The effect of short-term study abroad experience on American students’ leadership skills and career aspirations

2017 ◽  
Vol 31 (7) ◽  
pp. 1042-1053
Author(s):  
Alexis Geyer ◽  
Jenni Putz ◽  
Kaustav Misra
Keyword(s):  
College Students ◽  
Study Abroad ◽  
Survey Data ◽  
Leadership Skills ◽  
Career Aspirations ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Content Type ◽  
The Impact

Purpose Building on existing study abroad literature, the purpose of this paper is to assess the impact of both short-term and long-term study abroad programs on students’ leadership skills and their career aspirations. Design/methodology/approach A sample of college students were invited to complete an electronic survey about their experiences with study abroad programs. This survey included study abroad participants and non-study abroad participants and aimed to assess areas such as academic performance, leadership qualities, international exposure, and study abroad. Findings The authors’ results suggest that study abroad programs have a significant effect on leadership skills and career aspirations. Short-term programs, in particular, were found to impact both leadership skills and career aspirations. Research limitations/implications The limitations of this study lie within the nature of the survey data used. Surveys are subjective and it was left to the respondent to determine, for example, what defines a leadership position. Nonetheless, the survey data collected implies how students feel about study abroad programs and the results provided implications about the importance of these programs. Social implications According to the results, study abroad programs have value to students who participated in these programs. The authors conclude that study abroad is an important supplement to post-secondary education and participation in such programs should be encouraged. Originality/value This paper contributes to the study abroad literature by focusing on short-term programs, which have not been heavily studied in the field. The authors’ results suggest that study abroad has a significant impact on students, thus has practical implications for college students and educators.

The Impact of Short Term Study Abroad on the  Identity Development of College Students with Learning Disabilities and/or AD/HD

2005 ◽  
Vol 11 (1) ◽  
pp. 1-31 ◽  
Author(s):  
Wendy Shames ◽  
Peg Alden
Keyword(s):  
College Students ◽  
Identity Development ◽  
Study Abroad ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Short Term Study ◽  
Students With Ld ◽  
Identity Changes ◽  
The Impact

This article explores the identity changes that college students with LD and/or AD/HD report after participating in a short-term study abroad program. The reflections of thirteen short-term study abroad participants, all of whom have been diagnosed with LD and/or AD/HD are presented. Particular attention is focused on the ways in which these identity changes impacted the students as learners and the factors unique to short-term study abroad that facilitated those identity changes. It concludes by proposing a model of identity development for students with LD and/or AD/HD and recommends methods for greater inclusion of students with LD and/or AD/HD in short-term study abroad programs. We hope that our findings will help to reframe notions about the ability and adaptability of students with LD and/or AD/HD, lower current barriers to participation in study abroad for students with LD and/or AD/HD, and contribute to the dynamic discussion currently underway about study abroad and student outcomes.

The success of short-term study abroad programs: a social networks perspective

2020 ◽  
Vol 13 (1) ◽  
pp. 73-86
Author(s):  
Rich DeJordy ◽  
Emil Milevoj ◽  
James M. Schmidtke ◽  
William H. Bommer
Keyword(s):  
Social Networks ◽  
Study Abroad ◽  
Learning Outcomes ◽  
Social Relationships ◽  
Student Learning Outcomes ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Content Type ◽  
Short Term Study

Purpose The purpose of this paper is to examine the effects of individual difference variables and social relationships on student learning outcomes of short-term study abroad programs. Design/methodology/approach This study used a social network analysis (SNA) approach to examine the effects of friendship, advice and communication networks on student learning outcomes. Findings Results indicated that demographic characteristics (e.g. sex, years of work experience) did not influence learning outcomes nor the enjoyment of the experience. Social networks positively influenced students’ perceived improvement in managerial skills, their ability to reflect on their international experience and their intercultural sensitivity. Research limitations/implications Social relationships may be an important factor to consider in understanding the relationship between short-term study abroad programs and learning outcomes. Practical implications Program directors and faculty members need to consider the design of assignments and activities that may facilitate the development of specific types of social relationships (e.g. friendship, communication and advice). These specific social relationships may have unique influences on specific learning outcomes of short-term study abroad programs. Originality/value This study is the first study that examined the effects of different types of social relationships on learning outcomes for short-term study abroad programs. The results have important implications for both future research and the design of international study-abroad programs.

