, totaling five, from 2014 to 2019. Eight research questions guided the study - four at each level. I sought to understand and explain faculty/administrator experiences and perceptions of various institutional and organization culture factors and symmetries and asymmetries in learning patterns that facilitated or hindered research/administrative collaboration, as well as the kinds of recommendations and visions of sustainability that the faculty/administrators had for the partnership. At the faculty level, I focused on matched faculty pairs, that is, co-Principal Investigators (co-PIs), one from each side of the partnership, from diverse disciplines, namely, genomics, psychology, and linguistics. In cases where I was able to recruit just one faculty from either side in other disciplines (in relation to whomever they were working with), their data were used for substantiating or diversifying the matched faculty findings. At the administrator level, I focused on the matched Partnership Director pair and the Vice-Provost/Pro-Vice Chancellor pair (i.e., the Executive pair). Findings were organized into themes. Four institutional factors impacted faculty collaboration in the following ways: compensating for the skills that one partner did not have but the other did facilitated faculty collaboration; difficulties in connecting to potential collaborators if a faculty did not know many colleagues overseas and lack of wider campus awareness about the partnership hindered collaboration; complexities in international grant mechanisms beyond the seed-grant slowed down faculty collaboration continuation prospects; and differences in partnership governance models influenced project goal re-setting, variations in faculty autonomy, and a more explicit promotion of regional economic development on the UK side. Regarding the institutional factors that impacted administrative collaboration, findings were organized into four themes: making connections between the partnership and global engagement strategy/strategic plan facilitated administrative collaboration; streamlining solutions helped overcome structural discrepancies in the seed-grant application submission process, proposal ranking criteria, and faculty report template; governing and making decisions from the middle or top level required administrative adjustments; and how well knowledge management and institutionalization infrastructures were developed or how much they lacked on a given campus played into administrative knowledge management effectiveness. As for the organizational culture factors, the following three impacted faculty collaboration: disciplinary and research culture differences, variations in initiative-taking, and risk aversion hindered goal setting at times; the university's encouraging faculty to engage in collaborations and expectations of early-career faculty played into the extent of more vigorous pursuits of collaborations from the UK side and making impacts at the faculty level, while the senior faculty in the US were more oriented toward supporting their younger colleagues in manuscript writing and lead-authorship; finally, including PhD and post-doctoral associates on joint projects facilitated collaborative knowledge exchange and transfer, building lab capacities, and opportunities for completing thesis research based on the very projects. The findings at the administrative level clustered around four themes with the following effects: variations in devolved and centralized decision-making instigated administrative navigating of the decision channel, including up to the level of the state in the US; the culture of collaboration and professional development was more elaborate in the UK, including the history of collaboration within the European Union; and the meaning of time in the context of work-schedule in each country was particularly important for synchronizing administrative calendars and knowing when answers to any inquiries from either side could be expected. As concerns the learning patterns, findings were compiled around three themes at the faculty level: multiple symmetrical patterns were found with unique pattern characteristics, such as pattern amplification, interruption, and splintering -- the first of their kind in a study on IUPs; a combination of competitive and non-competitive aspects in a symmetric pattern, with pattern reversal from competitive to non-competitive via expert intervention; and asymmetrical trainer-trainee-like pattern -- another interesting one in this dissertation. Findings were compiled around two themes at the administrator level: multiple symmetrical mutual non-competitive patterns were found, not only with the same objects of learning, but also different ones; and an asymmetrical trainer-trainee pattern was found, extending the trainer reach well beyond the matched administrator pair (this finding was similar at the faculty level). In other words, asymmetrical patterns had a unique inclusion of staff in trainer roles beyond immediate co-PIs (or other more direct team members) on the seed-grant, which would open an appealing venue for further research in this area. Finally, both the faculty and the administrators offered recommendations for the partnership and shared ideas on its sustainability. At the faculty level, the following five themes were brought to light: more PR on the partnership and faculty network-building opportunities were recommended; in-person visits for collaboration planning and more incentives for beyond the core-group of faculty were recommended; empowering an advisory committee in the middle to advise on sustainability was imperative; more administrative support for larger international grants was seen as essential; and including graduate students on grants would hold a huge potential for knowledge sharing and transfer across countries and the building of lab capacities through these students' international travel to and from labs. The findings clustered around three themes at the administrator level: having partnership evaluation and legal infrastructures and focusing on academic groups who were serious about collaboration were strongly recommended; investing in deep, longstanding partnerships and relations rather than "stretching too thinly" mattered; and identifying effective existing collaborations, with the greatest critical research mass and (re)investing in them was crucial for sustainability. Theoretical framework contributions specific to learning patterns have been made via framework refinements and extensions; further questions of importance for future research have been suggested and implications for practice have been drawn. Ideas for expanding the International Human Resource Development (IHRD) arm of HRD have also been suggested through growing research on international research collaborations, researcher mobility, and organizational/alliance learning, at the intersection of IHRD/OD and global higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

