scholarly journals Exploring the Impact of Global Studies Experiences on Undergraduate Student Development: Some Curricular Considerations

2018 ◽  
Vol 30 (2) ◽  
pp. 63-76 ◽  
Author(s):  
Christopher J. Stephens ◽  
Z. Harrison Morford ◽  
Traci M. Cihon ◽  
Elissa Hamilton Forand ◽  
Lucero Neri-Hernández
Keyword(s):  
Learning Community ◽  
Student Development ◽  
Undergraduate Student ◽  
Reliability And Validity ◽  
Global Studies ◽  
Short Term ◽  
Interdisciplinary Learning ◽  
Short Term Study ◽  
And Behavior ◽  
The Impact

In this manuscript, the authors detail the initial evaluations of the effects of participation in two iterations of an interdisciplinary learning community with a short-term study abroad opportunity on undergraduate student learning and behavior. The results suggest that the CHE (Cultural, Historical, and Environmental) log tool may be useful in capturing information about students’ interactions with their native and foreign environments and how their experiences further affect their later interactions with their native environment. These findings are discussed in terms of methodological revisions made to the procedures and experimental methods to strengthen the reliability and validity of the conclusions and the implications for integrating teaching and scholarship in mutually beneficial ways. 

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.

Developing Cultural Competence

2019 ◽  
Vol 2 (2) ◽  
pp. 1-17
Author(s):  
Erika Cornelius Smith
Keyword(s):  
Experiential Learning ◽  
Learning Theory ◽  
Intercultural Competence ◽  
Cross Cultural ◽  
Business Practices ◽  
Short Term ◽  
Term Study ◽  
Business Decision ◽  
Short Term Study ◽  
The Impact

The growing popularity of short-term study abroad and faculty-led immersion offer scholars and educators a new opportunity to study the impact of cross-cultural experiential learning practices on fostering cross-cultural competency among business students. Rising foreign direct investment, international trade, the growing significance of emerging markets, and other socio-political elements of globalization are reshaping 21st century business practices. Pedagogies of business education, including sales and marketing education, must adapt to these changes and provide an emphasis on cross-cultural understanding and its impact on business decision making, along with fostering skills for cultural sensitivity. This article will review two relevant theoretical frameworks, transformative learning theory, and experiential learning theory, which describe the processes by which students develop intercultural competence, particularly with respect to faculty-led, short-term study immersion programs. It will outline a series of best practices for designing, measuring, and implementing such programs in higher education and conclude with brief recommendations for future research.

scholarly journals Assessing changes in mood state in university students following short-term study abroad

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0261762
Author(s):  
Tsukasa Yamanaka ◽  
Noriko Yamagishi ◽  
Norberto Eiji Nawa ◽  
Stephen J. Anderson
Keyword(s):  
Study Abroad ◽  
University Students ◽  
Satisfaction With Life ◽  
Mood State ◽  
Mood States ◽  
Satisfaction With Life Scale ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
The Impact

Short-term study-abroad (STSA) programs provide a more accessible alternative for students who would otherwise not consider engaging in academic activities overseas. Though improvements in the levels of intercultural sensitivity and general academic aspects attained by STSA programs have been previously examined, much less is known regarding the impact such programs have in the mood of students. Here, we examined changes in mood state associated with participation in an STSA program in a group of Japanese university students. Mood states were assessed using the Profile of Mood States (POMS), the Satisfaction With Life Scale (SWLS), and the Gratitude Questionnaire (GQ-6). Results indicated that the POMS mean scores of Vigor-Activity and SWLS peaked at the time immediately following participation in the STSA program; moreover, the same scores were found to be at comparable levels even one month after the end of the program. These results indicate that participation in STSA programs can positively influence the mood state of university students, suggesting that the benefits associated with participation in such programs extend beyond typically reported improvements in the academic domain.

scholarly journals The Impact of Short-Term Study Abroad on Online Learners

2020 ◽  
Vol 11 (Winter) ◽  
pp. 145-149
Author(s):  
Jennifer Malerich
Keyword(s):  
Online Education ◽  
Study Abroad ◽  
Assessment Tool ◽  
Professional Status ◽  
Short Term ◽  
Online Learners ◽  
Term Study ◽  
Design Elements ◽  
Short Term Study ◽  
The Impact

Even in countries with high availability of higher education, students increasingly choose online education over in-person immersion learning. As online learners begin to study abroad little is known about their motivations for, or professional and academic expectations of, the experience, nor the impact of their participation. The author hypothesizes that when compared to the traditional in-person immersion student, online study abroad students have distinct motivations and expectations due to their life experience, professional status and personal goals and also undergo greater growth in areas such as tolerance, critical thinking and global awareness. This research uses surveys, a standardized assessment tool, interviews and focus groups to incorporate both quantitative data and qualitative data in an attempt to understand the profile of the online student participating in a short-term study abroad program, their motivations and expectations, and resulting outcomes. Implications include identifying program design elements specific to the needs of online learners.

Experiential Learning by Business Students on Short Term Study Tours

2022 ◽  
Vol 14 (1) ◽  
pp. 0-0
Keyword(s):  
Experiential Learning ◽  
Business Students ◽  
Short Term ◽  
Term Study ◽  
Study Tour ◽  
Short Term Study ◽  
High Level ◽  
The Impact ◽  
Very High

This study incorporates a qualitative, case study based approach to analyze the impact of a short domestic study tour on business students of a Mumbai based college. The methods for data collection were structured questionnaires, feedback forms, interviews, focus groups, and work diaries. Short and economical study tours within the country have succeeded tremendously in their objective and have provided a very high level of learning experiences. There is strong evidence of experiential learning which seem to produce a significant, almost magical, impact on students.

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