Despite an extensive body of literature scrutinising international students' short-term and long-term mobility experiences, little is known about the connection between the two. To address this gap, this study looks into the perception of a group of Chinese international students on how participation in their short-term mobility (STM) experience…

This study explores the unique experience of disrupted sojourns and early reentry among U.S. college students who were abruptly repatriated from their study abroad experience in March 2020. Using a combination of focus groups and interviews with 25 U.S. returning students, the findings suggest that students' experiences were characterized by…

The "Spring 2024 Snapshot on International Educational Exchange" continues the commitment of the Institute of International Education (IIE) to map the current state of international educational exchange to and from the United States. The report presents data from 662 U.S. higher education institutions in two sections: (1) current trends…

This article calls attention to the complex ways in which study abroad participants make meaning and narrate their experiences abroad. I ask, how do participants understand their study abroad experiences in relation to informing and giving meaning to their conceptions of self? To answer this question, this article uses a qualitative case study…

This study utilizes social network analysis to characterize a typology of study abroad sojourner experience, detailing the relationship of social experience types to second language (L2) proficiency growth and study abroad program design. In contrast with previous research, the study performs a quantitative analysis of structural and compositional…

Performing a stay in a country where the L2 is the official language can provide the perfect immersion for L2 development (traditional study abroad). In the case of English learners, internationalization and the role of English as a lingua franca make it unnecessary to perform the stay in an English-speaking country. Hence, an increasing number of…

With the rapid development of economic globalization and educational internationalization, overseas education has emerged as a pivotal trend in the current global education landscape. Employing bibliometric methods, this study conducts co-citation and co-occurrence analyses using VOSviewer and Bibliometrix software to scrutinize 1985 publications…

The action research process initiated in 2015 to make a thorough reform of the CASA-Sevilla study-abroad programme not only produced significant pedagogical developments but also brought about a profound change in the way of working and relating within the programme work organisation itself and with Cornell University colleagues. This section…

Evaluation is essential to the analysis of the performance of academic programmes and is a central feature of the academic accountability movement. Most study abroad programmes, however, lack evaluation protocols, even though establishing them and acting on the results would contribute to their credibility. This final section of a comprehensive…

CASA-Sevilla is a study abroad programme for US university students with an advanced level of Spanish. In recent years, new patterns of social behaviour among students (mainly the use of technology and low-cost flights) aggravated their difficulties in establishing contacts with the local society, which often resulted in the perpetuation of…

This section discusses how the changing students' experiences necessitated a rethinking of the educational programme and the development of an active pedagogy. The reform used two powerful instruments: an adaptation of the Common European Framework of Reference for Languages, which allows the language coordinator to evaluate the linguistic needs…

This manuscript draws from a naturalistic participant-observation study, focused on Midwestern United States men's experiences in a short-term study abroad (STSA) programme in Spain, exploring gendered performances during the course. As global student engagement in study abroad programming continues to increase, gender demographics remains…

This section of the comprehensive account of the action research and pedagogical reform of the CASA-Sevilla study-abroad programme concerns the introduction of community-engaged learning as a way to complement classroom instruction. Some experiential elements were already part of the programme's previous design (homestays, cultural visits), but…

In this article, I analyze implications of recent calls to increase minority students' participation in study abroad. I argue, although these calls aim for inclusivity, they frame study abroad as the only way of fostering 'global competence' and imply that minority students lack it. I also highlight the oft-erased global competence nurtured in…

In the spring of 2020, as COVID-19 forced the suspension of most U.S. education abroad programs, study abroad students returned home, summer programs were canceled, and international educators pondered the unlikelihood of resuming fall 2020 study abroad; larger questions about the future of international education and global learning with limited…