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The increase in prevalence of behavioral health issues among college and university students is burdening the scholastic sector both domestically and internationally. More American students participate in study abroad programs than ever before. These provide educational institutions with additional duty of care challenges and responsibilities especially when it comes to their health status while studying or working abroad. The requests for assistance to an assistance service provider of students from US universities studying abroad were compared to international assignees from US employers in terms of closing diagnoses and case outcome types. The purpose of this paper is to indicate that there are differences in diagnoses and case outcomes between students studying abroad and employees working abroad. Students are more likely than international assignees to be diagnosed with behavioral health issues, to be referred to a health provider (rather than being treated through in-patient care) and to be evacuated or repatriated. It is recommended that US universities change their duty of care practice from the “inform and prepare” to a higher level benchmark, commonly practiced in the US corporate sector, of “assess, assist and protect.”

US employers and universities often contract with a service provider for international travel assistance for their traveling employees/students. The sample consisted of case records of a large assistance service provider based on request for assistance (RFAs) by international assignees and students from its different US client organizations (US employers and universities) over a 24-month period (January 1, 2010 to December 31, 2011), with all client travel originating in the USA and traveling abroad. A two-year framework was used to include a larger sample of short- and long-term international assignees. The individual requesting assistance (student or international assignee) was the primary unit of analysis. The multiple case records can be viewed as a “case study” of an assistance provider (Yin, 2014). According to Yin’s case study design typology, this research used a single case (embedded) design. It is a single case study of client records from a global assistance provider of medical and security services for international travelers. The case study was embedded because it involved more than one unit of analysis. The case study included 17,071 records from two different subunits: 831 students studying abroad from 82 US universities and 16,240 US international assignees working for 889 US employers requesting assistance for health-related issues from the global service provider. The US client organizations included universities with study abroad programs and employers of different sizes and industries who have global mobility programs.

The hypotheses related to different diagnoses and outcomes based on RFAs while working or studying internationally were confirmed in spite of the fact the age and gender (important antecedents of morbidity) were controlled. Compared to international assignees, students are more likely to be diagnosed with behavioral health issues, more likely to be referred to a health provider (rather than being treated) and more likely to be evacuated/repatriated. This not only shows the importance of behavioral issues among students while studying abroad but also indicates that the corporate organizational support structures for international assignees are different than those universities provide to students.

This study assessed how RFAs by students studying abroad differed from international assignees working in corporate organizations. With this type of case study, the mode of generalization is “analytic” rather than “statistical.” In analytic generalization, the empirical results of the case study are compared to a previously developed theory (Yin, 2004, p. 38). As a result, the authors are striving to generalize the particular empirical results of students and international assignees to the broader institutional theory.

The research has implications for further research. First, these results can be replicated with other samples of students studying abroad. If replications result in similar findings, indicating that students have increased risk of being diagnosed with behavioral health conditions, this finding can be probed for a better understanding of both process and outcome. For instance, future research can delineate the specific behavioral health diagnoses the students are receiving, which can have important implications for behavioral health care providers, educational duty of care considerations, as well as direct future research in this area. An additional area of critical importance for future research will be elucidating the students’ systemic experience of increased stress associated by studying abroad, the subsequent psychological and physiological responses, as well as how students are impacted by this stress. There are also some systemic stresses that are unique to the study/work abroad context. Many of the administrative requirements (such as required paperwork for travel, visas, travel scholarships, funding, vaccinations, health care, etc.) are taken care of for international assignees by their employers through the global mobility division. They are not necessarily done by universities for their students. Students are largely responsible for these themselves although with some guidance through the study abroad program staff. Researchers can also examine how cultural adjustment models apply to students studying abroad. For instance, how might changes in anticipatory adjustment impact student development of behavioral health conditions, including both individual factors such as pre-travel training, as well as organizational factors such as selection systems designed to identify those that could need additional behavioral health support while they are abroad. Likewise, in-country adjustment can also be evaluated in future research to identify individual, organizational and cultural aspects that could be associated with increased behavioral health diagnoses in students. Such research can shed more light on this understudied population, illuminating the steps that university can take, with regard to duty of care concerns, to ensure students have safe and beneficial experiences abroad.

The population of corporate international assignees is emotionally more mature and more experienced in world travel and therefore more likely to be adaptable to the challenges of traveling and living abroad than the study abroad population of students. As more students enroll in study abroad programs, the absence of an infrastructure to support behavioral health issues at the time of enrollment, while on-site and upon return will only result in more exposure for both students and educational institutions. E-learning tools, and even anonymous student self-exams can assist in determining fitness for study abroad. Simultaneously, colleges and universities must educate their local and distant faculty/team leaders, host institutions as well as other students to recognize and react appropriately to a behavioral health crisis. Adherence to such a strategy will certainly help to mitigate the risk of a failed study abroad experience. Although this study is limited to US students traveling overseas, behavioral health is an issue with students globally. American institutions hosting foreign students should, therefore, re-evaluate their existing domestic resources to accommodate the psychological needs of their visiting international students. It is the authors recommendation that, prior to travel, students should develop greater self-awareness, with or without the assistance of a professional. Implementing these recommendations will move university duty of care practice from the “inform and prepare” to a higher level benchmark, commonly practiced in the corporate sector, of “assess, assist and protect.”

