The Graduate School of Education, University of Tokyo
Abstract
Study abroad programs have expanded rapidly in the 1980s on American university campuses. This paper illustrates the rationales and the management of study abroad programs of US campuses. A study abroad office of American universities compiles study abroad catalogs, advises students in selecting an appropriate program, provides pre-departure orientation and follow-up services during the period of students\u27being overseas. It belongs to either the Division of Academic or Student Affairs depending upon a university\u27s policy of how to view international education in their curriculum for undergraduates. Professionalization of international educators is ongoing, though far from complete. Study abroad professionals are found to be much more service-oriented than research-oriented. Ideology underlying the development of study abroad both in United States and in Japan is found to be quite different. Japanese universities invest human resources and funds much more in receiving foreign students rather than sending their own students abroad, whereas American universities are concerned more with sending their own students abroad. The American focus reflects the view that an international dimension is considered to be a necessity for general education. The underdevelopment of study abroad in Japanese universities may be explained by their organizational characteristics of faculty (Gakubu)-centered management which tends to suppress the development of rcampus-wide curricula and services
