Exchange Student

Program The Kennedy Lugar Youth Exchange and Study (YES) merupakan program pertukaran pelajar yang dikeluarkan oleh Amerika Serikat ke negara-negara Muslim di dunia tepat pasca peristiwa 9/11. Negara Indonesia, sebagai negara dengan populasi Muslim terbanyak di dunia, pun tak luput dari pengimplementasian diplomasi publik Amerika Serikat ini. Perbedaan pandangan yang terjadi akibat kesalahpahaman dunia Muslim terhadap kebijakan Global War On Terrorism yang
dikeluarkan oleh Amerika Serikat, menyebabkan negara adidaya ini
mengimplementasikan aspek development of lasting relationships-nya melalui diplomasi publik. Salah satunya ialah dengan menggunakan program YES ini. Penelitian ini sendiri merupakan penelitian Deskriptif. Metode penelitian menggunakan pengambilan data sekunder.

Kata kunci : Diplomasi publik, Kennedy Lugar Youth Exchange and Study (YES), Amerika Serikat, Indonesia, exchange students, 9/11.

Exchange is an opportunity. A chance to experience lifestyle, culture, country, language, friends and new environment. The youth exchange is a golden opportunity for a young girl like me to learn from the other side of the world. An opportunity to share the beauty of our tradition, language, education, arts and music with the people around the globe have always been my dreams as I always do that with my online pen pal. A real-time experience of it might be a once in a lifetime experience for me. Exchange is a chance to learn the beautiful tradition of a country. I have always love to try and experience the culture. Especially Korean culture as I have always watch Korean dramas and shows. I have learned about their culture and cannot wait to try it myself. Traditional clothes 'Hanbok' and even their food 'kimchi' and 'spicy rice cakes' have always been my favourite whenever I went to a Korean restaurant. Music has no language as Korean pop is like a part of me. I have been a fan of this music genre since I was in primary school and have learned the language by myself as I want to understand the lyrics. Tradition and music play a very big part in everyone's life as it is like our flesh and bone because it is hard to separate them from deep of our heart. Exchange is sharing. Korean early childhood education has always made me curious as the system and curriculum are so much different from Malaysia. As a student of early childhood education in one of the government educational institutes, I have learned that our country's education has been head towards the east. As early education in South Korea mainly focused on attitude and to be independent it has attracted me to learn more about their education and get my eyes on it. Exchange is a spirit. Capture the spirit and essence of life in the country that I got to visit is a dream come true. As my love for photography is 'Beyond Borders', the idea of getting close and interacting with people may be intimidating to some, but not me. I love seeing how people react to my camera. Most of the time people will smile at me and laugh while taking their pictures. I would like to share with the world the emotion and beauty of nature and people in my photograph. I love to share with the world how the beauty had moved my heart to love the place and the people. Just when the caterpillar thought her life was over, she began to fly. Just when I start losing hope to get to another country for a student exchange program, I came across one of my friend posts on social media about this youth exchange program and I tried to apply for it. I hope that this butterfly can spread her wings to share with the world her passion, love, and dedication to shower her sweetness and positivity to others.

As migrações, no mundo contemporâneo, têm se intensificado e se complexificado significativamente. Pessoas, objetos e ideias circulam por diferentes lugares e de distintas maneiras, redimensionando noções de espaço e tempo, de pertencimento e de configurações identitárias. A presente pesquisa, frente a esse contexto, objetivou investigar a migração estudantil através dos intercâmbios acadêmicos. Esse tipo de migração, crescente nos últimos anos, possui singularidades que afetam sobremaneira as trajetórias e percepções de quem os pratica. A partir da experiência de alunos de graduação da Universidade Federal de Juiz de Fora (UFJF), que realizaram intercâmbio estudantil nos anos de 2013 e 2014, bem como da própria experiência do pesquisador, que realizou intercâmbio em sua graduação no ano de 2011, buscou-se compreender e caracterizar esse fenômeno. Através de entrevistas e observação participante, percebeu-se que este tipo de migração possui uma correlação direta com o corte geracional. A ideia de “ser jovem” pressupõe estar disponível para viver novas experiências e incorporar ideais cosmopolitas. Entretanto, esses estudantes, ao irem para um país estrangeiro, encontram dificuldades de integração com a população “nativa”, restringindo suas interações ao universo de seus pares, ou seja, outros intercambistas. Apesar dessa condição de “estrangeiro”, o intercâmbio atua como elemento diferenciador e distintivo em relação às redes desses estudantes no Brasil. Além disso, o intercâmbio contribui para a construção de projetos de vida e para a ampliação do “campo de possibilidades” desses sujeitos, alargando significativamente suas percepções e perspectivas sobre suas próprias vidas e sobre o mundo. O “estar fora”, a experiência do estranhamento, promovem a ressignificação de uma identidade brasileira, utilizada como estratégia de diferenciação em relação aos estrangeiros. Por fim, cabe destacar esse fenômeno como parte de projetos governamentais de desenvolvimento, se inserindo no cenário global da disputa geopolítica pelo conhecimento científico.

