Abstract
In this paper, we discuss the benefits and shortcomings of faculty-led short-term study abroad programs (STSA) as a tool to enhance international business teaching. While STSAs have been recognized as a valuable addition to business degree curricula, there are some understandable concerns about time constraints limiting the length of learning activities and possibly jeopardizing the program's academic rigor. We analyzed two editions of a week-long program of a leading Mexican university, covering international business topics in Europe. In particular, we centered our research on the students' perceived value with a balance of experiential activities and lecturing from academic experts. We found that more rigorous and academically loaded programs lead to higher student satisfaction. Based on a qualitative analysis of students' feedback, we identified five pillars of high-quality STSAs.
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