| Srl | Item |
| 1 |
ID:
087999
|
|
|
|
|
| Publication |
2009.
|
| Summary/Abstract |
International studies (IS) programs have proliferated across campuses over the past decades. Given the increasing ubiquity of IS education, as well as the interdisciplinary nature of IS, most previous scholarship on IS programs has focused on issues of curricular structure. Yet there is a lack of systematic information on many key issues facing IS programs. Through a survey of directors of these programs, this study seeks to examine some of the broader issues surrounding IS as a field of undergraduate study. In particular, I examine student popularity of our programs, the various ways in which they are administratively structured, and the perceived stature of IS programs within home institutions. Additionally, some of the factors that contribute to growth in IS programs are examined. The overall goal of this study is to provide a "first step" towards building a comparative assessment and benchmark of the institutional and administrative characteristics of IS programs.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 2 |
ID:
145734
|
|
|
|
|
| Summary/Abstract |
As is commonly the case with interdisciplinary programs, International Studies (IS) programs often have an “identity crisis,” particularly in institutions dominated by traditional academic departments. At the same time, these programs continue to flourish; in some cases, IS programs service as many or more students than many traditional departments. The rapid growth of these programs, and the vast diversity of ways in which they are administered, raises the question of what specific factors contribute to program success. Utilizing a comprehensive database of all IS programs across the country, we survey program directors to uncover some of the key factors and practices that contribute to program success. In addition to providing systematic insights into IS as a field of study, we also contribute to a better understanding of how interdisciplinary programs can flourish within their home institutions, and provide some guidance for ascertaining “best practices” in our field of study.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|