International higher education graduates may experience challenges related to reentry to their home countries as their expectations upon returning home may not match their reality (Alandejani, 2013; Butcher, 2002, Gaw, 2000). This study utilizes a transcendental phenomenological approach to understand the lived experiences of seven Fulbright-MESCYT alumni who completed U.S. graduate degree programs and returned home to the Dominican Republic (DR) between 2015 and 2018. The Fulbright-MESCYT Program in the DR is a joint initiative of the U.S. Embassy in Santo Domingo and the Dominican Ministry of Higher Education, Science and Technology (MESCYT) and adds funding for up to 10 Dominican Fulbright grantees annually to participate in U.S. graduate programs. Prior to their first interview, each participant submitted a photo that embodied their experience in the Fulbright-MESCYT program. The researcher then engaged with each participant in two in-depth, semi-structured interviews on their experiences. Findings are grouped into an arc of development that connects to Gullahorn and Gullahorn's (1963) W-Curve and are divided into three stages: making it through, feeling stuck, and finding the new me. Under making it through, the following themes emerged: I prefer diversity, learning how to deal, destroy the logic, and sorting out the homesickness. The following themes emerged for feeling stuck: come back and be who you were and it's impossible, no opportunities for people who travel and get degrees and my mama hates Fulbright. Finally, the following themes emerged under finding the new me: if you have skin in the game, you have to stay in the game, neither the authority, nor the boss, but you have to make change, shaping my teaching persona, living up to the Fulbright standard, and Fulbright magic. Study participants described challenges adapting to U.S. culture, developing a preference for diversity, and sorting out feelings of homesickness through networks of social and emotional support. They described striking differences between their host and home cultures and, upon their return home, they struggled to find meaningful work that values and puts the learnings from their graduate program experiences into practice. These findings align to the experiences faced by other exchange participants that return home as reflected in studies from different cultural contexts (Butcher, 2002; Alandejani, 2013; Gama and Pedersen, 1977; Gaw, 2000). Fulbright-MESCYT alumni persist and find ways to make an impact. They shape their views on teaching and learning based on their experiences with U.S. faculty members. Findings that add to the literature include if you have skin in the game, you have to stay in the game, Fulbright magic and living up to the Fulbright standard. Implications for practice outlined in this study include a need to implement re-adjustment seminars for returning alumni, increase support from Fulbright alumni associations to better engage alumni upon their return home, and help alumni connect to meaningful work opportunities in their home country. Implications for research included increasing studies focused on returnee experiences for international scholarship programs and similar long-term international education programs, and differences in the experiences and outcomes of Fulbright-MESCYT alumni that complete one- versus two-year graduate degree programs in the U.S. This is one of the first studies focused on the value of an international scholarship program for Latin American alumni after their sojourn, and the first study of Dominican international exchange alumni following their return home. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teachers from other countries are being hired to fill vacancies in public schools. All states, in order to meet the demand, hire foreign teachers under various programs. The South Carolina Department of Education and a few private agencies sponsor teachers on a J-1 visa and place them in school districts that are willing to participate in the state (SCDOE, 2020-2021). International teachers face a variety of issues ranging from personal life to professional issues in the school setting. These factors are all related to the transition from their native country to the U.S. environment (Nganga, 2011). Various support systems in place by the recruiting agencies and the school or district also affect foreign teachers' adjustment to the new culture. For the teachers to be satisfied, intrinsic and extrinsic factors play an essential role (Hutchison, 2010). The purpose of this quantitative research study was to explore the various hurdles faced by international teachers and how school districts or agencies can help them transition and adjust to the new culture to continue working in schools. The study also helped to understand the job satisfaction of foreign teachers and relate the impact of all these factors on their work and decisions to continue teaching in the U.S. The researcher studied the personal, professional, district/school support, agency support areas, years of experience, and the job satisfaction of the international teachers. Using the correlational and causal-comparative research design, the researcher surveyed the international teachers in the school districts of the midlands region of South Carolina. Sixty-four international teachers responded to the Likert scale survey online. The data was collected and analyzed using the descriptive statistics with frequency distribution, Pearson's r coefficient to determine the strength of the relationship between the various factors and the job satisfaction of the international teachers, and ANOVA to determine the significant difference among the variables. The analyses revealed that there was no correlation seen between personal factors and international teachers' job satisfaction. This means that personal factors have no bearing on their job; however, the teachers agreed upon some of the factors. The professional factors and agency support factors, on the other hand, do have an impact on their job satisfaction. There was a correlation discovered between these factors and foreign teachers' job satisfaction. The data indicated that the educators were supported by the school/districts', and their professional support factors are linked to job satisfaction. According to the analyses, there was no significant difference in job satisfaction based on the teachers' years of experience. As a result, it makes no difference whether the international teachers have more or less experience in their own country or the United States. