Get all four full-length, standalone novels in the steamy STUDY ABROAD series! Over 1,000 pages of sizzle. Studying Abroad Just Got a Whole Lot Sexier… LESSONS IN LOVE On my first outing in Madrid, I never thought I’d end up spending the hottest night of my life in the arms of a gorgeous Spaniard. Rafael Montoya is everything study abroad dreams are made of: sexy, sophisticated, and really good with his hands. As the sun comes up over the city, he gives me the kiss to end all kisses. And then he disappears. I’m crushed. But it wouldn’t be the first time a guy has ghosted me. I really need to focus on my studies while I’m here in Madrid anyway. My Spanish is practically nonexistent, and my grades show it. My program assigns me a new tutor. But when I walk into the room to find none other than Rafa waiting for me, I almost have a heart attack. LESSONS IN GRAVITY Sexy. Spanish. Rockstar. Trouble. When I meet gorgeous Spaniard Javier Montoya at a bar, I assume our hook-up is just a one time thing. Yeah, he’s the sexiest guy I’ve ever slept with. But he’s also the guitarist for one of the hottest bands in Europe. With his reputation, I know I need to keep things casual. But when our one night stand blossoms into genuine friendship, Javier starts to wonder out loud if I’m the “forever girl” he’s been looking for. LESSONS IN LETTING GO Ten minutes ago, I was just an American student studying abroad in Spain. But now? Now I’m a professional soccer player’s good luck charm... RHYS My recovery from a football injury is destroying my career—until one night with a beautiful American and a few terrible pick-up lines changes everything. With Laura by my side, I play smarter, run faster, and fight harder than I ever have on the pitch. She’s just the muse I need to turn my football career around. LAURA My semester abroad in Madrid is the fresh start I need. I've got plans to ditch bad habits and worse boyfriends. Then a one night stand with a super hot British footballer leads to an A-list entanglement I wasn't looking for. LESSONS IN LOSING IT I swore I'd keep things friendly with the studly German soccer player I met in Madrid...until we ended up naked together on his living room floor #Screwed #PunIntended FREDRIK Just friends… That’s all I want to be with Rachel Collins, the sexy American student I meet at a party in my adopted hometown of Madrid. I’m looking for the real deal—someone who’ll stick around Spain for more than a semester—so I resolve to keep her at arm’s length. Even if she is gorgeous as hell. Smart. And as crazy about sports as I am. But friends don’t kiss. They don’t do sleepovers. And they definitely don’t get rug burn from having the best sex ever on the living room carpet.

Education abroad is an essential part of the university student experience. Initiatives such as IIE's Generation Study Abroad encourage more U.S. undergraduate and graduate students to study abroad. According to the Open Doors 2019 Report by the Institute for International Education (IIE), 341,751 students participated in post-secondary education abroad programs during the 2017/2018 academic year. This figure represents an increase of 2.7% of U.S. students studying abroad from the previous year. Research shows that education abroad provides students with opportunities not only to see the world but also to develop intercultural competence, which is increasingly crucial in the 21st century workplace. There are also numerous studies that show gains in autonomy, confidence, and tolerance for ambiguity in students who complete some type of study abroad experience. In sum, the education abroad experience in itself represents a powerful learning environment that continues to support personal and professional development long after returning home. Nonetheless, these learning environments must be cultivated along with faculty who develop and lead programs, as well as university partners and providers. Furthermore, education abroad programming and assessment is complex and must take into consideration many factors including academic goals, purposeful curricular development, and a balance between academics and leisure activities on site. This book explores the many aspects of education abroad as a learning environment, such as student learning outcomes, faculty development, and program assessment and evaluation. In addition, several chapters present education abroad experiences as a model for community engagement and activism. The authors represent a diverse range of institutions and perspectives and discuss programs around the globe. The book represents the voices of faculty that lead education abroad programs, students who participate in them, and also those of international students on a U.S. campus reflecting on their personal experiences abroad. Furthermore, this book contributes to the discussion of best practices to assist faculty and program directors in creating robust education abroad programs that meet the needs of their students and institutions.

Written for study abroad practitioners, this book introduces theoretical understandings of key study abroad terms including “the global/national,” “culture,” “native speaker,” “immersion,” and “host society.” Building theories on these notions with perspectives from cultural anthropology, political science, educational studies, linguistics, and narrative studies, it suggests ways to incorporate them in study abroad practices. Through attention to daily activities via the concept of immersion, it reframes study abroad not as an encounter with cultural others but as an occasion to analyze constructions of “differences” in daily life, backgrounded by structural arrangements.

This edited volume brings together the perspectives of a diverse group of international scholars to explore the intersections of study abroad and social mobility. In doing so, it challenges universalist assumptions and power imbalances implicit in study abroad across the Global North and South, and explores the implications of COVID-19 for equity within study abroad programs, policy, and practice going forward. Offering empirical, theoretical, and conceptual contributions, Critical Perspectives on Equity and Social Mobility in Study Abroad foregrounds critical reflection on the stratification of access to study abroad and examines the varied outcomes of international study in relation to graduates’ entry into domestic and international labor markets. Focusing on the experiences and outcomes of students from varied backgrounds, chapters identify a number of power imbalances relating to student race, ethnicity, religion, local and international policies and politics, and put forward valuable recommendations to ensure greater equity within the field. Against the backdrop of growing criticism over the power imbalances in international exchange, this text will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, and multicultural education. Those interested in educational policy and the sociology of education more broadly will also benefit from this book.

This book addresses the multilingual reality of study abroad across a variety of national contexts and target languages. The chapters examine multilingual socialization and translanguaging; how the target language is entwined in global, local and historical contexts; and how students use local and global varieties of English.

Millions of students seek short- and long-term study abroad options every year, and this trend is a key illustration of the internationalization of higher education. Because a global perspective has become mandatory in the largely globalized workforce, many institutions look to study abroad programs to prepare their students. This outbound mobility has the potential to contribute to greater understanding between cultures, countries, and individuals. The Handbook of Research on Study Abroad Programs and Outbound Mobility offers a comprehensive look into motivations for and opportunities through all forms of outbound mobility programs. By providing empirically-based research, this publication establishes the benefits, difficulties, and rewards of building a framework to support international students and programs. It is an invaluable resource for academics, students, policy makers, course developers, counselors, and cross-cultural student advisors.