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The experience of American undergraduates in study-abroad programmes in South Africa

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dc.contributor.advisor Lemmer, E.M. (Prof.) en
dc.contributor.author Paola, Roberta James en
dc.date.accessioned 2009-08-25T11:00:01Z
dc.date.available 2009-08-25T11:00:01Z
dc.date.issued 2009-08-25T11:00:01Z
dc.date.submitted 2004-11-30 en
dc.identifier.uri http://hdl.handle.net/10500/2068
dc.description.abstract Study-abroad in the United States traces its roots back to early colonial times. The concept of spending a semester or year abroad during the undergraduate degree programme is not a new one; however increasing emphasis has been placed upon the need for acquiring a global education to cope with the demands of an ever increasing internationalised world. The traditional locations for American undergraduates who chose to study-abroad have always been and continue to be Western Europe. Yet, with a culture similar to that of the United States, the question of what intercultural learning takes place is an apt one. Emphasis on non-traditional locations is increasing, yet few studies have been undertaken which examine the experience of American undergraduates who do choose non-traditional destinations for their study-abroad experience. This research examines, through a qualitative study, using in-depth, semi-structured descriptive interviews, the experience of six American undergraduates who chose to spend a semester in South Africa from January to June 2004. A focus group of professionals within the American university study-abroad setting was also interviewed in May of 2003 to determine factors of interest to professionals within the field. The major findings included: The traditional barriers to study-abroad were not applicable to the students studied, however, barriers dealing with lack of information or inaccurate information regarding South Africa and non-promotion of South Africa as a first world country were found to be relevant as deterrents to students choosing South Africa as a destination for study-abroad. The most relevant factors that influenced students to study-abroad in South Africa were found to be: prior academic coursework in African studies at the home institution, the perception that it was a destination that offered opportunities for personal enjoyment and learning prospects in a unique cultural setting in addition to the fact that the host institution's language of instruction was English. Based on these findings, relevant recommendations for further research in this field were suggested. en
dc.format.extent 1 online resource (253 leaves)
dc.language.iso en en
dc.subject undergraduate study en
dc.subject study-abroad en
dc.subject United States en
dc.subject South Africa en
dc.subject international education en
dc.subject college en
dc.subject university en
dc.subject tertiary education en
dc.subject internationalisation en
dc.subject cultural immersion en
dc.subject cultural adaptation en
dc.subject experiential education en
dc.subject heritage seeker en
dc.subject academic experiences en
dc.subject.ddc 370.116096
dc.subject.lcsh Education, Higher--South Africa
dc.subject.lcsh American students--Foreign countries
dc.subject.lcsh American students--South Africa
dc.subject.lcsh Foreign study--South Africa
dc.subject.lcsh Students, Foreign--South Africa
dc.subject.lcsh Educational exchanges--South Africa
dc.subject.lcsh Experiential learning--South Africa
dc.subject.lcsh Educational anthropology--South Africa
dc.title The experience of American undergraduates in study-abroad programmes in South Africa en
dc.type Thesis en
dc.description.department Educational Studies en
dc.description.degree DED (COMP EDUCATION) en


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