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Opinion polls in multiple countries recount a grim story, that people from Western and Muslim-majority countries regard one another as arrogant, intolerant, and violent, and that attitudes are not improving. Student exchange programs, which were widely expanded after World War II and during the Cold War, have become a vital component of public diplomacy in countries across the globe. Designed around the principles of Contact Theory, exchange programs have demonstrated reduction in stereotypes, improvement in attitudes, building of relationships, and development of professional capacity among students from distant backgrounds. However, traditional in-person exchange is an expensive and demanding form of educational experience, one more often available to students from high-income countries, and one that requires even these students to have sufficient means and flexibility to live far from home for extended periods of time. For this reason, in-person exchange programs have proven difficult to scale. Moreover, students with fewer resources and non-dominant forms of social capital, including many from underserved racial and ethnic communities, are much less likely to participate. Along with lost opportunity for these individuals, in-person exchange exposes peers in host countries to a skewed sample of travelers. This Design-Based Research (DBR) comprises an investigation into Virtual Exchange, informed by principles of Contact Theory and related pedagogical approaches, including Problem-Based Learning, Collaborative Learning, and Interdependent Learning. The investigation focuses on whether this new form of learning has potential to reduce pernicious stereotypes, broaden personal perspectives, foster productive relationships, and build professional capacity among students from geographically, economically, and culturally distant backgrounds. Results of extended trials, conducted with faculty partners around the world, suggest that it does, for a small fraction of the cost of in-person exchange, with real potential to increase access. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This paper examines current issues, trends, and methods in learning institutions of higher education, including how global, multicultural, and technological developments have altered methods of instruction and the way education is administered, with a particular emphasis on adult learning in international environments. It also considers how international learning institutions might be impacted by global, cultural, social, technological, and fiscal influences, as they adapt to the challenges and opportunities of distance learning and the internationalization of education.

This dissertation is a qualitative case study examining the feelings, attitudes, and opinions of secondary school, English-as-a-Second-Language (ESL) students toward collaborative e-mail exchange for the purpose of learning English between 10th and 11th grade between students in Hong Kong and Green River, Iowa, USA. The research looks at the totality of a collaborative e-mail exchange. Most students enjoyed the exchange, gained confidence in English and computer skills and felt they made significant progress in writing, thinking, and speaking. Although most students believed this instructional model helped with general communicative competence, they were ambivalent as to whether it helped them improve on public exam-related skills such as grammar usage and discrete language functions. Appendixes include materials used in the study, rubrics, pre- and post-model surveys, and project evaluations. (Contains 241 references and 31 charts and tables. Appendixes include materials used in the study, rubrics, pre- and post-model surveys, and project evaluations.) (KFT)

The Fulbright Program's proclaimed mission is to increase mutual understanding between the U.S. and other countries, promote peace, innovation, creativity and knowledge that transcends borders. This study uses a transnational lens to examine the Algerian experience of the Fulbright Program and how the Algerian students--as transnational intellectual subjects--navigate multiple hegemonies, namely French and American soft powers in Higher Education (HE). I triangulate my argument by decentering American exceptionalism and situating the transnational subjectivity of Algerian intellectuals--rooted in the post-colonial and the subaltern in relation France. While U.S. imperialism has been historically overshadowed by France's hegemony in Algeria, U.S. soft power within HE has recently expanded significantly in the country due to the increasing role of the U.S. embassy in Algeria targeting young individuals who are accustomed to strong HE colonial ties. This study contributes to the field of transnational American studies by focusing on Algeria--an understudied MENA region in relation to U.S. imperialism--positioning therefore the Algerian intellectuals' subjectivity in transnational, post-colonial and global terms. Methodologically, I use ethnography as the main strategy of inquiry in addition to data derived from Algerian and American official institutions' archives. I conducted eight in-depth interviews with former Algerian Fulbright students, as well as field observations of two events organized by the U.S. embassy in Algeria. This study concludes that (1) U.S. soft power in Algeria through HE is expanding rapidly but is still being undermined by the French-Algerian partnerships. (2) The transnational subjectivity of Algerian intellectuals has been long established, but since 2008 the Fulbright Program in Algeria is fostering complex/new interpretations of American exceptionalism and U.S. soft power which is neither unidirectional nor merely imposed or adopted but is slowly questioning the French hegemony in Algeria. (3) Most Algerian Fulbright grantees find it very difficult to reintegrate the Algerian work force and end up seeking opportunities abroad, limiting thus the impact of the Fulbright Program objectives, which also creates a transnational brain drain. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research study investigated the perceptions of academic advisors in the Florida College System (FCS) concerning globalization, internationalization, and their role in the process of internationalizing their colleges. Participants in the study included 54 academic advisors from 15 of the 28 colleges in the FCS. The sample was comprised primarily of female advisors with master's degrees, who had been working in higher education for less than 13 years. This was a nonexperimental, quantitative study and analyses included descriptive statistics, ordinary least squares regression, and Pearson's product moment correlations. The results revealed that the responding advisors believe that globalization is inevitable and good, and that colleges must prepare to face any challenges that result from it. They also indicated that the advisors thought colleges should engage in several strategies that could lead to progress in internationalization, including international exchanges of faculty and staff, study abroad opportunities for students, and the development of collaborative relationships between their college and foreign institutions. Advisors also indicated relatively strong support for the assertions that globalization and internationalization were important, and would continue to increase in importance going forward. They also generally agreed