Many colleges and universities today are attempting to internalize their curricula in order to prepare their students for what is commonly referred to as the Global Village. Study abroad programs have become widely indulged in the era of the twenty first century along with the rise of globalization and the advent of technological advancement (Barrutia, 2007, p.5). Students who chose to leave their humble abode in exchange for education in a foreign country have varied reasons. For some, they intend to explore the world outside their comfort zones being away from their families while others are after the opportunity of acquiring scholarship programs (Teichler, 2004, p.21). Whatever their reasons are, it is a fact that internationalization has become a trend in the current times and this phenomenon is anticipated to expand in the coming generations.
Survey shows that the greater bracket of students who study abroad come from underdeveloped countries (Kaplan, 2007, p.87). While scholarship programs curtail a large piece on the pie of reasons why students pursue education abroad, political ties and tourism values are also seen to play a pivotal role. In the context of sending out a resident from one’s nation entails the idea that the student, after having received his or her diploma shall return to its country of origin with the knowledge obtained from the first world country, per se. In essence, exchange students often receive distinctive honours from the initial school given that one was able to survive the whirlwinds of diversity and the adjustments in living in an unfamiliar territory.
Australia is now considered as third of the largest international student enrolment, one of the striking reasons for this growing number of enrolees is in one point cited in its ability to encourage foreign student (Review, 2004). More specifically, Australia’s means of advertising their degree and scholarship programs skyrocketed thus making their offers accessible to those seeking for overseas education programs. Since most overseas study programs sponsored by Australian institutions are supervised by departments of foreign languages in colleges of liberal arts, one would expect that students who graduate from them would be at least as modern in their personal qualities as the remainder of the students in their country of origin (AEI, 2008).
According to AIC, Australia’s education program does not only offer an array of benefits for being an international student. Several institutions also offer funding sources from charitable institutions which lessen the burden of the student (e.g. fare, accommodation) not unless the scholarship grant includes the latter. In the light, they also help the student look for a job after having pursued one’s degree, making the offer totally efficient to the student.
EIC reports that studying abroad has become a dream attainable and accessible not only by first world countries but especially to the underdeveloped ones. Australia’s distinctive approach to heartening individuals all over the globe that education is a click away changes the lives of various students not only in the academic world but also in their profession (EIC, 2008).
Educational leaders and policy makers have called for revolutionary changes in schools. The most immediate and persisting issue for students and teachers with study abroad programs are student disengagement. Hours is required in a specific foreign language at the upper division level, including three business language courses. Learning environments also vary from one classroom to another, or from one teacher to another thus the choice depends on the student.