The value of a study abroad program for graduate students in psychology

Background: Leadership growth during short-term study abroad programs remain of critical interest to educators. No research exists on how a strengths-based study abroad curriculum influences resilience growth for working adult graduate students. Purpose: This exploratory study sought to examine how utilizing a strengths-based curriculum contributes to the development of resilience in graduate students during a study abroad program. Methodology/Approach: An online, open-ended survey was distributed to 11 students who participated in a 2018 graduate study abroad program to New Zealand. Responses were analyzed to identify themes by faculty-organized and student-organized activities. Findings/Conclusions: A strengths-based curriculum contributed to the perceived growth of resilience during a study abroad program by providing opportunities to manage, adjust, and overcome challenges. All 11 respondents perceived growth in resilience when planning and implementing the student-organized activities, whereas 9 of the 11 students reported resilience growth within the faculty-organized activities. Implications: Graduate study abroad programs provide a rich environment in which to experience growth in resilience through peer engagement and reflection. The strengths-based curriculum establishes a common language in which to discuss challenges and reflect on experiences.

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Situation and Time: Observations on the Chinese Way of Doing Business

Practicing Anthropology ◽

10.17730/praa.22.2.x43172v7522v0287 ◽

2000 ◽

Vol 22 (2) ◽

pp. 13-17

Author(s):

John Young

Keyword(s):

Graduate Students ◽

Study Abroad ◽

Cross Cultural ◽

State University ◽

Cultural Issues ◽

Cross Cultural Communication ◽

Chinese Graduate Students ◽

Doing Business ◽

Higher Education In China ◽

Study Abroad Program

My interest in cross-cultural interaction between Americans and Chinese is a practical one. I have arranged scholarly exchanges with Chinese ethnologists; helped to initiate a study abroad program in Beijing for the Oregon University System; served as a study abroad director for that program twice; acted as a liaison and advisor for a small tea export business; and most recently was a consultant and cultural expert for a Ford Foundation project related to the expansion of higher education in China. In addition I have taught a course on Advanced Cross-Cultural Communication-China three times for graduate students in international management, and mentored a dozen students from China in the MA program in Applied Anthropology at Oregon State University. My Chinese graduate students have given me many insights into their experience trying to adapt to American culture and they have conducted their own research on cross-cultural issues. Later I will refer to theses authored by two of these former students as well as my own experiences.

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ACTR study-abroad program participants: 1995–1996 demographic profile

Study Abroad and Second Language Use ◽

10.1017/cbo9780511620584.009 ◽

2005 ◽

pp. 158-158

Keyword(s):

Study Abroad ◽

Demographic Profile ◽

Study Abroad Program

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Opportunities: Study Abroad Program

PsycEXTRA Dataset ◽

10.1037/e403742005-015 ◽

1998 ◽

Author(s):

Keyword(s):

Study Abroad ◽

Study Abroad Program

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Assessing Language Acquisition and Intercultural Sensitivity Development in Relation to Study Abroad Program Design

Frontiers: The Interdisciplinary Journal of Study Abroad ◽

10.36366/frontiers.v10i1.142 ◽

2004 ◽

Vol 10 (1) ◽

pp. 219-236 ◽

Cited By ~ 77

Author(s):

Lilli Engle ◽

John Engle

Keyword(s):

Language Acquisition ◽

Study Abroad ◽

International Education ◽

Program Design ◽

Intercultural Sensitivity ◽

Outcomes Assessment ◽

Statistical Assessment ◽

Preliminary Examination ◽

Study Abroad Program

The complexity of international education is such that it is far from easy to move towards significant, objectively measurable, and comparable outcomes. What follows is the preliminary examination of one attempt to generate and interpret meaningful statistical assessment of the study abroad experience, within the context of specifically defined study abroad program types. We will examine the data thus far generated, suggest its limitations, and appeal for a continued gathering of information. We will suggest a structured, coordinated, profession-wide assessment effort that will, we hope, gradually reveal a useful correlation between study abroad learning and the input of program variables such as duration, housing, experiential work and on-site mentoring. If, as a profession, study abroad is to invest in outcomes assessment, it would be sensible for such efforts to utilize profession-wide definitions and standards.

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