Maximizing Cross-Cultural Learning From Exchange Study Abroad Programs: Transformative Learning Theory

2020 ◽  
Vol 24 (5) ◽  
pp. 535-554
Author(s):  
Agnieszka Chwialkowska
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Learning Theory ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Transformative Learning Theory ◽  
Study Abroad Programs ◽  
Exchange Programs ◽  
Exchange Study ◽  
Travel Abroad

While some institutions require their students to spend a semester abroad as a prerequisite to earning a business degree, academics challenge the view that travel abroad helps students become culturally competent. Many students admit that they failed to immerse themselves in a cross-cultural environment. Therefore, the purpose of this study is to identify the components of exchange study abroad programs (ESP) that facilitate student cross-cultural learning (CCL). Building on transformative learning theory (TLT), we propose and test a conceptual model of relationships between different components of exchange programs and student CCL. The data collected from more than 700 students participating in a semester and two-semester-long programs are analyzed through logistic regression. This research contributes to the literature on the effectiveness of ESP by identifying the key components that maximize positive outcomes for students. By building on TLT, it reveals the importance of getting out of one’s comfort zone and providing students with support during the ESP. This study bears practical implications as it provides academic institutions and students with important insights that help maximize student CCL.

scholarly journals Challenges In Cross-Cultural Business Education

2009 ◽  
Vol 2 (2) ◽  
pp. 55-64
Author(s):  
Alli Nathan ◽  
Margaret Ruggieri
Keyword(s):  
Learning Environments ◽  
Business Education ◽  
Business Environment ◽  
Cross Cultural ◽  
Cultural Dimensions ◽  
Cultural Learning ◽  
Study Abroad Programs ◽  
Exchange Programs ◽  
Teacher Student ◽  
Different Cultures

One of the most important and lasting legacies of the 20th century is globalization and the increased integration among countries and economies leading to more interactions among the peoples of different cultures. This effect has also percolated into the business environment and into the realm of business education. We have seen the internationalization of the business curriculum, the creation of more study abroad programs for students, and the increased efforts towards exchange programs for educators. Conflicts in cross-cultural learning environments have been examined primarily from the perspective of the student, with limited research on the experiences of the teacher. We use Hofstedes (1980) cultural dimensions to identify the characteristics of teacher-student pairs from different cultures, explore the potential conflicts that may be created, and offer suggestions for developing strategies to be a globally competent teacher.

Graduate Study Abroad

2016 ◽  
pp. 514-539 ◽  
Author(s):  
John M. Dirkx ◽  
Kristin A. Janka ◽  
Julie Sinclair ◽  
Gina R. Vizvary
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Doctoral Students ◽  
Learning Experience ◽  
The United States ◽  
Transformative Learning Theory ◽  
Graduate Study ◽  
Study Abroad Programs ◽  
Complex Integration ◽  
Multiple Frames

Graduate-level study abroad represents an important and expanding dimension of efforts to internationalize Higher Education (HE) in the United States (US). Graduate study abroad represents a kind of learning experience that is informed by its location within graduate education. Using transformative learning theory, the authors conducted a qualitative study of 52 doctoral students who participated in study abroad programs in four countries. The findings suggest that students use multiple frames to make sense of these experiences and can be characterized as academic, relational, or deep. These frames reflect varying levels of engagement of the student's self, indicating a complex integration of the personal and professional in the study abroad experience. Analysis of narratives suggests that the dominant impact of the experiences was an expansion of the students' sociolinguistic awareness. Few students provided narratives indicating reflection on and questioning of their psychological frames of reference, suggesting possible constraints of the overall program design, pedagogy, or both.

Transformative Learning in an Online Environment

2010 ◽  
Vol 1 (2) ◽  
pp. 1-9 ◽  
Author(s):  
Patricia Cranton
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Online Teaching ◽  
Transformative Learning Theory ◽  
Online Environment

The purpose of this article is to explore the potential for fostering transformative learning in an online environment. It provides an overview of transformative learning theory, including the variety of perspectives on the theory that have evolved as the theory matured. Strategies and practices for fostering transformative learning are presented, followed by a description of the online environment and how strategies for encouraging transformative learning might be carried into that environment. Students’ voices are brought in to corroborate and to question the importance of these strategies. The article concludes with a discussion of how an educator’s style and strengths can be brought into online teaching, especially with a view to helping learners examine their meaning perspectives.