with the concept that academic advisors should be involved in the process of internationalization at their colleges, but their agreement in this instance was not as strong as it was when discussing globalization and internationalization more generally. In contrast, advisors did not as readily agree that students should take additional courses in foreign language, or that colleges should actively recruit foreign students. The majority of advisors also rejected the idea that the college should adopt a broad, international/global definition of diversity that includes language, customs, and ethnicity. They did not as readily envision the role of academic advisors in the process of internationalization to be as important or necessary as the overall concept of progress in the areas of internationalization and globalization. That is, advisors indicated more agreement with the theory, but not as much agreement with the practice, of internationalization as it relates to their job responsibilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The beginning of organized European cooperation in adult education was the focus of a research study. A brief review of earlier research was conducted. Study findings indicated that, after World War II, Europe was less influential in issues of real significance in the world, with the Soviet Union dominating Eastern Europe and the center of power shifting to the United States from Western Europe. From a cultural point of view, the war was catastrophic to Germany's heritage. Other Western European countries were also in desperate need of recovery. In May 1948, a Conference of the European Federalist Movement was held in The Hague. Its ideological foundation was a federal Europe. Two short-term goals were set: the foundation of a Council of Europe and a European Cultural Center (ECC). After failing to establish community centers, the ECC proposed an initiative for the European Bureau of Adult Education (EBAE). At its outset, EBAE intended to support European unification rather than adult education. However, a number of new national adult education associations were founded to promote activities at home and to join pan-European efforts, such as the Meeting Europe courses. The idea of furthering European unification by the means of the Meeting Europe courses was not a great success, but was noteworthy as an experiment in international education. (Appendixes include the EBAE Constitution and Meeting Europe programs. Contains 123 references.) (YLB)

Scholars and educators have described participation in target language (TL) communities as one of the primary aims of language learning, holding a fundamental position in ACTFL's (2011) "Standards." Limited work has been conducted to describe how students participate in and gain access to these TL communities through various forms of technology. This dissertation presents a study of Garrison and Vaughn's (2001) "social presence" within a telecollaboration between U.S. and German students enrolled in institutes of higher education. Data was obtained from a nine-month online exchange, using the platforms of Facebook, Google Docs and Google Forms. Action research (Riel, 2010), grounded in the theoretical framework of the Community of Inquiry (CoI), framed the ways in which I examined the contribution of the participants, what motivated them to interact with others, and how instructional activities and the technological platforms helped to build a community. The analysis made visible that discourse facilitation, video chat, and an interactive platform for computer mediated communication (CMC), contributed to the participants' motivation and dedication to the online community. In particular the social cues and fillers (laughing, smiling and nodding) supported by the video chat, enhanced "social presence" and effective communicative language learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study is to determine which factors influence the achievement of program objectives for Kyrgyz Republic alumni of the U.S. governmentally sponsored UGRAD program. The UGRAD program was designed to provide university students from the former Soviet Union an opportunity to study at an institute of higher education in the United States for one academic year in the hope they will develop skills and attitudes that they can take back home to help their countries transition from the Soviet past to a democratic future. To explore this topic, an explanatory sequential mixed methods approach was used, in which 72 UGRAD alumni from the Kyrgyz Republic were given an online survey to ascertain information about their UGRAD experience and their progress towards achieving the UGRAD objectives. Then, 11 of the survey participants were selected by using maximum variation sampling and then given in-depth, qualitative interviews. The three main findings of the research were: 1) community college placements for UGRAD participants were found to be ineffective; 2) UGRAD participants with highly developed academic and/or professional goals tended to achieve program goals than those with lesser developed plans; and 3) the more quickly a UGRAD participant can turn their experience into employment or academic opportunities upon returning home, the more likely they were to achieve program objectives. These findings can be useful for international education program administrators to help ensure that future programs maximize the benefits of similar international education exchange programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study is to examine the reasons why Japanese visiting scholars visited the United States, their activities and experiences during their visits, their challenges and support for their transition, and personal and contextual factors that affected their transition in different stages. Although short-term international scholar mobility has recently increased, there are few studies on the population of international visiting scholars. In addition, while there is an overall increase in the number of international scholars, the number of Japanese scholars is decreasing. This qualitative study explores the Japanese visiting scholars' experiences of transition by drawing upon Schlossberg's adult transition model (e.g., Anderson, Goodman, & Schlossberg, 2011). The findings show that the purpose of visit and activities during the visits varied by individuals, although most activities were individual and professional ones, such as conducting research, networking, and teaching. While the first-time visiting scholars engaged in English practice and observation of cultural differences, the scholars with family members reported social experiences through their children's schools. Several scholars worked on institutional relations during their visits. The challenges that the visiting scholars faced varied by the timing during their transition. Common challenges included finding opportunities at their home institutions, finding the host universities, setting up life in a new community, finding