Describing Undergraduate Students' Intercultural Learning Through Study Abroad in Terms of Their ‘Cultural Responsiveness'

2020 ◽  
pp. 1436-1446
Author(s):  
Susan Oguro ◽  
Angela Giovanangeli
Keyword(s):  
Study Abroad ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Intercultural Competence ◽  
Cultural Responsiveness ◽  
International Exchange ◽  
Intercultural Learning ◽  
Study Abroad Programs ◽  
Exchange Programs ◽  
Exchange Program

Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home. Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of study abroad programs.

Describing Undergraduate Students' Intercultural Learning through Study Abroad in Terms of Their ‘Cultural Responsiveness'

2016 ◽  
Vol 1 (2) ◽  
pp. 29-38
Author(s):  
Susan Oguro ◽  
Angela Giovanangeli
Keyword(s):  
Study Abroad ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Intercultural Competence ◽  
Cultural Responsiveness ◽  
International Exchange ◽  
Intercultural Learning ◽  
Study Abroad Programs ◽  
Exchange Programs ◽  
Exchange Program

Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home. Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of study abroad programs.

scholarly journals Increasing Intercultural Competence in Undergraduate Education: Study Abroad is a Viable Way, but Not the Only Way

2020 ◽  
Vol 32 (3) ◽  
pp. 126-155
Author(s):  
Virginia B. (Ginger) Wickline ◽  
Allie M. Shea ◽  
Cheryl D. Young ◽  
Deborah Wiese
Keyword(s):  
Study Abroad ◽  
University Students ◽  
Nous Avons ◽  
Undergraduate Students ◽  
Undergraduate Education ◽  
Intercultural Competence ◽  
Institutions Of Higher Education ◽  
Study Abroad Programs ◽  
Premier Cycle ◽  
Campus Activities

Undergraduate students (N = 1,261) at a Midwest, public doctoral institution completed intercultural competence (ICC) measures before/after study abroad or an on-campus global course (G-Course). We hypothesized that students in study abroad versus on-campus global courses would differ in ICC both before/after their global experience. We predicted that students would increase in ICC after study abroad or a G-course (compared to their own pre-scores). We hypothesized that students who did not intend to study abroad would be lower in ICC than those who intended to study abroad, who would be lower than study abroad students. Lastly, we predicted that students who engaged more often in globally related extracurricular and co-curricular activities would report higher ICC. The data fully or partially supported each hypothesis: highlighting myriad factors impacting university students’ ICC scores both at home and abroad and revealing important differences between students who choose to study abroad and those who do not. Study abroad does appear to change some but not all aspects of ICC. A student self-selection bias might make ICC changes more difficult to document after study abroad programs. Moreover, on-campus activities are also related to ICC development for university students. When institutions of higher education are seeking to help develop ICC in their students, study abroad is not the only effective approach and should therefore be considered one important campus internationalization tool among many. Abstract in French   Les étudiants de premier cycle (N = 1261) dans un établissement doctoral public du Midwest ont suivi des mesures de compétence interculturelle (ICC) avant / après leurs études à l'étranger ou un cours global sur le campus (cours G). Nous avons émis l'hypothèse que les étudiants en études à l'étranger par rapport aux cours mondiaux sur le campus différeraient en ICC avant / après leur expérience globale. Nous avons prédit que les étudiants augmenteraient en ICC après des études à l'étranger ou un cours G (par rapport à leurs propres pré-scores). Nous avons émis l'hypothèse que les étudiants qui n'avaient pas l'intention d'étudier à l'étranger seraient plus bas en ICC que ceux qui avaient l'intention d'étudier à l'étranger, qui seraient inférieurs aux étudiants à l'étranger. Enfin, nous avons prédit que les étudiants qui s'engageaient plus souvent dans des activités parascolaires et parascolaires liées à l'échelle mondiale auraient un ICC plus élevé. Les données étayaient totalement ou partiellement chaque hypothèse: mettant en évidence une myriade de facteurs ayant un impact sur les scores ICC des étudiants universitaires tant au pays qu'à l'étranger et révélant des différences importantes entre les étudiants qui choisissent d'étudier à l'étranger et ceux qui ne le font pas. Les études à l'étranger semblent changer certains aspects de la CPI, mais pas tous. Un biais d'auto-sélection des étudiants peut rendre les changements ICC plus difficiles à documenter après des études à l'étranger. De plus, les activités sur le campus sont également liées au développement de l'ICC pour les étudiants universitaires. Lorsque les établissements d'enseignement supérieur cherchent à contribuer au développement de l'ICC chez leurs étudiants, étudier à l'étranger n'est pas la seule approche efficace et devrait donc être considéré comme un outil d'internationalisation de campus important parmi tant d'autres.

scholarly journals Enhancing Intercultural Competence: Can it be done without Studying Abroad?

