Research on U.S.
Students Abroad

Contents

Introduction


____________________________________________________________

















 The literature on study abroad by students from the United States is published in widely dispersed sources. 



Research on the effects of study abroad does not constitute a single coherent discipline. Rather it is an entity 



that can be studied from a variety of viewpoints including anthropology, education, psychology and sociology. 



	The attempt of this bibliography is two-fold. First it is an attempt to bring together a comprehensive



listing of studies from all disciplines about United States students studying abroad. Second, it is an attempt to 



abstract that literature and to set a framework for continued abstracting.  



	It is expected that the material will be updated about every two years. Corrections of this 



bibliography and citations of additional work are invited. Copies of papers to be added to the collection are



also invited. If possible include an abstract of the work. Contact Henry D. Weaver, Systemwide Office,



Education Abroad Program, University of California, Santa Barbara, CA 93106.



	Thanks are given to the abstractors listed above with special thanks to JÅrgen Kemp for recording 



many of the articles and to Judith Martin for reviewing and correcting the final manuscript. Responsibility for 



all errors rests with the editor. 
























Using this Bibliography 


____________________________________________________________ 



The bibliography is a listing of studies relating to study abroad by students from the United States. It is an 



attempt to cover all published reports as well as unpublished papers that have become available up through 



1987.  



	The studies have been divided into groups with symbols indicating the classification. The symbols 



are given in parenthesis at the end of each citation. The groups are the following:  C 			Cross Cultural Issues 



	E			Evaluations 



	G			Guides 



	I			Impact Studies 



	M			Miscellaneous 



	O			General Overviews 



	P			Program Descriptions 



	R			Research	 



	T			Theoretical Presentations  About eighty-five percent of the papers have been collected in the library of the Education Abroad 



Program of the University of California in Santa Barbara. The numbers including the classification given in 



parenthesis after each citation indicate the file number in the Education Abroad Program library. Research 



scholars are invited to utilize this depository of research reports. Photocopies, if copyright laws permit, will be 



made available at cost to researchers in the field. 



	Abstracts for the entries in this bibliography have been written by a group of scholars using the 



American National Standard for abstracts. The following people have done the abstracting and the author of 



each abstract is indicated at the end by initials:  AUT			Author 



	BBB			Barbara B. Burn 



	JSC			Jerry S. Carlson 



	JCK			JÅrgen C. Kempff 



	JM			Judith N. Martin 



	JU			John Useem 



	HDW			Henry D. Weaver 



	No symbol		Author of abstract unknown A number of papers have been included with less than normal information about the publisher, place 



of presentation, or other customary information.  Since the numbers identify them in the Education Abroad 



Program library, it is hoped that they will still be useful to some scholars. 



	The acronyms used in this bibliography to refer to organizations and publications are listed below:  ACE		American Council of Education 



			11 Dupont Circle, Suite 300 



			Washington, DC 20036 



 



	AFS		AFS International/Intercultural Programs 



			formerly American Field Service) 



			313 E. 43rd St. 



			New York, NY 10017 



 



	CIEE		Council on International Educational Exchange 



			205 E. 42nd St. 



			New York, NY 10017 



 



	DAAD		Deutscher Akademischer Austauschdienst 



			(German Academic Exchange Service) 



			535 Fifth Avenue, Suite 1107 



			New York, NY 10017 



 



	EWC		East-West Center 



			Culture Learning Institute 



			1777 East-West Road 



			Honolulu, HI 96848 



 



	IIE		Institute of International Education 



			809 United Nations Plaza 



			New York, NY 10017 



 



	ISECSI		International Society for Educational, Cultural



			and Scientific Interchange



			(Bulletin for International Interchanges is currently



			published at AFS International/Cultural Programs) 



 



	NAFSA    	National Association for Foreign Student Affairs 



			1860 19th St. NW 



			Washington, DC 20009 



 



	SIETAR		Society for Intercultural Education, Training and



			Research  



			1414 22nd Street 



			Washington, DC 20037

Research on U.S. Students Abroad: 
  
  
  
  A Bibliography with Abstracts
____________________________________________________________ 



 



 



 



 



 



 



Abrams, I. (1965). The student abroad. In S. Baskin (Ed.), Higher education:
Some newer developments (pp. 78-103). New York: McGraw-Hill. [O-002] 
Abrams, I. (1965). Why study abroad. Occasional Papers on International
Educational Exchange, 4. New York: CIEE. [O-093] 
Abrams, I. (1979). The impact of Antioch education through experience
abroad. Alternative Higher Education, 3, 176-187. [E-001]
  
  
  
  
  
  
  
  Participants in a program of living, studying, and working abroad in the 1960s consider this, in retrospect, to 
  
  
  
  have been one of the most important experiences they ever had. A preliminary analysis of questionnaire data 
  
  
  
  indicates, along with academic outcomes, a significant impact upon subsequent behavior. Educational and job 
  
  
  
  decisions were influenced, as well as thinking about values and American identity. It appears that the more an 
  
  
  
  overseas program encourages involvement in other cultures in a variety of roles, with work experience 
  
  
  
  prominent among them, the more we can expect enduring attitudinal and behavioral outcomes.[AUT] 
Abrams, I. (1980, November). Some reflections on historical research and
international interchange. Paper presented at the U.S.-German
  
  
  
  Conference on Research on Exchanges, Bonn, West Germany. [R-001] 
  
  
  
  
  
  
  
  Prepared for Conference on Research and International Exchange, Bonn, Federal Republic of Germany, 1980. 
  
  
  
  A state-of-the-art report on the need for historically-informed students on specific characteristics of exchanges 
  
  
  
  in conjunction with segments of societies. The briefly described cases in point include subjects that would 
  
  
  
  enrich the work of historians. More specifically the particular illustrations are: the mobility of recent 
  
  
  
  generation among scientists between Europe and America, the contribution of traveling scientists and related 
  
  
  
  technicians to the industrializing countries during the nineteenth century; the modernization of traditional 
  
  
  
  societies in the light of historical parallels, the wandering scholars, and revolutions around the world. Each of 
  
  
  
  them exemplifies the impact of educational exchange upon societies.[JU]
Abrams, I., & Abrams-Reis, C. (1979, September). Summary of the Carl
Duisberg Gesellschaft-Antioch survey. Unpublished manuscript,
  
  
  
  Antioch University, Ohio. [E-003] 
  
  
  
  
  
  
  
  This summary is the result of a survey made of participants from the Federal Republic of Germany in the 
  
  
  
  International Adult Work-Study Program for Businessmen and Engineers at Antioch College conducted 
  
  
  
  between 1958 and 1971.These participants were recruited in cooperation with the Carl Duisberg Gesellschaft 
  
  
  
  (CDG) of Cologne, and the summary was done for the occasion of their 30th anniversary celebration in 1979. 
  
  
  
  The U.S. experience overwhelmingly influenced the careers of the 36 participants; several mentioned 
  
  
  
  the personal rather than career gains; others mentioned problems which arose upon their return; language 
  
  
  
  learning was overwhelmingly the highest rated aspect with the "general experience in the U.S." rated second in 
  
  
  
  overall importance. In summarizing the total experience, 20 said that it was "one of the most important 
  
  
  
  experiences of [their] lives."  [JCK]
Abrams, I., & Arnold, D. B. (1967). American college and international education.
In New Dimensions in Higher Education, no. 27. Washington, DC: U.S. 
  
  
  
  Office of Education, Division of Higher Education. [O-003] 
  
  
  
  
  
  
  
  This review of literature describes and analyzes 1) the nature of international education, 2) the course of 
  
  
  
  development that brought curriculum offerings to their current level, and 3) the participants in international 
  
  
  
  education-the faculty members, the students, the government, and the private agencies interested in stimulating 
  
  
  
  international education. The author defines the area of international education as "that which is taught, 
  
  
  
  studied, and learned in subject matter that reaches beyond the national culture or in a learning situation 
  
  
  
  outside it." They also voice dissatisfaction with the term "nonwestern studies," regarding it as unsatisfactory 
  
  
  
  because it could be viewed as representing only a division between "east" and "west" rather than suggesting a 
  
  
  
  world view. The two levels of courses offered in American liberal arts colleges are analyzed. These are 
  
  
  
  discussed in the following categories: 1) upper division specialized courses in international relations, 
  
  
  
  language and area studies, comparative studies, topical studies, and international studies, and 2) lower-
  
  
  
  division general education courses in world civilization, integrated area studies, and contemporary world 
  
  
  
  issues. Discussions are given of 1) the specialized kind of faculty needed, 2) foreign students on American 
  
  
  
  campuses, 3) American undergraduates abroad, 4) private organizations interested in encouraging international 
  
  
  
  study programs in American undergraduate education, 5) the International Education Act of 1966 and other 
  
  
  
  legislation to provide funds, and 6) the role of government agencies that distribute funds. In addition, the 
  
  
  
  author discusses needed research on the curriculum, the faculty, and the students.
Abrams, I., & Duewell, K. (1982, March). Lessons of the first German-American
exchange professorships. Paper presented at the joint meeting of the
  
  
  
  International Studies Association and International Society for 
  
  
  
  Educational, Cultural, and Scientific Interchanges, Cincinnati, OH. [P-001] 
  
  
  
  
  
  
  
  A paper on the German-American Project on Exchange Research. The purpose was to consider urgent issues 
  
  
  
  of German-American cultural relations and to develop new research concepts and initiatives in order to 
  
  
  
  improve these exchanges. The present study of the early exchange professorships represents a cooperative 
  
  
  
  effort of the German and American historians who took part in these conferences to contribute to this 
  
  
  
  undertaking from the approach of their own academic discipline.[JCK]
Abrams, I., & Hatch, W. R. (1960). Study abroad. In New Dimensions in Higher
Education, no. 6. Washington, DC: U.S. Office of Education, Division
  
  
  
  of Higher Education. [O-004] 
  
  
  
  
  
  
  
  Study abroad programs and awareness of the importance of foreign study to world affairs and international 
  
  
  
  education grew rapidly in the 1950s, with, however, little coordination in the establishment and administration 
  
  
  
  of programs or agreement on some of the important educational issues involved. A 1960 conference held at 
  
  
  
  Mount Holyoke college focused on those concerns. Then-stated aims of study abroad students' 
  
  
  
  advancement in their specialized fields, general education, and international understanding were implemented 
  
  
  
  through widely varying programs, falling under four main models: year, semester, and summer study abroad, 
  
  
  
  and the study tour. These models are discussed with illustrative examples. Little systematic evaluation has 
  
  
  
  been carried out to assess if program goals are attained, so is a fruitful area for cross-cultural research of the 
  
  
  
  academic year abroad. Problems in the field relate to quality, finance, integration of study abroad with the 
  
  
  
  home campus educational program, and future needs and responsiveness to them in new program 
  
  
  
  development.[BBB]
Abrams, I., & Heller, F. H. (1978). Evaluating academic programs abroad: The
Council on International Educational Exchange Project. Occasional Papers on
  
  
  
  International Educational Exchange, 21. New York: CIEE. [E-002] 
  
  
  
  
  
  
  
  This paper was prepared by the authors following their participation in a CIEE evaluation project in Germany 
  
  
  
  and Austria during May 1975. It summarizes the history of CIEE's activity in the area of evaluation of overseas 
  
  
  
  educational programs for U.S. students and identifies some of the issues related to study abroad observed by 
  
  
  
  those who, since 1972, have been involved in the CIEE evaluation team projects.[JCK]
Abrams-Reis, C. (1980). Through the looking glass and back again: What
happens after return home? ISECSI Bulletin of International Interchanges,
  
  
  
  15,  9-12. [O-001] 
  
  
  
  
  
  
  
  The paper tries to find an answer to the question of why the experience of those millions of Americans, 
  
  
  
  opinion-makers, teachers, politicians, who have traveled, worked, and studied abroad, does not filter through 
  
  
  
  to join with other stimuli to shape career, family, community, and political life. 
  
  
  
  The author reviews some of the more prominent literature, finding evidence that suggests that a lack 
  
  
  
  of support during the re-entry period may have significant influence on how experience abroad is perceived 
  
  
  
  and integrated in the student's future life. For example, in one study of those who remembered their sojourn 
  
  
  
  most favorably, over two-thirds reported that they had received help during re-entry. Of those who remembered 
  
  
  
  their sojourn least favorably, almost the same proportion reported that they had not been helped. 
  
  
  
  In order to draw any definite conclusions from these responses, the author calls for more data and 
  
  
  
  more information before one can determine any direct correlation between the circumstances of the re-entry 
  
  
  
  period and the acquisition of world-minded attitudes that endure.[JCK]
Adler, N. (1976). Growthful re-entry theory. Unpublished manuscript, University
of California at Los Angeles, Graduate School of Management. [T-001]
Adler, P. S. (1974). Beyond cultural identity: Reflections upon cultural and
multicultural man. In R.W. Brislin (Ed.), Topics in Culture Learning,
  
  
  
  2 (pp. 23-40. Honolulu, HI: East-West Center. [O-006] 
  
  
  
  
  
  
  
  The author presents a social-psychological theory explaining how individuals develop a multicultural 
  
  
  
  perspective. He differentiates this perspective from the development of a monocultural perspective, 
  
  
  
  emphasizing that multicultural persons have more fluid personalities, are always undergoing personal change, 
  
  
  
  and adapt to values and reality of any cultural situation. Also presents several case studies of individuals 
  
  
  
  identified as "multicultural" (e.g., Norman O. Brown, Carlos Castaneda). Finally, he discusses some of the 
  
  
  
  difficulties of being multicultural including, suffering from a loss of a sense of personal authenticity, risk of 
  
  
  
  being identified as a dilettante, susceptible to confusing the profound and the unimportant.[JM]
Allaway, W. H. (1951). Study opportunities for American students in France.
Unpublished master's thesis, University of Illinois, Urbana, IL. [P-002] 
  
  
  
  
  
  
  
  This report is the recognition of the need for some type of overall orientation paper for students planning to 
  
  
  
  study in France. As such, it is divided into three principal parts: (a) A discussion of the French university 
  
  
  
  system generally, with certain information that is common to  
  
  
  
  all universities; (b) An explanation of what the American student finds in five of the most important 
  
  
  
  universities in France, i.e., Paris, Aix-Marseille, Grenoble, Lyon, and Strasbourg, with special treatment of 
  
  
  
  summer school programs; (c) A discussion of various research projects which need to be carried on in this 
  
  
  
  field. 
  
  
  
  This report fulfills three major purposes: (1) Provides material of practical interest to the American 
  
  
  
  student planning to study abroad; (2) Attempts to point out problems of American students and offer 
  
  
  
  suggestions for handling them; (3) Attempts to point out important areas of needed research on the total 
  
  
  
  problem of Americans studying in foreign universities.[JCK]
Allaway, W. H. (1957). Development of international understanding in foreign
students at the University of Kansas (Doctoral dissertation, University 
  
  
  
  of Denver, 1957). Dissertation Abstracts International, 17, 13, p. 59. [O-007]
Allaway, W. H. (1980, November). The international committee for the study of
educational exchange: A brief summary of its research program.  Paper presented at the U.S.-German Conference on Research on Exchanges, 
  
  
  
  Bonn, West Germany. [R-002] 
  
  
  
  
  
  
  
  A brief summary of two principal studies (Klineberg, 1967, International Educational Exchange; Klineberg & 
  
  
  
  Hull, 1979, At a Foreign University), developed under the aegis of the ICSEE, which have led to new insights 
  
  
  
  into cross-cultural education and reaffirmed earlier hypotheses. 
  
  
  
  The initial study examined the parameters of the problem in each of the countries concerned, 
  
  
  
  examining the nature of educational exchange activities, the ways in which universities organize to further 
  
  
  
  educational exchange, and some of the implications of these activities for institutional and national policy. 
  
  
  
  The second major study examined a significant aspect of the exchange experience: how do students 
  
  
  
  introduced into another culture cope with the situation and become productive in spite of the problems 
  
  
  
  presented by the cross-cultural experience? An attempt was also made to identify theoretical concepts needing 
  
  
  
  development, as well as an exploration of the administrative implications of the findings.[JCK]
Allaway, W. H. (1986). Perspectives on the crisis in UNESCO: UNESCO and
international cooperation in higher education. Unpublished paper, University
  
  
  
  of California at Santa Barbara. [O-034] 
  
  
  
  
  
  
  
  This speech proposes that there are three channels for cooperation in higher education related to UNESCO's 
  
  
  
  goals and that this meeting should agree on needed steps to draw American higher education into a stronger 
  
  
  
  commitment to international cooperation. 
  
  
  
  The three channels for active cooperation are directly tied to UNESCO, each in a different way. The 
  
  
  
  first is the European Center for Higher Education; the second, the United Nations University, which is an  
  
  
  
  autonomous agency of the United Nations, but with important ties to UNESCO; the third channel is the 
  
  
  
  International Association of Universities, a nongovernmental organization which was founded with the 
  
  
  
  assistance of UNESCO and continues to have close ties, including office facilities in UNESCO House in 
  
  
  
  Paris.[JCK]
Allaway, W. H. (1987). Hallmarks of successful programs in the developing
world: The University of California. Occasional Papers on International
  
  
  
  Educational Exchange, 22, 6-9. New York: CIEE. [O-043] 
  
  
  
  
  
  
  
  This paper touches on a few of the considerations the author feels to be of greatest significance in developing 
  
  
  
  a successful educational exchange program between an American university and a university in a developing 
  
  
  
  country. 
  
  
  
  In over twenty years of relationship between the Education Abroad Program of the University of 
  
  
  
  California and universities in the developing world, certain hallmarks have evolved for success in developing 
  
  
  
  opportunities for American students to study abroad. Most of this experience has been in providing a program 
  
  
  
  for a full academic year, although each of the hallmarks cited are equally applicable to shorter term programs: 
  
  
  
  1) the program should be based in a host university and, where possible, utilize the regular curriculum of the 
  
  
  
  university; 2) the program should include reciprocal exchange activities; 3) the program should be directed by 
  
  
  
  a faculty member of the home or sending university; 4) student selection and orientation should be handled 
  
  
  
  with care; 5) where relevant, the program should emphasize language acquisition; and 6) where feasible, the 
  
  
  
  program should include an experiential component.[JCK]
Allaway, W. H., & Koff, S.P. (1965). The overseas director. Occasional Papers
on International Educational Exchange, 2. New York: CIEE. [O-035]
Allaway, W. H., & Shorrock, H. C. (Eds.). (1985). Dimensions of international
higher education. Boulder, CO: Westview Press. [O-008] 
  
  
  
  
  
  
  
  The dynamics of academic exchange are explored by a multidisciplinary group of scholars in this book. 
  
  
  
  Contributors from ten countries examine such issues as undergraduate versus graduate study abroad and the 
  
  
  
  purpose and effect of sending students to foreign countries. 
  
  
  
  Drawing on their experiences as administrators and faculty in exchange programs, the authors 
  
  
  
  discuss faculty exchange, collaborative research, and linkages across national boundaries. The relative 
  
  
  
  advantages of academic exchange in different fields are examined, and cross-cultural perspectives from Asia, 
  
  
  
  Europe, the Middle East, and Africa are compared. 
  
  
  
  The consensus of the contributors is that universities are a vital means of breaking down the barriers 
  
  
  
  of nationalism by promoting a constant and free exchange of scholarship.[JCK]
American Council on Education. (1984). Guidelines for college and university
linkages abroad. Washington, DC: ACE, Division of International Education.
  
  
  
  [M-015] 
  
  
  
  
  
  
  
  These brief guidelines were prepared in response to requests from institutions of higher education in the 
  
  
  
  United States and abroad which are interested in developing formal contacts with an institution in another 
  
  
  
  country. The purpose of the guidelines is to organize the process and to call attention to salient points within 
  
  
  
  it. The guidelines can then be adapted to suit the needs and purpose of individual institutions.[JCK]
Amir, Y. (1969). Contact hypothesis in ethnic relations. Psychological Bulletin, 



71(5), 319-342. [C-029] 



 



Arpan, J. S., Geer, M., McCracken, P., & Wind, J. (1988). Hallmarks of
successful international business programs. Occasional Papers
  
  
  
  on International Educational Exchange, 25. New York: CIEE. [O-108]
Arum S. (1987). International Education: What is it? A taxonomy of international
education of U.S. universities. Occasional Papers on International Educational 
  
  
  
  Exchange, 23. New York: CIEE. [O-106]
Barber, E. G. (1983). The impact of foreign educational experience on individuals.
ISECSI Bulletin of International Interchanges, 20, 7-10.  [I-001] 
  
  
  
  
  
  
  
  This paper deals with the impact a foreign educational experience has on the individual, and points out that 
  
  
  
  assessments of impacts or outcomes that are valid by the standards of social science are not easy to produce. 
  
  
  
  Optimally, the author claims, this would require objective measures of knowledge and skills, before and after 
  
  
  
  the foreign educational experience; of attitudes, again before and after; and of expectations and outcomes. 
  
  
  
  Furthermore, valid studies require control groups. 
  
  
  
  The author also points out that even the Rockefeller study, and many more, do not meet the criteria 
  
  
  
  of social scientific rigor; they are all basically retrospective assessments without the benefit of control groups. 
  
  
  
  Rigor and sophistication are important and the need for studies that illuminate and improve policy and 
  
  
  
  practice is stressed.[JCK]
Barber, E. G. (1983). Some asymmetries in the impact of foreign educational
experience. ISECSI Bulletin of International Interchanges, 19, 11-15.  
  
  
  
  [I-002] 
  
  
  
  
  
  
  
  The article first points out that there is far from complete symmetry in the objectives and consequences of 
  
  
  
  foreign educational experiences when those involved are, on the one hand, American undergraduates, graduate  
  
  
  
  students, or faculty who are primarily learning about other countries, and on the other hand, students from the 
  
  
  
  developing countries at different academic levels, who are acquiring knowledge and skills relevant to the 
  
  
  
  economic development of their countries. Even East/West educational exchanges differ significantly in the 
  
  
  
  objectives of the "East" and the "West," as is evident from the concentration of the students from the U.S.S.R. 
  
  
  
  and Eastern Europe in engineering and natural science and those from the U.S. in the social sciences and the 
  
  
  
  humanities. 
  
  
  
  Difference in objectives is manifest also in the terms of sponsorship of educational experiences in 
  
  
  
  developed and developing countries. The movement of students from developing to developed countries with 
  
  
  
  funding by governments or foundations is conditional on assurances that students will return to their country 
  
  
  
  once their studies have been completed. Failure to return is deplored and pejoratively labeled as brain drain. 
  
  
  
  In concluding, the author stresses that, for a satisfactory analysis of the impacts of foreign 
  
  
  
  educational experiences and for the assessment of the success of those experiences, it is essential not only to 
  
  
  
  identify different types of impact, but also to keep in mind that certain consequences have different salience 
  
  
  
  and different significance in the North or West on the one hand, and in the South and East, on the other. If 
  
  
  
  there is recognition of asymmetries in objectives, appropriate judgments about success or failure may be more 
  
  
  
  likely to be made.[JCK]
Barber, E. G., & Ilchman, W. (1979, September). International studies review:
A staff study. New York: Ford Foundation. [M-001] 
  
  
  
  
  
  
  
  The report is a collaborative effort of NEH and the Ford Foundation, who share support of the ACLS/SSRC 
  
  
  
  Joint Committees. This report assesses the prospects of International Studies, especially in major research 
  
  
  
  universities, and the relationship of the availability of national research awards to those prospects. As such, 
  
  
  
  the review is concerned with various aspects of supply and demand: the supply of people knowledgeable about 
  
  
  
  foreign areas and the academic demand for their knowledge; the demand for opportunities to develop and 
  
  
  
  sustain such competence and the supply of those opportunities. 
  
  
  
  Also analyzed were the major individual awards programs in order to find out how many awards they 
  
  
  
  make available directly or indirectly for international research but also some of the characteristics of the 
  
  
  
  recipients of the awards. Findings suggest that there are too few postdoctoral research awards and that both 
  
  
  
  pre-doctoral and postdoctoral awards are too small. The report makes 18 recommendations.[JCK]
Barrows, T.S., Klein, S.F., & Clark, J.L.D. (1980). What students know about
their world. Change, 12(4), 10-17, 67. [I-003] 
  
  
  
  
  
  
  
  As a significant part of its Education and the World View project, the Council on Learning asked the 
  
  
  
  Educational Testing Service to develop and  
  
  
  
  conduct a national assessment of what college students really know and perceive about global relationships 
  
  
  
  and to measure their comprehension of current global complexities. This particular report deals only with 
  
  
  
  college seniors. 
  
  
  
  Taken together, the survey results indicate that global understanding is not a single entity but must be 
  
  
  
  thought of as having three principal components: knowledge, affect, and language. The knowledge factor is 
  
  
  
  defined largely by scores on the knowledge test as well as a habit of acquiring international news through 
  
  
  
  newspaper reading. Affect is defined primarily by several attitudinal measures that are predominantly political 
  
  
  
  in nature. The language factor is defined by foreign language abilities, learning experiences, and attitudes 
  
  
  
  toward foreign language study. 
  
  
  
  Seniors reported greater exposure to world problems and issues in high school than in college 
  
  
  
  classes. Quite surprising on first observation, the authors note, was the absence of any substantial relationship 
  
  
  
  between language proficiency and level of knowledge of world issues. The authors futhermore underscore the 
  
  
  
  clear distinction and lack of overlap between knowledge and language, noting that language variables did not 
  
  
  
  relate to the knowledge component and that the knowledge score did not relate to the language component. 
  
  
  
  Affect, on the other hand, seemed to overlap moderately with knowledge and, to a lesser extent, with language, 
  
  
  
  as indicated by those variables common to knowledge and affect and to knowledge and affect, respectively. 
  
  
  
  Low-level association between language and knowledge was due to links through affect and the relationships 
  
  
  
  between the knowledge test score and self-assessed language ability was essentially zero.[JCK]
Barrutia, R. (1971). Study abroad. Modern Language Journal, 55, 232-234.
[O-009] 
  
  
  
  
  
  
  
  In the face of increasing U.S. preoccupation with domestic concerns, the failure of congress to fund the 
  
  
  
  International Education Act, and reduced funding for Fulbright and other programs of educational and cultural 
  
  
  
  exchange, and a turning away from the international to the domestic scene by foundations, it is more important 
  
  
  
  than ever to maintain our investment in international education. Study abroad is more effective for foreign 
  
  
  
  language learning than the same or a longer period of language study in the U.S., strengthens students' ability 
  
  
  
  to engage in independent study, and increases their self-understanding and broadens their value system. While 
  
  
  
  it is therefore not surprising that there are so many programs for study, work, or travel abroad, they are 
  
  
  
  deficient in quality and diversity. American higher education is far too provincial and does not produce 
  
  
  
  enough graduates knowledgeable about the rest of the world and international issues. Credentialed and 
  
  
  
  employed language teachers should be required to have at least two semesters of study abroad. Federal and  
  
  
  
  other funding should support foreign language study abroad, and relevant professional associations should be 
  
  
  
  advocates of this.[BBB]
Barrutia, R. (1979). Some new roles for study abroad in American education.
ADFL Bulletin, 11(2), 15-18. [O-010] 
  
  
  
  
  
  
  
  Given the specific problem of inadequate second-language acquisition in America, combined with our massive 
  
  
  
  inertia and our traditional national provincialism, the author asks what our options are for catching up with a 
  
  
  
  world in an accelerating stage of second- and third-language acquisition. To cope with the problem of closing 
  
  
  
  the many gaps in our international relations throughout the world, what is most needed is a combination of 
  
  
  
  language dominance, cultural awareness, and knowledge of the area, the author contends. 
  
  
  
  The article then takes a close look at items of new interest such as the reestablishing of foreign 
  
  
  
  language requirements, a President's Commission on Foreign Language and International Studies, the 
  
  
  
  nationwide expansion of bilingual programs, a more positive attitude about foreign language education in 
  
  
  
  general, and, in particular, the expansion of education-abroad programs. In conclusion, he offers various 
  
  
  
  recommendations to help study-abroad programs to carry out their roles more successfully.[JCK]
Barrutia, R., Larkin, B.D., Prator, C.H., & Weaver, H.D. (1980). Final report
of the foreign language review committee. Santa Barbara, CA: University 
  
  
  
  of California, Education Abroad Program.[E-005] 
  
  
  
  
  
  
  
  A self-evaluation by the system-wide Foreign-Language Review Committee examining the various policies 
  
  
  
  pertaining to the role of foreign languages in the Education Abroad Program. Matters that were dealt with in 
  
  
  
  particular: (a) Objectives and priorities; (b)Language requirements and the selection of students; (c) Pre-
  
  
  
  departure preparation; (d) Testing and placement; (e) ILP's and regular-year classes; (f) Instruction in culture; 
  
  
  
  (g) Out-of-class language learning; (h) Administrative considerations; (i) Program evaluation; (j) Relations 
  
  
  
  with UC academic departments. [JCK]
Basic facts on study abroad. (1987). New York: CIEE, IIE, NAFSA (published
biannually). [G-011]
Baskin, S. (Ed.). (1965). Higher education: Some newer developments. New
York: McGraw-Hill. [O-011] 
  
  
  
  
  
  
  
  There is little question that study abroad has already become an established part of the American educational 
  
  
  
  landscape. The growth of this movement has been spectacular. In 1950 there were only six programs through 
  
  
  
  which undergraduates could earn credit abroad during the academic year. In 1960 over fifty institutions 
  
  
  
  offered such programs, with an  
  
  
  
  enrollment of over fifteen hundred students. In 1963-1964 there were over 120 programs of many different 
  
  
  
  types, with more than twice as many students enrolled as in 1960. These figures do not include over one 
  
  
  
  hundred summer programs for academic credit organized by colleges and universities, in which over two 
  
  
  
  thousand students participated. By 1964 over half of our liberal arts colleges were either administering their 
  
  
  
  own programs or else allowing their students to earn credit in programs organized by others. But the 
  
  
  
  movement is still young. The problems are many, the potentialities are barely realized, and the full 
  
  
  
  implications for campus education have hardly been grasped. 
  
  
  
  This chapter presents an overview of developments in programs of study abroad. It deals with the 
  
  
  
  objectives these programs seek to achieve, the kinds of programs that have evolved, problems that need to be 
  
  
  
  faced, and the potential these programs hold for improving the quality of the total educational experience. 
  
  
  
  Particular attention is given to the problem and the need for maintaining standards in these programs if we are 
  
  
  
  to develop programs of quality and strength.[JCK]
Batchelder, D., & Warner, E.G. (Eds.). (1977). Beyond experience: The
experience approach to cross-cultural education. Brattleboro,
  
  
  
  VT: The Experiment Press. [C-001] 
  
  
  
  
  
  
  
  The eight articles in the "ideas" section describe various conceptual approaches to the design of cross-cultural 
  
  
  
  education and training from an experiential point of view. Their emphasis is on developing a rationale that 
  
  
  
  integrates the affective and cognitive domains of learning as they relate to the individual learner. "Seven 
  
  
  
  Concepts in Cross-Cultural Interaction: A Training Design" by T. Gochenour and A. Janeway offers a basic 
  
  
  
  conceptual outline of the training done with graduate students at the School for International Training. These 
  
  
  
  concepts outline the process an individual goes through upon entering another culture and how the 
  
  
  
  development of personal awareness contributes to developing meaningful relationships in other cultures. 
  
  
  
  "Focus on Process: An Examination of the Learning and Teaching of Communicative Competence" 
  
  
  
  by A. E. Fantini approaches language acquisition as a process and identifies prominent stages of learning. 
  
