Abstract
In light of recent trends in the internationalisation of post-secondary education, the rising popularity of short-term study abroad programmes, and the persistent lack of diversity in study abroad, this article presents an option for a short-term, hybrid study abroad programme. The article highlights the Oregon University System Cuba programme and its use of a ‘double hybrid’ model utilising both in-person and on-line coursework and on-campus and study abroad courses aimed to internationalise educational opportunities statewide and to diversify populations participating in international programmes. Though early in its evolution, the ‘double hybrid’ model has much to offer educational institutions, faculty and students alike, either in its entirety or in part.
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Notes
According to the report, 7.7 per cent of participating students identified as Asian, Native Hawaiian or other Pacific Islander; 7.6 per cent identified a Hispanic or Latino(a), and 5.3 per cent as Black or African-American. Multiracial students comprised 2.5 per cent of study abroad students and American Indian or Alaska Native students 0.5 per cent.
In this context, ‘minority students’ primarily refers to ethnic and racial minorities. However, many of the conditions listed also apply to other non-traditional study abroad students. ‘Traditional’ study abroad students are considered to be middle- and upper-class white, able students in their late teens and early twenties whose parents and family members have attended college. Thus, ‘minority’ in this section can be broadly interpreted to refer to students underrepresented in study abroad programmes.
The duration of the summer course has ranged from 10 to 14 days in the first 3 years of the programme.
Professor Dwaine Plaza at OSU should be credited with initiating and taking the lead role in designing the programme.
No students responded ‘completely disagree’ or ‘disagree.’
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below, a. reflections on the OUS cuba programme: internationalisation via a ‘double hybrid’ model. Eur Polit Sci 15, 49–60 (2016). https://doi.org/10.1057/eps.2015.42
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DOI: https://doi.org/10.1057/eps.2015.42