With regard to case outcomes, students had lower odds of experiencing severe outcomes, such as in- and out-patient care, than international assignees. Similarly, students had lower odds of being evacuated or repatriated than international assignees.

The USA’s higher education leaders and professional organizations have called for increased professional development programming at graduate colleges to better prepare US graduate students for their future careers. This study aims to investigate the demographic characteristics of graduate students participating in co-curricular professional development (PD) and sociocultural development (SD) programming at a graduate college at a large, selective and research-intensive public university in the Midwestern USA.

Using institutional data from six semesters, the authors examined the characteristics of students that attended the graduate college’s programs at one university. The authors analyzed which students were most likely to attend PD and SD programs using multinomial logistic regression models.

Female students, students from US historically marginalized racial groups, and US Pell Grant recipients (low-income students) were found to have a higher likelihood of attending both PD and SD programs at the centralized graduate college.

The findings will be of interest to graduate deans and educators who support graduate students. Further evaluative research on the usefulness of such programs at other institutions would help graduate colleges better understand the role they play in meeting graduate students’ needs.

The findings contribute to the understanding of the important role of the US graduate college in the development of graduate students. To the best of the authors’ knowledge, it is the first study to evaluate the backgrounds of graduate students who pursue co-curricular PD and SD opportunities.

The flow of international students crossing borders to pursue educational opportunities has been significantly affected by the COVID-19 pandemic, causing higher education systems worldwide to consider the context and realities of global academic mobility before and after the health crisis. In this chapter, the authors will use primary data on international educational exchange to understand the effects of COVID-19 on internationalization in US higher education. This chapter analyzes international student mobility trends before and during the COVID-19 pandemic, drawing upon comprehensive evidence reported by thousands of US higher education institutions. The chapter then discusses how COVID-19 affected international student mobility to and from US higher education institutions, including supports provided to students and flexibility regarding virtual enrollment. It concludes with a synthesis of the immediate and possible long-term effects on global student mobility patterns.

In culturally homogeneous groups there is a greater likelihood that values, including ethics values, of individual group members will coincide. Due to globalisation, changing demographics, and a desire for increased diversity, corporate cultures are becoming less homogeneous, thus increasing the likelihood that individuals working side by side to maximise shareholder value will not see eye to eye when it comes to business ethics. Given that many international students who earn US graduate business degrees find employment with US companies either in the US or abroad, the objective of this study was to examine whether international graduate business students, in particular Asian nationals, an d their US counterparts share similar attitudes with regard to business codes of ethics and ethics values. It was hypothesised that there would be significant differences in the attitudes of US and Asian students. It was believed that if similarities and differences with regard to ethics could be identified, universities and businesses would be better equipped to address ethics in their operations.

This paper describes a series of cross-curricular exercises intended to introduce students to specific differences between US GAAP and IFRS, while also helping students understand how US GAAP and IFRS differently answer broader fundamental questions about accounting. These questions involve relevance, reliability, and managers’ use of judgment. Students play varying roles of financial statement stakeholders, according to the roles represented by three courses in the accounting curriculum. In all courses, the managers of the hypothetical firm face strong reporting incentives. Students make decisions according to the roles they play in each course. We observed that students not only identified the differences between US GAAP and IFRS, but also came to appreciate the potential impact of IFRS on stakeholders. Students also appreciated the effect of reporting incentives on managers under different reporting regimes.

This paper aims to examine a subset of survey data collected through the Computing Research Association's Graduate Cohort Program to see how well theoretical and empirical factors fit with the actual motivations of women graduate students from different cultural backgrounds.

Survey responses from international and US women participants in a support program for CSE graduate women in the USA are compared.

These analyses indicate that US and international women are similar in what drew them to graduate computing programs. It was chiefly their interest in and enjoyment of computing. They differ in the attraction of particular career features, influence of peers, and belief in the value of competition among graduate students.

This study is limited by the extent to which these data permit thorough testing of theoretical models, and by lack of comparison with men in computing or women who chose not to enter a graduate computing program.

The similarities and differences between international and US women in CSE suggest ways to improve the gender balance in this field.

This study provides unique insight into an understudied population.

This study aimed to explore teachers' learning processes through a hybrid cross-cultural lesson study (LS) because little is known about the learning process through this novel and promising LS approach.

