Abstract
As there are many types of global learning experiences for students, understanding best practices is critical in resource allocation and developing competencies. Additionally, diversifying global education is essential in addressing unequal student access and improving cross-cultural competence. This paper describes a short-term international course with graduate students from social work, public health, and nursing. Nine students participated in semi-structured interviews about the impact of the course on their lives. Transformative learning theory emerged as an important pedagogical guide as students described transformations in lifestyle and perspectives that developed through experiential learning. Recommendations for improving learning and increasing cultural and interprofessional learning include having guided group discussions on critical incidents, using a critical reflection process focused on cultural assumptions, and focusing on the psychological, convictional, and behavioral dimensions of learning. Traditionally underrepresented students described barriers related to international study, further emphasizing the importance of encouraging underrepresented students to pursue global opportunities through mentoring, targeted marketing, and making international experiences affordable and logistically feasible. Inclusion of students from different backgrounds in international courses is not only important in promoting social justice, but also enhances cross-cultural skill development and learning.
Highlights
As there are many types of global learning experiences for students, understanding best practices is critical in resource allocation and developing competencies
Students were asked directly about cultural competence and interprofessional learning since these were course objectives, but as the findings show, when asked more general questions about what they gained from the experience most students shared that cultural and interprofessional learning were an important part of the experience
A question about barriers to participation was asked of all students; there was a clear theme that students of color had barriers related to being a minority student that non-minority students did not report
Summary
As there are many types of global learning experiences for students, understanding best practices is critical in resource allocation and developing competencies. Inclusion of students from different backgrounds in international courses is important in promoting social justice, and enhances cross-cultural skill development and learning. Global learning experiences can help students develop skills in all nine of the competencies outlined by the Council on Social Work Education (CSWE, 2015), and can be impactful in demonstrating professional identity and behavior (Competency 1), increasing awareness and appreciation of difference (Competency 2), and understanding “the global interconnections of oppression and human rights violations” As Healy (2008) describes, the goals of global social work education should include increased awareness of the global context and professional action in being able to assist families, individuals, and communities from different countries, engage in problem-solving about global social problems, and assess the influence and interaction of regional, national, and international policies
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