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RE:HOWSTUDY ABROAD OFFICE CAN MARKET TO MSU STUDENTS AND CREATE A CULTURALSHIFT TO INCREASE PARTICIPATION IN STUDY ABROAD
Deusen(2007) is a highly authoritative source because it is based on fivecase studies conducted on American Universities. The author has alsoused previous case study reports by scholars focused on researchingabout studying abroad. However, the source is biased because itasserts that the Learning Abroad Center situated at the University ofMinnesota, Twin Cities has developed the most logic and academicallyreliable study abroad alternatives for the undergraduate applicants.The author argues that the study abroad offices should customizeeducational experiences to meet individual students’ requirementsinstead of marketing a given destination. He further claims thatadvising students on disciplines they can study abroad can bridge theunderrepresented subjects such as information technology,engineering, natural sciences. Although the research was conducted in2007, the results are applicable in the current situation because theauthor used qualitative analysis (Deusen, 2007).
Karcheret al. (2013) is an authoritative academic source because theevidence used in the argument is based on a case study, and theinformation is based on a peer-reviewed journal that focuses onpublishing factual information. The information is current andanalyzed by three authors. Besides, the researchers have usedauthoritative research reports from UN affiliates such as Food andAgriculture Organization (FAO). Nevertheless, the informationpresented in the study may be biased since it is based on datacollected at the Hanoi University of Agriculture, some industries andlocal farms in Vietnam. In addition, the study was solely based onthe agriculture subject. The study concluded that researchers requireworking closely with extension officers for them to appreciateagriculture in the US (Karcher et al., 2013).
Tillman(2011) is an authoritative source since it is a career guide that ispublished by an organization that collects the skills employers need.The author has used empirical evidence from employers published inauthoritative journals such as the Wall Street. The author arguesthat Study Abroad Office can enhance the students that study overseasthrough assisting them to identify the career implications of theprograms. For instance, the students can make new employmentopportunities internationally, as well as convince employers theygained valuable skills that can significantly improve their careerperformance. Nevertheless, the resource is biased as it asserts thatstudents that have schooled abroad might have a higher advantage thanlocal graduates hence, employers will prefer them to localgraduates. The study results are current and focused on contemporaryemployment environment (Tillman, 2011).
Pottsand Berquist (2014) is a fact-based study is conducted by experiencedinternational researchers on education on behalf of the Australiangovernment. This implies the information recorded in the study isentirely factual. However, the research is biased because the authorshave used data from American students learning in Australia only. Theresearch concludes that study abroad advisers can effectivelyencourages students to study overseas through introducing liberallearning goals abroad. The students can choose to study either in alocal, international college or travel to an overseas institution.Finally, the study is current as it was launched in 2014 (Potts, &Berquist, 2014).
Accordingto Expandingstudy abroad capacity at U.S. Colleges and universities(2009) study, the biggest challenge discouraging American studentsfrom studying abroad was the high cost of education. The study isauthoritative because it is a compilation of results acquired bydifferent researchers. The authors concluded that the Study AbroadOffice could send more students overseas if they could introducefinancial assistance program. Nonetheless, the authors are biasedbecause they sampled reasons affecting random students. Besides, thedata is not current as the researchers gathered the sampleinformation in 2008 (Expanding study abroad capacity at U.S. Collegesand universities, 2009).
Insummary, the study abroad office can increase the number of studentsstudying overseas if they can provide financial assistance, introduceliberty on the subjects students choose, and inform the students onthe value of the academic qualifications they will receive instead ofthe destination. In addition, the office can send more studentsabroad through informing them the knowledge employers require.
Deusen,B.G., (2007). Moving beyond marketing study abroad: comparative casestudies of the implementation of the Minnesota Model of CurriculumIntegration. CurriculumIntegration CaseStudies. Retrieved fromhttp://global.umn.edu/icc/documents/moving_beyond_mktg_case_studies.pdf
Karcher,E.L., Wandschneider, E., & Powers, W.J. (2013). Emerging issuesand sustainability in international agriculture: A study abroadprogram to Vietnam. NACTAJournal.Retrieved fromhttp://studyabroad.isp.msu.edu/about/docs/NACTA_Vietnam_article.pdf
Tillman,M. (2011). AIFS student guide to study abroad & careerdevelopment. American Institute For Foreign Study. Retrieved fromhttp://www.aifsabroad.com/advisors/pdf/Tillman_AIFS_Student_Guide_Career.pdf
Potts,D., & Berquist, B. (2014). Researching outcomes of internationallearning mobility: Taking the next steps. International educationresearch network. Retrieved from www.education.gov.au
Expandingstudy abroad capacity at U.S. Colleges and universities. (2009).Instituteof International Education,6. Retrieved from http://goo.gl/XF0YEl