  
  
  Fantini draws upon sociolinguistic research to argue that language should be taught in a social context 
  
  
  
  emphasizing the appropriateness of language use. The learner is required to be both a linguist and 
  
  
  
  ethnographer. Other articles in this section deal with designing experiential exercises, cross-cultural 
  
  
  
  approaches to the teaching of American Studies in a college setting, and the application of experiential 
  
  
  
  techniques to field situations.
Battsek, M. (1962). A practical analysis of some aspects of study abroad. Journal
of General Education, 13, 225-242. [O-012] 
  
  
  
  
  
  
  
  A number of practical considerations should be taken more into account with respect to study abroad by 
  
  
  
  American undergraduates in Europe. Program objectives should be carefully defined. The chief one should be 
  
  
  
  academic, and U.S. students should not expect to be able to study subjects offered in the U.S. which are not 
  
  
  
  "academic" subjects in Europe. While intellectual goals unrelated to a student's study program are important, it 
  
  
  
  is unrealistic to assume that U.S. students will have more time to pursue them in Europe than at home. Study 
  
  
  
  abroad program objectives should also include learning about the foreign society and culture and personal 
  
  
  
  development. Detailed program planning is essential on what students study abroad, e.g., European 
  
  
  
  universities do not offer general liberal arts programs, so course syllabi should be obtained in advance and 
  
  
  
  information provided on the teaching and evaluation approaches of the host institutions. The establishment 
  
  
  
  abroad of "branches" of U.S. institutions with home university faculty and courses has little real educational 
  
  
  
  value. Program timing, duration, and the integration of U.S. students in the European university must also be 
  
  
  
  planned. On-arrival orientation as well as pre-departure are essential. Serious rather than rushed travel through 
  
  
  
  Europe's capital cities is urged. Also important to program planning are student selection, foreign language 
  
  
  
  provision, student supervision, and program evaluation.[BBB]
Baty, R., & Dold, E. (1977). Cross cultural homestays: An analysis of college
students responses after living in an unfamiliar culture. International 
  
  
  
  Journal of Intercultural Relations, 1(1), 61-76. [I-051] 
  
  
  
  
  
  
  
  The purpose of the present exploratory study was to investigate the effects of the Johnston College cross-
  
  
  
  cultural homestay program upon student attitudes and health. During the four years of the program, 59 
  
  
  
  students lived for a period of one month in unfamiliar cultures in the Southwest and Mexico. Subjects for this 
  
  
  
  study were 45 undergraduate students with a median age of 19 who came from relatively affluent family 
  
  
  
  backgrounds. A one-group pretest, post-test design was used employing five instruments: Omnibus 
  
  
  
  Personality Inventory (OPI), Community Insight Questionnaire (CIQ), Semantic Differential (SD), Cornell 
  
  
  
  Medical Index (CMI), Mini-mult (MM). Participating students resembled, in most respects, other Johnston 
  
  
  
  College students. It was concluded that the experience was more unsettling for the men students than it was 
  
  
  
  for the women students. Future research was recommended to determine the extent to which there are sex 
  
  
  
  differences in cross-cultural adaption.[AUT]
Baumann, C. (1975). Advisor's guide to study abroad. Occasional Papers on
International Educational Exchange, 19. New York: CIEE. [G-001] 
  
  
  
  
  
  
  
  This guide for study abroad is designed for American college students, and addresses the following issues: 1) 
  
  
  
  the differences between American and foreign university systems and the lack of language proficiency in  
  
  
  
  American students wishing to study abroad; 2) the alternatives to enrolling in a foreign university; 3) the 
  
  
  
  advantages of American college and university programs abroad; 4) criteria to be used in selecting a program 
  
  
  
  sponsored by an American institution; and 5) the availability of financial aid. A list of sources of information 
  
  
  
  about study and travel abroad concludes the guide.
Bicknese, G. (1974). Study abroad: Parts 1 and 2. Foreign Language Annals,
7, 325-345. [O-013] 
  
  
  
  
  
  
  
  Little systematic research has been done regarding the effect of study abroad on American students, and few 
  
  
  
  criteria for the success of programs have been established. As the director of the Millersville Year in Marburg 
  
  
  
  (1963-1966), this writer took three separate polls of the participants: 1) to test the psychological impact 
  
  
  
  objectively at the beginning and end of each year, 2) to register subjective impressions that surfaced at the 
  
  
  
  conclusion of the program, and 3) to ascertain the students' matured views one year after their return to 
  
  
  
  America. These evaluations, completed in 1967, are as meaningful now as they were then. The profession has 
  
  
  
  yet to act on many of the recommendations. The students corrected their preconceived ideas of Europe; they 
  
  
  
  became fluent in German and familiar with the culture; and they matured as scholars and persons. All 
  
  
  
  experienced culture shock, and most became, at least temporarily, Germanophiles. The following major 
  
  
  
  conclusions were drawn from this study: 1) integration into the host society should be gradual; 2) the "target-
  
  
  
  language-only" rule should be based on voluntary cooperation; and 3) the greatest benefits are achieved after 
  
  
  
  the first five months abroad. Because study abroad could become a vital tool in furthering the study of 
  
  
  
  languages and culture, more research is urgently needed.[AUT]
Billigmeier, R.H., & Forman, D. (1975). Goettingen in retrospect. International
Review of Education, 21(2), 217-230. [E-006] 
  
  
  
  
  
  
  
  Participant assessment is one of the processes which can be used to evaluate the success of educational 
  
  
  
  exchange programs. This study was conducted in 1972 with University of California students who attended 
  
  
  
  the University of Goettingen, Federal Republic of Germany, during the 1965-66 academic year. Participants 
  
  
  
  were asked about their subsequent use of language, as well as their assessment of the academic, intellectual, 
  
  
  
  personal, social and cultural dimensions of the program. This paper reports the results of the Goettingen 
  
  
  
  questionnaire and, hopefully, contributes to a better understanding of the kinds of enduring student benefits 
  
  
  
  that can result from an educational experience abroad.[AUT]
Board of Foreign Scholarships. (1971). A quarter century: American adventure
in academic exchange. Washington, DC: Author. [O-031] 
  
  
  
  
  
  
  
  This report covers the laws behind the programs, the focus on academic merit, and the foreign relations 
  
  
  
  component, among others. Final thoughts can be found on p. 66. [JCK]
Bochner, S. (1977). The mediating man and cultural diversity. In R.W. Brislin
(Ed.), Culture learning: Concepts, applications, and research. Honolulu, 
  
  
  
  HI: University of Hawaii Press. [C-019]
Bower, T. J. (1973). Effects of short-term study abroad on student attitudes
(Doctoral dissertation, Colorado University, 1973). Dissertation Abstracts 
  
  
  
  International, 34, 4772-A. [I-004] 
  
  
  
  
  
  
  
  The author assessed attitude change among 12 college juniors and seniors who spent fourteen weeks at an 
  
  
  
  American college center in Alexandria, Egypt. The author measured change by the results of the instruments: 
  
  
  
  (a) "This I Believe," and (b) "Conceptual Systems." Included in the measurement instuments are the following 
  
  
  
  dimensions and factors: 1) openess, 2) candor, 3) externability, 4) evaluativeness, 5) optimism, 6) cynicism, 7) 
  
  
  
  simplicity, 8) Divine fate control, 9) need for structure and order, 10) interpersonal aggression, 11) anomie. 
  
  
  
  Correlates of attitude change were drawn from personal data from students as well as their scores on "Personal 
  
  
  
  Opinion Questionnaire" and "Profile of Values" (Allport, Vernon, and Lindzey). Results indicated that more 
  
  
  
  change took place on all dimensions and factors than no change. Change occurred near equally positively and 
  
  
  
  negatively. Considerable less positive change registered than a combination of negative change and no change. 
  
  
  
  The amount of positive change compared to negative change and no change appears to be so small as to 
  
  
  
  challenge assumptions of study abroad which argue tendencies toward openness, flexibility, and sensitivity to 
  
  
  
  change are fostered by study abroad.[JM]
Bowman, J. E. (1967). Research in educational exchange problems: Step
one-Defining our problem. Occasional Papers on International  
  
  
  
  Educational Exchange, 14. New York: CIEE. [R-033]
Bowman, J. E. (1987). Educating American undergraduates abroad: The
development of study abroad programs by American colleges and 
  
  
  
  universities. Occasional Papers on International Educational Exchange, 
  
  
  
  24. New York: CIEE. [O-107]
Boyan, D.R. (1981). U.S. students abroad: College-sponsored programs.
World Higher Education Communique, 3(3), 22-23. [G-002] 
  
  
  
  
  
  
  
  This update on study abroad programs deals with the regional distribution of students in U.S. college-
  
  
  
  sponsored study-abroad programs during 1978/79. Of the 813 programs reported during that period, 594 
  
  
  
  (72.8%) 
  
  
  
  sent students to Europe. The second largest set of programs, those sending students to Asia, included 83 
  
  
  
  programs (10.2% of all programs). There were 66 programs to Latin America and 21 reporting a focus on 
  
  
  
  Africa. Under the worldwide category, 46 programs were reported (5.7% of all programs).The number of 
  
  
  
  students in programs in Latin America increased by 58.8% while those in Europe recorded a slight rise of 6% 
  
  
  
  over the two academic year periods 1977-78 to 1978-79. The numbers in the remaining five regions decreased. 
  
  
  
  The summary list of fields of study shows that social science is offered by more programs (52.1%) 
  
  
  
  than any other field. The humanities is the second largest (45.4%) field of study, showing a dramatic 92.2% 
  
  
  
  increase from 167 programs in 1977-78 to 321 in 1978-79. Decreases were reported in the number of 
  
  
  
  programs offering science, health, and agriculture. Various tables support the statistics.[JCK]
Bresee, D. E. (1985). Exchange program teenagers compare life in Denmark
and the USA. Occasional Papers in Intercultural Learning, 10, 1-22. 
  
  
  
  New York: AFS. [C-006] 
  
  
  
  
  
  
  
  Following an internship with Youth for Understanding in Denmark in 1984, the author interviewed 16 Danes 
  
  
  
  and 14 Americans who were on that program in 1983-84. The purpose was to identify and describe cross-
  
  
  
  cultural differences as perceived and experienced by these exchange students. 
  
  
  
  Both the Danes and Americans were aged 14 through 19. They came from and were placed in a 
  
  
  
  variety of rural, urban, and suburban locations, primarily with families of average to above average incomes. 
  
  
  
  While this study does not claim to represent all Danish or American youth or exchange program participants, 
  
  
  
  it is based on an in-depth exploration of 30 sojourners' views of their experiences. As such, it may be seen as 
  
  
  
  illustrative of experiences within the context of an intercultural homestay program. 
  
  
  
  While this study does not claim to represent all Americans, Danes, or exchange students, findings 
  
  
  
  described could be valuable in a number of ways. At the very least, the exploration of these students' exchange 
  
  
  
  experiences provides a portrait of two different cultures. Beyond that, it provides insight into the impact of 
  
  
  
  cultural differences on sojourners, the kinds of impressions and changes they experience, and the overall 
  
  
  
  course of the sojourn. In this sense, it is relevant beyond the context of Denmark, the U.S., and particular 
  
  
  
  programs. 
  
  
  
  Many of the important findings of this study are particularly salient issues during adolescence, such 
  
  
  
  as relative societal and parental restrictions. Adolescence is also a particularly important time for exploring 
  
  
  
  values and developing one's views toward relationships. It would be helpful for those involved with exchanges 
  
  
  
  among teenagers, the author notes, to understand this on two levels. One is understanding adolescence in 
  
  
  
  terms of general developmental issues. The other is being aware of the particular teenage culture of each 
  
  
  
  country in question, 
  
  
  
  since that is what the exchange students in secondary school and family contexts will most directly 
  
  
  
  experience.[JCK]
Brislin, R.W. (1980, November). Outcomes, human relations, and contributions
to task effectiveness as key variables in educational exchange. Paper presented 
  
  
  
  at the U.S.-German Conference on Research on Exchanges, Bonn, West Germany. 
  
  
  
  [C-005] 
  
  
  
  
  
  
  
  An agenda for research on study abroad is set forth. This includes research on effects on individuals, negative 
  
  
  
  outcomes and how to cope with them, human relations in cross-cultural studies, and relating educational 
  
  
  
  exchange to task-oriented goals.[BBB]
Brislin, R.W. (1981). Cross-cultural encounters: Face to face interaction. New
York: Pergamon Press. [C-002]
Brislin, R.W., & Pedersen, P. (1976). Cross-cultural orientation programs. New
York: Gardner Press. [C-004] 
  
  
  
  
  
  
  
  This book deals with orientation methods designed to improve relationships among people from various 
  
  
  
  cultures and study abroad. The book is based on three assumptions: 1) contact with others helps us see 
  
  
  
  ourselves and become more tolerant of other views; for this to be accomplished, careful planning is important; 
  
  
  
  2) Contact with other cultures is unavoidable. The only question is the mode of interaction; 3) We can learn 
  
  
  
  about ourselves as we learn how others see us. 
  
  
  
  The book contains six chapters. These cover the rationale for cross-cultural orientation, the content 
  
  
  
  of various cross-cultural training programs, descriptions of audiences for cross-cultural training, program 
  
  
  
  evaluation, and guidelines for program organization.[BBB]
Burn, B.B. (1980). Expanding the international dimensions of higher
education. San Francisco, CA: Jossey-Bass. [O-014] 
  
  
  
  
  
  
  
  This study was greatly aided by a Carnegie Council task force to consider major issues such as international 
  
  
  
  education in perspective, recent social and educational changes, international education at the undergraduate 
  
  
  
  level, foreign language study, the role of American universities in development assistance, and several 
  
  
  
  more.[JCK]
Burn, B.B. (1980, November). International faculty exchanges. Paper
presented at the U.S-German Conference on Research on Exchanges, 
  
  
  
  Bonn, West Germany. [P-003] 
  
  
  
  
  
  
  
  The international exchange of faculty as discussed in this paper refers to higher education teachers and 
  
  
  
  researchers spending time for  
  
  
  
  professional purposes, typically a semester or academic year, in another country. Such exchanges in principle 
  
  
  
  benefit the individuals involved, their home institutions, the institutions they are affiliated with while abroad, 
  
  
  
  and the wider goals of international understanding. More subtle contributions of international faculty 
  
  
  
  exchanges include the "internalization" of faculty who participate in them. 
  
  
  
  International faculty exchanges between higher education institutions in the developed and 
  
  
  
  developing worlds may offer more seemingly concrete benefits than those confined to the developed world. 
  
  
  
  They can help meet urgent staffing needs in countries where the higher education demand outstrips the 
  
  
  
  national capacity to meet it in terms of trained faculty. 
  
  
  
  In view of the important contribution which international faculty exchanges have made to advancing 
  
  
  
  research, encouraging new modes of teaching, diversifying faculty at higher education institutions, 
  
  
  
  strengthening the international network of scholars, internationalizing the content of and perspectives towards 
  
  
  
  teaching in most disciplines, and in general maintaining faculty vitality, it is surprising that so little systematic 
  
  
  
  research has been attempted in order to document these contributions.[JCK]
Burn, B.B. (1980). Research on international interchanges. Recommendations
from the President's Commission experience. Unpublished manuscript,
  
  
  
  University of Massachusetts, Amherst, MA. [R-003] 
  
  
  
  
  
  
  
  The White House Executive Order of April 1978 which authorized the establishment of the President's 
  
  
  
  Commission on Foreign Language and International Studies made no mention of international interchanges. 
  
  
  
  The focus of its mandate was educational programs in the schools, colleges, and universities in this country 
  
  
  
  and the job market for those who concentrate on foreign language and international studies in higher 
  
  
  
  education. 
  
  
  
  The President's Commission wanted not only to mine available knowledge and experience, but also 
  
  
  
  to add to it in order to make the most persuasive case possible in the public and political arenas for whatever 
  
  
  
  action and support the field requires. To this end the Commission joined forces with Then one-year old 
  
  
  
  Fulbright Alumni Association to undertake a survey of the contribution of the Fulbright experience to the 
  
  
  
  professional and personal lives of former American Fulbright grantees. 
  
  
  
  The President's Commission did not present any concrete recommendations for research on 
  
  
  
  international interchange. But its examination of this field affirmed the need for more research, especially on 
  
  
  
  research and study abroad. Excerpts from the Commission's report reflect its emphasis on international 
  
  
  
  exchanges as a means to strengthen foreign language study, train researchers and scholars, and advance our 
  
  
  
  knowledge of other nations. But overseas opportunities for college and high school teachers and students and 
  
  
  
  positive experience for foreign students and scholars in the U.S. were also regarded as important by the 
  
  
  
  Commission. 
  
  
  
  This paper has mostly not discussed foreign language study in relation to research on international 
  
  
  
  interchange. However, among the major implications for research of the work of the Commission is the urgent 
  
  
  
  need for research on the contribution of study abroad on the motivation for foreign language study, to the 
  
  
  
  achievement of foreign language proficiency, to strengthen the teaching ability of American foreign language 
  
  
  
  teachers, and to developing more effective methodologies in foreign language teaching.[JCK]
Burn, B.B. (1980). Study abroad and international exchanges. American
Academy of Political and Social Science, 449, 129-140. [O-016] 
  
  
  
  
  
  
  
  International educational exchange was a field of major concern to the President's Commission of Foreign 
  
  
  
  Language and International Studies because of its contribution to research and scholarship on other countries, 
  
  
  
  to foreign language learning, and to the international education of our citizens. Despite their importance, 
  
  
  
  exchanges involving high school students and teachers remain distressingly limited and should be expanded. 
  
  
  
  Although major federal funding of study abroad by American undergraduates is not likely, this understanding 
  
  
  
  of other cultures. The more than one-quarter million foreign students in American colleges and universities 
  
  
  
  should be tapped much more as a resource for intercultural learning. Teaching and especially research abroad 
  
  
  
  for faculty is essential to U.S. competence in international studies; federal funding for it through the Fulbright 
  
  
  
  and other programs has seriously eroded and should be significantly increased. Scholarly exchanges should in 
  
  
  
  the future be more collaborative, based on reciprocity and on the principle of equality between U.S. and 
  
  
  
  foreign higher education institutions. [AUT]
Burn, B.B. (1981). Foreign language and international studies: Impact and
unmet agenda of the Perkins Commission. Unpublished manuscript, University 
  
  
  
  of Massachusetts, Amherst, MA. [I-005] 
  
  
  
  
  
  
  
  The report produced a great number of recommendations and failed to set priorities among its 
  
  
  
  recommendations. Among areas of some achievement are wider agreement on who foreign languages should be 
  
  
  
  taught to and measured by competency standards; general education should require an international 
  
  
  
  (preferably nonwestern) component; international education should infuse rather than be an add-on in school 
  
  
  
  curricula; undergraduate international studies should be strengthened, preferably on an interdisciplinary basis 
  
  
  
  and involving professional disciplines; meeting national needs for specialized training in international/area 
  
  
  
  studies remains an urgent priority and is a continuing and expensive process; international education 
  
  
  
  exchanges make a vital contribution to international education, especially in terms of cross-cultural sensitivity 
  
  
  
  and scholarly advancement; community groups in international 
  
  
  
  education fields need to identify and collaborate in working towards a common agenda; and finally, there is an 
  
  
  
  important role for a national organization with broad support which can articulate and give visibility and 
  
  
  
  leadership to national-and local-requirements in international education and foreign affairs expertise. 
  
  
  
  Neglected or not yet achieved in the implementation of Perkins Commission recommendations are: 
  
  
  
  getting a handle on how to affect change (K-12), especially more collaboration between foreign language and 
  
  
  
  social studies teachers; identifying and meeting the need for foreign language training for numbers of people, 
  
  
  
  especially in professional fields outside the formal educational system and setting up structures to meet this 
  
  
  
  need; persuading area studies centers (their students seem to be getting the message) that national needs for 
  
  
  
  international expertise call for a stronger orientation of area studies towards professional fields, especially 
  
  
  
  business, and collaboration between them; much more support for undergraduate international studies; a 
  
  
  
  greater recognition of the contribution of international exchanges in cross-cultural knowledge and 
  
  
  
  commitment; a greater appreciation by the federal government, especially defense and the intelligence 
  
  
  
  agencies, that the international expertise of universities requires continued major support and cannot be turned 
  
  
  
  on and off on a short-range basis in response to shifting world crises; the crucial role of citizen knowledge and 
  
  
  
  concern for international affairs as an essential foundation for informed policy-making by government and 
  
  
  
  national leadership to impress the foregoing needs on the nation's consciousness. 
  
  
  
  The foregoing offers no tidy priorities. The priorities are interrelated. Complicating the problem of 
  
  
  
  prioritization is the competition among the many interest groups involved in international education. Probably 
  
  
  
  one of the more significant achievements of the Perkins Commission is a greater communication and 
  
  
  
  collaboration among the different interest groups.[JCK]
Burn, B.B., & Briggs, A. (1985). Study abroad: A European and an American
perspective. Paris: European Institute of Education and Social Policy. [O-015] 
  
  
  
  
  
  
  
  Study abroad by American undergraduates is increasing in scope and importance although reliable statistical 
  
  
  
  data is not available to document this in detail. Recent trends point to increases in the numbers of students in 
  
  
  
  professional fields and the sciences that study abroad as well as an increase in the number studying in the 
  
  
  
  developing and/or nonwestern countries; however, these numbers are still very limited. The rationale for U.S. 
  
  
  
  study abroad relates to the need for more knowledge of other countries and cultures and their languages by 
  
  
  
  more Americans as part of citizen and professional education and the contribution of study abroad to students' 
  
  
  
  personal growth. Among ten deterrents to U.S. undergraduate study abroad are lack of foreign language 
  
  
  
  proficiency, finance, demographic factors, anti-foreign and parochial attitudes, inadequate structures in 
  
  
  
  colleges and universities to foster and  
  
  
  
  facilitate study abroad, unwarranted priority in some quarters to graduate study abroad, and the lack of 
  
  
  
  research and evaluation documenting impacts. Notwithstanding the deterrents, undergraduate study abroad 
  
  
  
  should be a growing priority, and prospects for strengthening it are increasingly favorable. Nine 
  
  
  
  recommendations to advance the field are set forth, most of which are aimed at reducing or eliminating the 
  
  
  
  deterrents described earlier.[BBB]
Burnham, W.E., Trendler, C.A., & Harris, D. (1966). Impact of foreign study
on American students.Unpublished manuscript, Indiana University, Bloomington, 
  
  
  
  IN. [I-006]
Carlson, J. S. (1983). Effects of study abroad on linguistic and cultural/personal
variables. [I-034] 
  
  
  
  
  
  
  
  This outline of a project discusses several research questions, and describes selected linguistic and cultural-
  
  
  
  personal outcome measures as well as input variables. The selection of instruments was made with the 
  
  
  
  criterion in mind that the measures be of known and demonstrated validity; the development of new 
  
  
  
  instruments was purposely avoided. 
  
  
  
  In this study, there is self-selection of subjects to conditions; students pick out or choose the 
  
  
  
  opportunity to study abroad, and are thus not randomly assigned to do so. It is pointed out further that 
  
  
  
  students who study abroad are systematically different from other types of college students in that they both 
  
  
  
  want to study abroad and also meet the grade point and language proficiency requirements for studying 
  
  
  
  abroad. 
  
  
  
  One comparison group against which the Study Abroad group is contrasted is a group that is labeled 
  
  
  
  the Qualified group. Students in the Qualified group are to be selected such that they meet the same grade 
  
  
  
  point and language proficiency requirements as do students studying abroad but do not, for whatever reasons, 
  
  
  
  elect to study abroad. 
  
  
  
  A second group against which the Study Abroad group is compared is termed the Above Average 
  
  
  
  condition. Subjects for this sample are to be selected such that they meet the same grade point average as do 
  
  
  
  students in the Study Abroad condition, but do not necessarily have proficiency in a foreign language. Several 
  
  
  
  tests are to be administered; the primary analyses to be performed will be repeated measures analyses of 
  
  
  
  variance (ANOVAs) on all dependent measures.[JCK]
Carlson, J.S. (1986, March). The U.S.-European study abroad evaluation
project: Comments on some of the U.S. data. Paper presented at the 
  
  
  
  annual meeting of the Comparative and International Education Society, 
  
  
  
  Toronto. [E-018] 
  
  
  
  
  
  
  
  The purpose of this presentation was to acquaint the listener with the general design of the study as it involves 
  
  
  
  student impacts and to give an 
  
  
  
  overview of some of the data analyzed so far. The focus concerns American students only. 
  
  
  
  The design of the study with regard to student impacts, was guided by several considerations. After 
  
  
  
  reviewing the literature concerning the impact of study abroad experiences on students, investigators were 
  
  
  
  convinced that a focused, systematic, longitudinal, control or comparison group design should be employed in 
  
  
  
  order to obtain the quality of data necessary to be able to draw relatively unambiguous conclusions from the 
  
  
  
  data. 
  
  
  
  Another area of concern was, and is, the issue of potentially differential effects of the study abroad 
  
  
  
  experience due to inter- and intra-individual differences. In our view, the study abroad experience is a dynamic 
  
  
  
  one; one that is poorly conceived within a neat dependent-independent variable paradigm. We have no doubt 
  
  
  
  about the veracity of the assumption that study abroad makes a difference. But what are the dimensions of this 
  
  
  
  difference? For whom is the difference greatest? For whom is it least, or not at all? And why?[JCK]
Carlson, J.S., & Jensen, M.C. (1983). Participant questionnaire 81-82:
Analysis of responses. Santa Barbara, CA: University of California, 
  
  
  
  Education Abroad Program. [E-008] 
  
  
  
  
  
  
  
  This year's report combines previous formats of the EAP participant questionnaire reports. Questions are 
  
  
  
  grouped under several categorical headings. Items amenable to statistical analysis are summarized across all 
  
  
  
  respondents. Illustrative student comments are presented for the "open-ended" parts of each question.[JCK]
Carlson, J.S., & Jensen, M.C. (1983). Participant questionnaire 80-81:
Analysis of responses. Santa Barbara, CA: University of California, 
  
  
  
  Education Abroad Program. [E-007] 
  
  
  
  
  
  
  
  A statistical analysis of participant questionnaire forms mailed to and returned by 1980-81 returnees. The 
  
  
  
  overall response rate for the returns was 55%, slightly higher than that of the previous two years.[JCK]
Carlson, J.S., & Widaman, K.F. (1988). The effects of study abroad during college
on attitudes toward other cultures. International Journal of Intercultural 
  
  
  
  Relations, 12 (1), 1-18. [C-012] 
  
  
  
  
  
  
  
  The purpose of this investigation was to assess changes in attitudes and perceptions toward international 
  
  
  
  understanding by university students who had spent a year of study abroad at a European university. Using a 
  
  
  
  quasi-experimental design, a questionnaire was sent to 450 students who spent their junior year abroad and 
  
  
  
  800 students who remained on their home campus during their junior year. The responses were 67% and 65%, 
  
  
  
  respectively. The questionnaire asked for retrospective views before the 
  
  
  
  junior year as well as for views presently held. In addition, subjects were queried concerning shifts in attitudes 
  
  
  
  during the junior year. Factor analytic and analysis of variance procedures were used to analyze the data. 
  
  
  
  Consistent with the main hypotheses guiding the study, the results indicated increased levels of international 
  
  
  
  political concern, cross-cultural interest, and cultural cosmopolitanism for the study abroad group. This group 
  
  
  
  also reported more positive yet also more critical views of the United States than did the comparison group. 
  
  
  
  The results were discussed in terms of the general goals of international educational exchange 
  
  
  
  programs.[AUT]
Carlson, J. S., & Yachimowicz. (1986). American study abroad program
evaluation project descriptive statistics: Questionnaires "D" and 
  
  
  
  "F". Santa Barbara,CA: University of California, Education Abroad 
  
  
  
  Program. [O-005] 
  
  
  
  
  
  
  
  A compiling of descriptive statistics addressing such categories as: background data of participants; study 
  
  
  
  abroad; knowledge and view of other countries and international affairs; language proficiency; assessment of 
  
  
  
  learning styles, abilities and accomplishments; career prospects; motivation, choice and preparation for the 
  
  
  
  Study Abroad Program (SAP); and interest in study abroad.[JCK]
Carsello, C., & Greaser, J. (1976). How college students change during study
abroad. College Student Journal, 10, 276-278. [I-007] 
  
  
  
  
  
  
  
  This study surveyed 209 students from eight colleges living abroad in Italy, France, Spain, and Switzerland. 
  
  
  
  Students were asked to indicate positive and/or negative change in interests, attitudes, and skills in a total of 
  
  
  
  30 areas, academic or personal concerns. Details of methods are not given. Students reported more positive 
  
  
  
  than negative changes. The most frequently mentioned positive changes were: interest in foreign languages, 
  
  
  
  history, relating to strangers, interest in USA, self concept, interest in architecture, and interest in reading, in 
  
  
  
  "your" career and in "your" family. Most frequently mentioned negative changes were decline in study habits, 
  
  
  
  reading periodicals, newspapers, ability to concentrate, ability to remember, reading assigned texts, peace of 
  
  
  
  mind, physical health, reading fiction and finally, relating to fellow students, emotional health, decreased 
  
  
  
  interest in USA, reading nonfiction, social life, and relating to faculty. Areas frequently mentioned as positive 
  
  
  
  changes were infrequently mentioned as negative changes, suggesting that influences were fairly similar for all 
  
  
  
  students in that they were affected in the same way.[JM]
Castro, F. P., & de Puga, E. S. (1967). The developing relationship between
sending institutions and receiving institutions: Their problems, significance, 
  
  
  
  and potentials. Occasional Papers on International Educational Exchange, 
  
  
  
  12. New York: CIEE. [O-101]
Church, A.T. (1982). Sojourner adjustment. Psychological Bulletin, 91(3), 540-
572. [I-008] 
  
  
  
  
  
  
  
  Literature related to the psychological adjustment of relatively short-term visitors or sojourners to new 
  
  
  
  cultures is critically reviewed. Descriptive approaches (stages, curves of adjustment, types, culture learning), 
  
  
  
  the nature and extent of problems encountered, and the background, situational, personality, and outcome 
  
  
  
  variables related to the sojourner adjustment are covered. Issues and barriers in effective cross-cultural 
  
  
  
  counseling of sojourner problems are discussed. Criticisms of the sojourner literature focus on limited, global 
  
  
  
  methodologies, the nonlongitudinal nature of most studies, and a failure to attend to and apply contributions 
  
  
  
  and implications of the literature on cross-cultural research and methodology.[JCK]
Churchill, R. (1958). The student abroad. Antioch Review, 18, 447-454. [O-
018] 
  
  
  
  
  
  
  
  The author notes that, while foreign study does produce changes in attitudes of students, and students are 
  
  
  
  more aware of themselves, of America, and of other countries, when the evidence is inspected more closely, it 
  
  
  
  becomes apparent that some students have not changed at all and others have become more narrowly American 
  
  
  
  and more critical of foreign values. Still others have perceived Europe in clearly distorted ways. 
  
  
  
  The paper then warns that if the increasing number of colleges now conducting educational programs 
  
  
  
  abroad are to exploit more creatively the rich opportunity that is offered to them, they must carefully plan the 
  
  
  
  conditions under which their students will feel the impact of the foreign milieu. Learning the language, living 
  
  
  
  with the people, and taking part in the daily life as a student or a worker-all make an impact possible. But even 
  
  
  
  if these have been carefully planned, the value of the experience may be largely wasted if the final condition is 
  
  
  
  not met: that the student have an opportunity to report his experiences, to exchange impressions with others 
  
  
  
  who have been abroad, and finally to achieve some recognition of the values of two cultures.[JCK]
Cleveland, H., Mangone, G., & Adams, J.C. (1960). The overseas Americans.
New York: McGraw-Hill. [O-019] 
  
  
  
  
  
  
  
  The object of their research was to answer four main questions about Americans abroad: (1) What elements in 
  
  
  
  the education and experience of an American are most relevant to his effective performance on an overseas 
  
  
  
  assignment? (2) To what extent are these elements central to the education and training processes to which 
  
  
  
  present and prospective overseas Americans are exposed? (3) What is now being done to prepare American 
  
  
  
  civilians for overseas service? (4) What should the American educational system-and some of its financial 
  
  
  
  sponsors in business, government, and private foundations-be doing in this field? 
  
  
  
  The project first brought together statistics showing the number of Americans at work abroad, but 
  
  
  
  more important than the numbers in themselves was an analysis of what these Americans were doing abroad, 
  
  
  
  showing that the United States has come out of an era of arm's-length diplomacy. 
  
  
  
  The countries selected for the project were Mexico, Yugoslavia, Ethiopia, Iran, Indonesia, and Japan. 
  
  
  
  In each country an advance agent of the research project was appointed to start the process of identifying those 
  
  
  
  American organizations that might cooperate in the survey project. 
  
  
  
  An effort was made to select those people who had been living and working in the country for at least 
  
  
  
  a year, whose work made necessary a good deal of contact with nationals of the host country, and who were in 
  
  
  
  the middle or upper grades of their own organizations and therefore had some discretion in policy matters. As 
  
  
  
  a corollary, researchers undertook to investigate the foreign language facility and the orientation-both to the 
  
  
  
  United States and to foreign countries-which a college education now affords to Americans. For this purpose 
  
  
  
  more than 500 undergraduates and graduates en route to Europe for the first time were questioned aboard 13 
  
  
  
  transatlantic ships during the summer of 1957. Of special interest here are chapters 14 and 15, dealing with 
  
  
  
  the internationalization of college and of graduate work, respectively.[JCK]
Coelho, G.V. (1962). Personal growth and educational development through
working and studying abroad. Journal of Social Issues, 18, 55-67. [I-009] 
  
  
  
  
  
  
  
  Three general areas of outcomes of student exchange programs are identified and described. Then, four studies 
  
  
  
  appearing in this same journal are reviewed. Selected dependent variables cited in this study as outcomes are 
  
  
  
  discussed: attitude change, image, and stereotyping. Conceptual distinctions among these three variables are 
  
  
  
  clarified in order to determine the motivational units of analysis that are most relevant to developmental 
  
  
  
  variables in the study of attitude and behavioral change. 
  
  
  
  A new approach is proposed for future research, to clarify short term developmental patterns of 
  
  
  
  competence in the sojourn so that organization of attitude and behavioral changes over time can be related to 
  
  
  
  significant preparatory experiences in individuals. If cross-cultural educational experience in individuals 
  
  
  
  produce certain valued outcomes, social scientists should investigate what preparatory functions these 
  
  
  
  competencies serve in facilitating personal growth and educational development.[JM]
Cohen, M.A. (1987). Work, study, travel abroad: The whole world handbook
(9th ed.). New York: St. Martin's Press. [G-006] 
  
  
  
  
  
  
  
  Throughout the book (published biannually), CIEE has focused its attention on special facilities and services 
  
  
  
  that are available to students within a given country or geographical area. They have also 
  
  
  
  included information that is based on the experiences of students who have traveled extensively in a particular 
  
  
  
  area.[JCK]
Coleman, J.S. (1984). Professorial training and institution building in the Third
World: The Rockefeller Foundation experience. Comparative Education 
  
  
  
  Review, 28(2), 180-202. [O-020] 
  
  
  
  
  
  
  
  This essay compares efforts undertaken by the Rockefeller Foundation to further the advanced professional 
  
  
  
  education of prospective members of the professorate located in the highly contrasting national settings of two 
  
  
  
  very different developing countries. It seeks to identify the various factors associated with the success or 
  
  
  
  failure of those efforts and the lessons learned about the opportunities for and the limits to external assistance 
  
  
  
  in the formative phase of the creation of the indigenous professorate and their institutions. Broader issues 
  
  
  
  raised and illuminated by the study include the effects of the sociopolitical-cultural environment and the 
  
  
  
  professional infrastructure in home countries on the reception, retention, and professional performance of the 
  
  
  
  first generation of those members of the professorate educated abroad; the alternatives to the full-term Ph.D. 
  
  
  
  program of study in a foreign university as a mode of university academic staff development; and the effects of 
  
  
  
  employing meritocratic criteria for the recruitment of candidates for overseas training on the societies 
  
  
  
  concerned.[JCK]
Colleges set record number of study-abroad programs. (1979, May 14).
Chronicle of Higher Education, p. 2. [O-060] 
  
  
  
  
  
  
  
  A record number of summer and academic year study-abroad programs will be offered in 1979-80, the Institute 
  
  
  
  of International Education reports. In its annual review, Summer Study Abroad, the institute says American 
  
  
  
  colleges and universities will offer 904 programs throughout the world. Academic Year Abroad reports that 
  
  
  
  804 overseas programs are planned for 1979-80.[JCK]
Commanday, S. (1976).  Creative alternatives in international education.
ISECSI International Educational & Cultural Exchange, 11(3),
  
  
  
  5-9. [O-021] 
  
  
  
  
  
  
  
  A report about the RCC's (Rockland Community College) Israel Program. RCC began the first semester in 
  
  
  
  Israel affiliated with one institution. By the end of the semester they were affiliated with five and the number 
  
  
  
  has been growing ever since. The students who have been to Israel through RCC's program of study have, in 
  
  
  
  most cases, found the experience intensely stimulating and rewarding. The RCC's system of assigning students 
  
  
  
  to programs, "academic matchmaking," is most unusual in international education and absolutely unique with 
  
  
  
  regard to Israel. The Israel program seems to put democratic ideas into practice when it unites programs of 
  
  
  
  work with programs of study. It unites experiences for the student who is simultaneously learning and doing, 
  
  
  
  acting and feeling: learning how to use the country and culture as curriculum and resource, as a substitute for 
  
  
  
  the formal educational institution.[JCK]
Committee on Educational Interchange Policy. (1956). Geographic distribution
in exchange programs: Geographic considerations in the selection and 
  
  
  
  placement of U.S. government-sponsored exchange students. New 
  
  
  
  York: Author. [M-002] 
  
  
  
  
  
  
  
  The purposes of this paper are to briefly review the facts on existing distribution of foreign and American 
  
  
  
  grantees, to identify some of the factors which tend to limit geographic distribution, and to raise some 
  
  
  
  questions concerning the criteria for a "good" geographic distribution. The observations contained in this 
  
  
  
  paper are confined to a discussion of those foreign and American college and university students who receive 
  
  
  
  financial aid through the Department of State. 
  
