Internationalization - - a leading trend of the post industrial information society development due to its globalization a strong need for a personality with a new mentality - an open mind striving to learn and communicate, a tolerant attitude to diversity and uncertainty

Internationalization of University Education- -- a consequence and a reason of international economic, social and cultural integration a key factor of a radical transformation of the education in the world a demand for international education - 400% for the recent 20 years (UNESCO)

Internationalization of University Education a process of implementation of international dimension into research, academic and administrative functions of higher education ( J.Knight ) internationalization at home education abroad /cross-border education

Internationalization of University Education International Collaboration of Universities Development of new international standards of curriculum Implementation of international dimension into learning and teaching standards; Institutional partnership – with a preference to a network university collaboration Mobility of curriculum and institutional mobility Individual mobility of students, teaching body and administrative staff

Internationalization of University Education multi-level character: Multinational National (frame agreements, directions and mechanisms of internationalization – i.e. ECTS) Institutional/University ( local strategies based on special priorities and interests) Individual

Internationalization of University Education- academic students mobility increase in 300% for the recent 25 years (UNESCO): 2010 – students studying abroad 2025 – students studying abroad -

Student Mobility Programs Challenges At academic level – an implementation of international dimension in the curriculum At social and cultural level – dealing with cultural diversity coping with ethnic attitudes At students’ personal level – providing a mobility opportunity preparing for mobility tasks providing support

Student Mobility Programs Development The Enhancement of Student Mobility flow in and out of the country (from 5% to 20%) The Quality criteria of Internationalization: an acquisition of intercultural skills sound teaching of other languages and cultures an internationally oriented teaching body

STUDENT MOBILITY OUTCOMES What do the majority of students who stay at home really miss compared with those who go abroad? Student Mobility is intended to enrich learning and research experience to improve knowledge transfer to facilitate personal growth

STUDENT MOBILITY OUTCOMES Learning Effects of Mobility academic effects increase of knowledge and cognitive skills language skills effects verbal/nonverbal communication, fluency social effects more social initiative, more positive attitude to people from other countries cultural effects cultural awareness, more appreciation of native and other cultures

STUDENT MOBILITY OUTCOMES Employability Effects of Mobility professional competencies “ trade talk”, management skills international and intercultural competencies to be able to live and to work in a foreign country and handle cultural diversity to be able to work effectively in foreign company culture to able to relate in a different way of thinking and communication multicultural personality characteristics suitability of a person to work in a different international and cultural environment (cultural empathy, open-mindedness, emotional stability and flexibility)

STUDENT MOBILITY OUTCOMES Students’ Personal Effects of Mobility and Preferred Strategy of Intercultural Adaptation

The aim of the research: - to Explore a Psychological Nature of Intercultural Adaptation (IA) of Students during their stay abroad: individual preferable strategies of IA level s of IA cultural shock and re- entry cultural shock factors influencing the process of IA mobility effect on students’ personal growth

Sample 59 students of Pskov State University Novgorod State University Kaliningrad State University Age : 18 – 27 years old Countries of Mobility : Sweden, Germany, France, Netherlands, Finland, Estonia, the USA, China Period of Stay: months

Method Questionnaire on Mobility Experience Reflective Self-Report and Self-Assessment of Mobility Personal Experience Psycho-diagnostic Scales for Measuring Type and Level of IA “Self-Actualization” Test Cultural Shock Scale Test

Concept Thesaurus Intercultural Adaptation Acculturation Intercultural Sensitivity Intercultural Communication Cultural Shock/ Re-entry Shock Intercultural Identity

Intercultural Adaptation (IA) – an adjustment a to a new culture, the process of becoming an intercultural or bi-cultural individual Strategies for IA – individual ways of IA: Integration – an orientation to preserve one’s own culture yet being open to other cultures Assimilation - a process of "absorbing" into an established, generally larger community with a loss of many characteristics of the absorbed group Separation is an orientation to preserve one’s own culture rejecting contacts with the other culture Marginalization is an individual's exclusion from meaningful participation in society, a loss of one’s native culture without an intention to seek contacts with the other culture Acculturation – a natural process of adaptation of an individual who has been socialized in one culture and moves to another culture

Cultural Shock – a part of acculturation, a psychological and cognitive reaction of strain and anxiety resulting from a contact with a new culture and a loss of familiar cultural environment Re-entry Cultural Shock – a reverse acculturation, a process of re-alignment with one’s original culture on coming back home

Intercultural Competence is an integrity of knowledge, communication skills, language proficiency and intercultural identity Intercultural Identity is an individual’s ability to grow beyond her/his own culture and encompass a new culture, gaining additional insight into both cultures (Y.Y.Kim)

Results Intercultural Adaptation: Students’ Preferred Strategy of IA: Integration - 55% Marginalization – 17.5% Assimilation- 17.5% Separation - 10%

Results Intercultural Adaptation: Level of IA (according to 4 points Scale): Students with Integration Strategy – 3.5 Students with Marginalization Strategy – 2.3 Students with Assimilation Strategy – 3.1 Students with Separation Strategy Mean level – 3.1

Results Cultural Shock Level of Cultural Shock (according to 10 points Scale): Maximum (students with Marginalization Strategy) Minimum – 4.0 (students with Integration Strategy) Mean level – 4.4

Results Re-entry Cultural Shock Level of RE-entry Cultural Shock (according to 10 points Scale): Maximum (students with Marginalization Strategy) Minimum – 5.3 (students with Integration Strategy) Mean level – 5.65

Results Factors influencing the process and results of IA positively Outer factors: cultural similarity of the host country high quality of mobility programs of the host University, guidance provided to the students by the home University, etc. Inner factors: cultural awareness language skills prior abroad experience positive ethnic identity optimal level of ethnocentrism students’ motivation: self-actualization, strive for personal growth, feeling of satisfaction intercultural personality traits personal maturity

Results Self-Assessment of Personal Growth as an impact of study abroad Personal Domain- more independent in decision making, more self-efficient, more responsible became more inquisitive to the world, lValues – more appreciation of their family, of the culture of home country, showing respect to elderly people, human relations based on sincerity and open-heartiness Emotional Domain- more self-control, a more positive outlook at life problems, more patient, more assertive Communicative and Cognitive Domain – became more inquisitive to the world, learned to take initiative,sitive when learned to understand people better, more sensitive when trusting peoplee smore sensitive when trusting people,

Results Personality Type of an Ideal Student for Mobility self-efficient, vigorous, emotionally self-controlled, flexible, curious, tolerant to uncertainty appreciating time and enjoying the present moment, responsible, optimistic, friendl y, dedicated yet open to new knowledge and ideas

Results Personal Barriers to Effective Outcome of Student Mobility intercultural ignorance lack of self-confidence low communicative initiative super-attachment to one’s home

Conclusions: Mobility is - a valuable learning experience for students multicultural awareness, language competence, knowledge growth - a powerful factor for personal growth intercultural identity, individual ways of intercultural adaptation and coping with cultural shock - an effective tool for developing professional competence

Conclusions: Policy and Practice to increase Student Mobility Potential - Implementation of International Dimension in academic curriculum Provision of Psychological Coaching and Support for Mobility Students at all stages (before the start, while being abroad, on coming back) Task oriented preparedness of students Psychological preparedness of students

A man travels the world over in search of what he needs and returns home to find it George Moore ( )

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