Presentatie titel

Rotterdam, 00 januari 2007

Presentatie titel

Anja Stofberg, Milan, June/July 2015

Study Visits Abroad

An innovative strategy to embed an international dimension in a programme of

study

Overview of presentation

Defining the concept of study visits abroadStudy visits abroad as a strategy to internationalise the curriculumBasic components for designing study visitsHow to make the most of itStudent experiences and insightsAdditionally, spin offs

Question

How many of your students go abroad for

their studies (via an exchange programme) ?

their internship / placement ?

Study visits abroad as a strategy (1)

To expose the non-mobile student majority to international approaches, perspectives and communication (hands on, face-2-face)To focus on all studentsTo guide reflection and discussion while abroadTo create added value by curricular integration

Study visits abroad as a strategy (2)

Overall objective to internationalise the curriculum

Definition by Leask (2009):Internationalisation of the Curriculum is theincorporation of an international andintercultural dimension into the preparation,delivery and outcomes of a program of study.The three commonly accepted outcomes of an internationalised curriculum are:

an awareness of global perspectives, the capacity for crosscultural communication,the practice of responsible global citizenship. (Green & Mertova, 2009, 30).

Study visits as a concept

A group of students en route to a foreign destination (far or near ) where they stayFor a period of 4 – 6 daysSize of the group can differ from 15 - 30/40A visit within the framework of their studiesAn integral part of their programme of study

so NOT an elective course

Specific learning objectives for the visit can differ and so can the outcomes

Question

Have you ever been on a study visit abroad ?

As a participant ?As an organiser ?

How to design study visits abroad

Aim for:

Academic exchangeSocial exchangeCultural exchange

While being:

Content focusedActivity focusedOutcomes focused

Fundamental approach

Creating opportunities to interact with each other and the hosts

Stimulating discussions and initiativesDraw students out of their comfort zone

In order to challenge their understanding of themselves broaden their horizons support understanding those whose cultures are different from their own

How to make the most of it

Search for visits in unusual locations / circumstancesInvolve students in collective, playful actionsIdentify innovative small case practicesOrganise dynamic presentations of interesting practicesMake space for two-way knowledge transfer with hosts / fellow students abroad Make room for micro-consulting: ask your students to act as experts, giving advice on questions / issues of interest to the hosts

Out of their comfort zone

“I felt a sense of loss and deprivation, because in the first 2 days I started missing my friends and my strong wifi connection back home “.“I had to adapt to the differences and people not understanding me”.I realised I “left my comfort zone” (with baby steps). I didn’t mind talking to people in English anymore, I didn’t even think about it, I just did.“ At a restaurant the waiter didn’t speak English. My friend really wanted honey in her tea, so I started to make humming noises and he understood me !”

Student experiences and insights (1)

Understanding themselves:What I have learned is that I have to show more empathy to others.I would like to be less time-phased, I think you can enjoy life more if you don’t worry about time constantly.The visit to the refugee centre made me realise how I’m always complaining about tiny issues, while these people have so many real issues to deal with and have a lot less chances in life.I didn’t only get to learn about the city but also about myself. I’m not good at spontaneously starting a conversation, which leads to not being able to build a relationship. I can improve this by being more confident.

Student experiences and insights (2)

Broadening horizons:

I found out what it means to be excluded from a conversation because you don’t speak the language the others are speaking.I have learned that people can be happy with literally nothing.It is such a big eye opener for me the big differences between rich and poor. It was shocking for me to see the animals that live on the streets: there are no shelters for them and some really need medical help.

Student experiences and insights (3)

Understanding different cultures: I was surprised by the level of intimacy the Palermitan men and women are comfortable with showing on the streets. I think we Dutchies are not that open with showing that level of public affection for each other on the street. The Palermitan people talked with passion and hand gestures. Sometimes it looked to me like they were having an argument, but on further observation they were just talking. The Dutch are in general much more stoic in their way of communicating with each other. You have to get to know a Dutch person better to find out where his/her passion lies. Sometimes I didn’t even notice that someone didn’t understand me, because they were pretending they did.

Final thoughts of a student

A study visit, I wonder if there is a better way to teach students some important values. The world contains more cities than Rotterdam. And Europe is not rich. It was shocking to see the poverty, the strong racism, to feel the frustration of language barriers and the power of the invisible mafia. But it was encouraging at the same time to see the love, faith, passion and happiness, in circumstances of which most of us thought that does not happen in Europe. For me, I absolutely enjoyed the study trip a lot, especially the moments outside the programme with the locals.

Spin offs

Why not have your own students prepare such study visits for international students coming to your university / city ?

Bonus outcome: viewing your “own world” with different / international eyes. The next best thing ?

Student – to – student encounters may well lead to lasting international friendships or exchanges (outside programmes or academia).

Concluding remarks

Short-term international experiences such as study visits may be an innovative strategy to explicitly develop international and intercultural skills within the regular curriculum of programmes of study.To ensure that the large majority of learners, the 80-90% who are not internationally mobile, are able to acquire the international skills considered essential for social work professionals in an ever-growing global Europe.Once students are taken out of their own environment they begin to examine their assumptions: an essential step, the start of true critical reflection.

Collective, playful actions ?Here’s an idea: happy Rotterdam !

How to get people dancing (including the mayor )