X Международная студенческая научная конференция Студенческий научный форум - 2018

As the expectation and importance of education increases, students wish to pursue their education in foreign countries. There are many foreign countries which offer new and better learning techniques to educate the present generation. Comparatively, these new learning techniques impress the present generation to take up studies in abroad. Hence, taking up all these factors related to learning process students get motivated to study in abroad than in hometown.

Study Abroad Program Models. Alternatively, study abroad programs can be classified by program duration. Study abroad programs deemed long-term usually lasts an academic year. On the other hand, short-term programs, which usually take place in last between three and six month.

Spencer and Tuma (2002) draw attention to the fact that the definition of short-term study abroad has changed substantially within the last fifty years. At one time, semester-long programs were thought of as short-term. Currently, however, short-term study abroad conjures up images of study tours that last significantly less than one term. Short-term study abroad, as currently defined, has a large section of both supporters and detractors. Many supporters maintain that the original goals and outcomes of study abroad are maintained or changed only slightly with this shorter format. Critics, however, assert that short-term study abroad is not nearly as effective as long-term study abroad. The controversy remains, as relatively little empirical research has been conducted that attempts to isolate and assess the impact of the length of study abroad programs on learning outcomes.

Findings Today academic mobility of students is provided through exchange programs Erasmus Mundus, Erasmus Partnership and others. In the Erasmus program of student’s mobility, since its foundation in 1987, was attended by 1.9 million people. Today it has attended about 30 countries. To it attracted 90% of European universities. We made an observation survey among students and post graduates to depict which way of studying abroad they prefer most: long term or short term study.

The given line chart below demonstrates dramatic preference of long term studying abroad hitting the pick at 76%. As regards to the short term studying, 24% of respondents found given type convenient.

There were students and post graduates who had experienced both types of academic mobility. Aspet Bekmaganbetova, a post graduate of Yonsei University in South Korea: “An university in my hometown gave me an opportunity to spend a winter semester in Yonsei University to enhance my knowledge. It was a great pleasure to me studying their language. That is why I had studied a lot when they decided to leave me for one more year. Finally I finished this university well. I would like to say that long term study gives you a full education not as a short term”.

Talgat Zharlygassinov, our countryman who lives and works in South Korea: «When I was 2^nd year student of Zhetysu State University, I had chance to study one semester in Ajou University of South Korea. Undoubtedly, it was colossal experience to explore culture and lifestyle of foreign country. Unfortunately, the duration of the program was desperately short, I had problems with combining traveling with my classes. Consequently, I hardly could say my Korean language improved. But the point is that I won state grant to study for master degree in Yonsei University, the length of which was 2 years. Nowadays I speak fluent Korean, moreover I work in Seoul, as an interpreter. I just want to let you know that studying particular major in foreign country for a long time is more efficient, rather than “tour studies” for 3 months.»

The last respondent, Aizada Nikanbekova a 3^rd year student of Pavlodar State University, claims that the short term academic mobility is great opportunity for explorers who want to discover new country for themselves superposing it with university studies.

Conclusion. Academic mobility is important for personal development and employment opportunities, and it brings up a respect for diversity and opportunity to deal with other cultures. Mobility has important for personal development and employability, generates respect for diversity and the ability to understand other cultures. We have asserted that most international educators hold the common belief that a study abroad experience which immerses students in a foreign culture for a semester or longer is unrivaled in terms of how students’ worldviews and self-perceptions are affected. Furthemore, since short-term study abroad is still almost new, to a large extent it has not been practically tested against long-term study abroad. Short-term study abroad programs should not have the same objectives as long-term programs, since long-term programs are most often designed to increase cross-cultural skills and global awareness.

References

Amel, E., Uhrskov, A. (2002) Designing the academic course: Principles and practicalities. In S.E. Spencer & K. Tuma (Eds.), The guide to successful shortterm programs abroad (pp. 73-106). Washington, D.C.: NAFSA: Association of International Educators.

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