Abstract
A conceptual framework, adapted from the Value-Belief-Norm theory, is proposed for understanding the role of studying abroad in nurturing global citizenship. The framework is oriented in concepts of justice, the environment, and civic obligations as key issues in the predictive validity of values, beliefs, and norms. The VBN approach is then applied to the design and experience of a short-term, faculty-led, educational travel study abroad program. By demonstrating how such theoretical contributions can help modify the instructional delivery and academic content of these types of study abroad programs, it is also possible to quantify how learning outcomes are demonstrably linked to key facets of the international education experience.
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