Abroad Experience Research Articles

Are Short-Term Study Abroad Experiences Effective in Developing Global Citizenship in University Students Studying Health Degrees?

Short-term study abroad (STSA) experiences are an increasingly popular strategy used by universities to develop global citizenship in students. Global citizenship is particularly important for emerging health professionals with many health challenges of the 21st century being of global importance. Yet, evidence on the effectiveness of STSA is inconclusive, predominantly due to methodological issues limiting research to date. This quasi-experimental study draws on a recognized global citizenship framework encompassing dimensions of social responsibility, global competence, and global civic engagement to examine the changes in global citizenship pre- and post-STSA experience in health students. The sample consisted of health students (n = 75) who participated in an STSA experience (study tour or practicum) from 16 to 22 days in a less industrialized country and a control group (n = 66) who did not partake in any intervention. The data analysis found that students in the intervention group had significant improvements in their overall global citizenship score and its dimensions separately, except for social responsibility, while no significant changes were seen in the control group. The findings provide evidence to support STSA experiences as an accessible option for universities to promote global citizenship development among health students.

Exploring the self, others, and the world: the interplay between experiences abroad in adolescence, identity processes, and ethnic prejudice

Study abroad experiences can be an important asset for individuals’ personal development and well-being. However, their impact on social identity domains and prejudice is still unexplored. The current research examined whether the ways in which youth retrospectively narrate their abroad experiences in adolescence were intertwined with their national and European identity processes and ethnic prejudice. A total of 117 Italian youth (M age = 22.71, SD = 2.50; 53.8% females) who participated in a mobility program in adolescence completed an online questionnaire and a retrospective narrative interview. Agency and self-event connections in the narratives were directly linked to identity processes in national and European domains. European identity processes were associated with different levels of affective and cognitive prejudice. Across both identity domains, the number of self-event connections in the narratives was indirectly linked to lower affective prejudice via increased in-depth exploration. These findings highlight the importance of abroad experiences for consolidating self- and other-oriented views.

Lessons Learned from a Career-Readiness Education Abroad Program for First-Generation Undergraduates

ABSTRACT First-generation students are typically underrepresented in education abroad. First-generation students are missing out on the demonstrated positive outcomes of an education abroad experience, making this a serious opportunity gap. To address this problem, the University of Kentucky (UK), a large public land-grant, flagship research university in the southeast United States launched a new program developed for first-generation undergraduate students called “Explore First: Careers, Cultures, and Connections.” This program was designed to remove or reduce barriers to participation and to provide maximum value to the students. This contribution to Notes From the Field describes the problem the program seeks to address, outlines the program and its goals, offers some preliminary reflections, and shares some early lessons learned.

Teacher cognition about intercultural communicative competence (ICC): a comparative study of English-major and German-major pre-service teachers in China

This study explored teacher cognition concerning intercultural communicative competence (ICC) among pre-service English and German teachers in China, a context influenced by a rising demand for English as a lingua franca and the increasing significance of the German language due to the ‘Belt and Road’ initiative. Data were gathered from undergraduate pre-service teachers of English (EnS) (n = 54) and German (GeS) (n = 89) using a questionnaire at a Chinese university. The findings revealed that: (1) EnS emphasised ICC-oriented knowledge, attitudes, and critical cultural awareness in their provided definitions of ICC, whereas GeS focused on German proficiency and target ­culture-oriented knowledge; (2) EnS’ length of studying English, abroad experience, and prior teaching experience exhibited varying correlations with their ICC beliefs, whereas only grade level and abroad experience were significantly related to GeS’ cognition about ICC. This study contributes to the broader discourse on teachers teaching different languages and their perceptions of ICC amidst the global landscape shaped by the coexistence of multiple languages and cultures. It concludes by calling for further research examining teacher cognition and influential factors across diverse languages and educational contexts in the realm of ICC.

Study Abroad at Home: The Impact of a Multilingual and Multicultural Classroom Experience on Non-Native Medical Students’ English Language Skills Development

Study Abroad programs yield substantial linguistic advantages in addition to fostering academic and intercultural enrichment. Nevertheless, some students miss these programs due to financial constraints, academic commitments, or insufficient language skills. This paper reports the findings of a qualitative action research study that seeks to evaluate the impact of a multilingual and multicultural class, designed as a quasi-Study Abroad experience, on Hungarian medical students’ perceived English linguistic development by the end of the semester. Semi-structured focus group interviews were carried out with 42 Hungarian medical students at the end of the spring and autumn semesters of the 2021–2022 and the 2022–2023 academic years. The outcomes of the focus-group interviews indicated that the students had a positive experience studying in a multilingual and multicultural environment; their willingness to engage in English communication, along with an increase in self-confidence, was apparent, ultimately showcasing improved perceived proficiency in English communication skills by the end of the term. Creating an educational setting abundant in linguistic and cultural diversity and integrating multicultural project-based learning activities within the curriculum to simulate a quasi-Study Abroad experience represent methodological frameworks that could serve as pivotal models for shaping similar courses in the future.