This research aims to describe the expected and observed educational-instructional effects of economic globalisation on higher education institutions in so called 'developing countries'. It explores how global capitalism forces universities in emerging economies, such as India, Turkey and China, to build up their education systems in accordance with the demands of the global market system. It concludes that a knowledge driven global economy demands a larger proportion of the human capital and that this forces the higher education systems to redesign their strategies, education systems, policies and structures in order to compete effectively in the global economy and meet the demands of economic globalisation.

The purpose of this study is to investigate the views of the European Union (EU) Erasmus+ Youth Exchange (YE) projects' participants regarding their foreign language motivation and speaking fluency development.
By utilizing a purposive sampling method, the study was carried out with the participation of members of non-governmental organizations, namely, Edirne Nature Sports Club Association and Sakarya Cycling and Nature Sports Club Association. Both Non-Governmental Organisations (NGOs) have been actively involved in European Union Erasmus+ projects implemented between 2014 and 2020.
In this study, a qualitative research design and 'standardized open-ended interview' model were utilized.  The research questions aim to find out whether the EU Youth Exchange Program plays an important role on participants' foreign language learning motivation and English speaking fluency. Qualitative research questions prepared by the researcher aim to explore two main research questions;
1. What are the participants' views regarding the contribution of EU Erasmus+ Youth Exchange Projects to their English speaking skills?
2. What are the participants' views regarding the contribution of EU Erasmus+ Youth Exchange Projects to their English learning motivation?
The participants of the study were 10 Turkish teenagers and young adults whose ages ranged from 27 to 31. Content Analysis Method was used to analyze the interviews. In this qualitative study, interviewees were addressed ten open-ended interview questions that had been approved by expert opinion. The interviews were transcribed and qualitatively analyzed by utilizing the descriptive coding and Content Analysis method via MAXQDA 2018 Qualitative Data Analysis Software. For the validity and credibility of the research, codings, and findings were reviewed and approved by an expert in the qualitative research field.
The findings of the research reveal that according to the views of the participants EU Erasmus+ Youth Exchange Projects provide several benefits to participants in terms of improving foreign language level, and Youth Exchange projects have contributed to participants' English speaking fluency and foreign language learning motivation.

Annotation. The performance of Canadian-Ukrainian volunteer exchange programmes “Youth Leaders in Action” in the context of international student mobility as a result of 15 years cooperation between the National University of Ostroh Academy and Canadian non-governmental organization Canada World Youth has been presented in the article. The goals of the exchange program, its objectives and policies, activities, as well as academic credits that exchange students can obtain during the exchange program are defined.
Keywords: international student mobility, exchange programme, exchange student, Canada World Youth, the National University of Ostroh Academy, volunteering, portfolio.

Higher education is today facing another world than the one it lived in some thirty years ago. Indeed, our society is chracterized now more than ever by neo-liberalism and has become globalized, which will certainly affect the process of internationalization and commercialization of HE. The purpose of this paper is to reflect on these societal changes and to link these changes with HE and HE policy in Flanders in Belgium. In the first section, we will clarify some concepts (globalization, internationalization, neo-liberalism, and commercialization) and their meaning for HE. In the second section, we will question the consequences of internationalization and commercialization for the three main actors that determine HE policy and higher education institutions (HEI): the state, the academics, and the market. By way of conlusion, we will discuss some of the problems and the steps to be taken by policy makers and HEIs as a consequence of internationalization and globalization

As the world becomes globalized by the influence of science and technology, academic institutions in Central America must provide international academic and research opportunities that are conductive to multicultural learning for students, faculty, and staff.
Public and private universities in Central America are attempting to increase awareness about their international leadership, study abroad programs, and cooperative agreements to compete
in the global market of higher education. As a result, undergraduate students in the region are currently participating in global experiential learning programs under the guidance of
faculty mentors. Students experience unique teaching methods, conduct scientific research projects, practice a different language, and enhance their understanding about other cultures.

