Papers
U.S. Heritage-Seeking Students Discover Minority Communities in Western Europe
Published in Journal of Studies in International Education, Vol. 12, No. 1, 29-37 (2008)
This research article examines quantitative data relevant to an increasingly multiethnic Western Europe and investigates European opportunities for U.S. minority heritage-seeking students. In addition to analyzing the demographic data of Western Europe, a review of U.S. higher education enrollment demographics derived from current national education statistics as well as a look at the racial and ethnic makeup of U.S. students studying abroad will be conducted.
Education Abroad Outcomes Assessment Literature and Resources
Chapter in "Guide to Outcome Assessment in Education Abroad" by Comp, D. (lead author), Vande Berg, M., Stephenson, S., Gladding, S., & Rhodes, G. (2007)
What We Know About Diversity in Education Abroad: State of the Research
Proceedings for the AED Colloquium on Diversity in Education Abroad: How to Change the Picture, Washington, D.C., May 2, 2006
This paper focuses on the state of research and data related to diversity in education abroad.
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The Diversification of the Student Profile
Chapter in forthcoming "A History of US Study Abroad: 1965 to Present" by Stallman, E., Woodruff, G., Comp, D., & Kasravi, J.
Assessment of and Standards for Study Abroad
Chapter in forthcoming "A History of US Study Abroad: 1965 to Present" by Comp, D. & Merritt, M.
Germany as a Study Abroad Destination of American Students in the Science, Technology, Engineering & Mathematics (STEM) Fields: A Historical and Contemporary Examination
Submitted to Frontiers: The Interdisciplinary Journal of Study Abroad
This paper is an attempt to map patterns of study abroad in Germany by American students in the Scientific, Technology, Engineering and Mathematics (STEM) fields and to learn what, if anything, Germany is doing to attract these students to its universities and research institutions. The history of American students studying in Europe, from colonial times to present day, is studied and details on Germany’s place in this academic activity during this history is examined. Also, the academic trends in the STEM fields in both the United States and German higher education systems is reviewed in order to better understand the international educational opportunities for American students to study these disciplines abroad in Germany.
Identifying Sojourner Change after a Study Abroad Experience: A Content Analysis Approach
Published in International Topics, 2 (1), Spring, 2008
A qualitative approach was used to explore the personal changes that undergraduate sojourners encounter as a result of their study abroad experience. Semi-structured interviews were conducted with undergraduate students recently returned from studying abroad. Participant interviews were coded and analyzed using a content analysis approach. The data suggest that undergraduate sojourners experience various intellectual, psychological, social and/or physical changes as a result of studying abroad. A theoretical model is proposed that explains, in part, these changes.
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International Education as a Vehicle of U.S. Soft Power: 1945 to 2000
Final editing of manuscript in progress
International education creates an environment of cultural understanding that exposes participants to new and different approaches to life, ways of thinking, and governance. International education plays an important role in advancing globalization. This paper is inspired by the scholarly works of Joseph Nye and Aaron Benavot. Joseph Nye first coined the term “soft power” in his 1990 book Bound to Lead: The Changing Nature of American Power. In his subsequent writings on the subject of soft power, Nye has continuously highlighted the importance that educational exchanges play in exercising power. Aaron Benavot, in his work on education and political democratization, asks “what are the specific mechanisms and processes linking higher education and increasing levels of democracy in the recent period?” and recommends that one research approach to answering this question should concentrate on international students studying abroad in Western Europe and North American colleges and universities, where exposure to democratic practices is plentiful, in order to understand the effects these educational experiences have on the development of democratic governments and practices upon their return home. The research discussed above by Joseph Nye and Aaron Benavot are distinct from one another yet both suggest that international education exchanges are one possible variable in affecting and increasing soft power and democracy respectively.
Comparative and International Education: Messy Divorce or Possible Reconciliation?
In process of submitting for publication
International Education as an Agent of Democratization
Working Draft
This paper is guided by Aaron Benavot’s (1999) question “What are the specific mechanisms and processes linking higher education and increasing levels of democracy in the recent period?” Benavot suggests that one research approach should focus on “students studying abroad, particularly those in North American or Western European universities, where foreign students often receive firsthand exposure to democratic institutions and practices.” My thesis is that the U.S. government is keenly aware of the impact international students have on the U.S. while studying here and is optimistic that these students will apply democratic principles and systems upon return to their home countries. The United States continues to allocate significant funds annually towards exchange programs such as its flagship Fulbright Program and works hard to create new opportunities for foreign citizens to come to the U.S. to study and be exposed to democratic processes and principles. This research paper examines international education policy of the United States since 2000 and the efforts taken to welcome international students and expose them to democratic institutions. The objective is to determine if the implementation of various laws and regulations in the United States adhere to the objectives of the international education policy set forth by President Clinton in 2000. A comparative perspective on the international education policy of the United Kingdom which is the second leading destination for students who are studying internationally was also completed. Understanding the perspectives of the United Kingdom and the international education policies that government has created to expose international students to democratic institutions and practices will be important to this investigation.
Research on Minority Student Participation in Education Abroad: What Can Comparative Data Tables Tell Us?
Research in Progress
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