Advice for Contributors
Prospective papers should be between 1000 and 3000 words (2-6 pages) maximum.
For more information:
- Content inquiries: Dr. Michael Woolf, Deputy President for Strategic Development, CAPA The Global Education Network (email@example.com) or Dr. Christine Anderson, Academic Director, Curriculum and Program Development, University of Minnesota (firstname.lastname@example.org)
- Send papers and proposals in Word (with minimum formatting) to Kim Hindbjorgen (email@example.com) by October 1, 2016.
We are also happy to discuss prospective contributions or scope for the inclusion of supplementary / multimedia materials. Contributions will remain your own intellectual property and you are welcome to publish the material elsewhere also.
Potential Topics for Publication
The following suggestions are not intended to be inclusive or restrictive but rather to suggest areas of investigation that would expand and enrich the current debates.
Lessons from the field
- New research in the area of post-study abroad employability: What does this research in progress suggest about current practice?
Lessons from other fields
- Are there examples of good practice in other areas that might be adapted to study abroad?
- How do athletics departments, for example, prepare students for employability if the student is not going to be a sports professional? Are there lessons to be learned from other fields where study may not lead to directly relevant employment e.g. theater, music.
- How do we define/understand the requirements and preparation for careers across national boundaries? Are these specific or the same as those needed for all professional employment? Are all careers global? What special requirements (if any) are relevant in this context?
- Is our concern with employability distorting the emphasis when/if a substantial number of students intend to defer formal employment for other options such as international volunteerism or post- graduate study? Are we gathering this information properly?
- Are we doing enough to respond to the needs of minority students? Issues of race and ethnicity are, for example, not widely discussed for several reasons. We need to address this agenda more directly. Is our reluctance to discuss racial prejudice, for example, a product of unease and fear of controversy? Do we fully consider issues of class and employment? How should we address gender inequality? Is preparation for employment the same for all groups? If not, what are the implications for good practice?
- Are we preparing students for opportunities in this area? Entrepreneurship does not have a single or common meaning. It tends to have an individualistic context in the USA whereas in parts of Europe the context has much more to do with collective endeavors intended for social good. What does entrepreneurship mean in various contexts? How do we prepare students to consider these options and to strive for success? How is success measured?
- What have we learned in the field by errors and false starts? Confessions from the chalk face?
The function of internships in preparation for work
- What variables are there? Are traditional internships abroad preparing students for real work? What do students really learn? The political environment in some contexts may be legally and/or ethically problematic (e.g. national regulations; youth unemployment in Southern Europe). How do we consider/adjust to these factors?
Industry specific examples
- What are employers telling us about preparation in education abroad?
- What opportunities exist in the use of new technologies? Are we exploiting the potential effectively?
Comparing international approaches
- How is the issue of employability approached in other national/regional contexts? Practice in the European Union tends to be centralized and government-driven. Can practice from other national contexts offer lessons to US study abroad? What is happening in other parts of the world? Australia? Japan? Is employability a concept that means the same thing across national/regional boundaries?
- Study abroad duration even at best is limited in time compared to on-campus experience. How can study abroad institutions/organizations best work with US universities to ensure relevance and to avoid redundancy? Is it unrealistic to assume that study abroad can have a major impact in this area?
- How does this concept relate to questions of student employability?
Liberal Arts education
- There are varying perspectives on the impact of traditional liberal arts skills in this area. What do the liberal arts teach? Are these skills sufficient and/or relevant?
The Politics of Employability
- What political issues are relevant? What should government do? Where does the responsibility of universities end? How is study abroad relevant in the context of public policy?
This list is intended to be for guidance. All suggestions and submissions are welcome.
- 1000‐3000 words, submitted in Word. Follow the MLA Style Guide for the Humanities.
The following represents a brief guide to MLA Style, as adapted by Bedford/St. Martin’s, Research and Documentation Online, 5th edition.
Formatting the paper
- Avoid a font that is unusual or hard to read.
Title and identification
- MLA does not require a title page. On the first page of your paper, place your name and the date on separate lines against the left margin. Then center your title.
- Put the page number preceded by your last name in the upper right corner of each page, one-half inch below the top edge. Use Arabic numerals (1, 2, 3, and so on).