  
  
  An examination of the programs of 1955 shows that a wide geographic distribution has been attained 
  
  
  
  in the selection of American grantees and in the placement of foreign grantees. Seeming inequities in the 
  
  
  
  geographic representation of states or regions reflect the realities of the American educational scene and the 
  
  
  
  requirements of the exchange programs. 
  
  
  
  In six years, the U.S. State Department programs have earned an outstanding place in the field of 
  
  
  
  international educational exchange. They have won respect as educational, rather than propaganda, activities, a 
  
  
  
  real achievement in a period when the motives of nations are so frequently suspect. They have gained support 
  
  
  
  abroad as mutual, rather than unilateral, undertakings and have stimulated such reciprocal responses as the 
  
  
  
  Marshall Scholarships for Americans, established by the British Government. Everyone concerned with 
  
  
  
  international educational exchange programs hopes that they will continue to merit respect in the United 
  
  
  
  States and in the rest of the world. If they do continue to earn this respect, it will be because selection of 
  
  
  
  exchange fellows is carefully made on well-established standards, and because academic placement of foreign 
  
  
  
  students in the United States is carried out with the educational needs of the individual student as a primary 
  
  
  
  consideration.[JCK]
Condon, J.C., & Yousef, F.S. (1975). An introduction to intercultural
communication.Indianapolis, IN: Bobbs-Merrill. [C-007]
Cormack, M. L. (1962). An evaluation of research on educational exchange.
 Washington, DC: U.S. Department of State, Bureau of Education and Cultural 
  
  
  
  Affairs. [R-004]
Coughlin, M.T. (1975). Detente diplomacy, etc. Unpublished manuscript,
University of Pittsburgh, Pittsburgh, PA. [O-024]
Council on Student Travel. (1965). Guide to institutional self-study and evaluation
of educational programs abroad. New York: Author. [E-016] 
  
  
  
  
  
  
  
  This guide is intended as an aid in the process of self-study, to systemize and facilitate the planning or 
  
  
  
  evaluation process. Its primary function is to facilitate the evaluation of an overseas educational program by 
  
  
  
  the sponsoring organization or institution itself. It is not intended as an instrument for the use of an 
  
  
  
  accrediting agency in determining whether or not an educational program meets some previously established 
  
  
  
  rules or criteria. 
  
  
  
  Although the greatest interest in this guide has come from academic institutions, it has also been 
  
  
  
  designed to be useful in the evaluation of nonacademic programs. Each section of the guide is divided into 
  
  
  
  four parts: materials to be examined, statement of guiding principles, program information questions, and 
  
  
  
  evaluative questions.[JCK]
Craig, R. B. (1983, May). Changing student attitudes through foreign study
programs: A director's perspective. Paper presented to the annual meeting 
  
  
  
  of the International Society for Educational, Cultural, and Scientific 
  
  
  
  Interchanges, Cincinnati, OH. [I-023] 
  
  
  
  
  
  
  
  This paper suggests that part of the failure to uncover such attitude changes, among participants in foreign 
  
  
  
  study experiences, may lie in what the researcher fails to take into account. Based on his experience as 
  
  
  
  director of eight study abroad programs in Mexico, the author proposes that more attention be focused on two 
  
  
  
  types of independent variables. As regards the first category, which he titles "what the student takes with him," 
  
  
  
  one should note in particular: language competence, prior foreign study/travel experience, openness of 
  
  
  
  personality, maturity, sex, reasons for participating, exposure to appropriate area study courses, and 
  
  
  
  participation in pre-program orientation classes. Regarding the second category, "in-country experiences," the 
  
  
  
  analyst might note carefully: host family environment, presence or absence of an American roommate, extent 
  
  
  
  and type of contact with host nationals, amount and nature of travel, courses taken, and any possibly traumatic 
  
  
  
  personal experiences during the program. The reader is alerted to the fact that each variable is treated 
  
  
  
  individually for analytical purposes only. In reality they are all interrelated.[JCK]
Davies, M.W. (1974). An investigation of factors related to participant perception
of the value of overseas study (Doctoral dissertation, University of Toledo, 1974). Dissertation Abstracts International, 35, /09-A, 5850. [I-010] 
  
  
  
  
  
  
  
  The purpose of this study was to identify variables related to study abroad students' perception of whether 
  
  
  
  their overseas experience was positive or negative. Subjects were study abroad students from small liberal arts 
  
  
  
  college (neither the number of subjects, nor the study site was mentioned in DAI). Two types of variables were 
  
  
  
  examined: background variables (gender, major, parents' occupation) and host culture variables (length of stay, 
  
  
  
  language competence). These variables were then related to students' perceptions of their experience as 
  
  
  
  positive or negative, as measured by the Individual Opinion Inventory, Form A. Four variables were found to 
  
  
  
  be related to "positive" overseas experiences: feeling less favorable toward home institution than 
  
  
  
  international study experience, high involvement with autonomous, independent learning, high cultural 
  
  
  
  appreciation, and enhanced personal development.[JM]
Deutsch, S. E. (1970). International education and exchange: A sociological
analysis. Cleveland, OH: Press of Case Western Reserve University. [R-005] 
  
  
  
  
  
  
  
  In this volume, the author utilizes data from several surveys to trace the development of international 
  
  
  
  education and exchange programs in American universities. He examines the influence of foreign students on 
  
  
  
  the American campus and considers some of the consequences of the exchange program for both the American 
  
  
  
  institution and the home country. 
  
  
  
  This analysis is unique in its presentation of data gathered from all the groups involved in the foreign 
  
  
  
  exchange program: foreign students, American hosts, members of the faculty, and administrators. The author 
  
  
  
  comprehensively reviews the literature of international education with reference to the broader economic 
  
  
  
  development. He also examines the policies which are to shape the future of intercultural education.[JCK]
Eide, I. (Ed.). (1970). Students as links between cultures: A cross-cultural survey
based on UNESCO studies. Paris: UNESCO. [O-027] 
  
  
  
  
  
  
  
  An effort, among many, to throw some light on a special case of international communication: the role of the 
  
  
  
  "foreign student" and the attempts to understand, through research, what this means at the 
  
  
  
  individual, national, and international level. 
  
  
  
  This book is published jointly by the Universitetsforlaget and UNESCO, and examines the effects of 
  
  
  
  study abroad both for the country in which the student pursues his education and for the country to which he 
  
  
  
  returns. Based on detailed interviews with students, it deals among other things with the role of study abroad 
  
  
  
  as a link between cultures.[JCK]
Elder, J. W. (1987). Hallmarks of successful programs in the developing world:
The University of Wisconsin's College Year in India program. Occasional 
  
  
  
  Papers on International Educational Exchange, 22, 10-12. New York: CIEE. 
  
  
  
  [O-041] 
  
  
  
  
  
  
  
  This paper deals with the University of Wisconsin's College Year in India program, with its initial failure and 
  
  
  
  the lessons learned from such an undertaking. It points out some of the guidelines of a re-crafted program and 
  
  
  
  makes suggestions on how to successfully administer such a program.[JCK]
Fersh, S. (1982). Becoming self-educating and culture-creating by being educated
trans-culturally. Reflections, 3(4), 17-24. [O-028] 
  
  
  
  
  
  
  
  As human beings become aware of their relatedness, they need not necessarily cease being ethnocentric. 
  
  
  
  Ethnocentrism is important and useful because it helps a person to develop a local culture pattern that is 
  
  
  
  appropriate for specific conditions. 
  
  
  
  The discussion in this article does not concern itself so much with cognitive results but rather with 
  
  
  
  affective ones although, of course, the two are integrally related. How desired modifications in a person's 
  
  
  
  attitudes and perceptions are achieved and which particular materials are used, will always depend upon 
  
  
  
  individual situations: the nature of the learner, the teacher, and the availability of educational resources. 
  
  
  
  By learning a general technique on how to study one particular culture, it is hoped that the student 
  
  
  
  can internalize the method and use it towards understanding other cultures in a way similar to that used in 
  
  
  
  educating anthropologists. The paper then advises that, more than ever we need to become our own teachers in 
  
  
  
  a world where educated selves will be able to continue the process of self-educating. No content, the author 
  
  
  
  concludes, can serve this purpose better than cultural encounters; the discovery of "other" is also 
  
  
  
  the discovery of "self." [JCK]
Fersh, S., & Fitchen, E. (Eds.). (1981). The community college and international
education: A report of progress. Cocoa, FL: Brevard Community College. 
  
  
  
  [E-010] 
  
  
  
  
  
  
  
  This publication consists of two parts: a collection of articles related to policies and programs in community 
  
  
  
  colleges plus instructional materials which were developed at Brevard. The format depends greatly on excerpts 
  
  
  
  rather than on complete articles so that there is a wider representation of materials. 
  
  
  
  Part I of this publication consists of a collection of 24 items which illustrate different aspects of 
  
  
  
  forward movement in international activities and programs. Part II consists of 14 items, all materials created at 
  
  
  
  Brevard Community College: excerpts from the grant proposal and specific examples of modules developed by 
  
  
  
  their faculty. [JCK]
Fisher, J.M., Craig, R.B., & Sell, D.K. (1982, October). A Q-methodological
study of attitudinal changes in Vanderbilt students abroad. [R-007] 
  
  
  
  
  
  
  
  The purpose of this study is to observe and analyze any changes in attitudes towards Spaniards of 13 
  
  
  
  Vanderbilt-in-Spain students during the fall 1981 semester in Madrid. Pre- and post-semester attitude surveys 
  
  
  
  were administered to the students, and the researcher interviewed each participant three times: before the 
  
  
  
  semester began, mid-way through the term, and during the last week of class. It is hypothesized that no 
  
  
  
  statistical difference between the attitudes of the students toward the Spaniards before and after their semester 
  
  
  
  in Madrid will be noted. 
  
  
  
  Q methodology is used to derive common factors representing student views toward Spaniards. Any 
  
  
  
  subsequent shift in factor loadings over time, when supported by the researcher's personal knowledge of the 
  
  
  
  students (emanating from her role as participant-observer), is taken as evidence of attitude change. 
  
  
  
  Q methodology was the method chosen to determine attitude change in the 13 students during their 
  
  
  
  semester abroad in Madrid. Of the 10 females and 3 males taking part in the investigation, 7 participants were 
  
  
  
  20 years of age at the time of the study, 5 were 19 years old, and 1 student was 21. In class rank, 12 were 
  
  
  
  juniors and 1 was a senior. Collectively, they represented 16 academic majors with history being the most 
  
  
  
  common. The most common minor was Spanish. All students had completed at least 2 years study of the 
  
  
  
  Spanish language prior to departure. 
  
  
  
  All 13 participants in the Vanderbilt-in-Spain fall semester 1981 program completed the 57 adjective 
  
  
  
  Q sort at two time periods. This gave the researcher 26 Q sorts to use in correlational and factor analyses. 
  
  
  
  Three factors emerged and were rotated. Each factor represents a different student viewpoint of Spaniards. 
  
  
  
  Factor I pictures the Spanish in an idealistic positive light. The Latino macho negative view is portrayed by 
  
  
  
  Factor II. Factor III represents a more "realistic" perception of the Spanish people.[JCK]
Flack, M.J. (No date). The international realm as experience: Experiential learning
in transnational contexts. Unpublished manuscript. [O-030] 
  
  
  
  
  
  
  
  A variety of international dimensions of experiential learning are described and analyzed for individuals and 
  
  
  
  groups. Included are experiences for students in American universities on campuses and abroad. The increase 
  
  
  
  from 9,457 American students abroad in 1954-55 to about 50,000 in the early 1980s is attributed to the return 
  
  
  
  of millions of G.I.s after World War II, the infusion into American life of outstanding ex-foreign scholars and 
  
  
  
  researchers, and the recognition by the public of the need for a new type of world. This was also enhanced by 
  
  
  
  the flow of people abroad in development activities and the formation of 160 independent nations. Individual 
  
  
  
  student experiences abroad are in general superior to group experiences except when members of the group 
  
  
  
  speak the foreign language, are not housed together, and have active "cultural apprenticeships" in 
  
  
  
  the host culture. In developing countries experiential learning often means acquiring a skill or profession 
  
  
  
  while abroad to be used for a specific function back home.[HDW]
Flack, M.J. (1976). Results and effects of study abroad. American Academy of
Political and Social Science, 424, 107-117. [I-011] 
  
  
  
  
  
  
  
  "Results" and "effects" of study abroad present major problems for research and assessment. Positing largely 
  
  
  
  post-return criteria of "effect," a number of propositions seek to indicate some aspects of "results" and 
  
  
  
  "impacts" relating to 1) the individual, 2) the host institution and society, 3) the home society, and 4) 
  
  
  
  intersocietal and international relations. The footnote lists compilations and analyses of pertinent 
  
  
  
  literature.[AUT]
Flack, M. J. (1980, November). Comment on issues and the state of U.S. research
on international exchanges. Paper presented at the U.S.-German Conference 
  
  
  
  on Research on Exchanges, Bonn, West Germany. [M-003] 
  
  
  
  
  
  
  
  A brief report on research developments since 1974-75, indicating that, basically, the initial characterization 
  
  
  
  offered at the beginning of this paper does not, as of 1980, require major recasting. As before, the period has 
  
  
  
  produced a considerable number of publications<197>chapters, articles, reports, theses and dissertations, 
  
  
  
  monographs, books. As before, many of them are either responses to perceived operational or membership 
  
  
  
  servicing needs of existing agencies, the often delayed publication of results of studies begun years before, the 
  
  
  
  result of idiosyncratic choices by senior or junior academics to explore some research topic of mostly ad hoc 
  
  
  
  or passing concern to the researcher, or compendia gathering within one cover, or within a special journal 
  
  
  
  issue, papers presented at professional conference. Many of these are thoughtful and competent. To what 
  
  
  
  extent they exert an intellectual and research impact, given the lack of cumulative approaches we do not know. 
  
  
  
  To what extent some of the findings or recommendations lead to changes in policy or institutional conduct has 
  
  
  
  not been ascertained. 
  
  
  
  A small number of queries, identifications of need, or proposals is offered at the end of the report. 
  
  
  
  They are presented in four categories: a) Practical-operational, b) substantive-informational, c) macro-
  
  
  
  conceptual, and d) methodological-conceptual. Their purpose is to stimulate and provoke discussion on at 
  
  
  
  least some of the evident problem areas in research on international educational exchanges.[JCK]
Fraser, S.E. (1984). Overseas students in Australia: Governmental policies and
international programs. Comparative Education Review, 28(2), 279-299. 
  
  
  
  [O-032] 
  
  
  
  
  
  
  
  The number of tertiary (post secondary) foreign students in Australia has grown from 3,613 in 1962 to 9,492 
  
  
  
  in 1982. These have come principally from Malaysia, Singapore, and Borneo with 117 coming from North 
  
  
  
  America in 1982. The country source of tertiary students is given for 1982. The number of students in each of 
  
  
  
  22 disciplines at each of 12 Australian Universities is given for 1983. Information is also given on foreign 
  
  
  
  secondary students. The government policy for overseas students is traced from 1960. In 1979 a "visa" charge 
  
  
  
  was introduced which covered 30-50% of "real" tuition costs. The details of government studies and actions 
  
  
  
  related to foreign students are given including the formation of the Private Overseas Student Policy Review 
  
  
  
  Committee in September 1983.[HDW]
Freeman, S. A. (1965). Problems in relations with foreign universities.
 Occasional Papers on International Educational Exchange, 1. New 
  
  
  
  York: CIEE. [O-091]
Fugate, J.K. (1983). The Kalamazoo College foreign study program. ADFL Bulletin,
15(2), 46-49. [E-011] 
  
  
  
  
  
  
  
  The history of the Kalamazoo College study abroad program is outlined, from its beginning in 1962 to 1981. 
  
  
  
  Since 1962, when approximately half of the junior class participated in programs in France, Germany, South 
  
  
  
  America, and West Africa, the program has grown so that approximately 85% of each graduating class 
  
  
  
  participates in foreign study. Impacts of the study abroad experience are outlined. These include curricular and 
  
  
  
  programmatic developments on the home campus.[BBB]
Fugate, J.K. (1987). Hallmarks of successful programs in the developing world:
Academic programs in universities in sub-Saharan Africa for undergraduates.  Occasional Papers on International Educational Exchange, 22, 13-15. New York: 
  
  
  
  CIEE. [O-043] 
  
  
  
  
  
  
  
  A report on the Kalamazoo College's Foreign Study Program in Africa. From its beginnings, an intensive 
  
  
  
  orientation program in preparation for the overseas experience has been considered an essential component in 
  
  
  
  the success of the program. The program began in 1962, when a group of five Kalamazoo students went to 
  
  
  
  Fourah Bay College at the University of Sierra Leone. Since then 450 American undergraduates have studied 
  
  
  
  at eight African universities, east and west, urban and rural, Francophone and Anglophone.[JCK]
Fugate, J., Haenicke, D., & Northcott, K.J. (1976). The foreign study element
in German studies. In W. Lohnes & V. Nollendorfs (Eds.), German Studies 
  
  
  
  in the United States: Assessment and Outlook. Madison, WI: University of Wisconsin Press. [O-033] 
  
  
  
  
  
  
  
  This paper addresses itself to some of the major issues which confront a student or foreign study adviser in 
  
  
  
  trying to integrate a period of study abroad into a college curriculum whether for language majors or students 
  
  
  
  whose primary interest is not in language and literature.[JCK]
Galtung, I.E. (1965). The impact of study abroad: A three-by-three nation study
of cross-cultural contact. Journal of Peace Research, 2, 258-276. [I-012] 
  
  
  
  
  
  
  
  This article reports some of the results from a UNESCO sponsored study that involved students from three 
  
  
  
  countries, the UAR, India, and Iran, who had returned to their home countries after two years or more of study 
  
  
  
  abroad in the German Federal Republic, the United Kingdom, and the USA. These students were interviewed, 
  
  
  
  and reported varying degrees of adjustment to their host countries. In general the Indian students reported 
  
  
  
  fewer changes than the other two student groups, apparently choosing cultural coexistence rather than 
  
  
  
  conformity to a foreign culture. This finding cannot be explained satisfactorily by differences between the 
  
  
  
  samples, or by the Indian students' greater possibility of contact with fellow nationals. It is suggested that such 
  
  
  
  factors as training in cultural pluralism, ideologies that regulate degrees of acculturation, cultural distance, the 
  
  
  
  image of the home country abroad, and its rank in the international system are relevant for the students in their 
  
  
  
  adjustments and degrees of acceptance of the foreign culture.[JCK]
Gardner, E. G. (1967). The selection of American undergraduate students on
the American college campus for participation in study programs overseas.  Occasional Papers on International Educational Exchange, 13. New York: 
  
  
  
  CIEE. [O-102]
Garraty, J.A., & Adams, W. (1959). Main St. to Left Bank: Students and
scholars abroad. East Lansing, MI: Michigan State University Press. 
  
  
  
  [O-036]
Garraty, J.A., Klemperer, L. von, & Taylor, C.J.H. (1981). The new guide to
study abroad. New York: Harper & Row. [G-008] 
  
  
  
  
  
  
  
  This book is a study of American students and professors in Europe. It is based on extended conversations 
  
  
  
  with about 400 Americans and Europeans in 10 countries. It discusses motives for foreign study, comparisons 
  
  
  
  of European and American higher education, orientation, administrative, and academic, and personal aspects 
  
  
  
  of organized programs, impacts on the American participants, and the impact of American Education on 
  
  
  
  Europe. Organized programs of American colleges in Europe are given in an appendix.[HDW]
Gliozzo, C. (1969, July-August). The crisis of international education.
Worldview, 10-11. New York: Council on Religion and 
  
  
  
  International Affairs. [O-026] 
  
  
  
  
  
  
  
  The focus is on two major issues: 1) the lack of funding for the International Education Act enacted in 1966 
  
  
  
  which was to implement new programs in international affairs in elementary/secondary schools as well as 
  
  
  
  comprehensive undergraduate collegiate programs in international study; 2) restoration of funds for the 
  
  
  
  Fulbright program which were slashed by 72 percent. 
  
  
  
  Proposed remedies were to establish a lobby in Washington D.C. as a spokesperson for international 
  
  
  
  education and to make use of the foreign currencies that have accumulated under the Food for Freedom 
  
  
  
  programs.[AUT]
Gliozzo, C. (1978). International aspects of general education. Higher Education
Exchange, 12-13. Philadelphia: Peterson's/Lippincott or (London: Central 
  
  
  
  Bureau for Educational Visits and Exchanges. [O-023] 
  
  
  
  
  
  
  
  The major theme is that higher education has a primary obligation of including programs with an international 
  
  
  
  dimension. Through these programs we can make "sense of the interdependent world in which we live." 
  
  
  
  Examples are cited on how universities/colleges can implement an international component on their respective 
  
  
  
  campuses. General education programs are particularly emphasized.[AUT]
Gliozzo, C. (1980). The international education of minority students. Minority
Education, 2(5), 1-7. Philadelphia: Institute for Minority Education. 
  
  
  
  [O-025] 
  
  
  
  
  
  
  
  Stresses the importance of giving minority students an opportunity to participate in Michigan State University 
  
  
  
  overseas programs or in other overseas projects based on a $15,000 grant given by the International 
  
  
  
  Communication Agency (United States Information Agency) in 1979. It explains the procedures in selecting 
  
  
  
  eligible minority students, type of allocations, and the beneficial results of minority participants who study 
  
  
  
  abroad.[AUT]
Gliozzo, C. (1981). The international aspects of off-campus credit programs. Issues
in higher education: Predictions, practices and professionalisms, 5, 167-
  
  
  
  174. Atlanta, GA: Southern Regional Education Board. [O-022] 
  
  
  
  
  
  
  
  Specific examples are given of the evidence of provincialism in higher education. The increasing data of 
  
  
  
  insularity in our universities is rampant and overwhelming. Off-campus programs which focus on international 
  
  
  
  exchanges, overseas study, language instruction, cross-cultural awareness, etc. are various solutions in 
  
  
  
  breaking down the barrier of parochialism.[AUT]
Golden, J.S. (1973, spring). Student adjustment abroad: A psychiatrist's view.
International Educational and Cultural Exchange. [I-013] 
  
  
  
  
  
  
  
  The emotional stresses experienced by U.S. undergraduates abroad have received relatively little attention. The 
  
  
  
  author of this article, a psychiatrist, professor, and assistant dean of students describes his efforts to counsel 
  
  
  
  students in an encounter group during their year in Spain; describing recurring psychiatric problems, critical 
  
  
  
  periods in emotional adjustment during the year abroad, and major problems experienced by the students 
  
  
  
  including depression and difficulties in romantic/sexual relationships. Findings and recommendations for 
  
  
  
  handling emotional problems of study abroad students are presented.[JM]
Gorden, A. (No date). How to cope with culture shock. Unpublished
manuscript. [C-009] 
  
  
  
  
  
  
  
  Culture shock is defined as a kind of silent sickness, a mental illness that often afflicts the inexperienced 
  
  
  
  traveler or the unaware expatriate. It especially hits those who have never been away from home. The paper 
  
  
  
  points out that most experts in intercultural communication agree that the basic cause of culture shock is the 
  
  
  
  abrupt loss of the familiar signs and symbols of social intercourse, causing a sense of isolation and diminished 
  
  
  
  self-importance. While a mature, confident person may be able to shrug off these "circumstances of 
  
  
  
  beleaguered self-esteem," the newcomer is insecure, sensitive and shy, and is easily overwhelmed. 
  
  
  
  The author suggests that before the visitor to a foreign land leaves home, he should make up his mind 
  
  
  
  neither to resist the culture in which he finds himself, nor surrender to it. He needs to inch his way toward a 
  
  
  
  new, flexible personality, a personality that retains its own cultural identity but recognizes the right of others 
  
  
  
  to retain theirs.[JCK]
Gorden, R. (1968). American guests in Colombian homes: Study on cross-
cultural communication. Yellow Springs, OH: Antioch College. [C-010]
Gorden, R.L. (1974). Living in Latin America: A case study. Skokie, IL:
National Textbook Company. [C-011]
Gough, H., & McCormack, W. (1967). An exploratory evaluation of education
abroad (Cooperative Research Project No. 5-440). Berkeley, CA: University 
  
  
  
  of California. [E-012] 
  
  
  
  
  
  
  The authors discuss whether the study abroad movement is significant and whether study abroad is likely to be 
  
  
  
  a part of the experience of every college student some day. They also express their hope that at least broad 
  
  
  
  trends would emerge, so that more definite study could be planned and initiated. From the data gathered on 
  
  
  
  students of equivalent academic standing who did not apply for overseas programs, it was possible to specify 
  
  
  
  some of the factors differentiating applicants from nonapplicants. In comparing these two samples of high-
  
  
  
  achieving students several prominent themes were discovered, and themes that one might expect to be present 
  
  
  
  were not found. 
  
  
  
  One factor of clear differentiation showed that the applicants, on a special "interviewer's Q-sort" were 
  
  
  
  described as adventurous, interested in the new and different, and deeply responsive to their experiences; 
  
  
  
  whereas the nonapplicants were characterized as narrower, more conventional, and as stressing income and 
  
  
  
  financial status as major life goals. Further differentiations were found in political and social attitudes, and 
  
  
  
  linguistic ability. From among the many tests, ratings, and other indices available, several patterns of 
  
  
  
  relationship were established.The report finally points out that any selection committee would be well-advised 
  
  
  
  to pay serious attention to past performance as well as to linguistic aptitude and verbal ability.[JCK]
Grove, C. L. (1982). Improving intercultural learning through the orientation
of sojourners. Occasional Papers in Intercultural Learning, 1. New York: 
  
  
  
  AFS. [O-037] 
  
  
  
  
  
  
  
  The question addressed in this article is how orientation programs and materials can best enable the sojourner 
  
  
  
  to be well disposed to learn about things like interdependence of peoples and nations, peaceful conflict 
  
  
  
  resolution, personal growth and awareness, and so on. 
  
  
  
  Issues reviewed include the value of training families, the relative emphasis placed on predeparture 
  
  
  
  and post-arrival orientations, the comparative advantage of building knowledge of one's home or host culture, 
  
  
  
  whether it is best to focus on culture-specific or culture-general content in orientation programs, whether it is 
  
  
  
  important to provide orientation programs for returnees, and the debate between the proponents of experiential 
  
  
  
  training methods on the one hand, and the defenders of the intellectual approach on the other.[JCK]
Gullahorn, J.T., & Gullahorn, J.E. (1958). American objectives in study abroad.
Journal of Higher Education, 29, 369-374. [O-038] 
  
  
  
  
  
  
  
  This study was done to determine the goals of American students studying in France in 1954-55. Interviews 
  
  
  
  were made with 205 American students and questionnaires received from 401. Students were asked to respond 
  
  
  
  to 11 objectives. The three highest responses were: 1) to gain professional advancement (75%); 2) to acquire 
  
  
  
  an understanding of French culture (67%), and 3) to become "at home" in the French language (57%).[HDW]
Gullahorn, J. T., & Gullahorn, J.E. (1963). An extension of the U-curve
hypothesis. Journal of Social Issues, 19, 33-47. [T-013] 
  
  
  
  
  
  
  
  Students and other sojourners abroad typically experienced initial elation and optimism followed by 
  
  
  
  frustration and alienation in interacting with host country nationals. An important factor is the lack of 
  
  
  
  complementarity in expectations, for example, on relations between students and professors or members of the 
  
  
  
  opposite sex. The degree of culture-shock experienced by a sojourner abroad is affected by his/her flexibility 
  
  
  
  of role behavior and cross-cultural sensitivity. Various research studies and possibilities are mentioned or 
  
  
  
  proposed on sojourner adjustment abroad. Sojourners who effectively resocialize in the alien environment 
  
  
  
  typically undergo a re-acculturation process on returning home, much greater for students than for well 
  
  
  
  established faculty. A W- rather than U-shaped curve therefore characterizes sojourners' cultural patterning 
  
  
  
  abroad and subsequently in the home culture. Research using a 13-item Satisfaction Index showed the positive 
  
  
  
  impact on U.S. faculty abroad of the number and frequency of their contacts with foreign colleagues showing 
  
  
  
  similar professional goals and values. This and other aspects of sojourners' and returnees' adjustments reveal 
  
  
  
  many areas for important research which would enhance our understanding of international educational 
  
  
  
  exchange.[BBB]
Haenicke, D.H. (1976). Foreign language study in international education.
ADFL Bulletin, 8(2), 11-15. [O-076] 
  
  
  
  
  
  
  
  With the background of two programs in Germany by Wayne State University, comments on strategies for 
  
  
  
  building international programs are given and suggestions on how to work a foreign language department into 
  
  
  
  an already existing international curriculum are made.[HDW]
Halsted, H.M. (1980, November). Research on international exchanges: A
foundation perspective. Paper presented at the U.S.-German Conference 
  
  
  
  on Research on Exchanges, Bonn, West Germany. [M-005] 
  
  
  
  
  
  
  
  This paper presents some views about the role of foundations, a means for directing private wealth to worthy 
  
  
  
  purposes. There are today in the U.S. approximately 21,500 active grant-making foundations. Total annual 
  
  
  
  foundation grants exceed two billion dollars. Foundation giving in the U.S. focuses on the fields of education, 
  
  
  
  health, science, welfare, humanities, and religion. International activities, which rose to second place in the 
  
  
  
  1960s, have since fallen behind as a category of foundation giving. 
  
  
  
  In recent years there has been a decline in foundation grants for international exchanges. There are a 
  
  
  
  number of reasons for this decline resulting in disappointments and skepticism about the relationship of 
  
  
  
  exchanges to peace and development. The economy itself has affected the allocation of foundation funds to 
  
  
  
  international projects. Inflation and balance of payments considerations have also been factors in this regard. 
  
  
  
  Another view hinted at by the author is that perhaps foundations have done their job as initiators and 
  
  
  
  catalysts in the field of international exchanges, and the tasks should now be assumed by governments, 
  
  
  
  universities, corporations, and others. One area in which more research investigation is needed is research on 
  
  
  
  national perceptions and modes of perception. A second research area for cross-cultural studies, the author 
  
  
  
  concludes, is to be found in refugee and migration populations.[JCK]
Harari, M. (1980, November). University and institutional exchanges. Paper
presented at the U.S.-German Conference on Research on Exchanges, 
  
  
  
  Bonn, West Germany. [M-006] 
  
  
  
  
  
  
  
  This paper focuses on the movement of academic personnel and administrators as part of a structured 
  
  
  
  institutional program, stressing that we should include in our information, analysis, and policy activities, the 
  
  
  
  developing countries as well as the developed ones and that our concept of university and institutional 
  
  
  
  exchanges should not be considered as discreet and isolated activities but as activities which should relate to 
  
  
  
  overall societal change and objectives.[JCK]
Hartle, R. W. (1968). The university and international education. Occasional
Papers on International Educational Exchange, 11. New York: CIEE. [O-100]
Hayden, R.L. (1976). Relating language to international education: Some DO's
and DON'Ts. ADFL Bulletin, 8(2), 16-21. [T-004] 
  
  
  
  
  
  
  
  The foreign language field in the U.S. is in a state of crisis with an enrollment decline of 30 percent from 
  
  
  
  1968-74, a low level of language competence even among language and area specialists, and low motivation 
  
  
  
  for foreign language study. Various do's and don'ts are recommended to strengthen foreign language teaching 
  
  
  
  and learning. The former include encouraging and strengthening the foreign language dimensions of study 
  
  
  
  abroad programs, utilizing foreign students as a linguistic and cultural resource in the classroom, and more 
  
  
  
  involvement or collaboration by foreign language departments with professional schools, bilingual bicultural 
  
  
  
  education, and technical assistance projects.[BBB]
Hayden, R.L. (1980). U.S. Government exchanges: The quest for coordination. American
Academy of Political and Social Science, 449, 114-128. [O-039] 
  
  
  
  
  
  
  
  The nature and range of international exchanges in the past three decades is impressive. Despite the fact that 
  
  
  
  federally sponsored exchanges account for only 5 percent of the total of foreign visitors in this country, this 5 
  
  
  
  percent embraced, in fiscal year 1977, some 39,000 individuals under the auspices of several dozen agencies 
  
  
  
  and at an estimated total cost of $662 million. The total estimate for purposeful, that is, nonmilitary and 
  
  
  
  nontouristic foreign exchanges, is estimated to be over one million exchanges annually. Since 1953, attempts 
  
  
  
  have been make to collect data about federal exchange programs and to coordinate this activity. Increasingly, 
  
  
  
  better data and interagency information sharing will be needed to assess the impact of exchanges and areas 
  
  
  
  where shrinking funds can best be invested. Better infusion of exchange experiences into educational 
  
  
  
  programming aimed at educating Americans about other peoples and cultures is similarly a challenge in the 
  
  
  
  eighties.[AUT]
Hayden, R.L. (1980, November). U.S. Government exchange policy: The role
of research and coordination. Paper presented at the U.S.-German 
  
  
  
  Conference on Research on Exchanges, Bonn, West Germany. [M-007] 
  
  
  
  
  
  
  
  Using the Fulbright grants as comparison, the author notes that during the period 1968 to 1980 the same 
  
  
  
  general downward slide occurred on a worldwide basis. Categories most affected were students, teachers, and 
  
  
  
  in the case of non-U.S. awards, lecturers. Only one category, that of research, reflects increases, demonstrating 
  
  
  
  the relative lack of support for student exchanges, as well as declining opportunities for younger, nontenured 
  
  
  
  faculty members. 
  
  
  
  What also emerges from even a superficial analysis of past experience is that the federal government's 
  
  
  
  attempts to coordinate international education, research, and exchange programming have had a mixed or 
  
  
  
  checkered history, and that the limitations in this area are real. Better information gathering, based on specific 
  
  
  
  programmatic and policy utility could yield improved administrative techniques, better Washington/field 
  
  
  
  coordination, and streamlined information-handling procedures. 
  
  
  
  While, the author warns, the Bonn Conference represents an auspicious beginning, follow-up 
  
  
  
  activities are the key to assuring that this open moment for international exchanges research development does 
  
  
  
  not become yet another insurmountable opportunity for this vital but fragmented field.[JCK]
Hensley, T.R., & Sell, D.K. (1979). A study abroad program: An examination
of impacts on student attitudes. Teaching Political Science, 6, 387-412. 
  