Exploring Transformative Learning at the Cultural Interface: Insights From Successful Aboriginal University Students

2018 ◽  
Vol 49 (1) ◽  
pp. 2-13
Author(s):  
Braden Hill ◽  
Grantley Winmar ◽  
Jenna Woods
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Transformative Learning Theory ◽  
Adult And Continuing Education ◽  
Emotional Challenges ◽  
Education Theory ◽  
Cultural Interface ◽  
Transformative Impact ◽  
Adult And Continuing ◽  
Western Australian

Transformative learning theory articulates a process whereby students experience a change in perspectives that expands and transforms their worldview. Despite being well established and regarded within the literature relating to adult and continuing education, Mezirow's (1978) seminal education theory remains largely absent in the research relating to Indigenous higher education. This study explores the transformative impact of university learning on the student journeys of three Aboriginal graduates from a Western Australian university. Applying a collaborative auto-ethnographic approach, each author-participant's personal narrative of their student experience was exposed to comparative, thematic and critical analysis. It was found that each author had faced similar cognitive and emotional challenges at university. Significantly, it emerged that university had changed the author-participants’ identities in ways that aligned with Mezirow's transformative learning construct. The narrative data also revealed elements that appeared related to the students’ negotiation of Nakata's cultural interface. A dominant theme in the data referred to the relationships formed during university, as being integral to transformation. Furthermore, family was understood to have a paradoxical influence on their educational journey. The insights garnered from this study prompt further consideration as to how transformative learning theory might be mobilised at the cultural interface.

scholarly journals Study Abroad Objectives and Satisfaction of International Students in Japan

2018 ◽  
Vol 8 (4) ◽  
Author(s):  
Matthias Hennings ◽  
Shin Tanabe
Keyword(s):  
International Students ◽  
Study Abroad ◽  
Student Satisfaction ◽  
Language Skills ◽  
Cross Cultural ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Short Term Study ◽  
Cultural Skills

Many Japanese universities have created short-term study abroad programs with the aim of offering a satisfying study abroad experience to international students. Based on a survey of 131 international students, this paper analyzes these students’ objectives and their relation to student satisfaction. As the results show, many students regard their experience of living in Japan as more important than their academic pursuits. Furthermore, for students with prior knowledge of Japanese, improving language skills tends to result in higher satisfaction, while for students who do not speak the local language, achieving cross-cultural skills is a major factor for having a satisfying experience.

scholarly journals Talking with ‘Others’: Experiences and perspective transformation in a short-term study abroad program

2021 ◽  
Vol 33 (2) ◽  
pp. 35-60
Author(s):  
Emmanuelle S. Chiocca
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Intercultural Competence ◽  
Classroom Culture ◽  
Student Experiences ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Multiple Data ◽  
Short Term Study

With the growth of short-term study abroad programs comes the need to develop impactful curricula and to provide supportive environments for deep learning abroad that is more than “upgraded” tourism but rather focused on educational outcomes. This qualitative case study investigates the experiences of five study abroad participants in Israel. Drawing from multiple data sources within an interpretive framework, the purpose of this study is to understand student experiences abroad. Data was analyzed inductively and thematically. Findings suggest that the holistic experience was anchored by (1) directed and diverse conversations, (2) hermeneutical reflections, (3) emotional disequilibrium, (4) intercultural competence development, and (5) student engagement in a classroom culture, which acted together as a gestalt. Results highlight the importance of dialogue, both with locals and within the classroom community, for transformative learning. These findings encourage international educators to provide instructional frames that encourage students to engage with local communities in critical ways.

Risky Media

2013 ◽  
pp. 286-304
Author(s):  
Matthew J. Kruger-Ross ◽  
Tricia M. Farwell
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Transformative Learning Theory ◽  
Technology In Education ◽  
Technology In The Classroom ◽  
Assessment Technology

This chapter seeks to critically examine and question common assumptions underpinning educators’ use and incorporation of technology in the classroom. Drawing upon transformative learning theory, the authors argue that incorporating technology in education cannot and should not be done without first questioning assumptions regarding power, teaching, and assessment. Technology is transforming education in expected ways, but can also transform education in unexpected, unexplored ways. Educators need to move beyond the quick fix of bulleted lists to explore the implications of technology in the classroom more fully.

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