The purpose of this research study was to develop a profile of university administrators in Central America based on professional and personal characteristics, perceptions, and experiences working with international programs. A second purpose was to describe the diversity of international leadership, study abroad programs, and cooperative agreements available for undergraduate students in Central American. Specifically, this
research explores the academic background of university administrators and their leadership role establishing study abroad programs and cooperative agreements with academic
institutions worldwide.

A descriptive electronic survey method was used in this research study to collect data from a group of executive university administrators working with international programs in
Central America during 2011. The administrators could choose the English or Spanish language versions of the survey. From a total of 885 administrators contacted, 32% of the executive administrators completed and submitted the electronic survey.  The study comprised a group of university administrators working in the countries of Belize, Guatemala, El Salvador, Honduras, Nicaragua, Costa Rica, and Panama.

Results of this study indicate that executive administrators have graduate degrees, academic experience, and language abilities to establish exceptional study abroad programs and cooperative agreements with institutions worldwide. Based on the results of this study, the most common forms of study abroad programs established by administrators were designed to provide students with academic experiences, internship opportunities, research
experiences, and foreign language skills. Furthermore, executive administrators helped in establishing international cooperative agreements to improve the quality of education in science and technology programs. They also signed unique agreements to provide undergraduate students with academic scholarships. Overall, the executive administrators emphasized their interest in establishing modern study abroad programs with universities in
the United States and in expanding the number of cooperative agreements with European countries. This research study serves as a resource for universities worldwide because it provides information about the diversity of international academic initiatives and professional leadership available at Latin American universities.

It’s a subtle difference but one that can potentially affect a student’s perspective and what they hope to gain from their experiences, which includes the degree to which they want to engage with their host family.

If you’re interested in more detailed information about the differences between J-1 and F-1 students please visit us at:
AmeriStudent
214 W Grand Ave
Grover Beach, CA 93433
(877) 385-8425

This study aims to explore the effectiveness of exchange programs between Taiwan and mainland China in terms of shaping participants' support for Taiwan, given that the cross-strait relationship has reached a deadlock. Academic and social involvement, social contact, social identity, patriotism, animosity, and political familiarity were integrated into a theoretical framework. The participants, who have joined an exchange program commissioned by the Mainland Affairs Council in Taiwan, were invited. The results showed that the level of involvement can either positively influence patriotism and support for Taiwan, or negatively influence animosity, whereas patriotism can positively influence animosity. This seemingly contradicting result indicates that exchange students who went back to mainland China have developed a coping mechanism in which patriotism does not dominate their support for Taiwan. Hence, the exchange programs, to some extent, were effective in promoting support for Taiwan.

Since Turkey started participating in Erasmus+ program in 2002, the interest in studying abroad has been growing in terms of popularity among Turkish students. With the aim of better preparing these students before their experience abroad, Bartın University decided to implement a language course for the outgoing students, and the researcher was responsible for the speaking lessons. The researcher implemented a plan that mainly included dialogue preparation, acting out and getting to know each other activities, icebreakers, and giving presentations in different contexts related to real life situations. The data was collected with the participation of four students who agreed to participate in the semi structured interviews during their stay. The result of the interviews indicated that the students felt positively towards the pre-departure speaking course and the situation-based dialogue exercises generally enabled them to better cope with the challenges they faced while they were studying abroad. Moreover, the participants also expressed that they made use of the phrases they practiced in the lessons during their stay abroad and that they could easily adapt to the similar icebreaker activities organized during the orientation weeks of the universities abroad. This study concludes with suggestions towards future pre-departure courses in preparing language learners for studying abroad.