  
  
  [I-015] 
  
  
  
  
  
  
  
  This article examines the impact of a unique overseas political science program on the attitudes of student 
  
  
  
  participants. It focuses on assessing attitude change in regard to world-mindedness and support for the United 
  
  
  
  Nations and in regard to self-esteem and tolerance of ambiguity. The findings include the conclusion that a 
  
  
  
  substantial degree of change occurred only on the self-esteem variable.[AUT]
Herman, S.N. (1970). American students in Israel. Ithaca, NY: Cornell University
Press. [O-040] 
  
  
  
  
  
  
  
  In this cross-cultural study the author analyzes the special motives and expectations of American Jewish 
  
  
  
  students in Israel, the changes in their attitudes during and after their stay, and the reactions of Israelis to 
  
  
  
  them. The author administered questionnaires to students on their way to Israel, after they had been in Israel 
  
  
  
  for several months, and a year after their return to the United States. Using these questionnaires as well as 
  
  
  
  interviews and diaries, Professor Herman brings into sharp focus the unique relationships of the visiting 
  
  
  
  students to their Israeli hosts, the attitudes they have in common and the ways in which they differ, and the 
  
  
  
  problems of social contact that the students experienced as "strangers among kinsfolk." He devotes a chapter 
  
  
  
  to the students' involvement in the Six-Day War, and another to those students who settled in Israel. 
  
  
  
  The book contributes to the methodology of a growing body of social-psychological literature on 
  
  
  
  cross-cultural education, and the conceptual framework it develops will be of special interest to psychologists 
  
  
  
  and sociologists. It will also be helpful to foreign student advisers and to students considering study abroad, 
  
  
  
  particularly in Israel.[JCK]
Herman, S.N., & Schild, E. (1960). Contexts for the study of cross-cultural
education. Journal of Social Psychology, 52, 231-250. [C-013] 
  
  
  
  
  
  
  
  Data derived from a panel study of American Jewish students in Israel were analyzed within several conceptual 
  
  
  
  contexts. The problems of learning and adjustment of the student in a foreign country were looked at as those 
  
  
  
  of a person in a new psychological situation, as those of a stranger in the host society, and as those of a person 
  
  
  
  in overlapping situations. Attention was given to the effect of the orientation of the student on the cross-
  
  
  
  cultural experience. Change in the cross-cultural situation was viewed as a particular instance of reeducation. 
  
  
  
  At the same time attention was directed to the special perspective provided by the study of cross-cultural 
  
  
  
  education on these processes.[JCK]
Hess, G. (1976). Rockland Community College: Five years later. New York:
International Education and Culture Exchange. [P-005]
Hildebrand, M. (1983). A report on international students in Sweden. ISECSI
Bulletin of International Interchanges, 19, 6-10. [P-006] 
  
  
  
  
  
  
  
  After a general description of foreign students in Sweden, the report talks about the entrance requirements, 
  
  
  
  and then points to some specific problems to be encountered with foreign students such as problems with 
  
  
  
  authorities in Sweden and their home country, the different way of teaching in Sweden, the refugee problem, 
  
  
  
  and the fact that most have difficulties to follow teaching in Swedish, study literature in English, and then be 
  
  
  
  examined in Swedish. 
  
  
  
  The author then proposes some solutions to these problems like: preparatory course in Swedish, 
  
  
  
  better social system, better admission procedures, not more than 5% visiting students in each course, not more 
  
  
  
  than 20% of those from one country; gradual transition between the Swedish courses and the academic 
  
  
  
  studies, etc.[JCK]
Hill, D. J. (Ed.). (1986). Study abroad in the eighties. Columbus, OH:
Renaissance. [O-049] 
  
  
  
  
  
  
  
  This book is directed at anyone involved in the planning and implementing of study abroad programs in 
  
  
  
  addition to teachers. Section One is concerned with program design and discusses the reciprocal exchange 
  
  
  
  program between the University of South Florida and Paris VII, innovations in the internationalizing of the 
  
  
  
  community college, and low-cost advertising and recruiting techniques. Section Two is concerned with 
  
  
  
  curriculum design, the maintaining of academic standards, and the criteria for earning academic credit. Section 
  
  
  
  Three is concerned with low-cost financing, pointing out how study abroad often costs the same or less than 
  
  
  
  the same amount of study on the home campus.The text concludes with a discussion of the value of study 
  
  
  
  abroad for the student as well as the director.[JCK]
Hofman, J.E., & Zak, I. (1969). Interpersonal contact and attitude change in a
cross-cultural situation. Journal of Social Psychology, 78, 165-171. [I-052] 
  
  
  
  
  
  
  
  It was hypothesized that interpersonal contact in a cross-cultural situation would be associated with attitude 
  
  
  
  change. A group of secondary school pupils from the U.S. and Canada, of Jewish background, who attended a 
  
  
  
  summer camp at an Israeli Youth Village, were observed with reference to the contact each established with 
  
  
  
  Israeli peers. Before and at the end of the camp, their attitudes toward Jewishness and Israel were assessed. 
  
  
  
  Subjects were divided into low and high contact groups: high contact campers became more favorable in their 
  
  
  
  attitudes, while low contact campers did not change at all or became less favorable in their attitudes, as 
  
  
  
  predicted.[AUT]
Holland, K. (Special Ed.). (1976). International exchange of persons: A reassessment.
American Academy of Political and Social Science, 424. [O-051] 
  
  
  
  
  
  
  
  A series of articles by eleven different authors, all having to do with a reassessment of the international 
  
  
  
  exchange of persons, with a preface by special editor Kenneth Holland.[JCK]
Hoopes, D., & Ventura, P. (Eds.). (1979). Intercultural sourcebook. Yarmouth,
ME: Intercultural Press. [C-014] 
  
  
  
  
  
  
  
  In this edited book, various authors described a number of cross-cultural training methodologies including: 
  
  
  
  several kinds of role playing, cross-cultural simulations, contrast American approach, cultural assimilator, 
  
  
  
  self-awareness inventories, workbook approaches, critical incidents, case studies, group exercises, and area 
  
  
  
  specific training. For each methodology, there is some theoretical background, a description of the exercise 
  
  
  
  and instructions for conducting the training and some debriefing notes.(JM)
Hopkins, R.S. (1982). Defining and predicting overseas effectiveness for
adolescent exchange students. Dissertation Abstracts International, 
  
  
  
  42/12A, 5052. [T-005] 
  
  
  
  
  
  
  
  The purpose of this study was to define overseas effectiveness and the personality characteristics which 
  
  
  
  predict it for adolesecents participating in a year-long, host family, cross-cultural exchange program. Previous 
  
  
  
  research has focused primarily on predictors of overseas effectiveness without paying sufficient attention to 
  
  
  
  establishing adequate criteria measures of overseas effectiveness for a particular sample population or cross-
  
  
  
  cultural situation. In addition, predictor measures have relied heavily on the identification of personality traits 
  
  
  
  without respect to stages of personality development. The instruments, data collection, and data analyses were 
  
  
  
  based on Hawes and Kealy (1979) and were augmented with the use of a developmental projective measure, 
  
  
  
  the Loevinger Sentence Completion Test (LSCT). 
  
  
  
  A sample of 209 U.S. and Latin American exchange students, their host families, and an 
  
  
  
  organizational representative each filled out two standardized instruments concurrently. One was designed to 
  
  
  
  gather data about the student's personality characteristics, the other about the student's experience. Each 
  
  
  
  student also completed the LSCT prior to the host country stay. The following scales were constructed to 
  
  
  
  establish criteria for overseas effectiveness: 1) overall affect, 2) communication skills, 3) host country 
  
  
  
  interaction and interest, 4) commitment to host family, 5) overall adjustment and 6) academic effectiveness. 
  
  
  
  Scales were also constructed to measure personality characteristics. Correlations were calculated 
  
  
  
  between these predictor measures and the criteria measures. The significant predictors were 1) self-
  
  
  
  confidence/initiative, 2) natural family communication, 3) interpersonal interest, 4) interpersonal harmony, 5) 
  
  
  
  non-ethnocentrism, and 6) background for host school. Together, these six predicted all the criteria scales. The 
  
  
  
  LSCT predicted at least one scale in all six criteria dimensions. The results of this study on adolescent 
  
  
  
  exchange students parallel the results of the previous Hawes and Kealey study (1979) on technical advisers 
  
  
  
  lending credibility not only to their findings, but also to the efficacy of their method. 
  
  
  
  Beyond the utility and validity of the LSCT, the findings suggest that not only character traits but 
  
  
  
  also developmental "readiness" may be a factor in overseas effectiveness.[JCK]
Hoskins, L. M. (1962). The foreign study program at Earlham College. Journal
of General Education, 13(4), 262-267. [P-009] 
  
  
  
  
  
  
  
  Earlham College operates six-month study programs abroad. Students are usually integrated into the foreign 
  
  
  
  university. Three terms of language plus a summer intensive language program are required of students in 
  
  
  
  locations where teaching is not in English. An Earlham faculty person normally accompanies the 
  
  
  
  students.[HDW]
Hoskins, L. (1970). Evaluation of "Study-Service Term" for Goshen College.
 Unpublished manuscript, Goshen College, Goshen, IN. [E-013]
Howard, E. (Ed.). (1987). Vacation study abroad 1988. New York: Institute of
International Education. [G-005] 
  
  
  
  
  
  
  
  Previously published under the title Summer Study Abroad, this annual publication contains descriptions of 
  
  
  
  over 1,000 summer study programs worldwide sponsored by U.S. and foreign universities and institutions.
Howard, E. (Ed.). (1988). Academic year abroad: 1988-1989. New York: Institute
of International Education. [G-003] 
  
  
  
  
  
  
  
  Previously published under the title U.S. College-Sponsored Programs Abroad: Academic Year, this annual 
  
  
  
  publication contains descriptions on over 1,500 postsecondary study programs abroad during the academic 
  
  
  
  year. Part 1 lists programs that are sponsored by accredited U.S. colleges and universities; Part 2 lists 
  
  
  
  programs offered by nonaccredited U.S. institutions, foreign universities, language schools, and other U.S. and 
  
  
  
  foreign organizations.
Hull, W. F., IV. (1980). Five years later: American UGs from overseas programs.
 1974-75. Paper presented at the International Studies Association meeting, 
  
  
  
  Washington, DC. [R-008]
Hull, W. F., IV. (1981). Cross-cultural experiential programming. International
Review of Education, 1, 64-75. [O-042] 
  
  
  
  
  
  
  
  Thesis of this article is that formal cross-cultural experiential learning programs for Americans and non-
  
  
  
  Americans are appropriate throughout the world, including the learner's own country, and that they are 
  
  
  
  valuable at all educational levels. The ends achievable through experiential learning can rightly be the primary, 
  
  
  
  and at times even the sole, objective for programs within the formal undergraduate curriculum. These ends also 
  
  
  
  complement and strengthen the traditional goals of liberal arts education. 
  
  
  
  After reviewing the research, it is clear to the author that students are seeking involvement and 
  
  
  
  interaction on off-campus programs along with academic offerings and opportunities. When they find this 
  
  
  
  combination, the programs probably do have a great and long-lasting and often professional impact. 
  
  
  
  Program development in the area of cross-cultural experiential learning is the direction in which 
  
  
  
  educators in undergraduate liberal arts education should be moving, both on the home campus and in off-
  
  
  
  campus offerings.[JCK]
Hull, W.F., IV. (1983). The overseas student question: Studies for a policy.
Journal of Higher Education, 54(3), 356-357. [R-009]
Hull, W.F., IV, & Lemke, W.H., Jr. (1975). The assessment of off-campus higher
education. International Review of Education, 21, 195-206. [M-008] 
  
  
  
  
  
  
  
  While off-campus educational programs grow in number and in importance in American higher education, 
  
  
  
  little systematic research has been conducted concerning their effectiveness and intellectual impact. The 
  
  
  
  project described here compared students in three categories: those studying abroad (n=1,099), those studying 
  
  
  
  off campus in the U.S. (n=527), and those who remained on campus. All students completed the Individual 
  
  
  
  Opinion Inventory (IOI). Four major conclusions are drawn from analysis of data: 1) individuals did change 
  
  
  
  during off-campus sojourns, but changes did not appear to be correlated with location; 2) no evidence of clear 
  
  
  
  superiority of off-campus study programs abroad over off-campus programs in U.S.; 3) perceived emphasis on 
  
  
  
  foreign language competency for students studying abroad in some programs deemed by students as 
  
  
  
  inappropriate; 4) students had qualifications in their enthusiasm for off-campus program; academics deemed 
  
  
  
  inferior. Suggests a rethinking of existing off-campus programs as appropriate. Specific suggestions are 
  
  
  
  given.[JM]
Hull, W.F., IV, Lemke, W.H., Jr., & Houang, R.T. (1977). The American undergraduate,
off-campus and overseas: A study of the educational validity of such programs. Occasional Papers on International Educational Exchange, 20. New York: CIEE. 
  
  
  
  [M-009] 
  
  
  
  
  
  
  
  In this report the authors have attempted to portray the complex nature of a project aimed precisely at 
  
  
  
  ameliorating our understanding of off-campus educational programs. The task for this project was thus to 
  
  
  
  identify the specific goals sought by a group of highly qualified off-campus study program directors and to 
  
  
  
  develop an appropriate instrument to assess whether or not the student participants perceived these goals as 
  
  
  
  having been actualized within themselves. In order to accomplish this assessment task, an instrument entitled 
  
  
  
  the "Individual Opinion Inventory" (also referred to as the IOI) was developed. In this instrument the attempt 
  
  
  
  was made to encourage individuals who were highly respected in the area of off-campus educational programs 
  
  
  
  to specify the precise formal and informal goals of their programs and also to identify those factors which, in 
  
  
  
  their view, determined whether students had a "good" or "poor<170" experience. 
  
  
  
  In considering all of the data generated by this project, including data from interviews and 
  
  
  
  discussions with students, faculty, and administrators since 1972, the following observations seem apropos: 
  
  
  
  First, it was quite clear that individuals changed and were changed drastically during and by various programs 
  
  
  
  overseas, within the United States, and at the home campuses; but the changes could not be attributed to the 
  
  
  
  factor of location. Change seemed rather to be a factor of individual receptivity, motivation, openness, 
  
  
  
  personal psychology, and chance experiences. Second, in this study, no clear or general superiority of off-
  
  
  
  campus overseas programs was demonstrated over off-campus domestic programs in altering student-reported 
  
  
  
  perceptions of the affective areas under consideration. Third, in a surprising number of instances, more change 
  
  
  
  was indicated as occurring during domestic programs than during overseas programs on variables long 
  
  
  
  considered to be in the semi-exclusive domain of international programs. Fourth, preparation in a foreign 
  
  
  
  language for those students studying abroad in programs not designed specifically for foreign language majors 
  
  
  
  was seen as being too difficult and time consuming and really not worth the effort. Fifth, while students 
  
  
  
  recommended their programs off campus to other students, they qualified their enthusiasm. 
  
  
  
  "Academics" off campus were almost unanimously deemed inferior to those available on the home 
  
  
  
  campus. [JCK]
Intercultural communicating. (1976). Provo, UT: Brigham Young University,
Language & Intercultural Research Center. [C-028] 
  
  
  
  
  
  
  
  The information in this learning aid was taken from many sources. It introduces readers to the "basics" of 
  
  
  
  intercultural communication and tries to help them go beyond the usual "American" focus. The learning aid 
  
  
  
  shows, supported by many cartoons, that we can adequately cross intercultural communication bridges and 
  
  
  
  barriers if we are willing and able, in order to acknowledge, identify, and deal with both their positive and 
  
  
  
  negative aspects. We need to learn what to say and do, and how to say and do it. Intercultural communication 
  
  
  
  is most effective when some essential keys are used, such as empathy, good will, humility, language and 
  
  
  
  manner of expression of the other people, showing that we care, praise and caution in criticism, suspension of 
  
  
  
  judgments during conflict, demonstration of trust, confidence in the other, and if we become increasingly 
  
  
  
  aware of and continually use feedback received from other persons and other sources to make communication 
  
  
  
  complete.
James, N. E. (1976). Students abroad: Expectations versus reality. Liberal
Education, 62(4), 599-607. [I-025] 
  
  
  
  
  
  
  
  The purpose of the study was to examine the goals of American students going to Europe in 1972-73 for a 
  
  
  
  year's study and to compare it with their perceived outcomes. 52 U.S. students bound for study in Vienna, 
  
  
  
  Florence, Montpellier, Avignon, and London where chosen, four were going independently, and the rest were 
  
  
  
  randomly selected from three organized programs. They were tested with the OPI test and compared with 
  
  
  
  average students in U.S. colleges. A questionnaire used in a 1960 study was administered which indicated the 
  
  
  
  students' goals were: 1) to provide a basic general education and appreciation of ideas and trends; 2) to 
  
  
  
  develop ability to get along with different kinds of people and to develop knowledge and interest in 
  
  
  
  community and world problems. A year later 31 students (60%) reported to interview. In rank ordering the 
  
  
  
  impacts of the overseas experience they listed the values of stimulus to learning, broadening of perspectives, 
  
  
  
  and increasing personal awareness, self understanding, and self-confidence.[HDW]
Jansen, M. B. (1974). Education and the Japan-America tie in the mid-70s.
 Occasional Papers on International Educational Exchange, 18. New York: 
  
  
  
  CIEE. [O-105]
Johnson, B.L. (Ed.). (1982). New directions for community colleges: General
education, No. 40. San Francisco, CA: Jossey-Bass. [O-044]
Juffer, K.A. (1984). State of the art research on culture shock. ISECSI Bulletin
of International Interchanges, 21, 16-28. [C-015] 
  
  
  
  
  
  
  
  The author emphasizes the necessity to distinguish "culture shock" from cross-cultural adaptation and 
  
  
  
  adjustment. In dealing with cross-cultural adjustment, she argues, it is important to determine precisely what 
  
  
  
  aspect of the process is being referred to as "culture shock." This researcher, after reviewing several definitions 
  
  
  
  of culture shock, suggests that those definitions fall into five categories based on the assumed underlying 
  
  
  
  cause of the culture shock experience expressed in each of the definitions:
  
1. Culture shock is caused by confronting a new environment or situation. 
    
    
    
    2. Culture shock is caused by ineffective intercultural or interpersonal communication. 
    
    
    
    3. Culture shock is caused by a threat to the emotional or intrapsychic well-being of the sojourner. 
    
    
    
    4. Culture shock occurs in reaction to the need to adequately modify behavior to regain positive reinforcement 
    
    
    
    from the new environment. 
    
    
    
    5. Culture shock is caused by a growth experience.
  Although the reliability and validity data are still preliminary, the Culture Shock Adaptation 
  
  
  
  Inventory (CSAI), she suggests, appears to be functioning well enough to merit further development and 
  
  
  
  research. The CSAI, based essentially on P. S. Adler's Transitional Experience stage theory, may also be of 
  
  
  
  value to those evaluating cross-culture programming effectiveness as a pre- and post-test.[JCK]
Kafka, E.P. (1968). The effects of overseas study on world-mindedness and
other selected variables of liberal arts education (Doctoral dissertation, 
  
  
  
  Michigan State University, 1968). Dissertation Abstracts International, 29, 
  
  
  
  481A. [I-017] 
  
  
  
  
  
  
  
  The purpose of this study was to evaluate attitude change of college students enrolled in a summer study 
  
  
  
  abroad experience. Effects of overseas study on world-mindedness and other selected variables of liberal arts 
  
  
  
  students. 81 study abroad students completed a pre- and post-test questionaire consisting of a world-
  
  
  
  mindedness scale, dogmatism scale, and different values inventory. The responses of the study abroad students 
  
  
  
  are compared to responses of 127 students who served as a control group. In addition, other variables are 
  
  
  
  examined: academic grades, language skill, residential involvement, number of close foreign friends, 
  
  
  
  descriptions on nationals, and variables related to national image. Results of one-way analysis of covariance 
  
  
  
  revealed that no variables were related to change in world-mindedness. Subsequent analysis of "national 
  
  
  
  image" variables indicated that exposure to foreign culture reinforced appreciation for homeland at the 
  
  
  
  expense of nation visited. In addition, two clusters of variables were identified for those who achieved cross-
  
  
  
  cultural immersion.  
  
  
  
  Lack of significant findings is related to the deficiency of instruments in measuring change, or to the 
  
  
  
  relatively brief exposure (3 months) to the foreign culture.[JM]
Kauffmann, N.L. (1983). The impact of study abroad on personality change
(Doctoral dissertation, Indiana University, 1983). Dissertation Abstracts 
  
  
  
  International, 44, 5A. [I-020] 
  
  
  
  
  
  
  
  The purpose of this study was to determine whether changes in selected aspects of personality functioning 
  
  
  
  were associated with a trimester abroad experience. The study sought to provide descriptive answers to the 
  
  
  
  following questions: (1) Was the direction and degree of change in personality functioning of students who 
  
  
  
  went abroad significantly different from those who remained on campus? (2) Which of these changes (if any) 
  
  
  
  persisted a year later? (3) Were particular types of experiences abroad systematically related to changes in 
  
  
  
  personality functioning? 
  
  
  
  Two groups of subjects were studied: (1) 126 Goshen students involved in the Study Service 
  
  
  
  Trimester (SST) abroad; (2) 81 students from two other comparable Mennonite colleges (comparison groups). 
  
  
  
  Data were gathered using repeated measures from the Omnibus Personality Inventory and through interviews 
  
  
  
  debriefing the SST experience of the Goshen students. The purpose of the interviews was to support and 
  
  
  
  validate the findings on the OPI profile as well as to identify the specific experiences abroad that resulted in 
  
  
  
  significant personality changes. 
  
  
  
  Compared with their counterparts, respondents who studied abroad increased in self-esteem and 
  
  
  
  independence, in their interest in reflective thought, and in their interest in the welfare of others. These 
  
  
  
  changes in personality functioning were most often attributed to the bicultural mechanism (the sum of all the 
  
  
  
  SST experiences), the service assignment, and living in homes of families from the host country. Suggestions 
  
  
  
  are offered for orientation and debriefing of SST participants, orientation of SST faculty leaders, and for the 
  
  
  
  optional placement of students on location. Recommendations for further research are made.[JCK]
Kauffmann, N. L. (1983). The impact of study abroad on personality change.
Dissertation addendum. (Doctoral dissertation, Indiana University, 1983). Dissertation  Abstracts International, 44, 5A. [I-019] 
  
  
  
  
  
  
  
  The purpose of this study, the comparison of the OPI means and standard deviations of Study Service 
  
  
  
  Trimester (SST) and comparison groups, was to determine whether the changes in personality functioning 
  
  
  
  associated with the SST experience during the fall of 1980 and winter of 1981 were replicated during the 
  
  
  
  spring of 1981.The 1981 spring trimester results replicate and go beyond the findings of the fall 1980 and 
  
  
  
  winter 1981 as outlined and discussed in the dissertation (Kauffmann, 1982). 
  
  
  
  The SST experience as reflected in the results of the study carried out with participants in the fall, 
  
  
  
  winter, and spring of the 1980-81 academic year appears to have had the most impact on three dimensions of 
  
  
  
  personality functioning: (1) a changed world view and an increased interest in reflective thought as in the arts, 
  
  
  
  literature, and language, (2) increased interest in the welfare of others and (3) greater intrapersonal 
  
  
  
  development (increased self-confidence, self-esteem, independence, appreciation of sensual reactions and 
  
  
  
  feelings). 
  
  
  
  In addition, the spring trimester results indicated that the SST participants demonstrated greater 
  
  
  
  growth than the Eastern Mennonite or Bethel College respondents in a fourth dimension of personality 
  
  
  
  functioning-interpersonal growth (higher social extraversion (SE) mean change score). While there was no 
  
  
  
  significant differences identified among and between participants in the fall and in the winter on the SE OPI 
  
  
  
  scale, the DIG identified a number of students who indicated personal change in this area of personality 
  
  
  
  functioning. 
  
  
  
  Respondents who lived, studied, and served in China, Haiti, and Germany scored significantly higher 
  
  
  
  on several OPI scales than those in Belize, Honduras, and Costa Rica. During the spring trimester participants 
  
  
  
  in Germany or Haiti demonstrated more of a significant increase than those in Belize and Costa Rica. These 
  
  
  
  results are most clearly associated with those OPI scales related to world view. It may be that the more 
  
  
  
  radically different political, economic, and cultural environments of these three countries was more facilitative 
  
  
  
  of growth.[JCK]
Kauffmann, N.L. (1985, May). The impact of study abroad on personal
development of college students (excerpt). Journal of International 
  
  
  
  Student Personnel. [I-021] 
  
  
  
  
  
  
  
  The Personality function of 126 study abroad students from a small religious college was compared with that 
  
  
  
  of 90 nonstudy abroad students from two comparable institutions. The study abroad students had participated 
  
  
  
  in a study/work program in various locations. Personality functioning was measured by the Omnibus 
  
  
  
  Personality Inventory (OPI) (pre-and post-test design), and supplemented by interviews with trained 
  
  
  
  interviewers. Results of univariate statistical analysis and content analysis of interviewers revealed three 
  
  
  
  significant changes for the study abroad group: increased interest in reflective thought, increased interest in 
  
  
  
  the welfare of others, and self confidence and feelings of well being. These changes persisted one year later. 
  
  
  
  Coping with novel situations presented by a foreign culture seemed to be a powerful vehicle for encouraging 
  
  
  
  personal development in college students.[JM]
Kelman, H.C. (1962). Changing attitudes through international activities. Journal
of Social Issues, 18, 68-87. [I-022] 
  
  
  
  
  
  
  
  One often cited goal of international activities is to change hostile, suspicious, or indifferent attitudes into 
  
  
  
  more favorable ones. This paper examines in a general way the barriers to achieving this goal. There are four 
  
  
  
  types of activities designed to produce friendly attitudes cross-culturally: international communication, 
  
  
  
  exchange of persons, foreign aid projects, and cooperative international ventures. Each of these activities is 
  
  
  
  examined, and the strengths and limitations of each identified. The common underlying condition for success 
  
  
  
  (favorable attitude change) in each of these endeavors is providing conditions which allow for positive person-
  
  
  
  to-person interaction. Therefore, activities need to be structured such that individual interaction occurs in 
  
  
  
  supportive context.[JM]
Kenney, N.J. (1956). On being an exchange student in India. IIE News Bulletin,
31(5), 9-11. [R-011] 
  
  
  
  
  
  
  
  A personalized account on the cross-cultural insights acquired by a Fulbright graduate student while pursuing 
  
  
  
  his studies in India. Most important is the opportunity to develop sympathetic emotional understanding of the 
  
  
  
  people and the culture and problems. Also important is the experience which encourages thinking about broad 
  
  
  
  questions on the nature of "great" countries within the concepts of the world at large. Another aspect is 
  
  
  
  discovering the relativity of cultures at the common human task of everyday living. Engaging in research 
  
  
  
  generates distinctive personal encounters across cultures in which can be discerned other crucial patterns of 
  
  
  
  contrasting cultures with respect to starter relationships, and host-home country interpersonal adjustments to 
  
  
  
  each other. As a consequence of these observed cross cultural interactions of an American with Indians, it 
  
  
  
  seems appropriate to emphasize that programs of student exchange might be successful as selections of 
  
  
  
  American students are made based on an actively positive and respectful approach to Indians.[JU]
King, M.C., & Fersh, S.H. (1982). General education through international/intercultural
dimensions. In Johnson, B.L. (Ed.), New directions for community colleges: 
  
  
  
  General education in two-year colleges, No. 40 (pp. 49-57). San 
  
  
  
  Francisco, CA: Jossey-Bass. [O-045] 
  
  
  
  
  
  
  
  In this presentation the authors share the thoughts that have influenced their actions at Brevard Community 
  
  
  
  College and give examples of what they have been doing along with recommendations. 
  
  
  
  The authors believe that, to live effectively and affectively in our rapidly evolving global society, 
  
  
  
  individuals need additional kinds of knowledge and creative ways of becoming more self-educating; it is 
  
  
  
  imperative, they advise, that American educators understand and appreciate the critical relationship of 
  
  
  
  transcultural education and general education.They further point out that general education must be more 
  
  
  
  concerned with the affective as well as the cognitive. Content-centered learning has relied heavily on accuracy 
  
  
  
  and literalness at the expense of style and persuasive power.[JCK]
Klassen, F. H. (1967). Teacher education: The world dimension. Occasional
Papers on International Educational Exchange, 8. New York: CIEE. [O- 097]
Klemperer, L. von. (1976). How to read study abroad literature. New York:
Council on International Educational Exchange. [G-009]
Klineberg, O. (1966). International exchanges in education, science and culture:
Suggestions for research. The Hague: Mouton. [R-012] 
  
  
  
  
  
  
  
  The present paper is based on (1) a number of documents prepared by the UNESCO secretariat, (2)an earlier 
  
  
  
  working paper prepared for UNESCO by Rector De Vries together with the comments on it by the members of 
  
  
  
  the ISCC, and (3) an extensive examination of published materials, largely of American origin. 
  
  
  
  In the introduction, the author points out several sources of difficulty, some of which are discussed 
  
  
  
  in greater detail later on in the paper. First, there is a large variety of possible exchanges; second, the 
  
  
  
  differences in conditions (political, economic, cultural) in which the exchanges take place; third, a lack of 
  
  
  
  clarity as to the goals; fourth, variation in the time-span of the programs; fifth, the limited nature of the 
  
  
  
  research findings. 
  
  
  
  The present memorandum is therefore directed not to evaluation alone, but to the wider topic of what 
  
  
  
  social scientists have been doing and what they might still do, in the field of international exchanges.The 
  
  
  
  author then points out that an educational program aimed at developing an elite which can aid in the 
  
  
  
  administration and the government of a "new" nation may require a different structure from that designed to 
  
  
  
  improve the educational level of a whole community.This paper further assumes that the ultimate goal of 
  
  
  
  international exchanges is to contribute to friendly and peaceful relations among the peoples of the world, but 
  
  
  
  that many more immediate goals relating to technical cooperation, changes in institutions, success in academic 
  
  
  
  training, increased knowledge about foreign cultures, preparation for a useful career, readiness to cooperate in 
  
  
  
  international undertakings, etc., may all require consideration. 
  
  
  
  A distinction is drawn between two forms of international exchange, the first involving contact 
  
  
  
  between people, the second consisting of transmission of materials or things. The paper insists that there can 
  
  
  
  be no hard line between those two varieties of exchanges, since a visiting professor may bring along his books, 
  
  
  
  or a biologist his exhibits. In concluding, the writer suggests that what is needed now is a theoretical 
  
  
  
  framework, rather than the attempt to contribute short answers to particular questions. This would involve a 
  
  
  
  thorough stock-taking, a systematic identification of the categories of problems involved, and of the manner in 
  
  
  
  which they are interrelated. One of the steps would be a balder and bolder statement of the hypotheses which 
  
  
  
  appear to emerge with enough probability to warrant future research and investigation.[JCK]
Klineberg, O. (1976). International educational exchange. The Hague: Mouton.
[E-014] 
  
  
  
  
  
  
  
  As the authors point out in the preface, an investigation into international university exchanges had been 
  
  
  
  conducted in seven countries.The data were obtained from statistics gathered by the university, interviews with 
  
  
  
  university registrars or presidents, conversations with individuals knowledgeable about university exchanges 
  
  
  
  at their own institutions or with personal experience of a foreign sojourn, with professors who have had 
  
  
  
  contact with foreign students or with directors of study abroad programs.[JCK]
Klineberg, O., & Hull, W. F., IV. (1979). At a foreign university: An international
study of adaption and coping. New York: Praeger. [O-047] 
  
  
  
  
  
  
  
  Working with a team of foreign scholars and researchers in Brazil, Canada, the Federal Republic of Germany, 
  
  
  
  France, Hong Kong, India, Iran, Japan, Kenya, the United Kingdom, and the United States and relying heavily 
  
  
  
  on the local team's experienced judgments, the authors have collected data of basically two types with regard 
  
  
  
  to the coping process:1) statistical data compiled from identical questionnaire instruments completed in the 
  
  
  
  above 11 countries by 2,536 nonimmigrant foreign students, and 2) case study data, more clinical in nature, 
  
  
  
  obtained through a series of longitudinal interviews throughout the first academic year with random samples 
  
  
  
  of foreign students who were arriving at the study institution for their first foreign sojourn in the above 11 
  
  
  
  countries. 
  
  
  
  Overall, the factors that were most important with regard to the foreign students' coping process at 
  
  
  
  the foreign university were basically two: social contact with those local to the sojourn culture and area, and 
  
  
  
  prior foreign experience as evidenced by previous travel.The authors did not find, to their surprise, that the 
  
  
  
  presence or absence of a local student as a roommate played a very important role in the social contact 
  
  
  
  experiences and feelings of the respondents. The important factor was rather the appropriate access to local 
  
  
  
  individuals. Those who had traveled previously were also those who presented a generally more positive 
  
  
  
  experience and were more pleased with their experience overall.[JCK]
Knepler, H. (1980, February-March). Beyond American expressland: Training
for international communication. Change, pp. 25-30. [O-048] 
  
  
  
  
  
  
  
  Culture shock is defined here as a communicable disease; it is likely to have explosive implications, not only 
  
  
  
  for the patient but for those with whom he comes in contact.The average American, the article claims, has no 
  
  
  
  experience with ideology, his politics being as pragmatic as his work experience. American political life is, 
  
  
  
  after all, singularly unideological. As a result he may see ideology in terms of what he is acquainted with: 
  
  
  
  competition, a transfer from the realm of commerce. 
  
  
  
  To avoid the idea that solutions are around the corner, the author prefers to look at what is being 
  
  
  
  done to prepare the industrial managers and engineers. Most of the larger schools of business, management, 
  
  
  
  and finance, especially those on the graduate level, have courses or programs or options related to the 
  
  
  
  international scene. But these tend to be narrow in scope. 
  
  
  
  The author then suggests that industry, first of all, should face the problem at an earlier stage than it 
  
  
  
  does now. Recruiters should look for candidates with some cultural sensitivity. Second, the federal 
  
  
  
  government can benefit its citizens and its international relations by diversifying its role by sending abroad, 
  
  
  
  for example, in addition to the senior advisers, junior professionals.The job of mediating between different 
  
  
  
  cultures and technology is likely to fall to the institutions of higher education. Room must be made for 
  
  
  
  intercultural communication among other general education courses, not only in undergraduate programs, but 
  
  
  
  on the graduate level as well.[JCK]
Koester, J. (1985). A profile of the U.S. student abroad. New York: Council on
International Educational Exchange. [I-053] 
  
  
  
  
  
  
  
  This report is the first in a projected series which will document the results of nationwide surveys of U.S. 
  
  
  
  students who study, travel, and work abroad. Beginning in 1983, CIEE included a questionnaire in the 
  
  
  
  application for the International Student Identity Card which is contained in the Student Travel Catalog. The 
  
  
  
  results of this survey provide a statistical information base about the U.S. student who crosses international 
  
  
  
  boundaries. Demographic characteristics of these students, a description of their intended international 
  
  
  
  experience, attitudional and behavioral characteristics are also included in the report. In addition, those 
  
  
  
  students who had a prior international experience provided a self-assessment of the impact of that experience. 
  
  
  
  The questionnaire was included in the 1984 application for the International Student Identity Card and 
  
  
  
  appears again in the 1985 application. [JCK]
Koester, J. (1987). A profile of the U.S. student abroad-1984-85. New York:
Council on International Educational Exchange. 
  
