scholarly journals Short-Term, Faculty-Led Study Abroad and Global Citizenship Identification: Insights from a Global Engagement Program

2018 ◽  
Vol 30 (3) ◽  
pp. 20-37 ◽  
Author(s):  
Lucy Mule ◽  
Kathryn Aloisio ◽  
Shannon Audley
Keyword(s):  
Study Abroad ◽  
Liberal Arts ◽  
Global Citizenship ◽  
Liberal Arts College ◽  
Short Term ◽  
Study Abroad Programs ◽  
Global Engagement ◽  
Short Term Study ◽  
Quasi Experimental ◽  
Matched Comparison

Short-term, faculty-led study abroad programs are increasingly featured in higher education internationalization efforts. As noted in the literature, such programs can aid in the development of varied student outcomes, including developing global citizenship. This paper presents an examination of the Global Engagement Seminar (GES) program, a short-term, faculty-led program at a private women’s liberal arts college that has expressed a firm commitment to internationalization. A quasi-experimental design was employed to examine whether participation in the GES program influenced participants’ antecedents, identification, and pro-social values of global citizenship (Reysen & Katzarska-Miller 2013a), and how the relationships compare with those of a matched comparison sample. The results of the survey indicated that GES completion moderated some but not all of the paths in the global citizenship model. Completing a GES was associated with non-significant relations among the moderated paths, a finding that emphasizes the need for a nuanced discussion of the complex relationship between short-term study abroad and global citizenship. Implications for faculty-led global engagement programs that aim to promote global citizenship among undergraduates in liberal arts contexts are discussed.

scholarly journals An Analysis Of Initial Global Citizenship In A Liberal Arts College In Northeastern Pennsylvania

2013 ◽  
Vol 10 (1) ◽  
pp. 23-28
Author(s):  
Dorothy Anthony ◽  
Patricia Bederman Miller ◽  
Karen K. Yarrish
Keyword(s):  
Study Abroad ◽  
Liberal Arts ◽  
College Graduates ◽  
Global Citizenship ◽  
Liberal Arts College ◽  
Study Abroad Programs ◽  
College And University ◽  
Global Workforce ◽  
Expatriate Employees ◽  
Northeastern Pennsylvania

There are an increasing number of organizations conducting business in the global environment (Hill, 2011). Expatriate employees are frequently used and are critical for success in these assignments (Carpenter, Sanders, & Gregersen, 2000). Adjusting to a foreign culture is one reason for high failure rates of expatriates (Garonzik, Brockner & Siegel, 2000). According to Morais and Ogden (2010), there is a need to measure global citizenship in a way that can validate the outcomes of a study abroad experience, specifically, and the development of a global citizen, generally. College and University Study Abroad programs introduce students to global cultures and citizenship; however, college graduates are not prepared to enter the global workforce (Hunter, 2011). This article analyzes and measures initial global citizenship in a liberal arts college in Northeastern Pennsylvania. This study utilizes the Global Citizenship Scale to explore the initial levels of social responsibility, global competence and global civic engagement (Morais & Ogden, 2010). The researchers will discuss the implications for educators, administrators, and researchers. Findings, conclusions, and recommendations will be presented.

scholarly journals The Long-Term Impact of a Short-Term Study Abroad Program: Perspectives on Global Citizenship

2019 ◽  
Vol 8 (4) ◽  
pp. 18 ◽  
Author(s):  
Todd M. Vanden Berg ◽  
Lissa Schwander
Keyword(s):  
Study Abroad ◽  
Global Citizenship ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Short Term Study ◽  
Mixed Measure ◽  
Long Term Impact ◽  
Study Abroad Program

This paper explores the long-term impact of a short-term study abroad program on alumni of the program years after having taken the course. Through using a mixed measure survey, the data reveals that short-term study abroad programs can have a significant and direct impact on the lives of alumni. The specific program considered has impacted alumni choices of international tourist destinations, activities alumni participate in while traveling abroad, as well as the choices alumni make concerning lodging while traveling abroad. In short, after participating in a short-term study abroad program, alumni have developed a global citizenship identity.