ÖZET: Avrupa'nın birçok ülkesinde 1987 yılından beri yürütülen Erasmus Programının amacı Avrupa'da yüksek öğretimin kalitesini artırmak ve Avrupa boyutunu güçlendirmektir. Erasmus Programı, üniversiteler arasında ülkelerarası işbirliğini teşvik ederek; öğrencilerin ve eğitimcilerin Avrupa'da karşılıklı değişimini sağlayarak; programa katılan ülkelerdeki çalışmaların ve alınan derecelerin akademik olarak tanınması ve şeffaflığın gelişmesine katkıda bulunarak bu amacı gerçekleştirmeye çalışmaktadır. Türkiye, 2004 yılından itibaren Avrupa Birliği Eğitim ve Gençlik Programlarına tam katılımda bulunmaktadır. Türkiye dışında toplam 30 Avrupa ülkesi programlara katılmaktadır. Bu araştırmanın amacı Erasmus programı ile Türkiye'ye gelen öğrencilerin burada karşılaştıkları akademin güçlükleri belirmektir. Çalışmanın verileri 2007-2008 yılında Erasmus öğrencisi olarak Türkiye'ye gelen 106 öğrenciden elde edilmiştir. Verilerin toplanmasında araştırmacılar tarafından geliştirilen akademik güçlükler anketi uygulanmıştır. Verilerin çözümlenmesinde anket maddelerine verilen yanıtlardan frekans ve yüzde dağılımları elde edilmiş, ayrıca karşılaşılan güçlüklerin cinsiyet, okul, bölüm, öğrenim düzeyi ve geldikleri ülkelere göre değişip değişmediğini ortaya koymak için t-testi ve Kruskal Wallis analizleri yapılmıştır. Araştırma sonucunda öğrencilerin karşılaştıkları akademik güçlükler açısından cinsiyet, okul, bölüm, öğrenim düzeyi ve geldikleri ülkelere göre anlamlı bir farklılık olmadığı görülmüş, Anahtar Sözcükler: Yükseköğretim, öğrenci değişimi, akademik güçlükler, Erasmus Programı ABSTRACT: Abstract: The aim of the Erasmus Programme which has been implemented in many European countries since 1987 is to increase the level of tertiary education and empower the European dimension. The programme tries to achieve its goals by encouraging international cooperation between universities; by providing exchange of students and academics in Europe; by recognizing the studies and degrees held in the participating countries; and by improving transparency. Turkey has been a full participant in the EU Education and Youth Programmes since 2004. Apart from Turkey there are 30 participating European countries. The aim of this study is to identify the academic challenges of those students who came to Turkey via Erasmus Programme. The data were obtained from 106 visiting students who came to Turkey in 2007-2008. The data were collected with an academic challenges survey prepared by the researchers. Frequency and percentage distributions were obtained from the analysis of the data; t-test and Kruskal Wallis analysis were used to find out whether there were any differences in challenges among students according to their genders, universities, faculties, education levels and countries. The results of the study show that there are no significant differences in challenges faced by the students according to their genders, universities, faculties, education levels and countries.

Ofschoon onderwijsbeleid formeel nog in eerste ,instantie toekomt aan de nationale staten (of deelstaten) stellen we vast dat internationale organisaties de voorbije jaren steeds uitdrukkelijker een rol zijn gaan spelen in dit beleid. Vooral het hoger onderwijs mag zich "verheugen" in een groeiende belangstelling vanwege de internationale organisaties. In dit hoofdstuk buigen we ons over de vraag of en vooral op welke wijze die internationale organisaties een sturende rol spelen of trachten te spelen in het onderwijsbeleid. Daarbij beginnen we met een beknopte omschrijving van de macro-sociologische kenmerken die de huidige samenleving typeren en daarmee het decor vormen waartegen we de internationale invloeden op het onderwijs moeten begrijpen. Vervolgens gaan we exemplarisch in op de rol van de OESO en de EU en staan we uitvoeriger stil bij de invoering van de BAMA-structuur in Vlaanderen. Daarbij illustreren we telkens de beïnvloedings- en sturingsmechanismen. In het laatste deel onderzoeken we de eventuele gevolgen van deze ontwikkelingen voor de organisalle van het hoger onderwijs

(2nd International Eurasian Educational Research Congress 8-10 Haziran 2015, Ankara)