scholarly journals “Super-Short-Term” Study Abroad in Japan: A Dramatic Increase

2018 ◽  
Vol 94 ◽  
pp. 13
Author(s):  
Yukiko Shimmi ◽  
Hiroshi Ota
Keyword(s):  
College Students ◽  
Study Abroad ◽  
Developed Countries ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Japanese Students ◽  
Short Term Study ◽  
Global Trend

In recent years, there has been a dramatic increase of Japanese students participating in “super-short-term” study-abroad programs, lasting from one week up to one month. This reflects a growing global trend among college students, especially in developed countries. This article discusses the background of this trend in Japan as well as emerging challenges.

scholarly journals “Super-Short-Term” Study Abroad in Japan: A Dramatic Increase

2018 ◽  
Vol 94 ◽  
pp. 13-15 ◽  
Author(s):  
Yukiko Shimmi ◽  
Hiroshi Ota
Keyword(s):  
College Students ◽  
Study Abroad ◽  
Developed Countries ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Japanese Students ◽  
Short Term Study ◽  
Global Trend

In recent years, there has been a dramatic increase of Japanese students participating in “super-short-term” study-abroad programs, lasting from one week up to one month. This reflects a growing global trend among college students, especially in developed countries. This article discusses the background of this trend in Japan as well as emerging challenges.

scholarly journals Providing International Opportunities For Business Students: A Guide To Planning A Short-Term Study Abroad Program At Regional And Small Universities

2010 ◽  
Vol 3 (8) ◽  
pp. 59-66 ◽  
Author(s):  
Russell McKenzie ◽  
Tará Lopez ◽  
David Bowes
Keyword(s):  
College Students ◽  
Study Abroad ◽  
Business Students ◽  
Perceived Value ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Course Content ◽  
Short Term Study ◽  
Study Abroad Program

In recent years the perceived value and interest in participating in study abroad programs among college students has been increasing.  Faculty who endeavor to develop study abroad programs face many challenges, particularly at smaller universities where resources may be very limited.  This article offers recommendations to help faculty of regional and small universities who are considering developing a new direct-enrollment short-term program. The article addresses several pertinent issues including: the suitability of faculty, selecting a location, designing the course content, and post-trip evaluation.

Impact of Short-Term Study Abroad Experiences on Transformative Learning

2016 ◽  
Vol 15 (2) ◽  
pp. 103-121 ◽  
Author(s):  
Colleen Walters ◽  
Jennell Charles ◽  
Sue Bingham
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Critical Reflection ◽  
Minority Population ◽  
Degree Programs ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Short Term Study ◽  
The Impact

In recent years, there has been a rapid rise in the number of universities offering students opportunities to study abroad. Traditional semester-long programs have been shortened with many new programs ranging anywhere from 1 to 8 weeks in length. The increased number of short-term programs has enabled professional degree programs, such as nursing, to increase student participation in these programs. These changes are supported by growing evidence of the impact of these programs on student learning, personal and professional development, and understanding of self as a global citizen. Utilizing Mezirow’s transformative learning theory to conceptualize critical reflection, this quantitative study examined the impact of six short-term study abroad programs on critical reflection as a core element of transformative learning. A modified version of the Reflection Questionnaire developed by Kember et al. was completed by 20 participants at 6 weeks following the completion of the study abroad experience. Participants were largely female (90%) and minority students (75%). The results showed that mean critical reflection scores across programs were moderately high (3.84/5.00). Nursing students who went to Haiti scored highest on critical reflection (4.70/5.00) compared to students in the other five programs. Reflective journaling and participation in service learning activities were linked to the highest critical reflection scores. Short-term study abroad programs support transformative learning for students representing a minority population and those in professional and traditional degree programs.