  
  
  
  
  
  
  This is the second report issued by CIEE on the results of the International Student Identity Card survey. Data 
  
  
  
  collected were similar to data collected for earlier report. Koester presents a demographic profile of students 
  
  
  
  who traveled abroad (gender, field of study, year in school, etc.) as well as a description of their intended 
  
  
  
  purpose for their travel (work, study, tourism), and their motivation for the travel (desire for travel, influence 
  
  
  
  of family/friends, interest in international events, and language courses). In addition, students were also asked 
  
  
  
  about their major concerns (e.g., financial, safety, language, cultural adjustment). Those students who had 
  
  
  
  already traveled abroad were asked to assess the impact of their prior travel.(JM)
Kohls, R. (1979). Survival kit for overseas living. Yarmouth, ME: Intercultural
Press. [C-016] 
  
  
  
  
  
  
  
  This is a practical, easy-to-understand guide for any individual who is planning to live, work, or study abroad. 
  
  
  
  Topics include definition of culture, comparing and contrasting cultures, what makes an American, on 
  
  
  
  becoming a foreigner, know your host country, and remedy for culture shock. There are also several exercises 
  
  
  
  and checklists, and practical suggestions to help any individual have a more successful sojourn abroad.(JM)
Krawutschke, E. L. (1980). U.S. schools' credit policies for study abroad students:
A survey. World Higher Education Communique, 2(3), 33-34. [O-050] 
  
  
  
  
  
  
  
  This paper investigates the credit policies of American schools on the basis of a questionnaire made up by the 
  
  
  
  Committee on Study Abroad by United States Students (SAUSS) of the American Association of Collegiate 
  
  
  
  Registrars and Admission Officers (AACRAO), sent to its member colleges and universities. This 
  
  
  
  questionnaire differed from others in that it did not ask for answers to specific questions, but rather, 
  
  
  
  institutions were asked to submit a copy of their published policy or to describe their unwritten procedures in 
  
  
  
  narrative form. This approach had two advantages. One, it did not put words in the mouths of respondents, 
  
  
  
  and, two, it also elicited a wealth of unexpected and interesting information. 
  
  
  
  One of the interesting facts that emerged from this approach: 118 institutions reported that their 
  
  
  
  policy for determining whether or not to grant credits is to consult with another (usually larger and nearby) 
  
  
  
  college or university. This was mainly true of the smaller colleges which had very few students studying 
  
  
  
  abroad. The most significant item revealed by the SAUSS study was that, in almost every AACRAO 
  
  
  
  institution, some students are enrolled in study abroad, which leads the author to the conclusion that study 
  
  
  
  abroad is a pertinent issue of 94% of U.S. institutions and merits serious consideration in school policy 
  
  
  
  statements and as an issue of discussion at educational conferences.[JCK]
Lambert, R.D. (Special Ed.). (1980). New directions in international education.
American Academy of Political and Social Science, 449. [O-052] 
  
  
  
  
  
  
  
  A series of articles by 12 different authors, all having to do with new directions in international education, 
  
  
  
  with a preface by Richard D. Lambert.[JCK]
Lambert, R.D. (1982). Language learning and language utilization. Profession,
82, 47-51. New York: Modern Language Association. [T-007] 
  
  
  
  
  
  
  
  For the purpose of the discussion of language learning and utilization, the author classifies into two basic 
  
  
  
  components the arguments in the debate on the importance of learning or knowing a foreign language, 
  
  
  
  particularly as that debate affects language requirements in the school and college curriculum. He then 
  
  
  
  presents a set of arguments for requiring students to study a foreign language which concerns a set of 
  
  
  
  presumed indirect benefits; that is, valuable consequences of learning a foreign language that do not inhere in 
  
  
  
  the language skill itself. 
  
  
  
  While it is not the author's intention to disarm the current arguments entirely, he suggests, however, 
  
  
  
  that they are decreasingly persuasive and that they have diverted our attention from another class of purposes 
  
  
  
  for foreign language learning: that people should learn foreign languages so that they can use them. Also, it is 
  
  
  
  essential that the student have an opportunity-or perhaps be required-to participate in a course in which the 
  
  
  
  language he or she has studied is either the medium of instruction or the language of some of the assigned 
  
  
  
  readings. 
  
  
  
  The data comes from course catalogs and telephone inquiries of eight universities representing some 
  
  
  
  geographic spread and different levels of "selectivity" to find courses in the social sciences that even 
  
  
  
  mentioned a foreign language competency as either required or desirable. The data indicate that there is a fair 
  
  
  
  distance to go, and the author makes a list of suggestions pointing out the obstacles, and what specific actions 
  
  
  
  need to be taken.[JCK]
Lamet, M.S., Lamet, S.A., & Whitcomb, D.E. (1979). In-depth evaluation of
international student exchange: Report on a pilot study for UNESCO. Amherst, MA: University of Massachusetts, International Programs 
  
  
  
  Office. [E-015] 
  
  
  
  
  
  
  
  As a report on a pilot project, this study has two emphases: 1) documentation of the development and testing 
  
  
  
  of the research instruments and overall plan; 2) presentation of the initial conclusions obtained from a study of 
  
  
  
  the data collected at this stage. While the authors believe that the conclusions suggested in this report should 
  
  
  
  be of interest to all those concerned with international exchange programs, they wish to emphasize at the 
  
  
  
  outset the tentativeness of results from any pilot program. Basically, until both the instruments and overall 
  
  
  
  work plan of a study such as this can be evaluated and modified, it would be foolhardy to attempt to draw firm 
  
  
  
  conclusions. They present a program of research in progress, both with regard to approach and results. In 
  
  
  
  Chapters 1 and 2 methodology used and the development of the research program are described. Chapters 3, 4, 
  
  
  
  5, and 6 represent the results of their analysis at this stage. Chapter 7 concludes with suggestions for future 
  
  
  
  studies and recommendations on how to strengthen international understanding through study abroad.[JCK]
Lamet, S.A., & Lamet, M.S.(1981). The impact of international exchanges on
university students. International Understanding at School, 41, 7-8. 
  
  
  
  Paris: UNESCO. [I-065] 
  
  
  
  
  
  
  
  In an effort to answer the questions of how and what the experience of international educational exchange 
  
  
  
  contributes to the lives of participants, the International Programs Office at the University of Massachusetts, 
  
  
  
  assisted by a grant from UNESCO, carried out a survey of participants in its own reciprocal exchange 
  
  
  
  arrangements during the 1978-79 academic year. 
  
  
  
  he goal of this pilot study was to determine what kind of measurable short-term impact a year abroad 
  
  
  
  had on participants in this exchange program. The method of inquiry involved questionnaires administered 
  
  
  
  prior to departure and upon return, and a number of tape-recorded seminar sessions during the course of the 
  
  
  
  students' year overseas. The questionnaires were designed to measure the assimilation of factual and cultural 
  
  
  
  knowledge of the students' host countries or regions. A particular effort was made to find out what the 
  
  
  
  students knew about the country and area in which they were studying. 
  
  
  
  Seminars with the exchange students were held three times during the year. They were intended to 
  
  
  
  allow for more nuanced expression of views and complemented the factual data obtained from the 
  
  
  
  questionnaires. Although the project was initially conceived rather broadly to include a diverse group of 
  
  
  
  participants, the best results were obtained from the U.S. students who attended universities in the United 
  
  
  
  Kingdom. The questionnaires, which for this group measured the students' awareness of European politics, 
  
  
  
  economic life, and culture, demonstrated that in all three of these areas the exchange participants were 
  
  
  
  markedly affected by their experience. 
  
  
  
  The study also attempted to determine whether the ethnocentricity of students shifted by examining 
  
  
  
  three areas: cultural provincialism, economic provincialism, and political provincialism. Findings indicated 
  
  
  
  that in the areas of cultural and political provincialism significant shifts occurred in the students' ethnocentric 
  
  
  
  views, but that this did not hold true for the area of economic provincialism. The study also demonstrated that 
  
  
  
  the exchange year modified individuals' views in the direction of an increased sensitivity to and sophistication 
  
  
  
  toward other countries.[JCK]
Lamet, S.A., & Lamet, M.S. (1982, May). The effects of study abroad on students.
Paper presented at the meeting of the National Association for Foreign Student 
  
  
  
  Affairs, Seattle, WA. [I-064] 
  
  
  
  
  
  
  
  Some of the general conclusions that can be drawn from this very brief and selective summary of some of the 
  
  
  
  findings for University of Massachusetts study abroad participants are: 1) perceived results of study abroad are 
  
  
  
  clustered in basically four general areas relating to character building, gaining confidence, broadening one's 
  
  
  
  horizon, and becoming more adaptable; 2) other benefits of study abroad, directly related to the study 
  
  
  
  experience and to career employment, are also present, but seen as secondary in the respondents' mind. This, 
  
  
  
  the authors note, is in contrast to educational systems elsewhere that demand an undergraduate student give 
  
  
  
  more attention to his or her academic subject and career direction at a much earlier age.[JCK]
Lamet, S.A., & Lamet, M.S. (1982, November). The impact of study abroad on
selected groups of students. Paper presented at the meeting of the Council 
  
  
  
  on International Educational Exchange, New York. [I-063] 
  
  
  
  
  
  
  
  The authors' need for this paper resulted from the feeling that they should have a better understanding of a 
  
  
  
  broader sample of students from the University of Massachusetts who went abroad as part of their 
  
  
  
  undergraduate years, not only for the authors' own information, but also with the hope that their findings 
  
  
  
  might lead others to pursue further and perhaps collaborative studies involving a much larger data base than 
  
  
  
  they had hoped to survey themselves. 
  
  
  
  A questionnaire was devised and sent to 764 study abroad participants from the University of 
  
  
  
  Massachusetts for the period 1969-79. The questionnaire focuses on four general areas: 1) personal 
  
  
  
  information about the student and the program he or she participated in; 2) the student's motivation for 
  
  
  
  studying abroad; 3) the student's evaluation of his or her study abroad experience; and 4) the student's 
  
  
  
  perceptions of the experience's impact both on later academic and career goals and on the student's personal 
  
  
  
  development. Data from the questionnaire was computerized and analyzed using SPSS (the Statistical Package 
  
  
  
  for the Social Sciences). 
  
  
  
  It was found that a majority of the respondents (62%) attached a great deal of importance to their 
  
  
  
  experience outside the classroom. Likewise, a very large number of respondents perceived the most important 
  
  
  
  result of their experience as falling in areas relating to character development, gaining confidence, broadening 
  
  
  
  one's horizon, and becoming more adaptable.[JCK]
Lampo, J.M. (1985). Successful re-entry: Assisting American students in readjusting
to their home campus after study abroad. Unpublished manuscript. [C-008] 
  
  
  
  
  
  
  
  It is the author's thesis that in the past twenty years as America's awareness of the growing global 
  
  
  
  interdependence increased, more and more colleges and universities initiated study abroad opportunities for 
  
  
  
  students. These institutions have made significant efforts to prepare students for their overseas experience, but 
  
  
  
  few have tended to the difficulties of students upon their return from overseas. Because successful re-entry 
  
  
  
  will allow students to continue building on their study abroad experience, and because the re-entry transition 
  
  
  
  is an opportunity for continued growth and development, it is time that colleges and universities discover what 
  
  
  
  the re-entry phenomenon is and how it affects students, and accept their responsibility to develop the 
  
  
  
  necessary support efforts to assist students in this "end" of the overseas experience.[JCK]
Lank, H.P. (1983). Coming home: An inquiry into the re-entry experience of
students who studied abroad. Unpublished manuscript. [I-026] 
  
  
  
  
  
  
  
  This report attempts to answer several questions, like: Which students are most likely to have re-entry 
  
  
  
  problems? Which variables are important in determining the nature of the returning students' re-entry 
  
  
  
  experiences? Do returning students suffer from "reverse culture shock"? What kinds of problems do returning 
  
  
  
  students have? What can colleges do to ease the re-entry of their students? 
  
  
  
  From the author's review of the literature on culture shock, culture, and social psychology, a number 
  
  
  
  of hypotheses emerged from which questionnaire and interview questions were developed. The study was 
  
  
  
  predominantly qualitative-the focus was on: (1) the feelings and attitudes of the students before they left, 
  
  
  
  while they were abroad, and when they returned, (2) the process of personal change and growth, (3) the 
  
  
  
  process of reintegration and re-entry, and (4) the factors that created a great diversity of re-entry experiences. 
  
  
  
  Culture shock was found to be disturbing, and reactions to it ranged from total assimilation to 
  
  
  
  rejection of the "new" [home] culture. There were stages in "reverse culture shock"; they resembled Garza-
  
  
  
  Guerrero's stages in culture shock of mourning for the abandoned culture, cultural (re-) encounter, working 
  
  
  
  through the problems, and reintegration. And, like culture shock, the "reverse culture shock" at the college 
  
  
  
  could be seen in both a negative and a positive light. 
  
  
  
  The author makes several suggestions for the ways that the re-entry problems of returning students 
  
  
  
  might be made less painful, making the reader remember, however, that the pain cannot be avoided altogether, 
  
  
  
  and that it should be seen as a sign of growth and development.[JCK]
Lauwerys, J.A., Nagai, M., & Taylor, H. (1967). National differences in the approach
to knowledge-Implications for the planning of exchange programs. Occasional 
  
  
  
  Papers on International Educational Exchange, 6. New York: CIEE. [O-095]
Leonard, E. (1959). Selected general education outcomes, foreign travel and
study (Doctoral dissertation, Adelphi College, 1959). Dissertation Abstracts 
  
  
  
  International, 1644. [I-016] 
  
  
  
  
  
  
  
  This study was undertaken with several purposes in mind: 1) to review the foreign travel and study program at 
  
  
  
  Adelphi College; 2) to find out what methods of evaluation had been used by scholars in determining the 
  
  
  
  effects of foreign travel and study; 3) to apply those methods of evaluation which were suitable, as well as 
  
  
  
  devising additional ways, for evaluating foreign travel and study. The principal method used in this study 
  
  
  
  consists of before-and-after measurements of attitudes, opinions, general and specific knowledge, and 
  
  
  
  language facility of American college students from the metropolitan New York area who went abroad during 
  
  
  
  the summer and fall of 1957. Pertinent subjective data are also presented. 
  
  
  
  Subjects in the study for whom both before-and-after data as well as subjective data were obtained 
  
  
  
  consisted of 14 students who had completed their junior year of college, and who were preparing to teach. 
  
  
  
  Their goals, to be achieved through foreign travel and study, and those of their instructor were ascertained and 
  
  
  
  integrated. 
  
  
  
  Attitude and opinion scales used were the C-R Opinionnaire (published by the Character Research 
  
  
  
  Association of Washington University, St. Louis, MO), the Dimensions Scale used by Hilda Taba, the Study 
  
  
  
  of Values by Allport-Vernon, and the Ethnocentrism, Fascism, and Political-Economic Conservatism Scales 
  
  
  
  from Adorno. Other tests consisted of questions from the Inventory of American Orientation from Syracuse 
  
  
  
  University's Maxwell Graduate School, and devised by the author, a general knowledge test, free-hand and 
  
  
  
  outline map tests, and language questionnaires. Subjective data consisted of statements made by the students 
  
  
  
  in their essays, diaries, written evaluations, progress reports, notebooks, and other assignments.
  
The principal findings and implications of the study are the following: 
    
    
    
    1. The students as a group were slightly less conservative after the trip abroad in that they strove more for new 
    
    
    
    values rather than conserving old values; in other words, a general liberalizing of attitudes was evident. 
    
    
    
    2. The students as a group retained their stereotype of the "ideal" national culture, slightly changed their 
    
    
    
    opinion of their own country (U.S.), and re-aligned their views of a foreign culture (France) after they returned 
    
    
    
    from abroad. In general, the characteristics they assigned to European countries (England, France, Germany, 
    
    
    
    and Italy) indicated greater understanding and less prejudice. 
    
    
    
    3. The students had slight knowledge of the geography of Europe before embarking for Europe. After traveling 
    
    
    
    abroad, all the students demonstrated gains in their knowledge of Europe. These gains were not the result of 
    
    
    
    formal study. 
    
    
    
    4. Students who attended a foreign-language-speaking university improved their understanding and skill in 
    
    
    
    that language. Although gains were not noted by the faculty for those students who briefly traveled through 
    
    
    
    foreign-speaking countries, gains were reported by the students in terms of attitudes, renewed interest in 
    
    
    
    foreign languages, and in some cases regret that they had not mastered a language combined with 
    
    
    
    determination to learn one at the earliest opportunity. 
    
    
    
    5. There was no statistically significant change in the ethnocentrism or authoritarianism of the group. There 
    
    
    
    was, however, a statistically significant reduction in political-economic conservatism. Writings by the students 
    
    
    
    indicated a reduction in ethnocentrism. They reported verbally (in seminars) a decrease in authoritarianism 
    
    
    
    several weeks after their return home. 
    
    
    
    6. The students gained in self-perception according to their writings. The profile of the values of students 
    
    
    
    (Allport-Vernon: A Study of Values) remained fairly stable. 
    
    
    
    7. Without exception, the students gained in their general knowledge of the current affairs, important persons, 
    
    
    
    and the problems of the area visited. These gains were not the result of formal classroom work.[AUT]

Leonard, E.W. (1964). Attitude change in college programs of foreign study
and travel. Educational Record, 45, 173-181. [I-027] 
  
  
  
  
  
  
  
  This study examined the impact of an eight month W. European study abroad experience on attitudes of 85 
  
  
  
  students at a small liberal arts college; the program incorporates extensive pre-departure training for study 
  
  
  
  abroad students. Attitude change was measured by the C-R opinionnaire before and after the overseas 
  
  
  
  experiences. Results of analysis suggested that attitudes of the most conservative students changed most, most 
  
  
  
  liberal students changed least. Study also examined the impact of background variables on changes in attitude 
  
  
  
  (gender, age, religion, IQ, SES, country of study). Only age was found to be related with older students 
  
  
  
  changing more than younger. Substantial attitude change can be induced in a program that emphasizes 
  
  
  
  orientation for foreign travel and study.[JM]
Ley, H. de. (1975). Organized programs of study in France: Some contributions
of stranger theory. French Review, 48(5), 836-847. [O-055] 
  
  
  
  
  
  
  
  This paper suggests applications of one social science theme, that of stranger theory and stranger anxiety, to 
  
  
  
  the areas of orientation and travel, the famille d'accueil system, the function of the participant group, and 
  
  
  
  finally the goals of organized study abroad. His observations are based on attempts to apply some recent 
  
  
  
  publications to direction of one organized study program in France, the Illinois Year Abroad Program in 
  
  
  
  France. 
  
  
  
  Possible objections to inappropriate organized travel are compelling since, the author suggests, 
  
  
  
  stranger anxiety is best overcome not by intensive experience of the foreign environment but by self-definition 
  
  
  
  within it. It is further argued that adaptation during an academic year in France need not reasonably imply 
  
  
  
  rejection of American culture. Neither must it imply guilt or self-deprecation because of features of American 
  
  
  
  culture which inevitably remain a part of themselves. As such, their appropriate adaptive model is not the 
  
  
  
  immigrant but the cosmopolitan "marginal man." Such an analysis is an invitation to redefine and perhaps limit 
  
  
  
  the notion of total immersion for student participants in light of the real conditions of organized study abroad. 
  
  
  
  The most appropriate course, in terms of the teachings of stranger theory, the paper concludes, is to 
  
  
  
  use program resources and institutions adaptively, in pursuit of a specifically cosmopolitan goal of adaption to 
  
  
  
  a new environment abroad.[JCK]
Littmann, U. (1980, November). Research in international exchange: Why?
Paper presented at the U.S.-German Conference on Research on Exchanges, 
  
  
  
  Bonn, West Germany. [R-013] 
  
  
  
  
  
  
  
  This paper identifies some major research areas which may lead to joint cross-national research projects. The 
  
  
  
  five potential research areas are purely scholarly interests, policy interests, accountability and self-study, 
  
  
  
  interest in planning, and a secondary area, but not to be forgotten, personal interest. In concluding, the author 
  
  
  
  pleads for tolerance: we cannot rely on any conventional wisdom, on common terminology, or on assuming 
  
  
  
  that we know what each one of us is after. Not only the subject of this research, but the research itself is a 
  
  
  
  cross-cultural experience.[JCK]
Lovejoy, E. P. (1980). Learning exercises. Unpublished draft. [C-017]
These learning exercises are intended to enforce the material covered in a planned book. They deal mainly 
  
  
  
  with intercultural encounters and cover topics such as ethnocentrism on the part of the student once in the 
  
  
  
  foreign environment.[JCK]
Lovejoy, E. P. (1980). Red flags: A technique for improved observation and
analysis for people in a new culture. Unpublished manuscript. [C-018] 
  
  
  
  
  
  
  
  In this draft for a planned book on intercultural encounters, the author points out several "red flags," positive 
  
  
  
  as well as negative ones. The basic message is that subjective reactions can be used as signals, or red flags, to 
  
  
  
  alert the person who has the reaction that there may be a difference between the two cultures, and that a bit of 
  
  
  
  exploration is in order. The point is made that not all red flags have to be negative ones. Important problems 
  
  
  
  can also arise when we mistakenly think that something especially pleasant is intended, and we are wrong. 
  
  
  
  The draft also alerts the reader to the fact that judgments which result from an inappropriate 
  
  
  
  application of the meaning rules of your home culture to the events in a new culture, can create powerful 
  
  
  
  barriers to good communication, and advises the reader to look for parallels between the two cultures in order 
  
  
  
  to make progress in understanding both.[JCK]
Lowenstein, J., & Taylor, M.L. (Eds.). (1976). Study in the American Republics.
New York: Institute of International Education. [G-016]
Lulat, Y.G-M. (1984). International students and study-abroad programs: Bibliography.
Comparative Education Review, 28(2), 300-339. [R-015] 
  
  
  
  
  
  
  
  The material in this bibliography was published from 1975 to November 1983. The 1975 cutoff date was 
  
  
  
  determined on the basis of the fact that Spaulding and Flack's bibliography covers the period up to 1974. Two 
  
  
  
  sets of concerns that are sometimes associated with international students have been largely ignored in this 
  
  
  
  bibliography: those pertaining to the phenomenon of brain drain, that is, the migration of talent (usually from 
  
  
  
  the Third World to the advanced industrial nations), and those pertaining to the teaching of English (or any 
  
  
  
  other language) as a second language. The reason for the omission of material relating to these two areas is 
  
  
  
  that neither area concerns international students exclusively. Brain drain and second language issues may or 
  
  
  
  may not involve international students. In other words, the material covered in this bibliography is limited to 
  
  
  
  issues that are intrinsic to the condition of being an international student. Also left out of the bibliography are 
  
  
  
  dissertations, for outside the United States there are very few dissertations that have been done on 
  
  
  
  international students, and those within the United States (mostly on either attitudes or needs of international 
  
  
  
  students in the United States) are easily accessible in Dissertation Abstracts International. Unpublished 
  
  
  
  conference papers have not been included either-some of these can be found in the Resources in Education 
  
  
  
  index. The bibliography has been divided into 33 sections and each section further divided, where necessary, 
  
  
  
  into two subsections: articles and monographs (books, reports, etc.).[JCK]
Lundstedt, S., & McEvoy, T.L. (1967). Selecting personnel for overseas
programs. Occasional Papers on International Educational Exchange, 
  
  
  
  7. New York: CIEE. [O-096]
Marion, P.B. (1974). Evaluation of study abroad. Washington, DC: National
Association for Foreign Student Affairs. (Eric Document Reproduction 
  
  
  
  Service No. ED 089634). [I-028] 
  
  
  
  
  
  
  
  Although the practice of journeying to a foreign country for educational purposes has an ancient history, it has 
  
  
  
  only recently had a great impact on American higher education. A rapid increase in the number of programs 
  
  
  
  and the number of student participants began in the mid-1950s and continues presently. This research project 
  
  
  
  was conducted during the 1972-73 academic year with students who participated in study abroad programs. Its 
  
  
  
  purpose was to increase the understanding of the effects of study abroad on American students. Participants 
  
  
  
  represented a variety of backgrounds, interests, and characteristics, and most were juniors. The claims that 
  
  
  
  study abroad results in significant changes toward more international, liberal, openminded, self-confident 
  
  
  
  attitudes were not supported by the study's findings. Also, Theory that direct contact with a foreign people 
  
  
  
  results in more positive attitudes toward them was not only not supported, but the opposite result was 
  
  
  
  discovered. The results indicate that student's perceptions of the host country became more realistic and, 
  
  
  
  therefore, less positive during the stay abroad. This research project was designed to accomplish the following 
  
  
  
  purposes: to indicate what types of students change in what ways; as an aid in the selection of students for 
  
  
  
  study abroad; to indicate the relationships between certain experiences and situations while abroad with 
  
  
  
  attitude and value changes; as an aid in structuring study abroad programs; and to stimulate further research in 
  
  
  
  this field. [JCK]
Markovits, A.S., & Keeler, J.T. (1978). The Euro-consciousness of American
college students: A survey of knowledge and attitudes at five "elite" institutions. European Studies Newsletter, 7(6), 1-22. [I-029] 
  
  
  
  
  
  
  
  This paper focuses on a group which, while not entirely dissimilar to the larger population, is admittedly 
  
  
  
  atypical and for that very reason of particular interest: students with an expressed interest in Western Europe 
  
  
  
  at what may vaguely be defined as "elite" institutions situated in the Northeastern United States. 
  
  
  
  These students tend to have traveled to Europe. 
  
  
  
  A survey was administered in September 1977 to 329 undergraduates enrolled in Europe-related 
  
  
  
  political science and history courses at Columbia, Cornell, Harvard, Middlebury, and Wesleyan. The fifty-
  
  
  
  question survey was conducted prior to the commencement of the courses to assure that the attitudes 
  
  
  
  expressed would be more reflecting of underlying impressions and less reflective of a particular course or 
  
  
  
  professor. 
  
  
  
  With respect to knowledge, it seems likely that their Euro-consciousness is unevenly developed. The 
  
  
  
  data appear to indicate, however, that increased contact with Europe does make an attitudinal difference. 
  
  
  
  Casual travel and especially extended stays within Europe seem to increase not only knowledge of, but also 
  
  
  
  affection for Europe. Even contact of the indirect variety-exposure to the European press-looks to be at least 
  
  
  
  somewhat promising as a tactic for raising Euro-consciousness.[JCK]
Martin, J.N. (1986). Communication in the intercultural re-entry: Student
sojourners' perceptions of change in re-entry relationships. International 
  
  
  
  Journal of Intercultural Relations, 10, 1-22 [I-030] 
  
  
  
  
  
  
  
  This study is a first attempt to examine one aspect of the re-entry process that has been mentioned in the 
  
  
  
  literature and discussed by many returning sojourners. It examines the change in sojourners' relationships 
  
  
  
  which occur as a result of their intercultural experience. The results seem to indicate that in the transition 
  
  
  
  period of re-entry, when students are readjusting back to life at the university, grappling with new found 
  
  
  
  independence, beliefs, attitudes, etc., that they do not get the support needed from the friends whom they 
  
  
  
  considered to be the most important to them before they left. The results also indicate that there may be a 
  
  
  
  difference in the degree of change and the kind of change that occurs in the relationships depending on the 
  
  
  
  type of relationship. Sojourners reported that the relationships with parents (especially mothers) were 
  
  
  
  improved after they returned from abroad. On the other hand, relationships with significant others (romantic) 
  
  
  
  and with friends were reported to have changed in a negative way. 
  
  
  
  Independence was a common reason given for change and was reacted to positively by parents, 
  
  
  
  resulting in a more adult relationship with them, but seemed to be a negative factor in the relationship with 
  
  
  
  significant others and friends. The sojourners reported that they now felt confined in relationships since they 
  
  
  
  had become more independent. The data also suggests that there is a potential for growth in romantic 
  
  
  
  relationships but that this may occur over a long period of time and may necessitate a period of frustration and 
  
  
  
  difficulties after re-entry. 
  
  
  
  Finally, the results suggest that the sojourners in this study found their most meaningful 
  
  
  
  relationships with friends to have changed negatively as a result of their intercultural experience. The only 
  
  
  
  relationships that seemed to have improved as a result of their experience were friendships with those persons 
  
  
  
  who had similar overseas experience, or relationships with older brothers, sisters, and parents. [JCK]
Masters, R.D. (1971). Toward improved Franco-American university exchanges.
Occasional Papers on International Educational Exchange, 17. New York: 
  
  
  
  CIEE. [O-104]
McCormack, W. (1969). Student exchange as instrument of international
understanding. International Educational and Cultural Exchange, 
  
  
  
  5, 27-31. [O-056] 
  
  
  
  
  
  
  
  The role of student exchange as a force contributing to international understanding and good will is examined. 
  
  
  
  The assumption that student exchange is not a decisive factor in improving international relations has two 
  
  
  
  faulty assumptions: 1) about the nature of international relations and 2) about the nature of the cross-cultural 
  
  
  
  process. The outcomes of study abroad that affect international cooperation and affiliation are: 1) facility or 
  
  
  
  fluency in the language of the host country, 2) increased personal knowledge about the host society, 3) greater 
  
  
  
  understanding of the students' own society, and 4) development of enduring friendships with citizens of other 
  
  
  
  countries.[HDW]
McCormack, W. (1976). Problems of American scholars in India. Asian Survey,
 16(11), 1064-1080. [P-008] 
  
  
  
  
  
  
  
  The purpose of this article is to examine the implications of the 1972 guidelines issued by the Indian 
  
  
  
  government and the declaration of the State of Emergency three years later. Basically the guidelines were to: 
  
  
  
  (1) sharply reduce the number of foreign postdoctoral fellows from 60 to 70 per year to a maximum of 20; (2) 
  
  
  
  require foreign faculty who wished to spend their sabbatical in India to obtain formal invitations from Indian 
  
  
  
  universities; (3) prohibit foreign students, particularly undergraduates, from enrolling on a "casual basis," 
  
  
  
  requiring that they be fully enrolled in Indian universities; (4) require Ph.D. candidates to be enrolled and to 
  
  
  
  sit for examinations in degree programs in Indian universities; (5) forbid the appointment of resident directors-
  
  
  
  Indian or American-of foreign programs; (6) require that the leaders of short term summer programs be Indian, 
  
  
  
  and that the number of programs be reduced from approximately 25 per year to a maximum of ten; (7) prohibit 
  
  
  
  foreign scholarship on "problems relating to border areas, tribal areas, and other sensitive areas; sensitive 
  
  
  
  political, regional, social (including communal and religious) themes, defense and security matters and any 
  
  
  
  other field in which special restrictions may be imposed from time to time." 
  
  
  
  In practical terms, the author points out, the guidelines have made graduate students and senior 
  
  
  
  scholars more wary about their choice of research topics so as to facilitate earlier visa approval. In terms of 
  
  
  
  impact of the new policies on student programs, the effects have been differential. The Wisconsin and 
  
  
  
  University of the Pacific's Callison College programs both closed down for a time after the promulgation of 
  
  
  
  the guidelines. On September 26, 1973, a government spokesman announced that the policies were to be 
  
  
  
  modified, two weeks after a New York Times editorial prompted a wave of protest.[JCK]
McEvoy, T. T. (1968). Cosmopolitanism: An opportunity for higher education
in a shrinking world. Journal of Higher Education, 39, 84-91. [I-054] 
  
  
  
  
  
  
  
  "Cosmopolitanism" is described as one human growth potential in personal development, the disposition to 
  
  
  
  view events, ideas, values, and persons (including oneself) in a relativistic way. The potential for 
  
  
  
  cosmopolitanism is seen in study abroad students who have successfully encountered and mastered a cross-
  
  
  
  cultural experience. Several examples of study abroad students who were successful and others who were 
  
  
  
  unsuccessful in achieving cosmopolitanism are presented. Finally, several social and individual barriers to 
  
  
  
  development of cosmopolitanism are presented and discussed.[JM]
McGhee, M. E. (1983). An assessment of the relation between study abroad
and cognitive development. Unpublished master's thesis, Southern Illinois 
  
  
  
  University, Carbondale, IL. [M-012] 
  
  
  
  
  
  
  
  The purpose of this study was to explore the relationship between study abroad and cognitive development as 
  
  
  
  measured by Allen's assessment of Perry position. Subjects selected were University of California 
  
  
  
  undergraduates who participated in three U.C. study abroad programs in France, or who studied on their home 
  
  
  
  campus in California. Findings were to describe the changes in the students' developmental position over the 
  
  
  
  academic year. 
  
  
  
  The major findings of this study show no significant difference in the amount of change in cognitive 
  
  
  
  developmental level experienced over an academic year by the undergraduates who studied abroad and by 
  
  
  
  those who studied at home in America. There was a significant difference between students from the study 
  
  
  
  abroad group who started off at different developmental positions. The students who started off with the 
  
  
  
  lowest pre-test scores showed the greatest change, while those who had higher scores actually showed a 
  
  
  
  tendency to regress on the post-test.  
  
  
  
  The findings from this study suggest that study abroad does not in general accelerate the cognitive 
  
  
  
  development of most participants. However, students studying abroad who start off at lower developmental 
  
  
  
  positions appear to change more than those who begin at higher levels. It may be speculated that the 
  
  
  
  experience of studying abroad meets the developmental needs of students at lower positions better than those 
  
  
  
  starting out further along. Further study needs to be made to explore this relationship more fully. This study 
  
  
  
  recommends further research which would compare students at lower developmental positions who study 
  
  
  
  abroad with comparable students at home.[JCK]
McGuigan, F.J. (1958). Psychological changes related to intercultural
experience. Psychological Reports, 4, 55-60. [I-055] 
  
  
  
  
  
  
  
  The purpose of this study was to determine whether intercultural experience affects various personality facets. 
  
  
  
  Experimental subjects were 49 female students from a small private college who studied in Paris for a 
  
  
  
  semester, lived with French families for a time, and then traveled through Europe for summer vacation. The 
  
  
  
  experimental group completed a battery of tests before and after their overseas experience, including the Study 
  
  
  
  of Values, the Security-Insecurity Inventory, the Bogardus scale of Social Distance, the World-mindedness 
  
  
  
  scale, and several others. Their scores were compared to those of a nonstudy abroad control group. Results 
  
  
  
  suggest that intercultural experiences lead to only two personality modifications that do not occur as a result 
  
  
  
  of living at home: 1) development of higher social values, 2) development of more submissive social 
  
  
  
  adjustment. It may be concluded that modifications of the personality as a result of intercultural experiences 
  
  
  
  are relatively rare.[JM]
McIntyre, P.A. (Ed.). (1980). Study and teaching opportunities abroad (HEW
Publication No. 79-19301). Washington, DC: U.S. Government Printing Office. 
  