Margins, line spacing, and paragraph indents
- Leave margins of one inch on all sides of the page. Left-align the text. Double-space throughout the paper. Do not add extra space above or below the title of the paper or between paragraphs. Indent the first line of each paragraph one-half inch from the left margin.
Capitalization and italics
- In titles of works, capitalize all words except articles (a, an, the), prepositions (to, from, between, and so on), coordinating conjunctions (and, but, or, nor, for, so, yet), and the to in infinitives — unless they are the first or last word of the title or subtitle. Follow these guidelines in your paper even if the title appears in all capital or all lowercase letters in the source. Italicize the titles of books and other long works, such as Web sites. Use quotation marks around the titles of periodical articles, short stories, poems, and other short works.
- When a quotation is longer than four typed lines of prose or three lines of verse, set it off from the text by indenting the entire quotation one inch from the left margin. Double-space the indented quotation, and do not add extra space above or below it. Quotation marks are not needed when a quotation has been set off from the text by indenting.
- Due to the size of the publication, visuals will be difficult to reproduce. However, if you have a table, graph, or illustration that is original to you, label each with an Arabic numeral (“Table 1,” “Table 2,” and so on) and provide a clear caption that identifies the subject. Capitalize the caption as you would a title; do not italicize the label and caption or place them in quotation marks. The label and caption should appear on separate lines above the table, flush with the left margin. For each figure, place the figure number (using the abbreviation “Fig.”) and a caption below the figure, flush left. Capitalize the caption as you would a sentence; include source information following the caption. (When referring to the figure in your paper, use the abbreviation “fig.” in parenthetical citations; otherwise spell out the word.) Click here for an example of a figure in a paper. Place visuals on a separate page within the text.
Preparing the list of works cited
- Begin the list of works cited on a new page at the end of the paper. Center the title Works Cited about one inch from the top of the page. Double-space throughout. Following this list of specific formatting topics is a sample “Works Cited” list.
Alphabetizing the list
- Alphabetize the list by the last names of the authors (or editors); if a work has no author or editor, alphabetize by the first word of the title other than A, An, or The.
- Do not indent the first line of each works cited entry, but indent any additional lines one-half inch. This technique highlights the names of the authors, making it easy for readers to scan the alphabetized list.
- If you need to include a Web address (URL) in a works cited entry, do not insert a hyphen when dividing it at the end of a line. Break the URL only after a slash. Insert angle brackets around the URL. If your word processing program automatically turns Web addresses into links (by underlining them and changing the color), turn off this feature.
Adams, Scott. Dilbert and the Way of the Weasel. New York: Harper, 2002. Print.
American Management Association and ePolicy Institute. “2005 Electronic Monitoring and Surveillance Survey.” American Management Association. American Management Assn., 2005. Web. 15 Feb. 2006.
“Automatically Record Everything They Do Online! Spector Pro 5.0 FAQ’s.” Netbus.org. Netbus.org, n.d. Web. 17 Feb. 2006.
Flynn, Nancy. “Internet Policies.” ePolicy Institute. ePolicy Inst., n.d. Web. 15 Feb. 2006.
Frauenheim, Ed. “Stop Reading This Headline and Get Back to Work.” CNET News.com. CNET Networks, 11 July 2005. Web. 17 Feb. 2006.
Gonsalves, Chris. “Wasting Away on the Web.” eWeek.com. Ziff Davis Enterprise Holdings, 8 Aug. 2005. Web. 16 Feb. 2006.
Kesan, Jay P. “Cyber-Working or Cyber-Shirking? A First Principles Examination of Electronic Privacy in the Workplace.” Florida Law Review 54.2 (2002): 289-332. Print.
Lane, Frederick S., III. The Naked Employee: How Technology Is Compromising Workplace Privacy. New York: Amer. Management Assn., 2003. Print.
Tam, Pui-Wing, et al. “Snooping E-Mail by Software Is Now a Workplace Norm.” Wall Street Journal 9 Mar. 2005: B1+. Print.
Tynan, Daniel. “Your Boss Is Watching.” PC World. PC World Communications, 6 Oct. 2004. Web. 17 Sept. 2006.