scholarly journals Understanding How Program Factors Influence Intercultural Learning in Study Abroad: The Benefits of Mixed-Method Analysis

2019 ◽  
Vol 31 (1) ◽  
pp. 22-45
Author(s):  
Andrea Paras ◽  
Michael Carignan ◽  
Ashley Brenner ◽  
Jane Hardy ◽  
Jodi Malmgren ◽  
...  
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Intercultural Competence ◽  
Intercultural Learning ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Present Evidence ◽  
Short Term Study ◽  
The Impact

With the proliferation of short term study abroad programs at institutions of higher education, there is a need for more rigorous assessment of how these pr ograms contribute to intercultural learning. This article presents a multi institutional comparative study of students’ intercultural learning in six short term study abroad programs in Canada and the U nited S tates , employing both quantitative and qualitat ive methods. The study combines pre and post IDI survey scores with a qualitative analysis of student writing to present evidence about the impact of specific program features on students’ intercultural learning, as well as an analysis of how the students themselves make sense of their experiences abroad. We argue that the extent of pre departure intercultural training has a positive relationship with intercultural learning outcomes. Additionally, we present evidence that service learning opportunities and intra group dynamics contribute to students’ intercultural competence. We conclude that mixed methods analysis provides the most effective way of identifying how different program factors contribute to intercultural growth, when that growth occurs in a pr ogram cycle, and how program leaders can provide effective intercultural interventions to best facilitate student learning abroad.

scholarly journals Eastern Promises Fulfilled: The Differential Impact of Marketing-Focused Short-Term Study Abroad Programs in India and Japan

2019 ◽  
Vol 31 (2) ◽  
pp. 158-179
Author(s):  
Zafar Iqbal
Keyword(s):  
Study Abroad ◽  
Business Students ◽  
Differential Impact ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Long Term Study ◽  
Short Term Study ◽  
Study Abroad Program ◽  
The Impact

This study compares two marketing focused short term study programs in Asia (Indi a and Japan) and highlights reasons as to why students perceive that they learn more in one country than the other . Research to date has sparsely assessed the impact of study abroad programs on students’ perceived growth . The existing literature has rarely focused on short term study abroad programs while focusing mainly on undergraduate non business students studying in Europe in long term study abroad program s Short term study abroad programs (lasting less than eight weeks) are not considere d rigorous enough and several doubts exist as to their effectiveness as a pedagogical technique. This paper uses survey methodology and a sample of 92 undergraduate and graduate business students who have completed a short term study abroad program. The results show that students in these particular short term study abroad programs perceive greater personal, professional, and inter cultural growth than in a 10 week quarter long course. Students’ backgrounds could be a differential impact facto r, but more research needs to be done. Marketing educators, when designing short term study abroad programs, are encouraged to balance freedom and structure, and account for students’ backgrounds.

Emplacing Berlin: Digital Itineraries and Short-term Study Abroad in the City

2018 ◽  
Vol 12 (1) ◽  
pp. 26-36 ◽  
Author(s):  
Richard B. Apgar
Keyword(s):  
Study Abroad ◽  
Urban Landscape ◽  
Physical Space ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Digital Maps ◽  
Short Term Study ◽  
The City

As destination of choice for many short-term study abroad programs, Berlin offers students of German language, culture and history a number of sites richly layered with significance. The complexities of these sites and the competing narratives that surround them are difficult for students to grasp in a condensed period of time. Using approaches from the spatial humanities, this article offers a case study for enhancing student learning through the creation of digital maps and itineraries in a campus-based course for subsequent use during a three-week program in Berlin. In particular, the concept of deep mapping is discussed as a means of augmenting understanding of the city and its history from a narrative across time to a narrative across the physical space of the city. As itineraries, these course-based projects were replicated on site. In moving from the digital environment to the urban landscape, this article concludes by noting meanings uncovered and narratives formed as we moved through the physical space of the city.

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