opportunities for interactions, and dealing with language and cultural issues. The expected challenges after their returning to home were mainly related to institutional arrangements and societal differences. The factors that influenced their transition included the arrangements at home and host institutions, academic fields, past American academic experiences, existing networks with Japanese and American colleagues, and their personalities. Recommendations are provided for American and Japanese universities, individual visiting scholars, and the Japanese government. As for implications from this study, since the Japanese visiting scholars mostly relied on their personal connections and previous experiences for transitions, in order to utilize international visiting scholars for short-term brain circulation, institutional and governmental support and policy arrangements need to be structured as a part of the initiative for the internationalization of higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Thousands of U.S. faculty travel abroad each year to teach host-country students (George, 1995). This study explores the "teach-abroad classroom", defined as "the teaching and learning processes and interactions between faculty and students" in this learning environment (George, 1987, 1995; Slethaug, 2007). Faculty and student expectations and perceptions of this learning environment are investigated, "gaps" between the faculty and students are identified, and faculty and student responses to cultural differences are assessed. This qualitative study focuses on the case of the China Executive MBA (CHEMBA) Program, a joint offering of the Carlson School of Management, University of Minnesota in the United States and Lingnan (University) College, Sun Yat-sen University in Guangzhou, China. Individual interviews were conducted with Carlson School faculty who teach in the program and with students and graduates of the program. The researcher also formally observed CHEMBA class sessions. Utilizing intercultural competence theory (M. J. Bennett, 1986, 1993; Deardorff, 2008), this study reports findings related to faculty and learner expectations, perceptions, challenges, and responses in the teach-abroad learning environment. Three metaphors are used to represent the key gaps between faculty and students in regard to classroom discussion, the completion of readings for class, and language issues. Recommendations are offered for faculty, learners, and program administrators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Post-secondary education institutions across the United States are increasingly allocating resources to promote international education exchange programs as a pedagogical praxis to develop students into global citizens. Underlying such notions of global citizenship is the assumption that students will also develop a stronger post-national or cosmopolitan identity as a result of an overseas academic experience. This study examined the identity articulations of students of color who participated in study abroad, international education exchange programs. This research is unique in that few researchers have examined issues of identity articulation, development, and national identity in study abroad programs. In addition, few researchers have provided a theoretical critique about what it means to engage notions of "global citizenship" and cosmopolitanism in a trans-national world of liquid identities, and more importantly, how that experience may be qualitatively different for students of color who participate in international study abroad programs. Using a critical socio-cultural perspective, this qualitative ethnographic case study examined how four students of color experienced and made sense of their overseas educational experience. Employing an ethnographic case study, data collection was conducted between 2008-2010 and consisted of (a) semi-structured interviews both pre-departure and post-return, (b) focus groups, and (c) field observations. Because little research has been done on students of color and international education exchange programs, this study provides additional knowledge that explores how students of color understand and articulate their experience and why these articulations and understandings are important for educational practitioners as they prepare students to dialogue internationally about critical issues regarding real or imagined difference both pre-departure and post-return. The major findings of this study are summarized as follows: * Participants found that as opposed to developing a post-national aesthetic towards identity, they in fact developed more awareness of their racial/ethnic identity. * Participants found that capitalism and globalization affected the ways in which their international hosts perceived and related to them. * Participants found that American racial hegemony is exported abroad and maintained by pop culture both visual and aural and that Euro-American compatriots also maintain that hegemony abroad through behaviors of privilege. * This study emphasized the need for comparative critical analysis of difference and pathologies of power, both pre-departure and post-return to allow participants the opportunity to explore and understand these issues. * International Exchange and Study Abroad programming needs to develop a more diverse, critical, theoretical lens when designing, implementing, and engaging students in international programming overseas. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this research was to explore the ways in which immersion into an international student teaching experience through participation in an international student teaching program can enhance the cultural responsiveness of American pre-service teachers. The population included in this study was eight students, including alumni, who participated in the Cuernavaca student teaching program at Edgewood College in Madison, Wisconsin. The following research questions guided the study: (1) In what ways does participation in an international student teaching program enhance the cultural responsiveness of participants? and (2) What are the participants' perceptions of the impact of the international student teaching experience on their teaching practices? Four key findings emerged. The immersion experience afforded by the international student teaching experience: (a) enhanced the participants' cultural responsiveness, (b) increased participants' perceptions of their own professional competence to interact with students, colleagues and parents, (c) increased participants' feelings of empathy toward non-English speakers, and (d) increased the participants' feelings of self-knowledge. Immersion experiences can provide a means to mitigate the cultural divide between teacher and student. More and varied opportunities need to be available to teacher candidates in schools of education nationwide to advance transformative teaching and learning where empathy, communication, and understanding abound. