Perceived value and student reflective learning from industry site visits in an engineering study abroad program

Abstract

ABSTRACT This paper explores students’ perceived value of industry site visits during an engineering study abroad program. In this multi-method study, we collected data from students’ (n = 54) reflective activities following each of two site visits and from the end of program evaluation administered by the Student Abroad Office (SAO). Using Kember et al.’s [2008. “A Four-Category Scheme for Coding and Assessing the Level of Reflection in Written Work.” Assessment and Evaluation in Higher Education 33 (4): 369–379. doi:10.1080/02602930701293355] work as a theoretical framework, we analyzed student reflective activities for the level of reflection represented to determine the learning that resulted from the site visits. Findings indicated most students did not demonstrate the reflection level of thought on Kember et al.’s model, yet the SAO survey results showed that the industry site visits were a valuable academic experience of the study abroad program. We conclude with implications for research and practice.