Effect of study abroad on intercultural sensitivity

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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Assessing study abroad students’ intercultural sensitivity with narratives

European Journal of Psychology of Education ◽

10.1007/s10212-019-00417-9 ◽

2019 ◽

Vol 34 (4) ◽

pp. 873-894 ◽

Cited By ~ 1

Author(s):

Christian Tarchi ◽

Alessio Surian ◽

Colette Daiute

Keyword(s):

Study Abroad ◽

Intercultural Sensitivity ◽

Study Abroad Students

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Intervening in the intercultural learning of L2 study abroad students: From research to practice

Language Teaching ◽

10.1017/s0261444816000392 ◽

2017 ◽

Vol 51 (3) ◽

pp. 365-382 ◽

Cited By ~ 8

Author(s):

Jane Jackson

Keyword(s):

Study Abroad ◽

Intercultural Sensitivity ◽

Institutions Of Higher Education ◽

Participation Rates ◽

Intercultural Learning ◽

Study Abroad Programs ◽

Global Mindedness ◽

Research Findings ◽

Asian Context ◽

Contemporary Study

As internationalization efforts intensify, institutions of higher education (HE) across the globe are increasing participation rates in study abroad programs. In this paper I argue that international experience alone is often not enough to propel students to higher levels of second language (L2) proficiency, global-mindedness, and intercultural sensitivity. Challenging the ‘immersion assumption’, contemporary study abroad research findings point to the need for interventions to deepen and extend the language and intercultural learning of student sojourners. To optimize the potential of study abroad, it is imperative that more efforts be made to bridge the research–teaching nexus. To underscore this point, I offer examples of two courses for student sojourners that have been inspired by my own research. While both interventions were developed in an Asian context, the approach and methodology may resonate with educators and students in other regions.

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Journaling to Develop a Study Abroad Course for Business Majors

GATR Global Journal of Business Social Sciences Review - GATR Global Journal of Business and Social Science Review (GJBSSR) Vol.7(1) Jan-Mar 2019 ◽

10.35609/gjbssr.2020.8.1(4) ◽

2020 ◽

Vol 8 (1) ◽

pp. 30-40

Author(s):

James G Ward ◽

Yaprak Dalat Ward ◽

Scott Jones

Keyword(s):

Study Abroad ◽

Rural Areas ◽

Intercultural Sensitivity ◽

The United States ◽

Jel Classification ◽

International Travel ◽

Business Majors ◽

Cultural Artifacts ◽

Urban And Rural Areas ◽

Travel Type

Objective - This research explored the cultural and educational insights in Thailand to develop a study abroad course for Business Communication students including a pre-departure segment followed by a trip to Thailand. The context was a small mid-western teaching university in the United States of America. Methodology/Technique – The primary researcher collected textual data by means of keeping a daily journal in Thailand including visits and stays in both urban and rural areas for over a period of two months. The journaling included reflections on the primary researcher’s observations and comments about learning sites, opportunities and cultural activities. The data collection also included videotaped interviews, photos of sites, local people, and cultural artifacts to be utilized in the course. Finding & Novelty - Content analysis of the journal yielded three sets of themes which resulted in the development of the course: a) Identification of opportunities to develop and practice intercultural sensitivity, intercultural development, and intercultural competencies; b) recognition of cultural artifacts to bring awareness to the culture of the country visited; and c) identification of a set of practical issues related to international travel. Type of Paper: Empirical. Keywords: Curation, experiential learning, journaling, study abroad, social enterprise, reflection. Reference to this paper should be made as follows: Ward; J.G; Ward Y.D; Jones; S. 2020. Journaling to Develop a Study Abroad Course for Business Majors, Global J. Bus. Soc. Sci. Review, 8(1): 30 – 40. https://doi.org/10.35609/gjbssr.2020.8.1(4) JEL Classification: A30, A39.