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Lata Krishnan ◽  
Lan Jin ◽  
Charles Calahan
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Intercultural Competence ◽  
Intervention Group ◽  
Learning Activities ◽  
Control Group ◽  
Intercultural Learning ◽  
Study Abroad Programs ◽  
Studying Abroad ◽  
Study Abroad Program

Participation in intensive, immersive, service-learning study abroad programs with intentional intercultural activities embedded in the course curriculum has been shown to enhance cultural competence as measured via the Intercultural Development Inventory (IDI®) (Krishnan, Masters, Holgate, Wang & Calahan, 2017; Krishnan, Lin & Benson, 2020). The purpose of this study was to evaluate the relative impact of embedding intercultural learning activities on students’ intercultural competence when included in an on-campus course compared to a study abroad program. The intervention group consisted of 34 students enrolled in the on-campus course which incorporated intentional intercultural activities. Forty-one students who did not take the course comprised the control group. Comparison of the pre- and post-IDI® scores showed a significant increase in intercultural competence in the intervention group and no change in score in the control group participants. Qualitative data supported these findings. The increase in group mean score is slightly lower than group mean score increases in study-abroad students. Results indicate that incorporating intentional intercultural learning activities in an on-campus course can be an effective mechanism for students to enhance intercultural competence without travelling abroad.

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.

Without Crossing a Border: Exploring the Impact of Shifting Study Abroad Online on Students’ Learning and Intercultural Competence Development during the COVID-19 Pandemic

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Yingjie Liu ◽  
Thomas Shirley
Keyword(s):  
Study Abroad ◽  
Intercultural Competence ◽  
Cultural Exchange ◽  
Competence Development ◽  
Study Abroad Programs ◽  
Online Study ◽  
Curriculum Redesign ◽  
Online Format ◽  
The Impact

While all higher education was affected by the COVID-19 pandemic, study abroad programs were uniquely challenged by the associated restrictions and limitations. This case study integrates a Collaborative Online International Learning (COIL) pedagogy approach and virtual reality (VR) technologies into the curriculum redesign process to transform a business study abroad course into an online format. Using VR technology, U.S. students and their international partners in Germany, Brazil, and India created and shared cultural exchange virtual tours. The redesigned online study abroad course engaged students in active learning activities and cultivated students’ intercultural competence development.

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.

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

2017 ◽  
Vol 51 (3) ◽  
pp. 365-382 ◽  
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.

Value Co-Creation in Faculty-Led Study Abroad Programs

2016 ◽  
pp. 325-348
Author(s):  
Sven Tuzovic
Keyword(s):  
Study Abroad ◽  
Intercultural Competence ◽  
Research Approach ◽  
Resource Integration ◽  
Global Learning ◽  
Study Abroad Programs ◽  
Operant Resources ◽  
Value Realization ◽  
University Experience ◽  
The University

Study Abroad (SA) education has become an increasingly important educational program for teaching global learning and intercultural competence, maturity, and sensitivity of students. Since the price tag attached to SA programs can be daunting, the question arises how value can be defined and, more importantly, how value is created. Some scholars have used the principles of service-dominant logic proposed by Vargo and Lusch (2004) to suggest that students should be engaged as an active co-creator of the university experience. Utilizing a qualitative research approach this chapter proposes that the value process of SA programs consists of three stages: (1) value proposition and potential; (2) resource integration and value co-creation; and (3) value realization evaluation. This study identifies key roles of the participants and their operand and operant resources that guide the value co-creation process. The framework provides faculty with a way to understand, adapt, and manage resource integration and influence students' SA value realization processes.

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.

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