Dr. Rosalind Latiner Raby (California State University, USA) Seasoned researchers have seen their fair share of countries and continents. Traveling across the globe to collaborate with fellow academics has become almost commonplace in the community, and most researchers can trace their traveling experiences back to study abroad programs in college. Nearly all major universities offer global learning opportunities in one form or another; however, not all institutions are created equal. Why are community college students not offered the same sort of diverse education offerings, and how do these limitations affect their academic experience? Dr. Rosalind Latiner Raby, from California State University, USA, shared some insights with us from her award-winning and co-edited publication with Dr. Gregory Malveaux, from Montgomery College, USA, Study Abroad Opportunities for Community College Students and Strategies for Global Learning, in an IGI Global exclusive interview below.
What inspired you to pursue research activities in education about study abroad opportunities and global learning?
While there is abundant literature on four-year university efforts in education abroad, the same focus on community colleges is limited, even though more than half of all undergraduates attend community colleges in the USA. In the 1980s, I began to document the US community college education abroad movement as a form of promoting equity and celebrating the diversity of community college students. The driving forces behind this research were to promote an understanding that the same opportunities given to university students, such as studying abroad, should also be given to community college students and to advocate for educational reform. In this century, Dr. Gregory Malveaux and myself continue to research why education abroad programs remain so underutilized at community college. We found that simply, there is a lack of research and scholarship on these programs, because of presumed institutional limitations, presumed limitations of students, and a lack of sharing of strategies that allow for successful program creation and/or growth amidst these challenges. Our research brings to light these limitations, challenges them, and moves the field forward.
Why are your respective areas of research important to the field at large? Why are study abroad and global learning important aspects of higher education?
Our areas of research are important to the field at large because they highlight the uniqueness of community college education abroad as well as the accomplishments made during the 2010 decade. Our research is also important for the field because it brings to light the periphery nature of international education in community colleges and provides tools for change. These tools are based on reflections from advocates, analysis of curriculum designs and student success programs, and details of specific issues related to the field. Our research is pertinent to both those who desire a theoretical understanding of the issues related to community college education abroad and to those who need a more functional approach to build, maintain and expand policy with the intent to internationalize programming across the entire campus.
In your opinion, what are some of the benefits of your research to its community of users?
The book is pertinent to practitioners looking for best practices and to scholars for discussions on cutting edge community college education abroad research. University Colleges of Education that have Educational Leadership Programs and/or Higher Education will be able to use this book in Community College Programs as well as in Higher Education or Leadership programs as a textbook and/or resource book. In fact, there is not a current single text that deals with international education at the community college-level and this book could fill that void. The book is also pertinent to community college administration and trustees who can use this book to learn about the benefits of international education and use it as a guideline for setting policy and sponsoring in-house training for existing managers and leaders on campus. Finally, the book is pertinent to community college faculty who can use this book to support new and growing international education programs as well as to develop new courses and programs that build diversity and overall access to opportunities.
What are the future directions of your research areas?
There is so much more to learn about community college education abroad. Some areas for future research include curriculum development, student learning assessment, internationalization at home activities and learning, equity building, and access. There is also a need to document historical practices in community college education abroad as well as to document current community college programs.
What has your experience been like publishing with IGI Global?
Our experience publishing with IGI Global has been a positive one. We received sufficient support by the IGI Global staff in every phase of pre-production, production, and post-production. The book was published in a timely manner.
Available in print and electronic format, Study Abroad Opportunities for Community College Students and Strategies for Global Learning can be ordered with an automatic 20% discount off the list price when purchasing the publication directly through IGI Global's Online Bookstore. Additionally, this publication is available across preferred providers such as GOBI Library Solutions, EBSCOHost, OASIS, and Ebook Central (Note: The automatic 20% discount is only available through IGI Global’s Online Bookstore), as well as IGI Global’s InfoSci-Books (5,300+ e-books) database.
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IGI Global would like to thank Dr. Rosalind Raby for sharing her and Dr. Gregory Malveaux's research on study abroad opportunities and global learning in education. For more information about this research, view the publication here.
About Dr. Rosalind Raby: Rosalind Latiner Raby, Ph.D., is a Senior Lecturer at California State University, Northridge in the Educational Leadership and Policy Studies Department of the College of Education and is an affiliate faculty for the ELPS Ed.D. Community College program. She also serves as the Director of California Colleges for International Education, a non-profit consortium whose membership includes ninety-one California community colleges. Dr. Raby is the past-NAFSA Education Abroad Knowledge Community College chair for NAFSA, and the past-NAFSA Region XII Community College Coordinator. Dr. Raby received her Ph.D. in the field of Comparative and International Education from UCLA and since 1984, has worked with community college faculty and administrators to help them internationalize their campuses. Dr. Raby has been publishing in the field of community college internationalization since 1985. Her latest books on community college internationalization are International Education at Community Colleges: Themes, Practices, and Case Studies (Palgrave) and Handbook on Comparative Issues of Community Colleges and Global Counterparts. (Springer).
About Dr. Gregory Malveaux: Gregory F. Malveaux, Ph.D., is a Professor of English and Literature, and Coordinator of Study Abroad at Montgomery College. He has been a study abroad coordinator and international education director in higher education for nearly two decades. Dr. Malveaux is the co-Chairperson of the Maryland Community College International Education Consortium and serves on the board for the College Consortium for International Studies. In addition, he is an accomplished writer and editor; his most recent work being Look Before Leaping: Risks, Liabilities, and Repair of Study Abroad in Higher Education (Rowman & Littlefield). He has traversed more than sixty countries and has led student, faculty and community-based study abroad programs to Africa, Asia, Central America, South America, and Europe. His passion to be a global citizen led him to pursue overseas studies in Africa, teach ESOL throughout Southeast Asia, Chair the English and U.S. Business Department at Nation University in Thailand, and serve as a study abroad specialist in American higher education.
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Disclaimer: The opinions expressed in this article are the author’s own and do not reflect the views of IGI Global.
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