Keywords

student accommodation as learning space, intercultural development through shared housing, language pledge and reflective engagement

Abstract

All too often student accommodation is understood as a minor component of an education abroad program with only trivial impact on the overall educational experience. As such, students are frequently permitted to choose housing based on location, cost, convenience and more frequently, on the availability of amenities, such as wireless Internet, cable, and telephone. Unfortunately, the prioritization given to such logistical and practical arrangements tends to overshadow the fundamental learning potential of student accommodation. Through active reflection and experimentation, the learning that takes place in student accommodation can lead to meaningful and transformative learning.

This “theory to practice” pilot study assessed the extent to which reframing student accommodation as a core learning component mediates changes in students’ global citizenship and thereby, social responsibility, global competence and global civic engagement. Conducted in Japan, this mixed-methods, two-year comparative analysis followed 30 pairs of students (n=60) for the duration of an eight-week, summer program (2011, 2012). Each pair, one education abroad participant from a U.S. university or college and one Japanese student from the host university in Japan, shared an apartment located within walking distance to the campus. All students voluntarily participated in the Seikatsu Share Housing Program and all agreed to a Japanese-only language pledge for the duration of the program. To further engage students in active reflection of their experiences, a multi-phase, on-going orientation program was facilitated. All students completed a learning contract at the outset and reported on their progress throughout the program.

Original Publication Citation

Ogden, A., Dewey, D. P., & Kumai, T. (2011, November). Reframing student accommodation in education abroad: Reporting on a cross-national study of learning outcomes. Presentation given at the 2011 CIEE Annual Conference, New Orleans, LA.

Document Type

Presentation

Publication Date

2011-11

Language

English

College

Humanities

Department

Linguistics

University Standing at Time of Publication

Full Professor

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