ABSTRACT
The following experiences have a number of issues in common:
Given that programs in their interest areas do not exist in their own countries, international students travel abroad to study for advanced degrees in an unfamiliar college or university.
Realizing the long-range benefits to their career development, businesspeople accept overseas assignments in the branch offices of their companies.
To jump-start their stalled careers, people seek out and accept Peace Corps assignments in areas that stretch their abilities.
In lieu of paying off student loans that put them through college, recent graduates accept positions on Native American reservation lands in Arizona.
Vaguely bored with their high school curriculum, students in their late teen years seek out junior-year-abroad experiences through organizations such as Youth For Understanding and AFS International.
Given recent migration patterns within their cities, high school teachers find themselves in front of classes where a majority of students do not have English as their native language.
As a result of independence movements within countries previously called “part of the Soviet bloc,” governments find it necessary to identify people for their diplomatic corps and to assign them to overseas posts.
As part of a careful effort to improve the economic circumstances of a family in a developing nation, the best educated person seeks immigration to a highly industrialized country. Later, the government is petitioned to allow other family members to immigrate under “family reunification” policies.