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.

scholarly journals The Ebb and Flow of Study Abroad: A Comparative Analysis of PRC and International Students in Taiwan

2021 ◽  
Vol 13 (11) ◽  
pp. 5844
Author(s):  
Amy Roberts ◽  
Gregory S. Ching
Keyword(s):  
International Students ◽  
Study Abroad ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Republic Of China ◽  
Short Term Study ◽  
The Mean ◽  
Cross Tabulation ◽  
Pacific Community

The dialogue about study abroad is a contemporary trend. Since 2011, enrolments from the People’s Republic of China (PRC) have gradually increased and PRC students have now become one of the largest groups of incoming study abroad participants in Taiwan. In this study, investigators explored the characteristics of PRC students in comparison with other international students studying in Taiwan universities. Data were collected from 1870 study abroad students. Data collected include the various study abroad goals, prior study abroad experiences, the Short-term Study Abroad Situational Change Survey, the revised East Asian Acculturation Measures, the Study Abroad Acculturative Hassles, and their overall study abroad satisfaction. Data analyses included computation of the mean, frequency, cross-tabulation of respondents’ responses for identified questions, and various group comparisons. Implications suggest that the characteristics of PRC students are valuable and potentially transformative markers for sustainable cross-strait ties. Study abroad programs in Taiwan are noted as one piece of the emerging discourse for sustainable co-existence between Taiwan and the PRC. As such, PRC study abroad participants along with faculty and students in Taiwan universities have an opportunity to play a role in reshaping future exchanges as well as transforming themselves into stewards of a trans-Pacific community.

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.

Program Design and the Development of Students’ Global Perspectives in Faculty-Led Short-Term Study Abroad

2020 ◽  
pp. 102831532090615
Author(s):  
Melissa Whatley ◽  
Adam C. Landon ◽  
Michael A. Tarrant ◽  
Donald Rubin
Keyword(s):  
Study Abroad ◽  
Program Design ◽  
Global Perspective ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Global Perspectives ◽  
Studying Abroad ◽  
Short Term Study ◽  
Before And After

This study explores connections between design features of faculty-led short-term study abroad programs and resulting changes in students’ global perspectives. Over 2,000 students provided data for this study, completing the Global Perspective Inventory (GPI) before and after studying abroad. Results indicated that program features such as participation in an internship and opportunities for reflection are positively associated with global perspective development while abroad, whereas features such as number of students traveling together and coursework in English are negatively associated with such development. Given the increasing numbers of students who participate in faculty-led short-term abroad programs, research that provides evidence-based recommendations concerning program design is essential to enhancing global perspectives through study abroad.

Duration Matters: Separating the Impact of Depth and Duration in Study Abroad Programs

2019 ◽  
pp. 102831531988738
Author(s):  
Stephen B. DeLoach ◽  
Mark R. Kurt ◽  
Neal H. Olitsky
Keyword(s):  
Study Abroad ◽  
Academic Program ◽  
Global Awareness ◽  
Short Term ◽  
Study Abroad Programs ◽  
Four Dimensions ◽  
Short Term Study ◽  
English Speaking ◽  
The Impact

Study abroad participation has increased dramatically over the past two decades, primarily through the growth of short-term study abroad experiences. Given this, it is logical to ask whether short-term experiences are capable of delivering student learning outcomes equivalent to those of long-term experiences. The research presented in this article addresses this question by asking if program duration (i.e., temporal length of the academic program) or depth (i.e., focused and reflective interaction with the destination culture) has a greater impact on changes in students’ global awareness. A longitudinal study across 80 study abroad programs from a single institution, measured global awareness pre- and post-abroad experience. This design controlled for preexisting differences (self-selection) and allowed us to rigorously estimate the relative effects of depth and duration across four dimensions of global awareness. Results show that a longer duration was associated with significant changes in three out of the four global awareness dimensions measured. The only depth measure that positively and significantly impacted global awareness was when the study abroad destination was a non-English speaking country. Even in this instance, the impact non-English speaking destination was increased further for longer durations.

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