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 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.

scholarly journals Intercultural Competence in Short-Term Study Abroad

2017 ◽  
Vol 29 (2) ◽  
pp. 109-127 ◽  
Author(s):  
Annie Nguyen
Keyword(s):  
Study Abroad ◽  
International Education ◽  
Intercultural Competence ◽  
Document Analysis ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Intercultural Effectiveness ◽  
Intercultural Competency ◽  
Short Term Study

            Assessment is growing for short-term study abroad as the majority of students (63.1%) continue to choose this option (Institute of International Education, 2016). This study examines possible gains and factors influencing such gains in students’ overall intercultural competency following participation in a short-term program. Using the Intercultural Effectiveness Scale (IES) survey distributed before, after, and three months following the study abroad experience, data was analyzed for fifty-five students across eight different short-term programs at three distinct institutions within the state of Texas. Document analysis of program syllabi also looked at connections to structured activities and assignments. The results demonstrate the potential for short-term study abroad programs ranging from two to five weeks to have significant impacts on students’ self-perceived intercultural competency that appear most affected by intentional structures. These findings support recommended practices of using well-defined activities and assignments, incorporating opportunities for meaningful local interaction, and providing planned re-entry.

scholarly journals Capturing Photo Narratives in Short-Term Study Abroad

2021 ◽  
Vol 33 (1) ◽  
pp. 187-205
Author(s):  
Annie Nguyen
Keyword(s):  
Qualitative Study ◽  
Study Abroad ◽  
Digital Media ◽  
Intercultural Learning ◽  
Short Term ◽  
Study Abroad Programs ◽  
Education Abroad ◽  
Term Study ◽  
Visual Theory ◽  
Short Term Study

In a qualitative study, photo narratives from eight students covering eighty total photos were collected and analyzed to understand the existing student experience across eight short-term study abroad programs from three different institutions in Texas. Photos and their connected narrative interviews were examined for compositional focus, statements connected to intercultural growth, and whether photos were related to planned program activities. Given the growing visual libraries of students, this research provides an initial look at ways digital media already exists in study abroad. Moving forward, photo narratives offer the potential for education abroad leaders to embrace digital media while enhancing intercultural learning through structured assessments rooted in visual theory and photoethnography to better prepare and reveal students’ stories, learning, and intent. Abstract in Vietnamese Trong một nghiên cứu định tính, những câu chuyện bằng hình ảnh của tám sinh viên bao gồm tám mươi bức ảnh được chọn, sau đó phân tích để hiểu được trải nghiệm của các sinh viên hiện có trong tám chương trình du học ngắn hạn từ ba cơ sở dại học khác nhau ở Texas. Các bức ảnh và các cuộc phỏng vấn về các câu chuyện được kết nối của họ đã được kiểm tra về trọng tâm thành phần, về các tuyên bố liên quan đến sự phát triển giữa các nền văn hóa, và về việc liệu các bức ảnh này có liên quan đến hoạt động của chương trình đã được lên kế hoạch hay không. Với các thư viện trực quan ngày càng tăng của các sinh viên, nghiên cứu đã cung cấp một cái nhìn ban đầu về các phương tiện truyền thông kỹ thuật số hiện có trong chương trình du học. Trong tương lai, việc tường thuật bằng hình ảnh sẽ mang lại tiềm năng cho các nhà lãnh đạo giáo dục ở nước ngoài tiếp nhận phương tiện truyền thông kỹ thuật số trong việc tăng cường học tập giữa các nền văn hóa thông qua các bài đánh giá có cấu trúc bắt nguồn từ lý thuyết trực quan và việc mô tả dân tộc học bằng ảnh để chuẩn bị và trình bày tiểu sử, quá trình học tập, và ý định của các sinh viên được tốt hơn.

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.

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.

scholarly journals The effect of study abroad on intercultural competence: Results from a longitudinal quasi-experimental study

2015 ◽  
Vol 26 (1) ◽  
pp. 187-208 ◽  
Author(s):  
Sybille Heinzmann ◽  
Roland Künzle ◽  
Nicole Schallhart ◽  
Marianne Müller
Keyword(s):  
Study Abroad ◽  
Intercultural Competence ◽  
Target Language ◽  
Control Group ◽  
Short Term ◽  
Study Abroad Programs ◽  
Short Term Study ◽  
Key Characteristics ◽  
Post Test ◽  
The Impact

This study analyses the impact of short-term study abroad experiences on upper secondary school students’ intercultural competence by means of an experimental design including an intervention and a control group who are studied longitudinally by means of a pre-test, post-test and delayed post-test. In recent years there has been an increasing effort to evaluate the success of study abroad programs not only in terms of number of participants, but in terms of academic, intercultural and linguistic development. Nevertheless, few studies have employed the experimental designs needed to gauge the impact of study abroad programs and even fewer have included a delayed posttest which may shed light on the sustainability of identified effects. The present study includes a broad range of study abroad programs which differ in terms of certain key characteristics, such as duration, type of accommodation or target language. In this way, it is possible to analyse the effect of different parameters on the student’s intercultural development and, ultimately, to identify key factors for successful programs. The paper starts by discussing different models of intercultural competence before outlining the model used in this study. This is followed by a presentation of the participants and the key characteristics of their individual study abroad programs. Analyses of covariance are used to examine the intercultural competence of the students in the control group and the intervention group at the time of the post-test and the delayed posttest and to identify key factors that contribute to the explanation of their intercultural competence. The findings indicate that short-term study abroad experiences have a positive influence on young people’s intercultural competence both short-term and longer-term. The most crucial factors for the explanation of the participants’ intercultural competence are their starting conditions, the duration of their stay, the amount of interaction with representatives of the target culture, and the regular use of the target language. The paper finishes with a discussion of implications for program design and of the limitations of the study.

scholarly journals The Impact of a Short-Term Study Abroad Program that Offers a Course-Based Undergraduate Research Experience and Conservation Activities

2018 ◽  
Vol 30 (3) ◽  
pp. 100-118 ◽  
Author(s):  
Jacqueline McLaughlin ◽  
Mit Patel ◽  
D. Kent Johnson ◽  
Carlos L. De la Rosa
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Conservation Biology ◽  
Field Research ◽  
The United States ◽  
Research Experience ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
The Impact

Short-term study abroad experiences are the most common type of undergraduate study abroad programs in the United States. However, and to the best of our knowledge, little empirical research exists on students’ learning outcomes following their participation in a short-term program using an integrated research praxis. To address this, we structured an international embedded program in Costa Rica and Panama which allowed students to engage in authentic research experiences topically centered in ecology and service-learning activities in conservation biology. Mixed methods analyses on data generated from the assessment of students (n=54) in three cohorts, revealed students’ gains (both positive and negative) in specific scientific skills and knowledge domains in both the fields of ecology and conservation biology, as well as interest in doing further field research, perceptions of authentic international field research, appreciation of the value of biodiversity, advocacy, and future actions as conservationists and informed citizens (global citizenship).

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.

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