Abe, J. (2009). Ryugakusei Shien Tanto Shokuin no Career Keisei [Career Development of international student advisors]. Ryugaku Koryu, 21(4), 6-9.

The article addresses a need for a professional development curriculum for student affairs in Japan. Citing similarities among core competencies and capacities between Japanese and U.S. student affairs professionals, it posits that skills and knowledge acquired through student affairs in higher education graduate programs in the U.S. can be transferable into the context of Japanese higher education. [in Japanese]

      Abe, J. (2004). Kyoikushato shiteno kokusaikoryu tantousha no sukiru appu [Internaitonal student advisors' professional development as an educator]. Ryugaku Koryu, 16(3), 14-17. (Available from Association of International Eduation Japan, 2-79 Omi, Koto, Tokyo, 135-8630, Japan)

The article, addressed to international education administrators in Japan, asserts that professional development of international student advisors must begin with one's vision as an educator. Case studies are presented to illustrate the importance of aligning one's professional development with her or his vision, contrasting with a more specific, task-oriented approach to professional development. [in Japanese]

     Geelhoed, R.J., Abe, J., & Talbot, D.M. (2003). A qualitative investigation of U.S. students' experiences in an international peer program. Journal of College Student Development, 44, 5-17.

This qualitative study was designed to gather information, using focus groups, about U.S. host students' experiences in a U.S.-international peer program and about how the program influenced their cross-cultural awareness. Researchers of this study noticed host students' unconscious need for guidance to become interculturally competent and heard their suggestions to maximize their experiences in a cross-cultural peer program.

download

      Abe, J., Talbot, D.M., & Geelhoed, R.J. (1998). Effects of a peer program on international student adjustment. Journal of College Student Development, 39, 539-547.

Newly admitted international graduate and undergraduate students, the majority of whom come from Asian countries, participated in an International Peer Program (IPP). Of these students, 28 IPP participants' campus resource use and Student Adaptation to College Questionnaire (SACQ) scores were compared to those of 32 international students who did not participate in the peer program. Results suggest that the IPP participants showed significantly higher social adjustment scores than the nonparticipants. Additionally, students from Asian countries had more difficulty adjusting to campus life than international students from non-Asian countries.