Scaffolded Fieldwork Research Projects: An Australian Approach to Study Abroad

Giovanangeli, A; Allatson, P

Scaffolded Fieldwork Research Projects: An Australian Approach to Study Abroad

Giovanangeli, A Allatson, P

Permalink

Publication Type:: Journal Article
Citation:: Frontiers: The Interdisciplinary Journal of Study Abroad, 2022, 34, (2), pp. 92-111
Issue Date:: 2022-09-01

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Published versionAdobe PDF (248.97 kB)

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Giovanangeli, A
dc.contributor.author	Allatson, P https://orcid.org/0000-0002-2248-1605
dc.date.accessioned	2022-09-01T05:06:42Z
dc.date.available	2022-09-01T05:06:42Z
dc.date.issued	2022-09-01
dc.identifier.citation	Frontiers: The Interdisciplinary Journal of Study Abroad, 2022, 34, (2), pp. 92-111
dc.identifier.uri	http://hdl.handle.net/10453/161185
dc.description.abstract	Research into university study abroad programs suggests that while students may have some experience of local culture(s) and practices, they may be achieving no more than a superficial understanding of the host society. Alternatives to the standard study abroad models are thus essential to encourage students to engage more deeply with the host society. Research on study abroad programs argues for additional interventions and the provision of close supervision and mentoring to students. Given these arguments, this paper examines a scaffolded assessment model, designed for students at an Australian university in an international studies program established 26 years ago, and intended to enhance their learning during their compulsory year of study abroad. Through ongoing academic supervision and the design of a scaffolded fieldwork research project on aspects of the host society, we argue, the students have the potential to develop key skills such as transcultural awareness, engagement and capacity for working with diversity.
dc.language	en
dc.relation.ispartof	Frontiers: The Interdisciplinary Journal of Study Abroad
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Scaffolded Fieldwork Research Projects: An Australian Approach to Study Abroad
dc.type	Journal Article
utslib.citation.volume	34
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
utslib.copyright.status	open_access	*
pubs.consider-herdc	true
dc.date.updated	2022-09-01T05:06:41Z
pubs.issue	2
pubs.publication-status	Published
pubs.volume	34
utslib.citation.issue	2

Abstract:

Research into university study abroad programs suggests that while students may have some experience of local culture(s) and practices, they may be achieving no more than a superficial understanding of the host society. Alternatives to the standard study abroad models are thus essential to encourage students to engage more deeply with the host society. Research on study abroad programs argues for additional interventions and the provision of close supervision and mentoring to students. Given these arguments, this paper examines a scaffolded assessment model, designed for students at an Australian university in an international studies program established 26 years ago, and intended to enhance their learning during their compulsory year of study abroad. Through ongoing academic supervision and the design of a scaffolded fieldwork research project on aspects of the host society, we argue, the students have the potential to develop key skills such as transcultural awareness, engagement and capacity for working with diversity.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/161185