Quebecs Bursaries for Study Abroad

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QuebecsBursaries for Study Abroad

• Ministry of Education, Sport and Leisure
• Diane Mills
• Bishops University
• March 3, 2006

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Introduction of the Bursary Program in 2000 to
promote internationalization

• 10 million a year to Quebecs universities for
  students to study abroad for a minimum of two and
  a maximum of 8 months, in undergraduate and
  graduate programs
• Students transfer a minimum of 6 credits and a
  maximum of 30 credits to their degree program at
  their home institution

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Administration of the Bursaries

• Quebec students are awarded
• 1,000 per month to study in the United States,
  European Union, Australia, New Zealand, Japan,
  Norway, Switzerland, or Iceland
• 750 per month to study in another Canadian
  province, and all other destination countries
• Maximum of 8,000 for 8 months to one year

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Number of Participating Students

• 2000-2001 1094
• 2001-2002 1726
• 2002-2003 1907
• 2003-2004 1014 (CREPUQ consortium only, does
  not include bilateral agreements)
• 2004-2005 2504
• 2005-2006 Statistics available in Spring 2006
• 2006-2007
• HEC Montréal received 455 applications for their
  2006-2007 exchange program, up from 163 in
  2001-2002. They will be sending 4 of their
  students on exchange in the next academic year.

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Internationalization and Competencies

• Two new positions of Vice-Provost and
  Vice-Principal International Relations have been
  created at McGill and Concordia in 2005
• D.K. Deardoffs Study on Intercultural
  Competencies Identifying and assessing
  intercultural competence in Journal of Studies
  in International Education (forthcoming in 2006).
  The complete 337 page study is available at
• www.lib.ncsu.edu/theses/available/etd-06162004-00
  0223/unrestricted/etd.pdf
• Value of Study Abroad to employers is
  demonstrated skills and competencies gained
  through education abroad but not education
  abroad in itself (Treverton Bikson, 2003).
  Students must learn to identify the competencies
  they gain through education abroad experiences.
  Universities and colleges can develop specific
  indicators of intercultural competence which is
  measurable as a learning outcome.

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• Intercultural Competence Model
• From The Identification and Assessment of
  Intercultural Competence as a Student Outcome of
  Internationalization of Institutions of Higher
  Education in the United States by Dr. Darla K.
  Deardorff, Raleigh, NC North Carolina State
  University, 2004

Knowledge Comprehension Cultural self
awareness, Deep cultural knowledge Sociolinguisti
c awareness ___________________ Skills To
listen, observe evaluate To analyze,
interpret relate
Individual
Attitudes Respect (valuing other
cultures Openness (withholding judgment) Curiosity
discovery (tolerating ambiguity)
Internal Outcome Informed Frame of Reference
Shift (adaptability, flexibility, enthnorelative
view, empathy)
External Outcome Effective and appropriate
Communication Behavior in intercultural situati
ons
Interaction
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Increasing the number of students studying abroad

• AUCC suggests tripling the number of Canadian
  students who participate by 2010 moving from
  6,000 to 18,000 annually (International
  Education, February 2006)
• Following the example of the U.S. Senate in 2006,
  the Canadian Federal and Provincial governments
  declare 2007 the Year of Study Abroad with
  initiatives and funding programs to promote and
  expand study abroad opportunities, with
  appropriate ceremonies to launch the year during
  International Education Week, November 13-17,
  2006. www.iew-sei.ca (170 events on Canadian
  campuses in November 2005)
• The text of the Senate resolution (S.Res.308)
  introduced by Senators Richard Durbin (Illinois)
  and Lamar Alexander (Tennessee) is available at
  http//thomas.loc.gov by using the keyword search
  Year of Study Abroad.