This cross-cultural LS lasted over six months focusing on developing a research lesson (RL) related to linear functions/equations by addressing a commonly concerned student learning difficulty. The data collected were lesson plans, videos of RLs, cross-culture sharing meetings and post-lesson study teacher interviews. A cultural-history activity theory (CHAT) perspective (Engeström, 2001) was used as a theoretical and analytical framework, and contradictions were viewed as driving forces of teachers' learning. The data were analyzed to identify contradictions and consequent teachers' learning by resolving these contradictions.

The results revealed four contradictions occurring during the hybrid cross-cultural LS that are related to the preferred teaching approach, culturally relevant tasks, making sense of the specific topic and enactment of the RL. By addressing these contradictions, the participating teachers perceived their learning in cultural beliefs, pedagogical practice and organization of the lesson.

This study details teachers' collaborative learning processes through hybrid cross-cultural LS and provides implications for effectively conducting cross-cultural LS. However, how the potential learning opportunity revealed from this case could be actualized at a larger scale in different cultures and the actual impact on local practices by adapting effective practices from another culture are important questions to be investigated further.

This study expands teacher learning through cross-cultural LS by focusing on contradictions cross-culturally as driving forces.

The purpose of this paper is to understand US federal government policy during the early stages of the COVID-19 pandemic and the connections to graduate education. Using the multiple streams framework, the paper outlines these actions through various streams (problems, policy and political) and perspectives (defining problems, articulating options and mobilizing responses).

The primary sources of data collected for this study were US federal government policies from March 2020 through May 2021. Policies were examined through introduction, implementation and alteration (when possible) within the specific time period of the study. The policies outlined in this paper were connected to the US Department of Education, and to a lesser extent, the National Institutes of Health, the National Science Foundation and other federal agencies. Data analysis was a two-fold process. First, the individual policy was considered as a single case and second, a cross-case comparison occurred across the multiple cases.

Analysing the study’s data in the problem stream provides a strong indicator of how the pandemic was perceived as a challenge for US graduate education. The pandemic served as a focusing event and illuminated the connections of graduate education to key institutional functions, including research and teaching. Broadly, US federal policy actions in this area focused on giving institutions resources and flexibility to support graduate students and allow them to continue their academic work while also seeding funding and incentives to continue the movement of knowledge, activities and people in the research pipeline. Actions in the policy stream aligned with the decentralized nature of the US higher education system and allowed for choice by academic institutions within the parameters of options.

This paper extends extant literature related to policy-making and graduate education to consider policy-making during a time of crisis. The paper offers methodological and conceptual ideas for consideration in future research.

Many states are restructuring their US history state assessments to include written-response assessment items that evaluate students' literacy skills in high-stakes environments. The purpose of this study was to investigate how the addition of an extended-response item to a US history state assessment was associated with an increase in the racial achievement gap.

The theoretical framework included linguistic complexity of standardized assessment items and academic language demand and utilized a difference-in-difference research design.

The findings indicate that the achievement gap between students of color and White students increased when an extended-response assessment item was added to an exclusively multiple-choice item exam and that this increase in the achievement gap may be contributed to a literacy gap.

The continued investigation of how students of color perform on different types of extended-response standardized assessment items. And, the continued investigation of evidenced-based instructional practices that focus on developing students' literacy skills in US history as well as culturally responsive instructional practices.

The knowledge and implementation of literacy instruction and culturally responsive instruction in US history classrooms as well as in preservice teacher education programs and in-service professional development programs.

The current study is one of the first large-scale investigations into the racial achievement gap on US history written-response standardized assessment items and in identifying a literacy gap between students of color and White students on US history written-response state assessment items.

The purpose of this paper is to compare high school students' global literacy level in metropolitan areas of China and the USA.

The authors adopted a global literacy instrument to surveyed 2,157 New York City (NYC) high school students and 2,220 Chinese high school students. This paper adopted an independent sample t‐test and an ANOVA to identify significant differences regarding demographic features on the Likert‐scale items, and used the Pearson correlation coefficient to explore the degree of association between factors.

From this global literacy scale, compared with NYC high school students, Chinese students have greater awareness of comprehending and appreciating cross‐cultural perspectives, becoming global citizens, and exhibited greater approval of the performance of their own country's interconnectedness and interdependence with other countries. Students in the two countries exhibited similar confidence in using new literacies.

Students would pay close attention to global issues if they were aware of how these issues affect their daily life and future. With critical‐thinking abilities, students would be in a better position to make decisions that contribute to the common good. With awareness of diverse cultures, students could learn the values, strengths, and weaknesses of people. With fluency in new literacies, students could research and analyze information from multiple resources, and collaborate with others through the use of technology.

This paper profiles the global literacy of US and Chinese high school students, describes factors correlated with both US and Chinese students' global literacy, and suggests students' preferences regarding “global education”‐related activities.