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In international development the strategy of cross-border university-to-university partnerships is drawing more attention. Funders such as U.S. Agency for International Development are offering large amounts of financial support for the development of university partnerships, networks, and consortiums. Despite the money that is going into university partnerships and networks, there is only limited research on whether this strategy is effective. This study was conducted at Makerere University, the oldest university in East Africa. Makerere has been engaged with international partners in scores of partnerships, making it an ideal setting to look for perspective on the process and impact of university partnerships. Interviews were conducted with 38 faculty members and content analysis tied what faculty said back to a four-stage model based on literature on partnership development. The first stage of the model focuses on initiation, particularly leadership and motivation. The second stage looks at negotiation of context, the depth of understanding that partners have of where the partnership is based, including organizational structures and the physical and cultural environment. Trust in implementation is the third stage and the final stage is how faculty members evaluate the success of partnerships at their conclusion. In addition to testing the adequacy of the model, this study sought to identify distinctions between partnerships that were internally funded and those that were externally funded. For the most part, the model proved to be a useful tool to represent the process of partnership. However, there were nuances identified, including the large degree to which faculty are motivated by individual benefits; internal challenges at the university that hinder partnership development and impact; informal faculty mentorship that happens during partnerships; and reinforcement of dependence on external funding. These findings were used to offer revisions to the original partnership development model. In this study, all the partnerships that were described were externally funded; the faculty members who were interviewed provided no examples of successful, internally funded partnerships. Implications that the university participates in only externally funded partnerships may indicate that the partnership strategy does not hold promise for future sustainability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study traces the first year experiences of six international exchange teachers employed in three public and charter schools settings from three districts in two southeastern states. Interviews with these teachers from China, Germany and Colombia, and with their school and district leaders enabled me to produce a narrative of how international exchange teachers adapt to teaching in American schools. I adopted a cooperative stance as I observed and audio recorded their personal and professional lives at the beginning of the school year, then again shortly following the scheduled mid-year winter break, and for a third time before end-of-year state testing in the spring. I found that all of these international exchange teachers shared two struggles. First, there were challenges of adjusting to the lifestyle: to acknowledge that America is as diverse as it is homogeneous. Second, was the challenge of adjusting to the mores of American life---that of getting a state license to drive, buying a car, finding an insurance agent to provide vehicle coverage. Also find a place to live, access to water and electrical services, and secure household furnishings became an unexpected endeavor. The context of colleagueship was shown to fall within a short window of time. This was due to teachers arriving in the states after the school year had begun with little time to prepare rooms or gather classroom materials. When comparing the practices of the participants in their native countries to their American classroom practices mirror the current culture. Participants had unclear expectations of the program design, and procedural expectations. Central to that focus was management of student's behavior, lack of classroom resources and understanding parent participation and parent expectations. Common themes emerged, indicating these teachers all had a desire to work with students, a passion for teaching and expanded opportunities in their home countries that stem from their experiences teaching in the United States. Exemplary models of induction both in the U. S. and internationally should be sought in order to identify and disseminate best practices that would better accommodate international exchange teachers' transition into the teaching carousel. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to investigate a class-to-class online English-Portuguese "Teletandem" program that was conceived, negotiated, and implemented cross-collaboratively between the foreign language instructors and language resource center (LRC) staff at two large state universities--one in the United States and the other in Brazil. Ten English language students in Brazil were paired with 10 Portuguese language students in the U.S. for a 10-week Skype®-based tandem language exchange (TLE) project that was jointly delivered online across an international university partnership. A qualitative case study design was used to examine the attitudes, perceptions, views, and behaviors of the teachers, students, and LRC staff who participated in the project. The objective of the study was to shed light on the factors that facilitated and hindered Teletandem design, implementation and sustainability. Participant feedback was interpreted and contextualized by the researcher to provide rich descriptions of how Teletandem was optimized and how it impacted student learning. The findings suggest that Teletandem is an innovative, low-cost, high-impact language learning activity with vast pedagogical implications. As a lab supplement to traditional instruction, it enabled students at both sites to accelerate L2 development through authentic immersion and practice while making social connections with native speakers abroad. In addition, the results showed that--for many students--Teletandem heightened intercultural awareness, boosted confidence in the L2, and strengthened fluency skills while rendering a transformational learning experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The research study examines the relationship of international students to changing U.S. political economy. The research attempts to move international students from the periphery to the center of understanding the changing U.S. political economy in the twenty-first century. I argue that international students play an important role in building a U.S. "national civilization" at home and abroad. Using a historical case study method, I demonstrate how international students contribute to U.S. national and international interests and explore the ways in which international students as social, cultural, economic and political capitals advance the goals of the state. International student exchange operates on the tacit principle of Western superiority and the transformation of developing nations according to models and policies of advanced nations, most particularly that of the U.S. International student mobility has enabled the United States to extend its hegemonic power overseas beyond military might and economic aid. International students become actors in advancing U.S. "national civilization." Given their potential as agents of change in their home countries, international students further U.S. foreign policy objectives by implementing U.S. economic models, promoting U.S.