A Collaborative Study Abroad Model: Inspiring Fiscally Underrepresented Students

Abstract

This chapter reports on a study abroad course, where up to 15 registered students complete domestic (in a midwestern American state) and international (in Athens, Greece) service learning,¹ while applying a social work perspective on the global refugee crisis. It highlights the importance of obtaining external funding to support students financially, the significance of university-wide collaborations, and ways to include larger numbers of culturally diverse (non-White) and fiscally underrepresented students. Feedback from survey participants suggests that further subsidies and scholarships would improve accessibility for fiscally underrepresented student groups. ²

Citation

McDonald, H.G., Asbill, M., Powell, T.L., Billman, S., Ozkan, S. and Faulkner, S. (2019), "A Collaborative Study Abroad Model: Inspiring Fiscally Underrepresented Students", Hoffman, J., Blessinger, P. and Makhanya, M. (Ed.) Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion (Innovations in Higher Education Teaching and Learning, Vol. 17), Emerald Publishing Limited, Leeds, pp. 179-195. https://doi.org/10.1108/S2055-364120190000017013