Araştırma var olan durum tespitini içeren tarama modelindedir. Araştırmada son yıllarda uluslararası literatürde giderek artan biçimde kullanılmakla birlikte Türkiye’de henüz oldukça yeni sayılan Sosyal Ağ Analizi yöntemi (SAA) (Social Network Analysis) kullanılmıştır. Araştırmanın evrenini 98 devlet 41 vakıf üniversitesi olmak üzere 139 üniversite oluşturmaktadır. 2012-2013 eğitim öğretim yılı gelen ve giden öğrenci duyuruları listelenerek UCINET 6.0 (Borgatti & Foster, 2002) SAA programı ile analiz edilmiş ve aralarındaki çoklu ilişki SAA’ne özgü analiz teknikleri olan yoğunluk (density), derece (degree) ve arasındalık (beetweeness) ile hesaplanarak ağ haritası oluşturulmuştur.

The article considers the issue of virtual international academic mobility as one of the priority areas of international activities of higher education institutions. It is substantiated that the intensive development of information and communication technologies (knowledge mobility) and informatization of public life led to the spread and use of virtual educational environment and e-learning in higher education, which became the basis for the development of virtual academic mobility of students. The purpose of the study is to study the existing approaches and practices of academic mobility, including virtual, in order to determine the main benefits and opportunities for dissemination of this experience at all levels of higher education in Ukraine. The research methodology consists of general theoretical and empirical research methods. A review of modern scientific literature, periodicals, scientific and methodological sources on the problem of academic mobility and digitalization of higher education is made. Their analysis, structuring, interpretation and construction of logical conclusions are highlighted.

As migracoes, no mundo contemporâneo, tem se intensificado e se complexificado significativamente. Pessoas, objetos e ideias circulam por diferentes lugares e de distintas maneiras, redimensionando nocoes de espaco e tempo, de pertencimento e de configuracoes identitarias. A presente pesquisa, frente a esse contexto, objetivou investigar a migracao estudantil atraves dos intercâmbios academicos. Esse tipo de migracao, crescente nos ultimos anos, possui singularidades que afetam sobremaneira as trajetorias e percepcoes de quem os pratica. A partir da experiencia de alunos de graduacao da Universidade Federal de Juiz de Fora (UFJF), que realizaram intercâmbio estudantil nos anos de 2013 e 2014, bem como da propria experiencia do pesquisador, que realizou intercâmbio em sua graduacao no ano de 2011, buscou-se compreender e caracterizar esse fenomeno. Atraves de entrevistas e observacao participante, percebeu-se que este tipo de migracao possui uma correlacao direta com o corte geracion...

While most international students come from Asian countries, Mexico is among the leaders in academic cooperation with American universities, especially in terms of faculty mobility and joint research. However, the output, for example in terms of scientific papers coauthored by U.S. and Mexican researchers, is disappointingly low. This circumstance cannot be attributed to a lack of funding opportunities, since these exist abundantly at both, governmental and university level; and a considerable number of these grants is particularly dedicated to agri- and horticultural sciences. To make use of these funds and to increase their efficiency, I will present potential contacts for partnerships (or less formal cooperation) between US and Mexican universities, as well as programs for academic mobility across the border.

Ofschoon onderwijsbeleid formeel nog in eerste ,instantie toekomt aan de nationale staten (of deelstaten) stellen we vast dat internationale organisaties de voorbije jaren steeds uitdrukkelijker een rol zijn gaan spelen in dit beleid. Vooral het hoger onderwijs mag zich "verheugen" in een groeiende belangstelling vanwege de internationale organisaties. In dit hoofdstuk buigen we ons over de vraag of en vooral op welke wijze die internationale organisaties een sturende rol spelen of trachten te spelen in het onderwijsbeleid. Daarbij beginnen we met een beknopte omschrijving van de macro-sociologische kenmerken die de huidige samenleving typeren en daarmee het decor vormen waartegen we de internationale invloeden op het onderwijs moeten begrijpen. Vervolgens gaan we exemplarisch in op de rol van de OESO en de EU en staan we uitvoeriger stil bij de invoering van de BAMA-structuur in Vlaanderen. Daarbij illustreren we telkens de beïnvloedings- en sturingsmechanismen. In het la...