  
  
  [G-010] 
  
  
  
  
  
  
  
  This booklet provides some useful perspectives as well as specific sources of information and assistance for 
  
  
  
  undertaking various kinds of educational experiences abroad. The present edition provides current [1980] 
  
  
  
  information about overseas travel and study in response to the continuing interest of Americans in the cultures 
  
  
  
  and the activities of other nations as part of a growing awareness of the inescapable realities of 
  
  
  
  interdependence in the modern world. It does not provide detailed answers to specific questions but rather, it 
  
  
  
  is designed to refer the reader to the most appropriate sources of assistance. Each bibliographic reference in 
  
  
  
  this booklet includes an address from which one can obtain the material or publication listed and at what 
  
  
  
  price. The major headings include topics such as "Study Abroad," "How to Evaluate Overseas Study-Travel 
  
  
  
  Programs," "Federal Financial Assistance," and "Teaching Abroad."[JCK]
McKeown, B., & Craig, R.B. (1978, February). Impact on student attitudes:
Mexican experience. Paper presented at the meeting of the International 
  
  
  
  Studies Association. [I-031]
Melchiori, A., & Slind, M.G. (1987). Relationships of undergraduate study
abroad and subsequent academic performance. Unpublished manuscript. 
  
  
  
  [I-062] 
  
  
  
  
  
  
  
  Foreign study as it is conducted by United States universities is meant to be an academic experience. The 
  
  
  
  study was an exploration of the relationships between foreign study as an undergraduate and grade point 
  
  
  
  averages, patterns of foreign language study, and selected academic factors. 
  
  
  
  Five groups were used in the study. The first study group was composed of 62 students who had 
  
  
  
  studied abroad for a full academic year. The second study group was composed of 60 students who had spent a 
  
  
  
  single semester program abroad. Comparison groups 1 and 2 were stratified random samples of undergraduates 
  
  
  
  from Washington State University who had not participated or expressed an interest in study abroad. The 
  
  
  
  numbers of students in these groups were the same as the respective study groups. The fifth group was 
  
  
  
  composed of 58 students who had been accepted for study abroad at WSU, but who had chosen not to 
  
  
  
  participate. 
  
  
  
  The results were that students who studied abroad had higher GPAs after their experience than 
  
  
  
  students who did not go. Those who studied abroad for a full academic year also had a higher mean final GPA 
  
  
  
  than the students who had been accepted for study abroad but did not participate. The students who studied 
  
  
  
  overseas enrolled for greater numbers of foreign language credits after their return to campus and spent a 
  
  
  
  greater length of time working towards their bachelors degrees. The group which spent a full year in study 
  
  
  
  abroad also had a greater number of students who had scholarships, honors at graduation, and honorary 
  
  
  
  society memberships. No relationships were found between study abroad and the numbers of changes in 
  
  
  
  academic major, numbers of students who had taken graduate level classes, or earned advanced degrees.[AUT]
Merritt, R.L. (1972). Effects of student exchange. In R.L. Merritt (Ed.), Communication
in international politics (pp. 65-94). Carbondale, IL: University of Illinois 
  
  
  
  Press. [I-060]
Morgan, E.E., Jr. (1972). The American college student in Switzerland. A study
of cross-cultural adaptation and change (Doctoral dissertation, University 
  
  
  
  of Pittsburgh, 1972). Dissertation Abstracts International, 33, 592A. 
  
  
  
  [I-032] 
  
  
  
  
  
  
  
  This was a study of the cross-cultural adaptation and change of 44 American college students in Basel, 
  
  
  
  Switzerland. The purpose was to carry out an in-depth analysis of the personal and educational growth and 
  
  
  
  development of the participants. The basic question researched was-what do varied educational experiences 
  
  
  
  such as study abroad mean to the individual? To answer this question the foci of the study were on: change in 
  
  
  
  values and attitudes; student assessment of impact; and adaptation patterns. Data was secured by using value-
  
  
  
  attitude scales, interviewing, and participant observation. The approach used was interdisciplinary drawing 
  
  
  
  strategy, techniques, and analytical tools from social psychology and anthropology. 
  
  
  
  Three value-attitude scales were administered before and after the experience. It was found that 
  
  
  
  although group change was minimal and only significant in a few areas, in contrast, individual change and 
  
  
  
  change relating to student clusters or types was extremely high. Individuals and clusters of individuals made 
  
  
  
  exceptionally large changes on all the scales and this conclusion seems plausible-the nature and degree of 
  
  
  
  change depends on an individual's developmental history and without specific intervention change may be 
  
  
  
  positive or negative. 
  
  
  
  Students' perceptions about change and change agents were assessed by asking each student to 
  
  
  
  elaborate on how and what forces influenced or changed them. This data was recorded on tapes and 
  
  
  
  transcribed to allow for content analysis. Students talked about change at length and over 490 kinds and a 
  
  
  
  dozen agents of change were categorized. According to student responses over 76% of all change occurring 
  
  
  
  was the result of family, leaving home, peer, and travel influence. One of the most uncomfortable findings was 
  
  
  
  the importance of academics as change agents. Academic influence accounted for only 3% of all change 
  
  
  
  mentioned. This raises severe questions about the justification of academics as a major component of the 
  
  
  
  program. 
  
  
  
  Adaptation patterns were assessed by isolating and rating students on 22 variables. Ratings were 
  
  
  
  made on a five-point scale and comparisons were made to find similarity among individuals. A 
  
  
  
  multidimensional scaling procedure was used with a hierarchical clustering scheme to arrive at a typology. 
  
  
  
  Four types of clusters of students were extracted through the use of a computer program, and a type definer 
  
  
  
  was selected as a case study for each type. 
  
  
  
  The important points to be stressed about student adaptation are made explicit by examining the two 
  
  
  
  extreme types-the cultural relativists (type A) and the culture opposites (type E). Each adapted differently to 
  
  
  
  the cross-cultural experience so that it became a different kind of learning experience for each individual. The 
  
  
  
  valued outcome simply stated is to have the individual acquire the ability to cope, adapt, and to empathize 
  
  
  
  with people who are different. Type A, the cultural relativist was better able to do this as compared with Type 
  
  
  
  E, the cultural opposite. Adaptation for the cultural opposite meant closer ties with American peers, an intense 
  
  
  
  nostalgia for home, and a heightened nationalism as opposed to a movement toward global loyalties. 
  
  
  
  It was found that in achieving the valued outcome some experiences are more profitable to 
  
  
  
  individuals or clusters of persons than others. Although the patterns of adaptation may depend on what the 
  
  
  
  person brings with him or her in terms of developmental history, cultural baggage, images of the host and 
  
  
  
  home country, it was found that this could and should be modified to provide better learning opportunities for 
  
  
  
  all participants in study abroad programs.[JCK]
Morgan, E.E., Jr. (1975). Study abroad: A process of adaptation and change.
International Review of Education, 21, 207-215. [I-024] 
  
  
  
  
  
  
  
  American students participating in a study abroad program in Switzerland were studied over a three-year 
  
  
  
  period (1968-70) to determine what behavior patterns associated with the cross-cultural experience maximize 
  
  
  
  learning. A lengthy questionnaire was administered to 80 alumni of the Regional Council for International 
  
  
  
  Education's Study Abroad Program in Basel in the 1968 and 1969 groups and an in-depth study was 
  
  
  
  completed during a nine-month sojourn on 44 students in the 1969-70 group. Students were rated on over 50 
  
  
  
  variables with 22 variables defined precisely. A multidimensional scaling procedure was used with a 
  
  
  
  hierarchial clustering scheme to arrive at a typology of student adaptation. A "cultural relativist" who was open 
  
  
  
  to the experience learned more than the "cultural opposite" who drew closer to American peers in the 
  
  
  
  experience. Implications for program design and student selection are given.[HDW]
Murray, J. R. (1965). Academic study abroad: Its present status. Occasional
Papers on International Educational Exchange, 5. New York: CIEE. [O-094]
Nash, D. (1976). The personal consequences of a year of study abroad. Journal
of Higher Education, 47(2), 191-203. [I-033] 
  
  
  
  
  
  
  
  Using a design involving experimental and control groups, this study evaluates the effect of a year of study 
  
  
  
  abroad on the self-realization of a group of junior-year students in France. The kind of self-realization 
  
  
  
  proposed by ideologues and custodians of such programs is seen to be aimed at producing a liberal-
  
  
  
  international version of a typically modern individual. Using this model as a guide, a series of hypotheses 
  
  
  
  regarding the effects on individuals of a year of overseas study were developed. The tests of these hypotheses 
  
  
  
  involved the comparison of changes in the junior-year group and a group that remained at home. Some support 
  
  
  
  for the hypotheses was obtained from assessments made at the end of the year abroad, but a later assessment, 
  
  
  
  using less than adequate data, suggests that most of the personality changes derived from the overseas 
  
  
  
  experience did not persist after return home. Further research is called for.[JM]
National Advisory Board on International Education Programs. (1983). Critical
needs in international education: Recommendations for action (Report to 
  
  
  
  the Secretary of Education, No. 421 054 4221). Washington, DC: U.S. 
  
  
  
  Government Printing Office. [T-009] 
  
  
  
  
  
  
  
  Recommendations for improving the quality of international education in the U.S.[JCK]
Neuhold, H. (1970, October). Moderne methoden in der wissenschaft der
internationalen beziehungen. Osterreichische Zeitschrift fur Auenpolitik. [R-016] 
  
  
  
  
  
  
  
  This paper investigates and examines modern methods within the science of international relations, a science 
  
  
  
  which in Austria is widely overlooked, and has as its purpose to bring to light the possibilities and limits of 
  
  
  
  modern, in particular quantitative methods in the science of international relations. The methods examined in 
  
  
  
  particular are the method of simulation, content analysis, the measurement of flows of communication, the 
  
  
  
  factor analysis, and the employment of several methods. The author concludes that results using these methods 
  
  
  
  have not, so far, established any significant contribution to that young science. For the most part, knowledge 
  
  
  
  that has been acquired by traditional means is only being strengthened by their employment. 
  
  
  
  Furthermore, the modern methods only scratch the surface. With more or less detail, all they do is 
  
  
  
  grasp the symptoms of international relations. As concerns the reasons and motives that form the basis of the 
  
  
  
  behavior of the participants on an international level, even the followers of quantitative methods depend on 
  
  
  
  speculation. The modern methods, then, are limited to research of secondary phenomena. The result, or 
  
  
  
  conclusion, of this paper is then the demand of this science not to limit itself to the employment of one or the 
  
  
  
  other method, but rather to use the traditional and modern methods side by side since neither of the two 
  
  
  
  approaches alone offers satisfying results.[JCK]
Oberg, K. (1960). Cultural shock: Adjustment to new cultural environments.
Practical Anthropology, 7, 177-182. [C-020] 
  
  
  
  
  
  
  
  The symptoms, characteristics, and nature of culture shock are described.  Tips concerning techniques for 
  
  
  
  overcoming culture shock are given. Interactions of how specific characteristics and attitudes of individuals 
  
  
  
  contribute to culture shock are pointed out.[BBB]
Oldt, E.A. (1968). Antioch education abroad. International Educational and
Cultural Exchange, 4(3), 20-26. [E-017] 
  
  
  
  
  
  
  
  The development of the Antioch study abroad program is described in terms of its history, college and 
  
  
  
  extramural support, and goals to be achieved. Evaluation of the program is made with the main conclusions 
  
  
  
  being that participant responses tended to vindicate college programmatic aims. These data are seen as 
  
  
  
  preliminary, however, as longitudinal assessment is necessary in order to ascertain changes in long-range 
  
  
  
  perspectives.[BBB]
Pace, R. C. (1959). The junior year in France: An evaluation of the University of
Delaware-Sweet Briar College program. Syracuse, NY: Syracuse University 
  
  
  
  Press. [E-019] 
  
  
  
  
  
  
  
  The major basis for the present evaluation of the Delaware-Sweet Briar Junior Year in France program is an 
  
  
  
  attempt to find out what has happened in subsequent years to the students who had spent a year in France as 
  
  
  
  college juniors. Some questions this evaluation raises pertain to continuing interest in foreign affairs and 
  
  
  
  foreign culture, to a greater friendliness being exhibited towards people who are different from themselves, 
  
  
  
  and to what value do the former students attribute to their year in France. The next major question is what 
  
  
  
  kind of people choose to study abroad for a year. The postwar Junior Year Abroad students are then 
  
  
  
  characterized as adaptive, eager, friendly, intelligent, generous, open-minded, and resourceful.  It was further 
  
  
  
  observed that postwar groups are more internationally-minded; and between the two postwar groups the 
  
  
  
  balance of the evaluation tips towards those who had the Junior Year in France experience. Another question 
  
  
  
  raised was what students should learn from such an experience, beyond what they would learn by staying 
  
  
  
  home in an American college. 
  
  
  
  Looking at his own evaluation in retrospect, the author notes that the direct comparisons among the 
  
  
  
  Delaware, Sweet Briar, and Control groups were broadly classified as cultural and political. It is also pointed 
  
  
  
  out that travel by itself cannot be related to the higher attainment of higher performance on most of the 
  
  
  
  objectives included in testing. Viewing the total evaluation of the Junior Year in France reported here, one 
  
  
  
  must conclude that participation in this program makes a difference in the subsequent lives of its alumni. It 
  
  
  
  was noted that the alumni themselves believe strongly that their experience has influenced them in many ways. 
  
  
  
  This belief is confirmed by much of what was revealed through direct inquiry into their activities, interests, 
  
  
  
  attitudes, and opinions as young adults in their local communities.[JCK]
Paige, R.M. (1978, February). Students as sojourners: Research issues and
topics. Paper presented at the regional conference of the National Association 
  
  
  
  for Foreign Student Affairs, Minneapolis, MN. [R-017] 
  
  
  
  
  
  
  
  The purpose of this paper is to examine some of the dominant research issues and topics related to cross-
  
  
  
  cultural research involving U.S. student sojourners as the focus. The assumption that the participants will 
  
  
  
  learn something from the sojourn experience has been subjected to surprisingly little empirical testing. 
  
  
  
  It first defines some of the constraints and limitations which have discouraged the development of a 
  
  
  
  research tradition in this area. Based upon this experience, the author feels that the following represents the 
  
  
  
  major reason for the paucity of sophisticated research: (1) the lack of a dominant theoretical paradigm, (2) the 
  
  
  
  lack of a dominant and commonly-accepted methodological strategy, (3) logistical constraints, (4) the 
  
  
  
  practitioner's lack of research experience and the researcher's lack of applied, program experience, (5) 
  
  
  
  resistance to evaluation research, and (6) the multiplicity of explanatory and learning outcome variables. 
  
  
  
  The paper then proceeds to suggest some potentially interesting learning outcomes which might be 
  
  
  
  assessed and some alternative factors which might be associated with these outcomes in the context of sojourn 
  
  
  
  programs for U.S. students. Summarizing, the author remarks that the opportunity for research is always 
  
  
  
  present although the problems identified in the introductory pages commonly work against the development of 
  
  
  
  effective research enterprises. In the author's opinion, this is unfortunate because sojourn research can have 
  
  
  
  both substantive theoretical importance and practical significance.[JCK]
Paige, R.M. (1984). State of the art research on campus international programming.
ISECSI Bulletin of International Interchanges, 21, 1-10. [O-062] 
  
  
  
  
  
  
  
  This paper focuses on the programming dimension of the 1984 NAFSA conference session on Research, 
  
  
  
  Counseling, Programs, and Policy: A Rubik's Cube. It points to the difficulties most educators have in 
  
  
  
  properly integrating programming, counseling, and policy activities with research. It discusses three selected 
  
  
  
  research studies on the integration of research and programming.[JCK]
Pell, C. (1983, November). Remarks. Speech given at the annual meeting of
the Council on International Educational Exchange, Washington, DC. [O-063] 
  
  
  
  
  
  
  
  This address to the Council on International Educational Exchange in November 1983 discusses the effects of 
  
  
  
  the Fulbright exchanges and the International Visitors Program with specific examples cited. A new exchange 
  
  
  
  program for scientists, scholars, and leaders in environmental science and management is described. The need 
  
  
  
  for adequate funding of these programs is presented.[HDW]
Pelowski, J.F. (1979). A study of the impact of the cross-cultural education
program, the winter term abroad, on the alumnae of Lake Erie College 
  
  
  
  for women from 1953 through 1978 (Doctoral dissertation, Michigan State 
  
  
  
  University, 1979). University Microfilms, No. 15664. [I-035] 
  
  
  
  
  
  
  
  Since 1953, Lake Erie College has required all of its students to spend one term abroad in its established 
  
  
  
  centers in France, Spain, Germany, Italy, Denmark, the Netherlands, or England. Most students participate in 
  
  
  
  the Winter Term Abroad program during the junior year from January through mid-March. Having sent 
  
  
  
  approximately 2,500 students to Europe from 1953-78, the college faculty and administration believe that the 
  
  
  
  sojourn is an important requirement for graduation. The intent of this exploratory study is to ascertain the 
  
  
  
  impact of the sojourn on former alumnae participants. 
  
  
  
  A sample of alumnae was drawn from the total population of graduates from the classes 1954-78. The 
  
  
  
  subjects were sent an extensive questionnaire. Because all students are required to participate in the term 
  
  
  
  abroad, there was no control group of alumnae who did not participate included in the study. Four 
  
  
  
  independent variables were identified as having a potential influence on the effect of the sojourn as stated by 
  
  
  
  the respondents: 1) type of center attended, English-speaking centers or second-language centers; 2) length of 
  
  
  
  stay at Lake Erie College, transfer students or four-year students; 3) academic major, foreign language majors 
  
  
  
  or other academic disciplines; and 4) the General Studies program, alumnae who went through this four-year 
  
  
  
  core curriculum and those who did not. 
  
  
  
  In general, all alumnae assign very high personal value to the sojourn experience. They feel that the 
  
  
  
  term abroad was an integral part of their education and cite personal and social growth as outcomes more often 
  
  
  
  than academic or intellectual outcomes. The variable which seems to play a significant role in the sojourn is 
  
  
  
  the quality of the hostnational family relationship with the student. In this study there is a positive correlation 
  
  
  
  between the degree of comfort in the host family and the alumna's assigned value of the sojourn experience. 
  
  
  
  Although more extensive research is called for, there appears to be a correlation between the type of 
  
  
  
  independent study project and the overall impact of the sojourn. All participants conduct independent study 
  
  
  
  projects while on the sojourn. It seems that those projects which necessitate interaction with host nationals for 
  
  
  
  their completion are likely to have resulted in more positive feelings on the part of the alumna toward the 
  
  
  
  sojourn experience. Greater cognitive and affective learning may result from the conduct of the independent 
  
  
  
  study project if there is a builtin component in the project which requires the student to use the environment 
  
  
  
  and/or human resources in the WTA center as well as library or museum research. 
  
  
  
  Based on the independent variables, alumnae who went to a second language center, alumnae who 
  
  
  
  went through the General Studies program, or alumnae who were transfer students placed slightly higher value 
  
  
  
  on the sojourn than did those who went to English-speaking centers, those who did not have general studies, 
  
  
  
  or those who were four-year students. (The independent variable of academic major was not used in the 
  
  
  
  analysis because of the low number of subjects in the study who majored in a foreign language.) 
  
  
  
  The overall results of the study have brought to the fore the significance of the Winter Term Abroad 
  
  
  
  program for former participants. The overall design of the Winter Term Abroad, as an integral part of the Lake 
  
  
  
  Erie College curriculum, beginning with the students' orientation, term spent abroad, and the reorientation, has 
  
  
  
  provided skills they might not have developed without the sojourn experience. The term abroad has made a 
  
  
  
  difference in the lives of Lake Erie's alumnae and continues to be an experience from which alumnae find both 
  
  
  
  cognitive knowledge and personal resources in their lives. The sojourn is not something that happened last 
  
  
  
  year nor twenty-five years ago: it is continually recreated as a singular event from which further meaning is 
  
  
  
  found as life experiences evolve.[AUT]
Pfnister, A.O. (1969). Evaluation of undergraduate programs. Occasional
Papers on International Educational Exchange, 15. New York: CIEE. 
  
  
  
  [E-031]
Pfnister, A.O. (1970). Improving the educational quality of study abroad
programs: Can standards be established? Occasional Papers on 
  
  
  
  International Educational Exchange, 16. New York: CIEE. [O-103]
Pfnister, A.O. (1971). Evaluation of overseas study programs: Two case studies.
 North Central Association Quarterly, 46(2), 307-313. [I-036] 
  
  
  
  
  
  
  
  The assessment of the value of an overseas experience for U.S. undergraduates presents a challenge to college 
  
  
  
  administrators. Two different approaches to evaluation of such programs are described. The first case study 
  
  
  
  summarizes the impressions of a team that evaluated a unique study abroad experience: Goshen College's 
  
  
  
  study/service trimester. The second case study is a review of the efforts of several study directors who 
  
  
  
  developed evaluation procedures for American programs in Spain, particularly those associated with the 
  
  
  
  University of Madrid. Key issues for evaluating programs are identified, including: problem of integrating 
  
  
  
  academic and experiential components, and lack of quality control of curricula. Suggestions for dealing with 
  
  
  
  these issues are presented and discussed.[JM]
Pfnister, A.O. (1972). Everyone overseas: Goshen College pioneers. International
Educational and Cultural Exchange, 8(2), 1-12. [I-037] 
  
  
  
  
  
  
  
  Goshen college, a small, mennonite college, has developed an innovative study/service abroad program. 
  
  
  
  Participation in this study/service trimester (SST) is required of all Goshen College students, usually during, 
  
  
  
  or immediately following the sophomore year. The SST experience involves groups of 1,525 students with a 
  
  
  
  faculty leader who work in various locations in Central America or the Caribbean. One key issue facing 
  
  
  
  administrators at Goshen is the successful integration of the experiential learning at overseas site with the 
  
  
  
  more traditional learning occurring on the home campus. Other issues emerging from this program are 
  
  
  
  presented and discussed, including: how to maintain academic standards, appropriateness of required 
  
  
  
  participation, successful selection/placement of students, pre-departure orientation, language requirements, 
  
  
  
  and developing effective leadership. Results of ongoing evaluation of the program are also presented.[JM]
Pfnister, A.O. (1972). Impact of study abroad on American college undergraduates.
 Denver, CO: University of Denver. [I-038]
Pfnister, A.O. (1973). The evaluation of study abroad programs of American
colleges and universities. North Central Association Quarterly, 47(4), 
  
  
  
  308-318. [E-020] 
  
  
  
  
  
  
  
  In 1972, an evaluation team appointed by the Federation of Regional Accrediting Commissions of Higher 
  
  
  
  Education (FRACHE) undertook a joint examination of study abroad programs maintained in Madrid, Spain, 
  
  
  
  and Strasbourg, France, by American colleges and universities. The project was significant not only because it 
  
  
  
  involved regional accrediting agencies but also because it was a cooperative venture. 
  
  
  
  The programs that the FRACHE team examined on this evaluation tour were all variations of 
  
  
  
  "halfway house" type programs, an arrangement somewhere between the branch campus and the completely 
  
  
  
  integrated type, in which the student is attached in some way to a foreign university and attends classes taught 
  
  
  
  for the most part by foreign university faculty but receives credits and grades as determined by consultation 
  
  
  
  between the foreign professors and representatives of the American institution.The report furthermore points 
  
  
  
  out that field directors need not necessarily have had previous experience in the country or the city in which 
  
  
  
  the program is located; the terms of their stay, however, should not be less than two years. 
  
  
  
  Studying abroad is not generally considered to be studying at a foreign university: not one of the 
  
  
  
  programs evaluated could properly be said to be a program that enrolls its students in either the University of 
  
  
  
  Madrid, or the University of Strasbourg. The students themselves report limited opportunity to meet with the 
  
  
  
  Spanish students who are enrolled at the University. As concerns the constituent elements in the program, 
  
  
  
  most of the programs include a mixture of study, travel, and independent activities.[JCK]
Pich, E. (No date). L'accueil des etudiants etrangers en France: Elements de
Bibliographie. Lyon: Universite Lyon. [R-014] 
  
  
  
  
  
  
  
  A short bibliography dealing mainly with titles related to foreign students in France. A certain amount of 
  
  
  
  items about foreign students in the U.S., Great Britain, and Germany are also included, the main emphasis, 
  
  
  
  however, being placed on Francophones. Apart from the normal topics such as cultural and course-related 
  
  
  
  items, this bibliography also includes sub-categories like linguistic prerequisites and the legal status of the 
  
  
  
  foreign student in the respective countries.[JCK]
Pierce, B.H. (1979). Junior year in Britain. Philadelphia: Peterson's/Lipincott.
[G-014] 
  
  
  
  
  
  
  
  This is a book about direct enrollment at British universities for the American undergraduate interested in a 
  
  
  
  junior year abroad. It is not about independently sponsored or autonomously run American programs in 
  
  
  
  Britain unless they offer direct access to undergraduate degree courses at a British university. Rather, it is 
  
  
  
  solely a guide to one-year, nondegree study opportunities at British universities for the American 
  
  
  
  undergraduate who is interested in complete but temporary integration into the British university system. 
  
  
  
  Included in this book are 53 university institutions, six of which are branches of the federated University of 
  
  
  
  Wales and twelve of which are branches of the University of London.[JCK]
Price, B.L., & Hensley, T.R. (1978, April). Impact on French students of a study
abroad program. Paper presented at the meeting of the Ohio Modern 
  
  
  
  Language Association, Columbus, OH. [I-039] 
  
  
  
  
  
  
  
  Authors report results of a study of attitude change of students who participated in a Kent State University 
  
  
  
  Geneva Semester program. Study measured the attitudes of students (n=18) before and after the program (self-
  
  
  
  esteem, tolerance for ambiguity, career goals, attitudes toward and interest in international affairs, and 
  
  
  
  attitudes toward the United Nations). Findings revealed that there was little change in world-mindedness and 
  
  
  
  support for UN (however, students scored high on this scale prior to the overseas experience) and only modest 
  
  
  
  increases in self-esteem, tolerance for ambiguity, interest in international affairs, attention given to 
  
  
  
  international affairs, and career aspirations.(JM)
Pyle, K.R. (1981). International cross-cultural service/learning: Impact on student
development. Journal of College Student Personnel, 22(6), 509-514. [I-040] 
  
  
  
  
  
  
  
  This study investigated the impact of a cross-cultural service/learning experience on the personal development 
  
  
  
  of 25 college students. These students spent one month working in a remote mountain village in Jamaica. The 
  
  
  
  students completed the Student Development Task Inventory (SDTI) before and after the overseas experience. 
  
  
  
  The SDTI measures three general areas of development: autonomy, purpose, and interpersonal relationships; 
  
  
  
  with nine sub-areas and a total inventory score yielding 13 variables. The experimental overseas group scores 
  
  
  
  were compared to scores of a nonequivalent control group (N=14). Experimental group scores were 
  
  
  
  significantly higher than the control group on four of 13 variables: total inventory score, overall autonomy task 
  
  
  
  score, mature life plans (subtask). Control group's scores did not achieve significance for any of thirteen 
  
  
  
  variables. Results suggest that even short-term cross-cultural experience has impact on student autonomy, 
  
  
  
  achievement of mature life plans, and overall development.[JM]
Rice, G.W. (1968). Study abroad: Some problems and prospects. Vidya, 2, 37-
45. [O-064] 
  
  
  
  
  
  
  
  This article examines the problems of: (1) quick, faddish answers to the problem of building an international 
  
  
  
  dimension in college programs, (2) the nuisance of study abroad programs for many university leaders 
  
  
  
  overseas, and (3) the fact that it is by no means always clear that study abroad programs are of educational 
  
  
  
  value; it makes particular reference to the kinds of goals which can and cannot always be served by 
  
  
  
  undergraduate study and travel abroad and the more salient factors likely to affect the relative success or 
  
  
  
  failure of such programs. The author has drawn from a review of research in this area, his own experiences as 
  
  
  
  Dean of the Basel Study Year Abroad sponsored by the Regional Council for International Education. This 
  
  
  
  article is concerned primarily with study year abroad programs in Europe for American undergraduate students 
  
  
  
  and a few comments on summer "study" tours. 
  
  
  
  As part of the conclusions, the author points out that we should first consider what we can do to 
  
  
  
  expand study year opportunities. In addition, there should be a selection process to assure that participants 
  
  
  
  have at least certain minimum qualifications, specific educational objectives should be established as well as 
  
  
  
  opportunities for maximum personal contact, and of course, there must be professional direction and 
  
  
  
  supervision. 
  
  
  
  Such program design would at least help eliminate what the author regards as the more basic 
  
  
  
  weaknesses of summer travel arrangements made by the tourist industry, where the need to secure a certain 
  
  
  
  number of participants can rule out any meaningful selection process, and where specific educational goals are 
  
  
  
  illusive or simply subordinate to travel for the sake of travel.[JCK]
Richardson, J. (1980, November). Research on exchanges and U.S. foreign
policy. Paper presented at the U.S.-German Conference on Research 
  
  
  
  on Exchanges, Bonn, West Germany. [R-018] 
  
  
  
  
  
  
  
  The author laments that, historically, U.S. government sponsorship of exchange programs has not been 
  
  
  
  accompanied by serious effort to conceptualize a policy framework, define objectives, specify criteria, and 
  
  
  
  evaluate results. His impressionistic sketch of possible elements of the U.S. policy framework suggests 
  
  
  
  further, broad areas for exploration in developing a research design. It must be useful, he points out, to attempt 
  
  
  
  at least some reasonable hypothesis or hypotheses as to particular processes of communication, learning, elite 
  
  
  
  recruitment, etc. which can be expected to contribute to the kinds of cultural, political, or economic change 
  
  
  
  considered desirable and attainable in particular bilateral or multilateral relationships or other international or 
  
  
  
  transnational contexts.[JCK]
Ruffino, R. (1983). An assessment of organized youth mobility in Europe.
Occasional Papers in Intercultural Learning, 3. New York: AFS. [M-013] 
  
  
  
  
  
  
  
  This article is based on a study of 15 examples of organized youth mobility in Member States of the European 
  
  
  
  Community plus Spain and Portugal. The examples described were selected because they are significant in 
  
  
  
  many ways and because they cover the whole EEC area. The study undertaken focuses on the participants in 
  
  
  
  the exchange. 
  
  
  
  The conclusions drawn from the studied cases are that educational establishments and public bodies 
  
  
  
  at the local level are more directly concerned with the practical aspects of the exchanges and the more 
  
  
  
  immediate linguistic benefits, whereas international institutions and voluntary agencies are more interested in 
  
  
  
  idealistic aims, reflecting their institutional principles and harmonizing with the ideals motivating voluntary 
  
  
  
  workers to give their services.[JCK]
Salter, C.A., & Teger, A.I. (1975). Change in attitudes toward other nations as
a function of the type of international contact. Sociometry, 38, 213-222. [I-041] 
  
  
  
  
  
  
  
  The hypothesis that cross-national contact leads to enhancement of attitude towards the countries visited was 
  
  
  
  tested by controlling for two problems in earlier studies: a) the confusion between genuine and superficial 
  
  
  
  contact, and b) the failure to specify the dimensions of contact and of attitudinal measurement. 35 students in 
  
  
  
  two groups were given questionnaires before visiting Europe to work or travel (Time 1), on the return plane 
  
  
  
  (Time 2), and after being home a period equivalent to time abroad (Time 3). 38 control students in two groups 
  
  
  
  were also tested at Time 3. At Time 2 the travel group was significantly more positive than before on all 
  
  
  
  measured attitudinal dimensions, including those with which they had little or no contact. Relative to the 
  
  
  
  travel group, the work group experienced more negative outcomes and indicated significant negative attitude 
  
  
  
  change towards the countries worked in. The results were consistent with a generalization of affect 
  
  
  
  theory.[AUT]
Sampson, D.L., & Smith, H.P. (1957). A scale to measure world-minded
attitudes. Journal of Social Psychology, 45, 99-106. [I-042] 
  
  
  
  
  
  
  
  An instrument has been developed to measure world-mindedness, defined as "a frame of reference, or value 
  
  
  
  orientation, favoring a world view of the problems of humanity, with mankind, rather than the nationals of a 
  
  
  
  particular country, as the primary reference group." This instrument is used frequently in investigations of the 
  
  
  
  impact of study abroad on attitude changes in students. The instrument contains 32 items that pertain to eight 
  
  
  
  dimensions of world-minedness. Reliability tests indicate that the scale can be reliably used for measuring 
  
  
  
  individual attitudes. Research use of the scale has also indicated both internal and external validity.[JM]
Sanders, I.T., & Ward, J.C. (1970). Bridges to understanding: International
programs of American colleges and universities. New York: McGraw-Hill. 
  
  
  
  [O-065] 
  
  
  
  
  
  
  
  A review of study abroad and overseas service programs produces, among others, the following conclusions:
  
1. If the central goal of such programs is to give the student a real immersion in another culture, he should 
    
    
    
    enroll as a regular student in an educational institution or work with an agency of the foreign country. 
    
    
    
    2. The arrangements made by United States colleges and universities with foreign universities for 
    
    
    
    accommodation of specified numbers of students, with reciprocal programs on the home campus if desired, 
    
    
    
    would lead to much better interinstitutional cooperation than now obtains. 
    