-style "democracy" and culture. With the rise of the neoliberal state, the promotion of free-market enterprise, and commodification of higher education, international students have become important human and economic capital. The United States economy benefits greatly from the supply of international students in the science and engineering fields. These students are the intellectual"braceros" advancing the U.S. knowledge economy and as skilled migrants fuel innovation and entrepreneurship. The state plays an important role in facilitating the migration of international students. However, in a post 9/11 world order, the state has exhibited a schizophrenic approach to the international student program by constructing international students as friends and foes. Given the contributions of international students and the conflicting position of the state, the United States must clearly define its relationship to international students and must re-examine its current immigration policies if it is to maintain its dominance in cross-border education, given increased competition for students by other major receiving nation states. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The influx of international graduate students in science and engineering to the U.S. has changed since the terrorist attacks of September 11, 2001. The implementation of the Student and Exchange Visitor Information System (SEVIS) and related F-1 visa policies have required a higher level of scrutiny of the student visa procedures, and introduced strict student monitoring policies and measures. In addition, the SEVIS monitoring and compliance system has altered the operation of international student service offices, affected the students they serve, and the operation of the universities enrolling international students. This study investigated the effects of SEVIS on graduate programs in science and engineering and their students. Information was gathered from respondents from the 60 universities having the highest population of international students in these fields, according to NSF. Respondents included department administrators, admissions officials, and SEVIS professionals. Data were collected from 75 on-line survey respondents and in 21 semi-structured interviews. The results of this study suggest that many international students are negatively affected by SEVIS, impacting their ability to remain in-status and to understand how the system works. To counter this, department administrators, SEVIS professionals, and student advisors have increased their level of support for these students, providing them guidance on how to remain in-status and how to improve their social and academic experience in the United States. As a result, relatively few international students are deported for falling out-of-status in SEVIS. The data also made clear that program administrators and admissions officials have little knowledge about SEVIS, F-1 visa policies, and their influence on international enrollments. Finally, this study provided evidence of an increased workload for international student advisors and SEVIS professionals. Universities have had to hire additional staff,increase their information technology investment in linking home-grown student service systems with SEVIS, and proactively anticipate any hurdles that international students may have and resolve them as expeditiously as possible. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Internationalization of higher education institutions has become comprehensive and complex phenomenon in the United States since the 1990s. This trend has significantly motivated American colleges and universities involving all members within their communities to internationalize their institutions and increase their global competitiveness. The purpose of this study was to assess institutional efforts on internationalization of higher education institutions through the lens of study abroad programs coordinated by the centralized Offices of International Programs (OIPs) at U.S. research universities. It assessed whether relationships existed between institutional input to study abroad programs through human resources and financial resources, the process of administration and coordination of study abroad programs in terms of the number of the study abroad programs, the number of exchange programs, and the number of international partnerships, and the output of these programs regarding the number of study abroad students, the number of international exchange students, and the number of faculty abroad. A total of 230 executives who directed OIPs at research universities were surveyed through the Internet. 93 valid responses were received, representing 40.4 percent of the population. Three multiple regression models were established and significantly related to each of the outcome variables. In addition, several predict variables were significantly related to the outcome variables: (1) three predictor variables (e.g., human resources, financial resources, and the number of study abroad programs) were significantly associated with the number of study abroad students; (2) two predict variables (e.g., the number of international exchange programs and the number of international partnerships) were significantly related to the number of international exchange students; and (3) two predict variables (e.g., human resources and the number of study abroad programs) were significantly related to the number of faculty abroad. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