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Summer Study-Abroad Program as Experiential Learning: Examining Similarities and Differences in International Communication

Journal of International Students ◽

10.32674/jis.v5i2.433 ◽

2015 ◽

Vol 5 (2) ◽

pp. 175-187

Author(s):

Kenneth J. Levine ◽

Michelle E. Garland

Keyword(s):

Study Abroad ◽

Cultural Differences ◽

Intercultural Communication ◽

Intercultural Sensitivity ◽

International Communication ◽

Intercultural Communication Competence ◽

Communication Competency ◽

Post Test ◽

Study Abroad Program ◽

Summer Study

This paper examines how the study-abroad experience enhances intercultural communication competence. This study used Bennett’s (1986, 1993) model of ethnorelative typology of acceptance, adaptation, and integration to explore intercultural communication competency. Central to intercultural communication competency is intercultural sensitivity and modified perceptions of cultural differences. A pre-test/post-test open-ended questionnaire design was utilized to uncover what was learned by students while participating in a four-week summer study-abroad program in Paris and Brussels. Based on 110 participants over 16 years, results indicated that both sensitivity to and understanding of cultural differences are heightened as a result of the study-abroad experience. Further, these findings provided support for outcomes showing attainment of intercultural communication competency learning objectives.

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An Analysis of the Changes in Korean College Students’ Intercultural Sensitivity According to Short-term Study Abroad

English21 ◽

10.35771/engdoi.2018.31.1.005 ◽

2018 ◽

Vol 31 (1) ◽

pp. 99-120

Author(s):

Eunjung Park ◽

박매란

Keyword(s):

College Students ◽

Study Abroad ◽

Intercultural Sensitivity ◽

Short Term ◽

Term Study ◽

Short Term Study ◽

Korean College Students

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Intercultural Competence and Study Abroad Programs-A Mixed Method Study

Journal of Education and Training Studies ◽

10.11114/jets.v9i8.5323 ◽

2021 ◽

Vol 9 (8) ◽

pp. 1

Author(s):

Liqin Tang ◽

John Matt ◽

Patty Kero

Keyword(s):

College Students ◽

Study Abroad ◽

Mixed Method ◽

Intercultural Competence ◽

Intercultural Sensitivity ◽

Developmental Model ◽

Mixed Methods Study ◽

Mixed Method Study ◽

Study Abroad Programs ◽

Significant Difference

The purpose of this mixed methods study was to investigate the intercultural competence (IC) level of college students, explore whether there is a statistically significant difference in the IC level between students with study abroad (SA) experience and those without SA experience, and examine their attitudes, ideas and experiences about SA programs and intercultural communication. Data collected from online questionnaires and Zoom interviews were examined through the lens of Hall’s the Iceberg Analogy of Culture and M. J. Bennett’s Developmental Model of Intercultural Sensitivity (DMIS), which were also used as the conceptual framework in this study. Both quantitative and qualitative results indicated the IC level of college students was high, reaching up to the acceptance stage or/and adaptation stage of Bennett’s DMIS. Quantitative study showed that the IC level of students who participated in SA programs was higher than those who didn’t.

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Intercultural Sensitivity Orientations Prior to Short-Term Study Abroad: A Qualitative Study on Prospective English Language Teachers

The Qualitative Report ◽

10.46743/2160-3715/2019.3875 ◽

2019 ◽

Author(s):

Emrullah Yasin Çiftçi ◽

Nurdan Gürbüz

Keyword(s):

Study Abroad ◽

English Language ◽

Intercultural Sensitivity ◽

Language Teachers ◽

Short Term ◽

Study Abroad Programs ◽

Term Study ◽

Interpretive Analysis ◽

Short Term Study ◽

English Language Teachers

Short-term study abroad programs can contribute to the multidimensional development of prospective language teachers. However, participants’ intercultural sensitivity orientations prior to the mobility period can significantly influence the quality and quantity of the outcomes gained from such programs. Therefore, in this qualitative case study, we explored the intercultural sensitivity orientations of a cohort of prospective language teachers from Turkey who prepared to study at three different universities in Italy. We also explored the participants’ perspectives regarding the potential contributions of short-term study abroad to their ongoing language teacher education processes. Following an interpretive analysis of qualitative data, our findings revealed that the participants aligned largely with ethnocentrism although there were individual differences concerning the levels of intercultural sensitivity. Their intercultural perspectives generally lacked complexity and reflected popular, unwarranted discourses surrounding study abroad. Based on these findings and discussions, we made several recommendations for further research and preparation of future participants.

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