    
    
    3. In the final analysis, the American student abroad is a foreign student in the host country. We have much to 
    
    
    
    learn from the experience of foreign students in the United States about what is and is not appropriate in 
    
    
    
    programs of study and work overseas.
  In the conclusions to the chapter on Exchange Programs and the Foreign Student the author points 
  
  
  
  out that although many United States colleges and universities have created supplementary organizational 
  
  
  
  structures to deal with foreign students, they have as yet not faced up to the more fundamental aspects of the 
  
  
  
  role and purpose of foreign students in our institutions of higher learning. To deal with some of these 
  
  
  
  questions, United States universities will need better internal coordination, creation of a dialogue between the 
  
  
  
  various departments and schools, a more internationally-oriented curriculum, and greater concern with the 
  
  
  
  relevance of the curriculum to future employment possibilities. These needs are as central to the successful 
  
  
  
  training of foreign students as they are to the fulfillment of the central purposes of the university itself.[JCK]
Schools make news: Study-service abroad. (1969, October 18). Saturday
Review, p. 84. [O-059] 
  
  
  
  
  
  
  
  A program under which every student at Goshen College (Indiana) is sent to a developing country for fourteen 
  
  
  
  weeks of study and Peace Corps type service is described.[HDW]
Scully, M.G. (1978, October 10). Europe restricts foreign students. Chronicle
of Higher Education, p. 10. [O-061] 
  
  
  
  
  
  
  
  An article dealing with Barbara B. Burn's analysis and essay on the admissions policies in European countries 
  
  
  
  taken from her report entitled Higher Education Reform: Implications for Foreign Students.[JCK]
Sell, D.K. (1980). Attitude change: Kent State in Mexico. Kent, OH: Kent State
University. [I-043]
Sell, D.K. (1981, May). Research on attitude: Prospects for future research.
Occasional Paper. New York: National Association for Foreign Student 
  
  
  
  Affairs. [I-044]
Sell, D.K. (1983, May). Changing student attitudes through foreign study
programs: A researcher's perspective. Paper presented at the annual 
  
  
  
  meeting of the International Society for Educational, Cultural, and 
  
  
  
  Scientific Interchanges, Cincinnati, OH. [I-058] 
  
  
  
  
  
  
  
  The purposes of this manuscript are threefold: 1) to provide a blueprint or plan of action which can be used to 
  
  
  
  investigate the effects of a particular foreign study program, 2) to cite research which has been successful in 
  
  
  
  detecting attitude change, and 3) to help the researcher avoid the pitfalls that occur when one lacks an 
  
  
  
  extensive research background in the area. Although the paper is subdivided into four sections<197>What do 
  
  
  
  you measure?, When do you measure it?, How do you analyze the data?, and What do you do with the 
  
  
  
  results?-some inevitable overlap occurs.[JCK]
Sell, D.K. (1983). Research on attitude changes in U.S. students who participate
in foreign study experiences: Past findings and suggestions for future research. International Journal of Intercultural Relations, 7, 131-147. [I-045] 
  
  
  
  
  
  
  
  Little research has been conducted on attitude change in U.S. students who participate in foreign study 
  
  
  
  experiences. This is especially disconcerting given the number of programs available and participants 
  
  
  
  involved. This research review includes five studies utilizing one-time questioning of program participants and 
  
  
  
  15 articles employing analysis of pre- and post-sojourn questionnaires. Unfortunately, attitude change is 
  
  
  
  seldom verified empirically in these works. Possible explanations include loosely structured experimental 
  
  
  
  designs, infrequent use of follow-up studies, the lack of an established theoretical base, and perhaps most 
  
  
  
  importantly, the lack of a consensus concerning what to measure. Suggestions for future research include: the 
  
  
  
  study of specific variables thought to facilitate attitude change, analysis of subgroups of students similar on a 
  
  
  
  particular characteristic or ability, and measurement of behavioral competencies.[AUT]
Sell, D.K., & Brown, S.R. (1984). Q Methodology as a bridge between qualitative
and quantitative research: Application to the analysis of attitude change in 
  
  
  
  foreign study program participants. In J.L. Vacca & H. A. Johnson 
  
  
  
  (Eds.), Qualitative research in education: Selected papers from 
  
  
  
  the midwest regional conference. Kent, OH: Kent State University, 
  
  
  
  College of Education. [R-006] 
  
  
  
  
  
  
  
  This report investigates the advantage of Q methodology over traditional statistical methods in assessing the 
  
  
  
  impact of foreign study on participants' attitudes? Past research has uncovered a discrepancy between self-
  
  
  
  reports and objective measurement of personal growth. Program directors and participants repeatedly attest to 
  
  
  
  important personal development resulting from cross-cultural experiences, yet attitude change is seldom 
  
  
  
  verified empirically. Q methodology, the authors note, offers an alternative falling somewhere between the two 
  
  
  
  extremes. Through rank-ordering of statements or objectives, individuals construct their viewpoints 
  
  
  
  subjectively. Yet the resulting Q sorts are analyzed objectively through correlational and factor analyses to 
  
  
  
  determine both composite perceptions and each individual's relationship to them. Pre- and post-
  
  
  
  administrations of the same Q sort are employed in determining perception changes. This report cites Taba 
  
  
  
  (1953), McKeown and Craig (1978), and Sell (1980) who have employed Q methodology successfully in 
  
  
  
  detecting individual participant change within the context of the group.[JCK]
Sell, D.K., & Craig, R.B. (1982, April). Intercultural awareness: An analysis of
perception change in American students in Mexico. Paper presented at the 
  
  
  
  meeting of the Louisiana Tech Conference on the Americas, Ruston, LA. 
  
  
  
  [I-059] 
  
  
  
  
  
  
  
  The author investigates the advantage of Q methodology over traditional statistical methods in assessing the 
  
  
  
  impact of foreign study on participant attitudes? Past research has seldom verified attitude change empirically. 
  
  
  
  Researchers have attempted to detect significant change on such abstract concepts as world-mindedness and 
  
  
  
  ethnocentrism. When no statistically significant increase or decrease is uncovered, they conclude that the 
  
  
  
  foreign study experience had no impact on its participants. In direct contrast to this conclusion, program 
  
  
  
  directors and participants repeatedly attest to important personal development resulting from cross-cultural 
  
  
  
  experiences. Q methodology offers an alternative to the purely objective and subjective analyses reported 
  
  
  
  above. Through the rank-ordering of adjectives or statements, individuals construct their viewpoints 
  
  
  
  subjectively. Yet the resulting Q sorts are analyzed objectively through correlational and factor analyses to 
  
  
  
  determine both composite perceptions and each individual's relationship to them. Pre- and post-
  
  
  
  administrations of the same Q sort are employed in determining perception changes. 
  
  
  
  In the four studies reported in this manuscript in which Q methodology was utilized, a remarkable 
  
  
  
  amount of diversity was uncovered in participant perceptions of the host country, its nationals, and 
  
  
  
  themselves. No longer should we, as researchers, be concerned solely with whether a student has become more 
  
  
  
  "world-minded" or less "ethnocentric." What must be examined is the diversity of viewpoints, how these views 
  
  
  
  shape a participant's experience, and how the experience in turn modifies his initial perceptions. Cultural 
  
  
  
  awareness does not require loving another culture above one's own; it does, however, involve personal growth 
  
  
  
  and a more mature, realistic way of viewing these cultures, the author contends.[JCK]
Sell, D.K., & Craig, R.B. (1983). The use of Q methodology to investigate
attitude change in American students who participate in foreign study 
  
  
  
  programs: A review of the literature. Operant Subjectivity, 7(1), 14-
  
  
  
  29. [R-029] 
  
  
  
  
  
  
  
  This article investigates the advantage of Q methodology over traditional statistical methods in assessing the 
  
  
  
  impact of foreign study on participant attitudes? Past research, the authors note, has seldom verified attitude 
  
  
  
  change empirically. Researchers have attempted to detect significant change on such abstract concepts as 
  
  
  
  world-mindedness and ethnocentrism. When no statistically significant increase or decrease is uncovered, they 
  
  
  
  conclude that the foreign study experience had no impact on its participants. In direct contrast to this 
  
  
  
  conclusion, program directors and participants repeatedly attest to important personal development resulting 
  
  
  
  from cross-cultural experiences. Q methodology offers an alternative to the purely objective and subjective 
  
  
  
  analyses. Through the rank-ordering of adjectives or statements, individuals construct their viewpoints 
  
  
  
  subjectively. Yet the resulting Q sorts are analyzed objectively through correlational and factor analyses to 
  
  
  
  determine both composite perceptions and each individual's relationship to them. Pre- and post-
  
  
  
  administrations of the same Q sort are employed in determining perception changes, and a follow-up 
  
  
  
  administration detects whether the changes are lasting ones. 
  
  
  
  In the five studies reported in this manuscript in which Q methodology was utilized, a remarkable 
  
  
  
  amount of diversity was uncovered in participant perceptions of the host country, its nationals, and 
  
  
  
  themselves. No longer should we, as researchers, be concerned solely with whether a student has become more 
  
  
  
  "world-minded" or less "ethnocentric." What must be examined, the authors suggest, is the diversity of 
  
  
  
  viewpoints, how these views shape a participant's experience, and how the experience in turn modifies his 
  
  
  
  initial perceptions.[JCK]
Shank, D.J. (Chair). (1963). Opportunities and problems involved in the study
abroad of U.S. students. College and University, 38, 434-460. [O-066] 
  
  
  
  
  
  
  
  A transcript of a panel in which Stephen Freeman presents the state of undergraduate study abroad, David 
  
  
  
  Wodlinger discusses graduate study abroad, Ann Pannell describes the programs of Sweet Briar College, and 
  
  
  
  William H. Allaway describes the beginning program of the University of California.[HDW]
Sikkema, M., & Niyekawa. A. (1977). Design for cross-cultural learning.
Yarmouth, ME: Intercultural Press. [C-022] 
  
  
  
  
  
  
  
  This book is a report of a field training project in social work education which emphasized learning to deal 
  
  
  
  with cultural differences. Although the project at hand has much in common with the Peace Corps in that both 
  
  
  
  involved experiential learning, there were distinct differences, the authors advise. In this project, the student 
  
  
  
  had no definite role to play in the foreign culture.  He was there only to learn the culture. This lack of a 
  
  
  
  specific role gave the student only a minimum structure in which to operate. 
  
  
  
  The major aim of this project was to prepare social workers who could function effectively in any 
  
  
  
  culture or subculture, inside or outside their own. The lack of structure in the learning situation also forced 
  
  
  
  the student to face ambiguity and gradually build a structure that would serve as a cultural framework of his 
  
  
  
  own. The project shows how active understanding of other cultures may be achieved through experiential 
  
  
  
  learning and how such a learning experience can lead to the greater personal development of the 
  
  
  
  participants.[JCK]
Smith, C.T. (1971). The relationship of program characteristics of the
Kalamazoo College foreign study programs to changes in participants' 
  
  
  
  attitues, values, or interests (Doctoral dissertation, University of 
  
  
  
  Michigan, 1971). Dissertation Abstracts International, 31, 3909A. 
  
  
  
  [E-022] 
  
  
  
  
  
  
  
  The purpose of the investigation was to explore the relationships between foreign study programs at 
  
  
  
  Kalamazoo College and attitudes, values, and interests of participating students in Africa, France, Germany, 
  
  
  
  and Spain during the 1966-67, 1967-68, and 1968-69 academic years. Questionnaires assessing self-perceived 
  
  
  
  changes in the student were administered. It was found that program characteristics related to attitude, value, 
  
  
  
  and interest development were breadth of exposure to non-Americans, presence of an American subculture, 
  
  
  
  overall course differences, program satisfaction, helpfuless of hosts, and relevance of courses to student's 
  
  
  
  majors, respectively. No greater changes were found for students enrolled in "American style" versus foreign 
  
  
  
  institutions. Students who lived with host families showed the greatest change. [BBB]
Smith, H.P. (1955). Do intercultural experiences affect attitudes? Journal of
Abnormal and Social Psychology, 51, 469-477. [I-046] 
  
  
  
  
  
  
  
  This study examined 1) the impact of intercultural experiences on changes in attitudes and behavior; 2) the 
  
  
  
  influence of pre-existing attitudes on subsequent attitude change. There were four experimental groups who 
  
  
  
  all spent a summer in Europe; 136 students who lived with families, 26 volunteer workers, 44 tourists, 40 
  
  
  student travelers. The control groups (3) consisted of comparable individuals. All subjects completed the 
  
  
  
  world-mindedness scale, the California Public Opinion Scale, and the Democracy Scale. Interviews were also 
  
  
  
  conducted. There were four major findings: 1) changes in "internationally-oriented behavior" in 
  
  
  
  four experimental groups, not in control groups; 2) no significant attitude change as measured by instruments 
  
  
  
  for any experimental or control group, interview data did reveal increased favorable attitudes in experimental 
  
  
  
  groups; 3) pre-existing attitudes are a better predictor of attitude change in intercultural experience than 
  
  
  
  information about experience itself; 4) there are significant personality differences between those 
  
  
  
  exceptionally world-minded and those exceptionally nationalistic.[JM]
Smith, H.P. (1957). Effects of intercultural experience: Follow-up investigation.
Journal of Abnormal and Social Psychology, 54, 266-269. [I-047] 
  
  
  
  
  
  
  
  This study was a follow up study to earlier investigation of the impact of various short-term cross-cultural 
  
  
  
  experiences (travel, work, study) on attitude and behavior changes (see Smith 1955). The purpose was to 
  
  
  
  determine if change persisted. Four and a half years after the original study, questionnaires were mailed to 205 
  
  
  
  original subjects in four different experimental groups and to 10 subjects in the stay-at-home control group. In 
  
  
  
  original study, attitude and behavioral changes were measured by world-mindedness scale, California Public 
  
  
  
  Opinion Scale, and Democracy Scale, as well as by data gathered in interviews. 156 questionnaires were 
  
  
  
  returned. Major findings were: 1) there were no changes in "internationally-oriented behavior" from the 
  
  
  
  original study, i.e., both short-run and long-run behavioral effects of the overseas experience are limited; 2) 
  
  
  
  although original study revealed no short-run changes in general social attitudes, during subsequent four and a 
  
  
  
  half years, students became significantly less world-minded, less ethnocentric, less authoritarian, and more 
  
  
  
  conservative, i.e., events since intercultural experience had more impact than overseas experience itself.[JM]
Smith, M.B. (1956). A perspective for further research on cross-cultural education
as a research area. Journal of Social Issues, 12(1), 56-68. [R-019] 
  
  
  
  
  
  
  
  This review of needed research in the light of recent and current work has been an attempt to locate the gaps in 
  
  
  
  cross-cultural education. In pointing to a number of territories that call for exploration, it has, however, not 
  
  
  
  been possible to summarize what is known about the regions that have been more carefully studied. 
  
  
  
  Social scientists who have participated in research on cross-cultural education have discovered in the 
  
  
  
  area rich potentialities for research on problems of theoretical interest. Administrators and practitioners 
  
  
  
  engaged in exchange programs have become alert to the social scientist's potential contribution, and the author 
  
  
  
  hopes that more social scientists will avail themselves of the opportunities in this area newly opened for 
  
  
  
  research.[JCK]
Snell, D.K. (1987). Hallmarks of successful programs in the developing world:
The GLCA Latin America Program. Occasional Papers on International 
  
  
  
  Educational Exchange, 22, 16-19. New York: CIEE. [O-043] 
  
  
  
  
  
  
  
  The Great Lakes Colleges Association Latin America Program was established in 1964 so undergraduate 
  
  
  
  students, regardless of major, would have the opportunity to complete degree requirements while immersed in 
  
  
  
  a Latin American culture. The program's purpose is "to go beyond individual college efforts and to take 
  
  
  
  measure to assure an impact on undergraduates which is impossible without the broader expectations of joint 
  
  
  
  planning, the stimulation of a larger academic community, the contagion of shared experimentation, and the 
  
  
  
  impetus of special funds." 
  
  
  
  Bogota is used as the site for the program because it offers a number of academic, cultural, and 
  
  
  
  recreational opportunities. The program is divided into three stages, a summer in Mexico, and a fall and  
  
  
  
  spring in Bogota.[JCK]
Spaulding, S., & Flack, M.J. (1976). The world's students in the United States.
New York: Praeger. [R-020] 
  
  
  
  
  
  
  
  This book asks questions pertaining to what happens to foreign students while in the U.S., and deals with 
  
  
  
  structure, administration, finances, as well as new approaches to technical cooperation in the preparation of 
  
  
  
  human resources for development. It further addresses the problems of migration of talent and skills, and 
  
  
  
  foreign international organizational research. 
  
  
  
  The literature surveyed represents a collection of separate items, brought together only by the 
  
  
  
  criterion that most of them were published or issued in the period studied, and because, by topic of inquiry, 
  
  
  
  they fit the frame of the project at hand. 
  
  
  
  What most of these studies on foreign students produce, the book notes, are aggregate data, elicited 
  
  
  
  and subsequently analyzed around conventional categories of factors. They represent variants on what are now 
  
  
  
  the conventional approaches to social science research. The authors have found little use of less conventional 
  
  
  
  approaches such as depth studies. Adjoined to the book is an appendix which presents a collation of the 
  
  
  
  original list of working hypotheses with findings in the literature surveyed.[JCK]
Spencer, C.S. Jr., & Stahl, V.R. (Compilers). (1983). Bibliography of research
on international exchanges. Washington, DC: U.S. Information Agency, 
  
  
  
  Youth Exchange Staff. [R-021] 
  
  
  
  
  
  
  
  This bibliography was conceived by the Youth Exchange staff of USIA as a reference both for exchange 
  
  
  
  program managers and for designers of new research on international exchanges. Omitting mostly descriptive 
  
  
  
  and historical statements, it focuses on works in English since 1945 that constitute serious efforts at research 
  
  
  
  or evaluation on some aspect of the international exchange of persons. A few selected foreign publications in 
  
  
  
  English are also included.[JCK]
Spencer, R.E., & Awe, R. (1968). International educational exchange: A bibliography.
 New York: Institute of International Education. [R-022] 
  
  
  
  
  
  
  
  A bibliography, undertaken in response to recommendations from the Seminar on Research in Programs for 
  
  
  
  Foreign Students, the Institute of International Education, and the National Association for Foreign Student 
  
  
  
  Affairs. The purpose of the authors was to facilitate research in the field of international educational 
  
  
  
  exchange; to indicate to researchers in the field the amount of data and information available from the fields of 
  
  
  
  psychology, sociology, and anthropology; to emphasize the need for more longitudinal and large-scale 
  
  
  
  research effects; to inform those interested in what has been accomplished in order to make the congruence 
  
  
  
  between research and practice closer; and to lead researchers into new areas of investigation by outlining what 
  
  
  
  has already been done.[JCK]
Spier, P. (1968). Predictive Factors in Selection for Overseas Study.
Unpublished manuscript, Antioch College, Yellow Springs, OH. 
  
  
  
  [O-072]
Stauffer, M.L. (1973). Impact of study abroad experience on prospective
teachers (Doctoral dissertation, Ohio State University, 1973). Dissertation 
  
  
  
  Abstracts International, 34, 2448A. [I-048] 
  
  
  
  
  
  
  
  This study examined the change in attitude among prospective teachers after a field experience (one-term 
  
  
  
  practicum in Sierra Leone). Instruments used to measure attitude change were the Teaching Situation Reaction 
  
  
  
  Test (TSRT) and the Teaching Career Survey (TCS). The overseas group completed the instruments before and 
  
  
  
  after their practicum. Their scores were compared to those of the prospective teachers who did not go abroad 
  
  
  
  (numbers not given in DAI summary). Results revealed that on the post sojourn TSRT, the overseas group 
  
  
  
  placed more emphasis on pedagogical interests, international concerns, and social concerns, than the control 
  
  
  
  group. There was a discernible difference between prospective teachers who participated in a foreign study 
  
  
  
  experience and those who remained at home. Results attest to the conceptual and experiential gains made by 
  
  
  
  foreign study students in cross-cultural understanding, and the altered discovery of self.[JM]
Stavig, R. (1966, February 19). Why study abroad pays off. Saturday Review,
pp. 82-90. [P-010] 
  
  
  
  
  
  
  
  More than 90% of Kalamazoo College (Michigan) students study abroad. The benefits include academic 
  
  
  
  studies-usually general education-and the development of a new perspective on the use of language, history, 
  
  
  
  and his or her self.[HDW]
Stephens, C.J. (1986). Computer applications in the study abroad offices of
American colleges and universities. Unpublished doctoral dissertation, 
  
  
  
  Boston University, School of Education. [M-010] The Problem:The purpose of this qualitative research study was to investigate the use of computers in study 
  
  
  
  abroad offices of American colleges and universities. A review of the literature shows that their use in this area 
  
  
  
  is very recent. There were four major objectives: 1) to describe and analyze technological applications in the 
  
  
  
  study abroad community, 2) to identify future technological applications, 3) to make recommendations about 
  
  
  
  technology and study abroad, and 4) to compile a list of practical suggestions for beginners computerizing 
  
  
  
  their operations. Methodology: 26 people involved with study abroad were interviewed by telephone and in person at 
  
  
  
  the National Association for Foreign Student Affairs national convention held in May 1986 in San Antonio, 
  
  
  
  Texas. Findings: Three major themes for computer applications in the study abroad office emerged: 1) office 
  
  
  
  automation, including word processing and financial spread sheets, 2) database management, and 3) 
  
  
  
  networking or intercommunication. There are just a few study abroad offices utilizing computers on any 
  
  
  
  regular basis. Other offices are investigating the possibilities. Future suggestions include: 1) a national study 
  
  
  
  abroad database, 2) computer-assisted instruction for advising and orientation, 3) online searching, and 4) 
  
  
  
  videodisc technology for orientation. Conclusions:
  
1. An awareness of computers is prevalent, although many people are not computer literate. 
    
    
    
    2. NAFSA is providing some opportunities to improve computer literacy. 
    
    
    
    3. Little funding for current and future development exists. 
    
    
    
    Recommendations: 
    
    
    
    1. Establish a formal national committee to plan for automation. 
    
    
    
    2. Seek out funds by grant writing or corporate donations. 
    
    
    
    3. Purchase microcomputers for each office or gain access to campus mainframes. 
    
    
    
    4. Establish a technology column in the NAFSA Newsletter. 
    
    
    
    5. Join CONFER and BITNET for networking purposes. 
    
    
    
    6. Provide computer training by NAFSA or data consultants. 
    
    
    
    7. Participate in microcomputer users' groups. 
    
    
    
    8. Educate study abroad office staff by subscribing to computer journals. 
    
    
    
    9. Participate in online searching offered by libraries for cross-cultural orientation sessions.[AUT]

Stewart, E.C. (1972). American cultural patterns: A cross-cultural perspective.
Yarmouth, ME: Intercultural Press. [C-023] 
  
  
  
  
  
  
  
  Stewart compares and contrasts values of non-Western (traditional) cultures with those of the Western 
  
  
  
  (primarily U.S.) cultures. He gives a very thorough description of the values, patterns of thinking and behaving 
  
  
  
  in the United States and then describes how these patterns are often diametrically opposed to those in other 
  
  
  
  cultures. Values include: collectivism-individualism, views of nature and the world, time orientation and 
  
  
  
  activity orientation. He includes examples of how these differences in value orientation result in 
  
  
  
  misunderstandings and conflicts for professionals working in cross-cultural contexts (e.g., overseas technical 
  
  
  
  assistance workers, international student advisers, teachers of English as a second language, etc.).(JM)
Students abroad: Guide for selective foreign education. (1979). Washington,
DC: National Association for Foreign Student Affairs. [G-012]
Study abroad. (1981). Paris: UNESCO. [G-013]
Information published in this volume is supplied either directly by the sponsoring institution, or through 
  
  
  
  official government channels, in response to UNESCO's biennial inquiries. All genuine international study 
  
  
  
  opportunities at post-secondary level are published, with some exceptions. For each offer of assistance or 
  
  
  
  program of study selected for inclusion essential details are listed: its nature and content, subject field and 
  
  
  
  level, location, cost, the number, value and duration of awards and other benefits available, conditions of 
  
  
  
  eligibility and closing dates and addresses for applications.[JCK]
Study abroad: Handbook for advisors and administrators. (1979). Guidelines
Series: 10. Washington, DC: National Association for Foreign Student 
  
  
  
  Affairs, Field Service Program. [G-007] 
  
  
  
  
  
  
  
  This handbook is a reference work to which advisers and others can turn for information, points of view, 
  
  
  
  practices, alternatives, suggestions, and cautions. The guideline is in outline-form making the finding of topics 
  
  
  
  of interest easy. In a number of cases the same information is given in two or more contexts to which it relates. 
  
  
  
  The publication is intended to be of help to new people preparing for or entering the field of advising 
  
  
  
  U.S. students on opportunities abroad, and to administrators and others involved with campus services and 
  
  
  
  programs. It is also helpful to administrators in understanding the needs and operations of advisory services 
  
  
  
  and programs for which they are responsible. The guidelines identify good and poor practices, but it is 
  
  
  
  basically descriptive rather than prescriptive. [JCK]
Study abroad programs: An evaluation guide. (1980, May). Washington, DC:
National Association for Foreign Student Affairs. [E-004] 
  
  
  
  
  
  
  
  The purpose of this guide is to help identify strengths and weaknesses of individual study abroad programs. It 
  
  
  
  is designed to:
  
1. Identify programs that accomplish certain objectives most satisfactorily so that students' interests and goals 
    
    
    
    can be more effectively matched with specific programs. 
    
    
    
    2. Identify improvements that should be made in a given program to make it more effective and viable.  
    
    
    
    3. Provide information for colleges and universities to review when determining whether or not to grant credit 
    
    
    
    for academic work completed in a given program.
  The guide is based upon a systematic analysis of the major components of study abroad programs by 
  
  
  
  use of carefully phrased questions about each component. The components are classified under four headings 
  
  
  
  as follows: (a) Basic information; printed materials, objectives, admissions requirements, (b) Academic 
  
  
  
  aspects; curriculum, faculty, academic resources, (c) Interaction with the host culture; orientation, cross-
  
  
  
  cultural involvement, (d) Administrative aspects; sponsoring institution or organization, program 
  
  
  
  administration, affiliation with a host country institution, housing and meals, supportive services, costs, travel 
  
  
  
  arrangements. 
  
  
  
  The evaluation of a program involves obtaining answers for each question from four sources of 
  
  
  
  information: printed program materials, program administrators, current and former students, and an on-site 
  
  
  
  program review. These answers are synthesized into a composite answer for each question. The composites are 
  
  
  
  then compared with the sample positive and negative responses in the "Criteria for Evaluating Study Abroad 
  
  
  
  Programs" to identify the strengths and weaknesses of each component. The strengths and weaknesses are then 
  
  
  
  summarized, and recommendations are made for improvement of the program. [JCK]
Stutzman, R. (1981). A model evaluation process for undergraduate programs
abroad: Assessing cross-cultural education. Goshen, IN: Goshen College. 
  
  
  
  [E-023] 
  
  
  
  
  
  
  
  A proposal to develop and demonstrate a model process which will serve as an analytical tool to assess the 
  
  
  
  impact of cross-cultural/experiential education programs both on student participants and on host-country 
  
  
  
  nationals.[JCK]
Stutzman, R. (1985). Guide to on-site evaluation of undergraduate study-
abroad programs. Goshen, IN: Goshen College. [E-024] 
  
  
  
  
  
  
  
  A project to develop, demonstrate, and disseminate a model procedure of broad application for the evaluation 
  
  
  
  of humanities-based, undergraduate-level, study-abroad programs sponsored by U.S. colleges and universities. 
  
  
  
  Five undergraduate programs representing a range of program types were studied in 1983 in Costa 
  
  
  
  Rica and Belize by teams composed of educators from the countries concerned. Working in pairs or trios, six 
  
  
  
  persons conducted onsite evaluations and wrote evaluation reports on several programs. The procedures 
  
  
  
  employed reflect the practical experience and knowledge gained by the NEH-project team members. 
  
  
  
  This guide introduces two innovative approaches, the pluralist evaluation, and the responsive 
  
  
  
  evaluation, to the assessment of this wide range of experience-based undergraduate educational programs. It 
  
  
  
  was designed especially for use by administrators and evaluators of programs that send North American 
  
  
  
  students to study abroad.[JCK]
Sussman, N.M. (1984). Culture, nonverbal behavior, and intercultural
encounters. ISECSI Bulletin of International Interchanges, 
  
  
  
  21, 10-15. [C-027] 
  
  
  
  
  
  
  
  An outline of some of the current controversies in nonverbal research, this paper provides the reader with a 
  
  
  
  critical perspective on that research. The author ventures to say that more than 80% of all nonverbal research is 
  
  
  
  guilty of ignoring the verbal-nonverbal linkage or of only exploring one nonverbal channel. 
  
  
  
  With much of the social meaning of an interaction carried on the nonverbal channel, she emphasizes, 
  
  
  
  accurate interpretation of these nonverbal behaviors becomes essential for successful social relationships. The 
  
  
  
  paper suggests teaching those soon to embark on a cross-cultural encounter about attributions and 
  
  
  
  interpretations of social behavior, with nonverbal behavior as part of that process, and how to make 
  
  
  
  interpretations of those behaviors similar to those made by the natives of the new culture.[JCK]
Taba, H. (1953). Cultural attitudes and international understanding: An
evaluation of an international study tour. Occasional Paper, 5. New 
  
  
  
  York: Institute of International Education. [O-068] 
  
  
  
  
  
  
  
  This pilot study concentrated on analyzing: (1) the reasoning governing an understanding of international 
  
  
  
  issues; (2) the acquisition of attitudes toward foreign cultures, such as the factors affecting it and their 
  
  
  
  possible scope, (3) the role of ethnocentric assumptions, prejudices and stereotypes in forming them, and (4) 
  
  
  
  the effect of particular exchange experiences on them. 
  
  
  
  The International Relations Clubs Tour provided a good opportunity for realizing these purposes, 
  
  
  
  because its objectives had a similar emphasis, namely: understanding international problems and American 
  
  
  
  foreign relations; deepening an objective understanding of United States culture, its values and mores; 
  
  
  
  accepting and understanding cultural differences with reasonable objectivity; reducing ethnocentric 
  
  
  
  assumptions to enhance individual capacity to mature, to adopt new values, and to gain a larger and clearer 
  
  
  
  perspective. The specific methods for gathering evidence were adapted both to the main objectives of the study 
  
  
  
  and to the conditions of the tour. 
  
  
  
  It is evident that several types of orientation exist among individuals of which the three described in 
  
  
  
  this chapter may be the most frequent. While individuals vary in specific ways, each type has certain 
  
  
  
  characteristics which produce common patterns in responding to new experiences. Most numerous in this tour 
  
  
  
  group was Type I, those mature enough to distinguish the three culture patterns. While it was impossible to 
  
  
  
  study the responses of all the individuals in this type sufficiently to discover the operating mental and 
  
  
  
  emotional mechanisms, the evidence points to the fact that this type had the ability and inclination to 
  
  
  
  internalize new learning into an intellectual and attitudinal framework and tended to use specific learning to 
  
  
  
  modify their general concepts and feelings. With an independent criterion for assessing viewpoints toward the 
  
  
  
  United States and France, this group was in a position to change these viewpoints consciously and 
  
  
  
  systematically. New experiences in France not only changed their views of France, but also modified their 
  
  
  
  view of the ideal society and the United States. While the changes were not too dramatic, they were productive 
  
  
  
  of coherent shifts toward a unified orientation regarding all three cultures. 
  
  
  
  It is quite evident from this analysis that the methods of forming concepts of a foreign culture are 
  
  
  
  related to the structure of concepts of, and attitudes toward, the home culture, as well as to the ideas and 
  
  
  
  feelings that the individuals hold regarding what is characteristic of an ideal culture. Moreover, the particular 
  
  
  
  sequence of acquiring an orientation toward a foreign culture, depends on the constellation of the factors with 
  
  
  
  which an individual enters into his experience with a foreign culture. Those who start with an intellectual 
  
  
  
  control over their concepts and a rational method of viewing cultures and cultural experiences can proceed in a 
  
  
  
  fairly logical way about correcting both their attitudes and their ideas. Others, who are more strongly feeling 
  
  
  
  oriented seem to need to go through changes which appear to be no learning at all, unless they are considered 
  
  
  
  as steps in a total sequence and as partial shifts in the total constellation of related factors. 
  
  
  
  It is interesting to note also that while the tour developed a greater agreement among the tour 
  
  
  
  members in the picture of France, it helped to individualize concepts of the United States. It is likely that this 
  
  
  
  occurred because the tour group had fairly common experiences in France but had to rely on their individual 
  
  
  
  capacities and motivations to revise their ideas about the United States. In addition, their initial concepts of 
  
  
  
  France were relatively unformed, while each person had a more or less well developed idea of the United 
  
  
  
  States from the beginning. In other words, the group started with a relative vacuum in regard to France whereas 
  
  
  
  in respect to the United States they started with individually and differently formed concepts. Therefore, their 
  
  
  
  progress in understanding each culture was also at variance.[JCK]
Taylor, M.L. (1979). Curriculum: U.S. capacities, developing countries' needs.
International education: The global context, the U.S. role. Report from 
  
  
  
  the 1979 Conference on International Education. New York: Institute 
  
  
  
  of International Education. [O-057] 
  
  
  
  
  
  
  
  This investigation was undertaken as an effort to discover how effectively U.S. post-secondary curricula in key 
  
  
  
  development fields are meeting the needs of students who will return to careers in countries much less 
  
  
  
  developed industrially than the United States and which have very different agricultural and healthcare needs. 
  
  
  
  In 1976-77, 131,300 students from 66 less-developed countries studied were enrolled in U.S. colleges 
  
  
  
  and universities. 
  
  
  
  Research focused on U.S. curricula in agriculture, business administration, economics, engineering, 
  
  
  
  engineering-related technologies, science, and the healthcare professions. Department chairmen of U.S. 
  
  
  
  universities with large numbers of foreign students were surveyed, as were diplomatic representatives of the 66 
  
  
  
  countries, U.S. cultural and public affairs officers in the countries, and the developing-country alumni, 
  
  
  
  graduated since 1950, of four major U.S. universities. 
  
  
  
  The findings of these surveys were analyzed by leaders in each of the key fields. They conducted 
  
  
  
  panel discussions at the 1979 Conference on International Education, attended by educators, U.S. and foreign 
  
  
  
  government personnel, and development experts in various fields. 
  
  
  
  In general, the panels felt that U.S. curricula are based on a core of essential knowledge that cannot, 
  
  
  
  without serious loss, be modified significantly for a group of students with special needs. However, they 
  
  
  
  recommended a variety of approaches to helping the LDC student adapt what he learns in the United States to 
  
  
  
  home country conditions and needs. These included special centers for LDC students, summer seminars, 
  
  
  
  linkages between U.S. and LDC institutions allowing U.S. faculty to teach in the countries, and arrangements 
  
  
  
  for LDC students to do thesis and dissertation research at home.[JCK]
Taylor, M.L., & Young, N. (Eds.). (1976). Study in Europe. New York: Institute
of International Education. [G-015]
Ternes, H. (1976). Another program abroad? ADFL Bulletin, 8(2), 52. [P-011]
In 1975 the German Department of Lawrence University began a 10-week program in Germany. It started with 
  
  
  
  4 weeks of language study at the Goethe Institute in Radolfzell/Bodensee and had a one-week interterm for 
  
  
  
  independent student travel. During the final 5 weeks students chose one course in Munich taught in German; 
  
  
  
  political science, art history, and German theater were offered.[HDW]
Thomas, K.A. (1984). Key areas of research with implications for cross-cultural
counseling. ISECSI Bulletin of International Interchanges, 21, 28-36. 
  
  
  
  [R-023] 
  
  
  
  
  
  
  
  The purpose of this paper is to identify key questions in the field of foreign student advising and counseling, 
  
  
  
  and to review a few key empirical studies. Overcoming cultural differences between counselor and client 
  
  
  
  becomes a key question for foreign student advisers who must work with a number of different students from a 
  
  
  
  large number of countries. 
  
  
  
  The paper concludes that there is a substantial need to address the significant research questions with 
  
  
  
  some empirical studies. The nature of the literature remains largely conceptual and theoretical. Second, current 
  
  
  
  studies have focused primarily on the special issues and problems of minority group populations in the United 
  
  
  
  States, presenting however a major challenge to the counselors and advisers from whom the international 
  
  
  
  students seek assistance.[JCK]
Thomas, R.M., & Hawkins, J.N. (1984). An author's primer in comparative
international education. Bibliography pages. [R-024] 
  
  
  
  
  
  
  
  A list of journals for publishing study abroad research. Some related literature.[HDW]
Tucker, M.F. (1973, June). Improving the evaluation of Peace Corps training
activities: Volume II (Report of Supplemental Activities conducted
  
  
  
  under ACTION  Contract PC-72-42043). Denver, CO: Center for 
  
  
  
  Research and Education. [E-009] 
  
  
  
  
  
  
  
  The purpose of this project was to review the evaluation system presently being used to assess the 
  
  
  
  effectiveness of Peace Corps training activities in Brazil and to modify rating instruments and scales in order 
  
  
  
  to obtain more accurate measurements. 
  