For a variety of reasons, U.S. higher education has employed an increasing number of international teaching assistants (ITAs) to teach undergraduate courses in science, engineering, and humanities departments. Often, ITAs arrive on campus and are placed in undergraduate classrooms without having previous training or teaching experience; they are handed their assignments and given copies of a syllabus and textbook without any knowledge about what their new role entails. Although institutions have recently been putting more effort into training programs, they are usually limited and focused primarily on basic issues, resulting in an inability to address unique needs. The purpose of this study is to explore the teaching experiences of international graduate students at an American university. Qualitative research methods are used to analyze data and assess how ITAs use their communicative competence of English in this new role and what they might need to learn in order to function more effectively as a teaching assistant (TA) and thus better acculturate into their new social context, U.S. academia. The eleven participants in this study are international graduate students from a variety of countries and fields of study who had lived in the U.S. from three to seven years. One of the students participated in a single case study that addressed her experience as a first-time instructor. Ten students participated in a focus group interview session that addressed their challenges, their expectations, and their overall teaching experience. Participants identified several challenges that hindered their success. They also indicated that they were impacted by the process of acculturation. Factors they found helpful in their teaching experience included guidance from previous ITAs, familiarity with the American academic system, and acquaintance with American culture. Factors that affected them negatively included: lack of certain types of assistance, differences in attitudes and behaviors, and differences in communication styles. Participants also reported an increased level of self-confidence as a result of being an instructor in the U.S. Results of this study suggest that although international graduate teaching assistants appreciate the opportunity to teach, their experiences could be made less stressful and more meaningful if the higher-education institution, the department, and their advisor would take into account their unique needs. These needs include receiving more in-depth training in the areas of U.S. classroom culture, pedagogical techniques, and classroom management. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This publication discusses the activities of the Colombian Institute for Technical Studies Abroad (ICETEX) and presents the 1944 master's thesis which outlined the formation of ICETEX. This thesis, entitled "Project for the Creation of the Colombian Institute for Advanced Training Abroad," was completed at Syracuse University by the originator and first director of ICETEX. ICETEX was founded in 1950 by the Colombian government to provide loans to students wishing to pursue undergraduate and graduate education abroad. Among its many additional activities, the organization arranges transportation for students, coordinates scholarships offered by international organizations foreign governments, and private institutions, and administers scholarships for foreign artists in Colombia. The master's thesis which formed the basis for the founding of ICETEX includes: (1) an examination of the state of foreign training in Colombia; (2) an organizational structure for the proposed Colombian Institute for Advanced Training Abroad; (3) a discussion of the means of financing the institute; (4) basic principles of operation; (5) an examination of its primary and secondary functions; and (6) the steps to be taken to put the plan into effect. Two appendixes (in Spanish) contain a copy of the government decree which enacted ICETEX and a biographical profile of Gabriel Betancur Meija. (MDM)

This thesis focuses on the definitional and cross-cultural processes involved in the development of an environmental education (EE) database of essential learnings, and the potential of the product in improving the effectiveness of international EE. Identifying the universal aspects of EE is crucial because EE is an evolving field, and is international in scope and development. Many nations are instituting programs in EE and there are several multinational efforts underway. For nations to effectively work together, and for new environmental educators to avoid needless repetition, universal EE definitions are needed. The database analyzed is a combination of two parts: concepts and processes. It consists of over 630 entries coded by subject, educational level, objective, and type of content. Cross-cultural compilation and reviews by Indian and US environmental professionals were included in this definitional process. Included is a statement of the problem, a case study and analysis of the "Essential Learnings" database, and conclusions and recommendations. (Author/CW)

The academic discipline of political science at the University of California's Education Abroad Program (EAP) is examined with a focus on: what academic instruction consists of at selected host universities; how effective did the participants feel the instruction was in increasing their knowledge of the subject; and how the academic and experiential learning abroad affect students' perceptions in areas related to the discipline. Students answered questions on a 26-item survey. Nine chapters are as follows: purpose of the study and background on U.S. students abroad; the Education Abroad Program; the study; methodology of the study; results from Goettingen, Grenoble, Jerusalem, and Madrid; and conclusions. Results include the following: almost all instruction was in the language of the host nation, except in Jerusalem, and comprehension of the lectures and readings in the local language was not a problem for most participants; study abroad allows students to step away from their culture, at least temporarily, and thus gain a more objective, less culturally-biased view; and though some students' attitudes changed greatly as a result of study abroad, general political trends such as a move towards the liberal left or conservative right were not discernable. Three appendices are an explanation of individual items in the instrument, the instrument, and actual questions asked of students. Contains 21 references. (SM)

This case study examines the experiences of the government and academic personnel in the United States-Brazil Higher Education Consortia Program. It addresses the overall question, "What factors influence the successful implementation of international higher education collaborations?" The participants include representatives from the two government sponsoring agencies and one four-institution consortium project. The findings reveal that there were certain conditions that facilitated the successful implementation of the consortium project. These conditions are categorized into six themes: partner equality and mutuality, partner characteristics, partner relationship, finances, strategies, and staffing. The findings also reveal that the participants did not consider national culture to be a significant factor in the implementation and collaboration experience. This research is particularly relevant to the international higher education community because it focuses on the project director rather than the student perspective, addresses implementation factors rather than discipline-specific matters or student outcomes, and directly impacts an institution's ability to conceptualize and implement international collaborative initiatives.