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Beyond borders: two-year institutions should build study-abroad programs to help students succeed in workplaces near and far.

THE WORLD HAS CHANGED dramatically in the last decade and business is now more global than ever before. Just pick up the phone at work to call tech support, and the person on the other end of the line might be from India. Join a U.S. firm and it will likely have offices overseas, requiring employees to not only communicate but establish trusting relationships with international workers.

For students to succeed in today's competitive marketplace, they should seek an education in which they gain exposure to other cultures. Study-abroad experiences prepare students for the increasingly global nature of the world in which they live and will work.

As president of Massachusetts Bay Community College in Wellesley Hills, I am sometimes asked why I believe that a study-abroad program should become a part of my community college (or any community college, for that matter). Do community college students--many of whom go on to four-year colleges, or who are just in community college to brush up on skills they've already developed--really need to study abroad? Can they afford to?

Can they find the time?

The answer to each of the questions above is a resounding "yes."

Educators at community colleges are increasingly finding, just as their four-year counterparts are, that exposing their students to a global education is no longer a luxury. Rather, it's a necessary part of preparing students for life and for work globally. Exposure to other countries and foreign students can open eyes and minds not only to different cultures and traditions but also to new ways of doing business and solving problems.

Nearly 50 percent of all students enrolled in college in the United States are attending community colleges. Many of these students will not go on to a four-year institution. Instead, when their community college education is over, they will go out into, or return to, the working world. It is a world that is global in nature, one in which knowledge of different countries, continents, cultures, and customs is essential to success.

More than 90 percent of Americans believe it is important to prepare future generations for a global society, according to a December 2005 national poll commissioned by NAFSA: Association of International Educators.

Those workers who truly understand the cultures and customs of those with whom they interact--even if it is only by telephone or e-mail--are those who are best prepared to interact with their global colleagues. And, by extension, they are the ones most likely to rise through the ranks and take on positions of increased responsibility and increased compensation.

The U.S. State Department acknowledged this in a 2004 report on the growing popularity of studying abroad. Commenting on the report in an official dispatch, State Department Assistant Secretary for Educational and Cultural Affairs Patricia S. Harrison said that studying abroad is "a sign that our students continue to recognize the importance of international study for their future careers and are eager to learn more about a world that is increasingly more interdependent. American students serve as the face of America to the world, especially to other young people, helping to counter stereotypes and misperceptions that may exist about our society and values."


According to the Commission on the Abraham Lincoln Study Abroad Fellowship Program, one million U.S. students will study overseas by the 2016-2017 academic year. The report predicts that a good portion of those students will likely come from community colleges, since that is a fast-growing segment of the college-going population. But the report acknowledges that much progress must be made on the community college front in the next 10 years: Currently only 2.5 percent of students studying abroad are from community colleges.

How do we encourage more community college students to consider studying abroad? Many are in the workforce and take courses part-time, often in the evenings. How can a part-time student who works full-time or a student with a spouse and children find the time to go overseas to study?

That it is challenging for students at community colleges to study abroad is not in dispute. Community colleges that offer study-abroad programs have found creative ways to allow their students to sample life, language, culture, and education overseas.

Some schools offer intense programs packed into a relatively short period of time, often over a vacation period such as winter break or during the summer.

The International Studies Program at Lincoln Land Community College in Springfield, Ill., recently offered a study-abroad excursion to Europe, focusing on European warfare in the last 1,000 years. In 2003, the Wayne County Community College District in the Detroit area offered a program in which students spent 11 days in Ghana. The next year, 23 Wayne County students attended classes at the University of Sydney in Australia for 13 days. Last year, the Indian River Community College in St. Lucie County, Fla., offered two study-abroad programs in Europe.

Other schools build a work component into their programs and extend the time period. Culinary arts students at Mary land's Anne Arundel Community College take six- to eight-week-long courses working in the kitchens of northern Italian resorts. Students at Maryland's Frederick Community College live and work for an entire semester in London.


How does a community college launch a study-abroad program? It can start simply, possibly just with the interest of a professor who likes to travel and who invites students to come along, and build over time. Community colleges can also dip their toes in the water by starting with informal visits.

At Massachusetts Bay Community College, we have sponsored short-term cultural trips in the recent past. This year, however, we have laid the groundwork for a more rigorous study-abroad program by hiring a director of international education and study-abroad programs.

We have also reached out to our international students, who represent more than 50 countries. Recently, we hosted visiting trainees from Colombia and Ecuador who attended workshops at our automotive technology program. I see this as planting seeds, so that eventually our students may travel to these countries and study their automotive plants as well as learn about Colombian and Ecuadorian culture while practicing Spanish language skills.

Some community colleges launch study-abroad programs by forming partnerships with larger U.S. schools that already have programs, or with overseas universities looking to send students to our country for study-abroad programs. A Maryland cooperative, for example, allows students at participating schools to take part in programs offered by any of the partner schools. Community Colleges for International Development Inc., whose mission it is to help develop global relationships that strengthen educational programs, hosts study-abroad programs in conjunction with colleges and high schools in the U.S. and abroad.

Massachusetts Bay Community College is currently exploring study-abroad collaborations with local four-year colleges. In the near future we are hoping to launch a program with a two- to three-we& study trip, for credit, to South America.


I'm sometimes asked whether community college students can afford the cost of studying abroad. Cost need not be a deterrent.

Most programs allow a student to pay the normal tuition rate at his or her college. The only added costs are travel and living expenses. We have begun to identify external funding sources so that finances are not a deterrent to students with limited resources.

I believe the cost of not broadening one's education with a trip abroad, the cost of not gaining a global perspective on the world around you, can be much greater than the cost of traveling overseas. []

Carole M. Berotte Joseph is president of Massachusetts Bay Community College and the first Haitian-American to head a college in the United States. She has written on bilingual education policy issues and has won awards for her work in higher education.
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Author:Berotte Joseph, Carole M.
Publication:University Business
Date:Mar 1, 2007
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