Lloyd, J. (2017).

Enhancing Student Learning and Development in Cross-Border Higher Education.

Journal of Student Affairs Research and Practice, 54(4), 470–471.
ISSN: 1949-6591 (print)/1949-6605 (online)

Media Feature and Review

Enhancing Student Learning and

Development in Cross-Border Higher
Education
Roberts, D. C. & Komives, S. R. (Eds.) (2016). Enhancing student learning and development in
cross-border higher education. New Directions for Higher Education, no. 175. San Francisco,
CA: Jossey-Bass. 110 pp. ISBN 978-1-119-31129-4.

Reviewed by Jan Lloyd, Seminole State College of Florida

Internationalization and globalization has been a growing trend for higher education institutions.
From recruiting international students to long term and short term study abroad programs, colleges
and universities have developed programs that cross borders for both foreign and domestic students.
Beyond those initiatives, the editors of Enhancing Student Learning and Development in Cross-Border
Higher Education discussed other student learning and development programs such as living–learning
communities and student government associations. However, the editors stressed the importance that
internationalization is more than programs and should also include an institutional commitment to
curriculum and faculty and staff development. While the editors acknowledged much of the book
comes from a Western higher education perspective, they included chapters and authors from various
countries. As the editors described, “the intent of this book is to support this growing movement and to
urge those involved to carefully consider how to ensure that students’ learning and development is a
primary focus and beneficiary of these initiatives” (p. 107).
The book is organized into three different parts with a total of 11 chapters. The first part, which
includes the first two chapters, sets a foundation for cross border programs. Chapter 1 provides a
historical perspective and strategies for cross-border internationalization. Most helpful in this chapter
is a framework that considers how such initiatives “should be assessed considering both the cultural
distance between the donor and host environment, and the institutional commitment and supports
available at the host site” (p. 13), as well as key principles for internationalizing student affairs and
student services. Chapter 2 covers the motivation of institutions and organizations to develop such
initiatives and discusses five diffusion models (learning, imitation, normative, competition, and
coercion) that institutions can use when replicating or developing programs at their institutions.
Part 2 of the book provides four different examples of student learning and development
initiatives in countries that included Africa, China, United Kingdom, and Mexico. Programs
highlighted consisted of a living–learning community, adversity training, support services for foster
care students, and leadership and citizenship training. While the programs seem similar to
Western higher education programs, authors described different terminology and approaches to
those initiatives. For example, although the law is no longer in place, the adversity training in
China was related to the One Child Policy, where married couples were only allowed to have one

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 Media Feature and Review

child per household to help control the population in that country. In the United Kingdom, they
referred to students as “looked-after” and “care leavers” for those who were cared for outside or
beyond their family, which is similar to the Western concept of foster care. Two of the four
chapters incorporated the UNESCO (United Nations Educational, Scientific and Cultural
Organization) five pillars of learning into their frameworks, which are not broadly known in the
United States.
The third part of the book, comprised of Chapters 7 through 11, includes broad topics that
are applicable across various educational contexts for both international and national institutions.
These topics include student learning and development theories (Chapter 7), cultural and ecolo-
gical frameworks (Chapter 8), assessment, evaluation, and research (Chapter 9), and staffing and
intercultural competence (Chapter 10). Chapter 11 summarizes the book and discusses the
development of true international partnerships focused on student learning and development.
NASPA published an edited book in 2016 called Supporting Students Globally in Higher
Education: Trends and Perspectives for Student Affairs and Services which included 29 authors from
10 different countries that examined internationalization as well. In a review of the books’
contents, there is some similar information as Enhancing Student Learning and Development in
Cross-Border Higher Education, but the NASPA book lacks information on incorporating student
learning and development into those international efforts.
This book is especially relevant to student affairs practitioners, faculty, and administrators who
currently offer international programs at their institution or are considering developing such initiatives.
Part 2 of the book is also helpful for those practitioners who are interested in learning more about
programs in other countries to increase their intercultural competence. There are certain chapters of the
book which are more helpful than others because they provide a framework for developing new initiatives.
As mentioned previously, Chapter 1 provides a model when planning cross-border experi-
ences. It is based on an assessment of the degree of cultural distance between the host and donor
institution and certainty for success and sustainability. Once these considerations are made,
institutions can determine whether they should adapt, avoid, transfer, or hedge those initiatives.
In addition, Chapter 2 provides information on diffusion models, which describe and share
examples on how and why cross border programs could be adopted. Finally, Chapter 8 is useful
because it introduces Bronfenbrenner’s Social-Ecological Model, which can be used to “analyze
student learners in their own cultural context” (p. 76). It also provides useful cultural questions
related to the model that can be used in deciding to implement an initiative or not.
The other chapters discussed concepts such as student development theories, assessment and
evaluation, and staffing that would be familiar to graduates from student affairs educational
programs. There are some brief examples in each of the chapters that provide an international
perspective to the topic.
In summary, Enhancing Student Learning and Development in Cross-Border Higher Education
is an excellent resource for those looking to develop or evaluate existing initiatives. Study abroad
programs and international student recruitment are typical programs that many institutions offer.
This book looked beyond traditional programs and discussed the need for integrating student
learning and development into such initiatives.

References
Osfield, K. J., Perozzi, B., Bardill Moscaritolo, L., & Shea, R. (Eds.). (2016). Supporting students globally in higher education:
Trends and perspectives for student affairs and services. Washington, DC: NASPA.

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