  
  
  Two methods emerged. The first, the Retranslation of Expectations method was selected for the 
  
  
  
  purpose of constructing properly worded statements for the scales. The second was the Mixed Standard 
  
  
  
  Scale.The two evaluation scaling systems represent significant improvements over conventional methods. 
  
  
  
  Their systematic use in evaluating Peace Corps training would result in much more accurate and reliable 
  
  
  
  information than the methods now being employed. 
  
  
  
  The report concludes by recommending that these methods be put to use in evaluating Peace Corps 
  
  
  
  training programs. The rater, scale, and activity reliabilities should be computed and recorded, so that 
  
  
  
  decisions can be made with known degrees of confidence and the scales themselves can be modified for 
  
  
  
  greater usefulness, accuracy, and reliability.[JCK]
Tysse, A. (1974). International education: The American experience: A
bibliography. Scarecrow Press. [R-025]
Uehara, A. (1986). Comparison of re-entry adjustment between Japanese and
American students. Unpublished doctoral dissertation, University of 
  
  
  
  Minnesota. [I-049] 
  
  
  
  
  
  
  
  This study attempted to compare re-entry adjustment between Japanese and American students who had 
  
  
  
  studied in each other's country for longer than one academic year, and focuses on three research questions: (1) 
  
  
  
  whether or not Japanese and American students experience re-entry culture shock after having lived in each 
  
  
  
  other's country and returned home, (2) the components of re-entry adjustment, and (3) common features of 
  
  
  
  readjustment of the two groups as well as unique characteristics on re-entry of each group. 
  
  
  
  The author defines culture shock as temporal psychosocial difficulties sometimes associated with 
  
  
  
  physical problems that a returnee experiences in the initial stage of the adjustment process at home after 
  
  
  
  having lived abroad for some time. The method employed in this study is that of cross-cultural survey research. 
  
  
  
  An 18-page questionnaire was administered to returnees of the two groups from September to December 1984. 
  
  
  
  The major findings from the respondents' data were: (1) the data support previous research which 
  
  
  
  assert the existence of re-entry culture shock in the process of readjustment at home; (2) both the Japanese and 
  
  
  
  the American returnees experienced a similar degree of re-entry culture shock after returning from each other's 
  
  
  
  country; (3) the time needed for reintegration of the returned students into the home cultures varied from 
  
  
  
  individual to individual; (4) female returnees experienced greater re-entry culture shock than the male 
  
  
  
  returnees did; (5) for the Japanese returnees, except for missing America, problematic relationships with 
  
  
  
  family and professors or employers lasted longer than any other problems after returning from the U.S.; for the 
  
  
  
  American returnees, except for missing Japan, the feeling of loss lasted longer than any other problems after 
  
  
  
  returning home from Japan; (6) several critical factors were found that influence the re-entry adjustment of 
  
  
  
  both groups, (7) length of foreign sojourn is a statistically important factor for the Japanese students' re-entry, 
  
  
  
  while age is important for American students' readjustment; (8) as an extreme re-entry cultural problem, a 
  
  
  
  couple of returned students in both groups were caught in a dilemma by internalizing incompatible cultural 
  
  
  
  values; (9) most returnees of the two groups became aware of some positive and negative aspects of home and 
  
  
  
  the sojourned cultures. 
  
  
  
  This study provides empirical data to support the notion that the initial stage of re-entry adjustment 
  
  
  
  process incorporates potential psychosocial and physiological difficulties. Both groups encountered a similar 
  
  
  
  degree of difficulty. This study also found several critical factors that influence re-entry adjustment of the two 
  
  
  
  groups of returnees, while maintaining and supporting the previous studies which demonstrate that the cross-
  
  
  
  cultural experience contains positive elements (N. Adler, 1976; P. Adler, 1975, 1972).[JCK]
Uehara, A. (1986). The nature of American student re-entry adjustment and
perceptions of the sojourn experience. International Journal of Intercultural 
  
  
  
  Relations, 10,415-438. [C-024] 
  
  
  
  
  
  
  
  This study investigated re-entry adjustment experiences of American students after an extended sojourn 
  
  
  
  abroad. Fifty-eight overseas sojourners were compared to 74 domestic travelers and findings indicated that the 
  
  
  
  returnees from abroad experienced much greater re-entry adjustment problems. The results support previous 
  
  
  
  studies which document the existence of the re-entry adjustment phenomenon. Results revealed that changes 
  
  
  
  in the individual's value structure are an important factor that is associated with reentry adjustment. This study 
  
  
  
  underscores previous research which states that the re-entry transitional period includes positive and growthful 
  
  
  
  aspects for the returnees. (AUT)
University of California. (1970). Self-study of international educational
exchange. Berkeley, CA: Author. [E-026] 
  
  
  
  
  
  
  
  This study was undertaken with the assumption that there are different kinds and degrees of knowledge, and 
  
  
  
  that knowledge gained from the thoughtful opinion of trained and experienced minds, based upon their 
  
  
  
  observations and supported by the small amount of available hard facts, will give the collective wisdom of the 
  
  
  
  faculty and administrators engaged in activities relating to international exchange. 
  
  
  
  This collective wisdom was developed by committees on each of the nine UC campuses through the 
  
  
  
  fall, winter, and spring, 1969-70. The nine campus studies, some detailed, some fragmentary, some 
  
  
  
  representing regular attention of faculty members and administrators, others showing evidence of the 
  
  
  
  overriding daily domestic demands of the University in a time of continuing crisis, were summarized by the 
  
  
  
  coordinator, and this summary was in turn reviewed by the chairmen of the campus committees at a series of 
  
  
  
  meetings. This process resulted in the present document which suggests some answers to fundamental 
  
  
  
  questions about the University of California's role in international educational exchange.[JCK]
Useem, J., & Useem, R.H. (1955). The Western-educated man in India: Study
of social roles. New York: Dryden Press. [C-026]
Useem, R.H., & Coelho, G.V. (1967). The student third culture. Occasional
Papers on International Educational Exchange, 10. New York: CIEE. 
  
  
  
  [O-099]
Useem, R.H., & Putman, I., Jr. (1981). The international student exchange
program (Evaluation Report No. 2). Washington, DC: Georgetown University, 
  
  
  
  International Student Exchange Program. [E-027] 
  
  
  
  
  
  
  
  The authors were asked to prepare an evaluation report on the International Student Exchange Program (ISEP) 
  
  
  
  based at Georgetown University. The first report submitted to the agency [ICA] was based on information 
  
  
  
  gathered at ISEP headquarters where the authors engaged in extensive discussions with ISEP and Georgetown 
  
  
  
  University staff on the history, the design, administration, and operation of the program as it stood, and on 
  
  
  
  plans for its future. 
  
  
  
  In their concluding statement, the authors point out that their sampling of the opinions and 
  
  
  
  experiences of university officials of both U.S. and foreign participating institutions and of students gives 
  
  
  
  overwhelmingly positive testimony to the appeal of the ISEP concept, the feasibility of the exchange plan, the 
  
  
  
  success of the students' experience, and the dedication, resourcefulness, and effectiveness of the ISEP.[JCK]
Vaughn, H.A. (1981, July). International educational exchange: Study
abroad-An agenda for research and development. Draft prepared by 
  
  
  
  the Council on International Educational Exchange, Committee on 
  
  
  
  Academics Abroad. [R-026] 
  
  
  
  
  
  
  
  This paper is addressed to the dearth of and need for data, evaluative studies and fundamental research related 
  
  
  
  to one aspect of educational exchange, the study abroad programs sponsored by U.S. institutions of higher 
  
  
  
  education. Because of the considerable differences in reporting by various publications as refers to the number 
  
  
  
  of Americans participating in a college-sponsored program abroad, the author sees the difficulty of obtaining 
  
  
  
  reliable data to serve as a basis for making intelligent judgments. No organization, he claims, has made a 
  
  
  
  successful concerted effort to collect such data. 
  
  
  
  The author concludes that educational exchange, however, is important to the U.S. and its academic 
  
  
  
  institutions, and that much more needs to be known about the field, how it works, and how well it works, 
  
  
  
  suggesting at the same time that members of CIEE call upon each other and their academic colleagues, state 
  
  
  
  and national educational authorities, the professional associations, and funding agencies to respond to that 
  
  
  
  need.[JCK]
Vente, R.E. (1980, November). The technological mind and other issues of
current exchange research. Paper presented at the U.S.-German Conference on 
  
  
  
  Research on Exchanges, Bonn, West Germany. [R-027] 
  
  
  
  
  
  
  
  This paper gives some indications regarding what might be feasible research projects. In doing so, it 
  
  
  
  emphasizes those projects which require a close cooperation between U.S. and German researchers, and 
  
  
  
  whenever possible, the inclusion of researchers of other countries concerned.[JCK]
Wallace, J.A. (1962). Characteristics of programs for study abroad. Journal of
General Education, 13(4), 251-261. [O-070] 
  
  
  
  
  
  
  
  The rapid rise of study abroad programs since World War II is traced. Seven motives for study abroad are 
  
  
  
  given and seven outcomes that can be expected are stated. Nine characteristics of study abroad programs 
  
  
  
  which should be present for quality general education programs are identified.[HDW]
Wallace, J.A. (1965). Selection of participants. Occasional Papers on
International Educational Exchange, 3. New York: CIEE. [O-092]
Weaver, H. D. (1981, November). Research on study abroad. Unpublished
summary of an address presented at the Council on International 
  
  
  
  Educational Exchange annual meeting, Washington, DC. [R-028] 
  
  
  
  
  
  
  
  A summary of research about study abroad.[JCK]
Weaver, P. (1962). Study abroad and general education. Journal of General
Education, 13(4), 243-250. [O-074] 
  
  
  
  
  
  
  
  The criticisms of American study programs in Europe voiced at the 1949 Carnegie Conference in Paris are 
  
  
  
  reported: too many countries are visited in too short a time, students have too little preparation, there is too 
  
  
  
  little contact with Europeans, and summer programs are at the wrong time to experience European university 
  
  
  
  and cultural life. Ten characteristics of good programs are given.[HDW]
Weidner, E.W. (1962) The world role of universities. New York: McGraw-Hill.
[O-053] 
  
  
  
  
  
  
  
  The effort of this research focused on collecting and presenting data that would be useful to organizations and 
  
  
  
  individuals in arriving at their own evaluations about education abroad programs. In the present volume, the 
  
  
  
  director of the Institute of Research on Overseas Programs has attempted to set forth his own criteria, 
  
  
  
  including his definitions of success and appropriateness of projects, together with the outlines of an approach 
  
  
  
  to higher education, foreign policy, and university international exchange. 
  
  
  
  The fundamental objective of the present research project was to examine the impacts university 
  
  
  
  programs have on institutions and individuals abroad and also the impacts they have on institutions and 
  
  
  
  individuals at home. Impacts were to be examined as to their extent, the factors or variables related to them, 
  
  
  
  and the criteria or sets of criteria that could be and are used to assess them.[JCK]
Wenzong, H. (1986). Why bother about culture in English language teaching?
AFS Occasional Papers in Intercultural Learning, 11, 217. [C-003] 
  
  
  
  
  
  
  
  To find out the views of both teachers and students on questions related to awareness of cultural traits, 
  
  
  
  questionnaires were sent to 36 native English speakers who were teachers at Chinese institutions of higher 
  
  
  
  education. Questionnaires were also sent to two groups of students at the author's own institution. Fifty of 
  
  
  
  these students were being trained as United Nations interpreters and translators and 14 were specializing in 
  
  
  
  cultural exchange. The reason for choosing these groups was that they could be expected to be more culturally 
  
  
  
  aware since they had studied English at college for five or six years and would be working overseas among 
  
  
  
  people of different cultures. 
  
  
  
  Based on the author's investigation, it is suggested that, in designing English language courses, one 
  
  
  
  should see to it that the cultural component should include not only "high civilization" but also customs, 
  
  
  
  habits, and the way of life of English-speaking peoples. One should also see to it, the author contends, that 
  
  
  
  the cultural component is not overemphasized in beginning courses and is increased gradually as students 
  
  
  
  progress in their language learning.[JCK]
Werth, M. (1980, November). Migration and reintegration. Paper presented at
the U.S.-German Conference on Research on Exchanges, Bonn, West 
  
  
  
  Germany. [M-014] 
  
  
  
  
  
  
  
  This paper explains the isoplan-institute's "reintegration-programs" for qualified returnees to different 
  
  
  
  countries (mainly Turkey) and, in doing so, publishes a number of research studies, evaluations, and statistical 
  
  
  
  inventories. The target group of reintegration programs in the FRG are (1) students and postgraduate academic 
  
  
  
  people as well as (2) skilled workers and (3) self-help initiatives. 
  
  
  
  In addition to the group of students, approximately 370,000 highly skilled workers and employees 
  
  
  
  from Third World Countries are working in the FRG (with significant numbers tending to stay in Germany), 
  
  
  
  most of them coming from the Mediterranean labor-exporting countries. Special emphasis is being given to 
  
  
  
  reintegration programs for "self-help initiatives," primarily for turkish "guest workers companies."  
  
  
  
  As an appendix to the present paper is a formulation by Pieter von Dijk, responsible for Dutch 
  
  
  
  programs, of some critical hypotheses which can serve as a basis of future discussion and research.[JCK]
Wilson, N.H. (1967). High school exchange-Does form follow function?
Occasional Papers on International Educational Exchange, 9. New York: 
  
  
  
  CIEE. [O-098]
Winter, G. (1980, November) On changing social systems and interpersonal
relations by changing oneself. Paper presented at the U.S.-German Conference 
  
  
  
  on Research on Exchanges, Bonn, West Germany. [T-012] 
  
  
  
  
  
  
  
  This paper discusses an interactional perspective on international educational exchange; describes the 
  
  
  
  interaction between the cognitive changes that occur within the sojourner (changes in perceptions, internalized 
  
  
  
  role expectations, and value systems) and the influence of the physical, social, and cultural environment in 
  
  
  
  which the sojourner interacts in the host country. Also describes the process (stages) which the sojourner 
  
  
  
  experiences in realizing the changes described above. Finally, the author lists a number of practical 
  
  
  
  applications of these theoretical concepts including the necessity for exchange programs to allow 
  
  
  
  opportunities for social and personal exploration as well as cognitive growth, length of time should be 
  
  
  
  sufficient to allow for maximum intellectual and social opportunities, exchange programs should have some 
  
  
  
  mechanism for providing assistance to students as they experience these personal changes.(JM)
Woodrow Wilson School of Public and International Affairs. (1951). Evaluation
of longtime effects: International educational exchange (Belgium). 
  
  
  
  Princeton, NJ: Princeton University. [I-050]
Wu, J-j. (1982, December). Comparison of experiences of American students
in Taiwan with Taiwan students in the United States. Taipei, Taiwan: 
  
  
  
  Foundation for Scholarly Exchange. [M-004] 
  
  
  
  
  
  
  
  This research has its origin from three sources. The first part consists of information collected in collaboration 
  
  
  
  with Geoffrey White of the East-West Center in Honolulu, Hawaii. 
  
  
  
  Subjects were asked the causes and coping strategies of five everyday problems including difficulty 
  
  
  
  sleeping, feeling anxious, weak, feeling hollow, and empty, and having a headache. These five problems are an 
  
  
  
  extension of previous work done at the East-West Center. In that research, 30 problems were extracted from 
  
  
  
  three different problem checklists. These checklists included the Zung Depression Scale, a problem and 
  
  
  
  behavior checklist used by the Institute of Behavioral Sciences in Honolulu, and a questionnaire on help-
  
  
  
  seeking originally written and used in Hong Kong. The researchers in Honolulu then selected a representative 
  
  
  
  set of 30 problems which spanned the range of items and eliminated much of the redundancy. These five 
  
  
  
  problems are an extraction of those 30 problems. Another part of the research done in collaboration with the 
  
  
  
  East-West Center involves the frequency of occurrence for 13 of the problems extracted from the 30 problem 
  
  
  
  checklist. The problems included: difficulty making decisions, difficulty sleeping, uncertain about future, feel 
  
  
  
  hollow and empty, difficulty meeting family's expectations, have headaches, feel anxious and tense, difficulty 
  
  
  
  concentrating, unable to meet goals, feel weak and fatigued for no apparent reason, have lost trust in people, 
  
  
  
  feel lonely, and can't control emotions. The frequency scale was a point Likert Scale ranging from never to 
  
  
  
  daily in the past week. 
  
  
  
  A second part of the research was an adaptation of a social Network survey developed by Nick 
  
  
  
  Heggenbothom of the University of Waikato in New Zealand. This section concerns itself with the quantity 
  
  
  
  and quality of contact the students have with other people. 
  
  
  
  The third section was designed by the researchers in Taipei. This section concerns lifestyle of the 
  
  
  
  American and Taiwan students overseas. This section concerns itself about work, school, information, 
  
  
  
  problems, housing, and plans after departure from Taiwan. 
  
  
  
  All three parts, were incorporated into one survey and distributed in Taiwan and America. Of the 150 
  
  
  
  surveys distributed to American students, 56 were completed and returned. Surveys were distributed at 12 
  
  
  
  different American colleges and universities in the U.S. Of the 560 surveys distributed, 241 were completed 
  
  
  
  and returned. 
  
  
  
  As the lifestyle, purpose of going abroad, and background of American students in Taiwan and 
  
  
  
  Taiwan students in America differ so much, one would expect that the problems encountered by them would 
  
  
  
  vary. Indeed, problems did vary from the very onset of their overseas stays. Among the findings: (1) every 
  
  
  
  problem was reportedly occurring more often for Americans than for Chinese; (2) when the problems were 
  
  
  
  ranked according to frequency, the rankings were very similar for Americans and Chinese; (3) being uncertain 
  
  
  
  about the future was the most frequent problem for Americans while it was ranked second to last for Chinese; 
  
  
  
  (4) the two most prevalent problems for the Chinese were communication and transportation; (5) the three 
  
  
  
  most common problems for Americans were pollution, politics, and communication.[JCK]
Young, R.L. (1980). Social images and interpersonal interaction among Hong
Kong and American students. Unpublished doctoral dissertation, University 
  
  
  
  of Hawaii. [C-021] 
  
  
  
  
  
  
  
  Stereotypes are trait terms that generalize and simplify characteristics of groups of people in the form of verbal 
  
  
  
  labels, and are used to explain behaviors of members of those groups in terms of those labels. These 
  
  
  
  stereotypes, or social images, are used to judge how one should interact with others. This study has analyzed 
  
  
  
  which behaviors are associated with traits which make up the stereotypes of two national groups, Hong Kong 
  
  
  
  and American students. It has been found that Americans and Hong Kong Chinese have similar behavioral 
  
  
  
  conceptualizations of traits. 
  
  
  
  The similarity hypothesis states that attraction to a person increases with the degree in which 
  
  
  
  attributes are described as similar to one another. The similarity hypothesis was found to apply to predict that 
  
  
  
  Chinese students will feel more comfortable with the national group (Hong Kong or American) that is more 
  
  
  
  similar to their self image. The American students felt more comfortable and associate more with the national 
  
  
  
  group that is more similar to self image. The subjects were Hong Kong and American students at the Chinese 
  
  
  
  University of Hong Kong.[AUT]
Young, R.L. (1985). Impact of study abroad on personal and intellectual
development in the college years. Unpublished manuscript. [O-054] 
  
  
  
  
  
  
  
  A review of postwar literature on impact of study abroad, this paper discusses the goals of study abroad as part 
  
  
  
  of the educational process, the changes students go through during their sojourn, and the implications of the 
  
  
  
  research to the study abroad office.[JCK]
Young, R.L. (1985). Transcending one's cultural context: The ethnic American
student abroad. Unpublished manuscript. [I-061] 
  
  
  
  
  
  
  
  This paper explores the ethnic identity development of the college-aged ethnic American. The context is the 
  
  
  
  study abroad experience where the ethnic American goes to the country or cultural environment of their 
  
  
  
  ancestors. The college years were chosen as the context of this paper since they are not only a time of 
  
  
  
  exploration in terms of developing lifelong personal values, but of establishing one's attitudes toward their 
  
  
  
  own ethnicity. 
  
  
  
  This paper also examines one's ancestral origin through six sections. The first discusses the issue of 
  
  
  
  how ethnicity is defined and how it applies to ethnic Americans. The second section discusses the issue of 
  
  
  
  formation of ethnic identity for the ethnic American. It examines how the ethnic American is pulled between 
  
  
  
  the culture of their ancestors and that of a dominant "American" culture. 
  
  
  
  The third and fourth sections use the concepts of allegiance and awareness toward their ethnicity and 
  
  
  
  the influence of their assimilation into American society in theorizing how the ethnic American student 
  
  
  
  experiences their overseas sojourn. These sections address how ethnic American students are viewed as an 
  
  
  
  ethnic being as well as an American, rather than a minority in the American sense, while coping with different 
  
  
  
  pressures in the assimilation process. A fifth section discusses implications of the research, with respect to 
  
  
  
  ethnicity at three levels: personal, school, and societal.[JCK]
4











5 Index Cross-Cultural Issues

Amir, Y (1969), p. 11

Batchelder, D., & Warner, E.G. (Eds.). (1977), p. 15

Bochner, S. (1977, p. 18

Bresee, D.E. (1985), p. 19



Brislin, R.W. (1980), November), p. 20



Brislin, R.W. (1981), p. 20



Brislin, R.W., & Pederson, P. (1988), p. 25



Carlson,J.S.,& Widaman D.F. (1988), p. 25



Condon, J.C., & Yousef, F.S. (1975), p. 30



Gorden, A. (No date), p. 39



Herman, S.N., & Schild, D. (1960, p. 44



Hoopes, D., & Ventura, P. (Eds.),(1979), p.45



Intercultural Communicating. (1976), p. 49



Juffer, K.A. (1984), p. 50



Kohls, R. (1979), p.57



Lampo, J.M. (1985), p. 61



Lovejoy, E.P. (1980), p.65



Oberg, K. (1960), p. 74



Sikkema, M., & Niyekawa, A. (1977), p. 86



Stewart, E.C. (1972), p. 91



Sussman, N.M. (1984), p. 93



Useem, J.,& Useem, R.H., (1955), p. 99



Wenzong, H. (1986), p. 101



Young, R.L. (1980), p.104 Evaluations 

Abrams, I. (1979), p. 5



Abrams, I., & Abrams-Reis, C. (1979, September), p. 6



Abrams, I., & Heller, F.H. (1978), p. 7



Barrutia, R., Larkin, B.D., Prator, C.H., & Weaver, H.D. (1980), p. 14



Billigmeier, R.H., & Forman, D. (1975), p. 17



Carlson, J.S. (1986, March), p. 24



Carlson, J.S., & Jensen, M.C. (1983), p. 25



Fersh, S. & Fitchen, E. (Eds.), (1981), p.33



Fugate, J.K. (1983), p.36



Gough, H. & McCormack, W. (1967), p. 39



Hoskins, L. (1970), p. 47



Klineberg, O. (1976), p. 55



Lamet, M.S., Lamet, S.A., & Whitcomb, D.E. (1979), p. 59



Oldt, E.A. (1968), p. 74



Pace, R.C. (1959), p. 74



Pfnister, A.O. (1969), p. 78



Pfnister, A.O. (1973), p. 79



Smith, C.T. (1971), p. 87



Sudy abroad programs: An evaluation guide. (1980, May), p. 92



Stutzman, R. (1981), p. 93



Stutzman, R. (1985), p. 93



Tucker, M.F. (1973, June), p. 97



University of California. (1970), p. 99



Useem, R.H., & Putman, I., Jr. (1981), p. 99 Guides 

Basic facts on study abroad. (1987), p. 14



Baumann, C. (1975), p. 16



Boyan, D.R. (1981), p. 18



Cohen, M.A. (1987), p. 28



Garraty, J.A., Klemperer, L. von, & Taylor, C.J.H. (1981), p. 37



Howard, E. (Ed.). (1987), p. 47



Howard, E. (Ed.). (1988), p. 47



Klemperer, L. von. (1976), p. 54



Lowenstein, J., & Taylor, M.L. (Eds.). (1976), p. 65



McIntyre, P.A. (Ed.). (1980), p. 70



Pierce, B.H. (1979), p.79



Students abroad: Guide for selective foreign education, (1979), p. 92



Study abroad. (1981), p. 92



Study abroad: Handbook for advisors and administrators. (1979), p. 92



Taylor, M.L., & Young, N. (Eds.). (1976), p. 96 Impact Studies 

Barber, E.G. (1983), p. 11



Barrows, T.S., Klein, S.F., & Clark, J.L.D. (1980), p.12



Baty, R., & Dold, E. (1977), p. 16



Bower, T.J. (1973), p. 18



Burn, B.B. (1981), p.22



Burnham, W.E., Trendler, C.A., & Harris, D. (1966), p. 24



Carlson, J.S. (1983), p. 24



Carsello, C., & Greaser, J. (1976), p. 26



Church, A.T. (1982), p. 27



Coelho, G.V. (1962), p. 28



Craig, R.B. (1983, May), p. 31



Davies, M.W. (1974), p. 31



Flack, M.J. (1976), p. 35



Galtung, I.E. (1965), p. 37



Golden, J.S. (1973, spring), p. 38



Hensley, T.R., & Sell, D.K. (1979), p. 43



Hofman, J.E., & Zak, I. (1969), p. 45



James, N.E. (1976), p. 49



Kafka, E.P. (1968), p. 51



Kauffmann, N.L. (1983), p. 51



Kauffmann, N.L. (1983), p. 52



Kauffmann, N.L. (1985, May), p. 53



Kelman, H.C. (1962), p. 53



Koester, J. (1985), p. 57



Lamet, S.A., & Lamet, M.S. (1981), p. 59



Lamet, S.A., & Lamet, M.S. (1982, May), p. 60



Lamet, S.A., & Lamet, M.S. (1982, November), p. 60



Lank, H.P. (1963), p.61



Leonard, E. (1959), p. 62



Leonard, E.W. (1964), p. 63



Marlon, P.B. (1974), p. 66



Markovits, A.S., & Keeler, J.T. (1978), p. 66



Martin, J.N. (1986), p. 67



McEvoy, T.T. (1968), p. 69



McGuigan, F.J. (1958), p. 70



McKeown, B., & Craig, R. B. (1978, February), p. 70



Melchiori, A., & Slind, M.G. (1987), p. 70



Merritt, R.L. (1972), p. 71



Morgan, E.E., Jr. (1972), p. 71



Morgan, E.E., Jr. (1975), p. 72



Nash, D. (1976), p. 73



Pelowski, J.F. (1979), p. 76



Pfnister, A.O. (1971), p. 78



Pfnister, A.O. (1972), p. 78



Price, B.L., & Hensley, T.R. (1978, April), p. 80



Pyle, K.R. (1981), p. 80



Salter, C.A., & Teger, A.I. (1975), p. 82



Sampson, D.L., & Smith, H.P. (1957), p. 82



Sell, D.K. (1980), p. 83



Sell, D.K. (1981, May), p. 84



Sell, D.K. (1983, May), p. 84



Sell, D.K. (1983), p. 94



Sell, D.K., & Craig, R.B. (1982, April), p. 85



Smith, H.P. (1955), p. 87



Smith, H.P. (1957), p. 88 



Stauffer, M.L. (1973), p. 90



Uehara, A. (1986), p. 97



Woodrow Wilson School of Public and International Affairs. (1951), p. 103



Young, R.L. (1985), p. 105 Miscellaneous 

American Council on Education. (1984), p. 11



Barber, E.G., & Ilchman, W. (1979, September), p. 12



Committe on Educational Interchange Policy. (1956), p. 30



Flack, M.J. (1980, November), p. 35



Halsted, H.M. (1980, November), p. 35



Harari, M. (1980, November), p. 42



Hayden, R.L. (1980, November), p. 43



Hull, W.F., IV, & Lemke, W.H., Jr. (1975), p. 48



Hull, W.F., IV, Lemke, W.H., Jr., & Houang, R.T. (1977), p. 48



McGhee, M.E. (1983), p. 69



Ruffino, R. (1983), p. 81



Stephens, C.J. (1986), p. 90



Werth, M. (1980, November), p. 102



Wu, J-j. (1982, December), p. 103 General Overviews 

Abrams, I. (1965), p. 5



Abrams, I., & Arnold, D. B. (1967), p. 6



Abrams, I., & Hatch, W.R. (1960), p. 7



Abrams-Reis, C. (1980), p. 8



Adler, P.S. (1974), p. 8



Allaway, W.H. (1957), p. 9



Allaway, W.H. (1986), p. 9



Allaway, W.H. (1987), p. 10



Allaway, W.H., & Koff, S.P. (1965), p. 10



Allaway, W.H., & Shorrock, H.C. (Eds.). (1985), p. 10



Arpan, J.S., Geer, M., McCracken, P., & Wind, J. (1988), p. 11



Arum. S. (1987), p. 11



Barrutia, R. (1971), p. 13



Barrutia, R. (1979), p. 14



Baskin, S. (Ed). (1965), p. 14



Battsek, M. (1962), p. 15



Bicknese, G. (1974), p. 17



Board of Foreign Scholarships. (1971), p. 17



Bowman, J.E., (1987), p. 18



Burn, B.B. (1980), p. 20



Burn, B.B. (1980), p. 22



Burn, B.B., & Briggs, A. (1985), p. 23



Carlson, J.S., & Yachimowicz. (1986), p. 26



Castro, F.P., & de Puga, E.S. (1967), p. 26



Churchill, R. (1958), p. 27



Cleveland, H., Mangone, G., & Adams, J.C. (1960), p. 27



Coleman, J.S. (1984), p. 29



Colleges set number of study-abroad programs. (1979, May 14), p. 29



Commanday, S. (1976), p. 29



Coughlin, M.T. (1975), p. 31



Eide, I. (Ed.). (1970), p. 32



Elder, J.W. (1987), p. 32



Fersh, S. (1982), p. 33



Flack, M.J. (No date), p. 34



Fraser, S.E. (1984), p. 35



Freeman, S.A. (1965), p 36



Fugate, J.K. (1987), p. 36



Fugate, J., Haenicke, D., & Northcott, K.J. (1976), p. 36



Gardner, E.G. (1967), p. 37



Gliozzo, C. (1969, July-August), p. 37



Gliozzo, C. (1978), p. 38



Gliozzo, C. (1980), p. 38



Gliozzo, C. (1981), p. 38



Gliozzo, C. (1982), P. 40



Gullahorn, J.T. & Gullahorn, J.E. (1958), p. 40



Haenicke, D.H. (1976), p. 41



Hartle, R.W. (1968), p. 42



Hayden, R.L. (1980), p. 42



Herman, S.N. (1970), p. 43



Hill, D.J. (Ed.). (1986), p. 45



Holland, K. (Special Ed.). (1976), p. 45



Hull, W.F., IV, (1981), p. 47



Jansen, M.B. (1974), p. 50



Johnson, B.L. (Ed.). (1982), p. 50



King, M.C., & Fersch, S.H. (1982), p. 54



Klassen, F.H. (1967), p. 54



Klineberg, O., & Hull, W.F., IV. (1979), p. 55



Knepler, H. (1980, February-March), p. 56



Krawutschke, E.L. (1980), p. 57



Lambert, R.D. (Special Ed.). (1980), p. 58



Lauwerys, J.A. Nagai, M., & Taylor, H. (1967), p. 62



Ley, H. de. (1975), p. 64



Lundstedt, S., & McEvoy, T.L. (1967), p. 66



Masters, R.D. (1971), p. 68



McCormack, W. (1969), p. 68



Murray, J.R. (1965), p. 73



Paige, R.M. (1984), p. 75



Pell, C. (1987, November), p. 76



Pfnister, A.O. (1970), p. 78



Rice, G.W. (1968), p. 80



Sanders, I.T., & Ward, J.C. (1970), p. 82



Schools make news: Study-service abroad. (1969, October 18), p. 83



Scully, M.G. (1978, October 10), p. 83



Shank, D.J. (Chair). (1963), p. 86



Snell, D.K. (1987), p. 88



Spier, P. (1968), p. 90



Taba, H. (1953), p. 94



Taylor, M.L. (1979), p. 95



Useem, R.H., & Coelho, G.V. (1967), p. 99



Wallace, J.A. (1962), p. 100



Wallace, J.A. (1965), p. 101



Weaver, P. (1962), p. 101



Wilson, N.H. (1967), p. 102



Young, R.L. (1985), p. 104 Program Descriptions 

Abrams, I., & Duewell, K. (1982, March), p. 7



Allaway, W.H. (1951), p. 8



Burn, B.B. (1980, November), p. 20



Hess, G. (1976), p. 44



Hildebrand, M. (1983), p. 44



Hoskins, L.M. (1962), p. 46



McCormack, W. (1976), p. 68



Stavig, R. (1966, February 19), p. 90



Ternes, H. (1976), p. 96 Research 

Abrams, I. (1980, November), p. 5



Allaway, W.H. (1980, November), p. 9



Bowman, J.E. (1967), p. 18



Burn, B.B. (1980), p. 21



Cormack, M.L. (1962), p. 30



Deutsch, S.E. (1970), p. 32



Fisher, J.M., Craig, R.B. & Sell, D.K. (1982, October), p. 33



Hull, W.F., IV. (1980), p.47



Hull W.F., IV. (1983), p. 48



Kenney, N.J. (1956), p. 53



Klineberg, O. (1966), p. 54



Littmann, U. (1980, November), p. 64



Lulat, Y. G-M. (1984), p. 65



Neuhold, H. (1970, October), p. 74



Paige, R.M. (1978, February), p. 75



Pich, E. (No date), p. 79



Richardson, J. (1980, November), p. 81



Sell, D.K., & Brown, S.R. (1984), p. 84



Sell, D.K., & Craig, R.B. (1983), p. 86



Smith, M.B. (1956), p. 88



Spaulding, S., & Flack, M.J. (1976), p. 89



Spencer, C.S., Jr., & Stahl, V.R. (Compilers). (1983), p. 89



Spencer, R.E., & Awe, R. (1968), p. 89



Thomas, K.A. (1984), p. 96



Thomas, R.M., & Hawkins, J.N. (1984), p. 97



Tysse, A. (1974), p. 97



Vaughn, H.A. (1981, July), p. 100



Vente, R.E. (1980, November), p. 100



Weaver, H.D. (1981, November), p. 101 Theoretical Presentations 

Adler, N. (1976), p. 8



Gullahorn, J.T., & Gullahorn, J.E. (1963), p. 40



Hayden, R.L. (1976), p. 42



Hopkins, R.S. (1982), p. 46



Lambert, R.D. (1982), p. 58



National Advisory Board on International Education Programs. (1983), p. 70