Comparison of Depressive Symptoms between International and Domestic Students in a Japanese University: Pre- and Post-COVID-19 Pandemic.

The COVID-19 pandemic led to significant lifestyle changes and uncertainties, triggering a secondary wave of mental health issues in society. University students are especially susceptible to mental disorders. International students are considered more vulnerable due to limited emotional and financial support from their families and difficulties accessing community support. Hence, we conducted a longitudinal analysis to compare depressive symptoms among international students before and during the pandemic. Data from depression screenings conducted at the University of Tsukuba in 2019 and 2020 were utilized. We included all students enrolled in 2019 who underwent health check-ups in both 2019 and 2020. Participants completed the Patient Health Questionnaire-9 (PHQ-9), enabling a comparison of item scores between domestic and international students. Psychopathological network analysis was employed to examine relationships among the items. Prior to the pandemic, international students generally exhibited relatively good mental health compared with domestic students. During the 2020 pandemic, no significant difference was observed, but international students tended to demonstrate better mental health. However, network analysis revealed intergroup variations in the relationships among PHQ-9 items, with concentration problems and suicidal thoughts being more prominent among international students. This study's findings suggest that young people studying abroad experience mental health crises similar to their domestic counterparts. Nevertheless, the patterns of these crises may differ between the two groups.

Preparing Nursing Students to Manage Acculturative Stress Experienced During Study Abroad Experiences: Novel Use of Immersive Simulation and Cognitive Behavioral Strategies

Preparing Nursing Students to Manage Acculturative Stress Experienced During Study Abroad Experiences: Novel Use of Immersive Simulation and Cognitive Behavioral Strategies

Trust and Transformative Learning: How Faculty-Led Study Abroad Experiences Foster Sense of Belonging and Community

ABSTRACT Study abroad programs (SAPs) in higher education are long known for providing numerous benefits to student participants. However, few studies have looked at the process of faculty-led SAPs (i.e. the role of student engagement, faculty-student interaction) in creating a sense of belonging for students, which is critical for student retention and success. This study explored how student engagement in short-term faculty-led SAPs is related to their sense of belonging and transformative learning. Twenty-nine interviews were conducted among students at a public university in the southern U.S. who participated in short-term SAPs led by tourism and hospitality faculty during spring break. Results showed that trust in faculty leaders premised a sense of belonging, which allowed transformative learning experiences while studying abroad. Results shed light on optimizing the design and operation of short-term SAPs for greater student retention and success.

Does International Education Mobility Increase Environmental Concerns?

This paper applies propensity score matching to data from a recent Flash Eurobarometer survey (covering 27 European Union countries) in order to estimate the effect of participation in international education mobility programmes on young people's environmental attitudes. The empirical results consistently show that an education experience abroad has a modest but statistically significant positive effect on environmental concerns. This finding sheds light on the important role that studying abroad can play in promoting environmental awareness among the youth.

A O01 Bariatric tourism: Patients perspective

Abstract Background The Long NHS waiting time for bariatric surgery and the escalation of this during the COVID-19 pandemic has led many patients to seek private bariatric surgery abroad. It remains difficult to quantify the volume of Bariatric tourism and its outcomes. However, institutions across the UK have seen an increased influx of patients operated abroad. The aim of this study is to assess the outcomes, experience and rationale for their bariatric journey. Methods We retrospectively reviewed all patients who had bariatric surgery abroad and presented to a tertiary centre from September 2020 to May 2023. All patients were interviewed to answer a questionnaire regarding their experience abroad; either by telephone or face to face. Data collected included weight, BMI, co-morbidities and post-operative complications. Results Forty-one patients presented with median age of 37 years (20-59), weight 100Kg (68-146) and BMI 38 Kg/m2 (26-65). Of these, 35/41 (85%) patients were admitted with complications (above Clavien Dindo Classification IIIa > 9./35). GP referral for advice accounted for 6/41 (15%). The response rate to the questionnaire was 56% (23/41). The main reasons for bariatric tourism were cost and long NHS waiting time. Overseas centre choice was based on online research in 13/23 (57%), while 10/23 (43%) patients relied on friends recommendations. 10/23 (43%) patients would recommend treatment abroad, of theses 3 patients had CDC >IIIa. Conclusions Even in the event of complications, patients would still recommend going abroad. This might be influenced by the reassurance that complications will be dealt with promptly at the NHS. They will achieve their weight loss quickly and at a fraction of the cost of the private hospitals on the UK.

Student Identity Sense-Making and the Study Abroad Experience

Student experiences have long been discussed within the field of international education. Most studies focus on the overwhelming positive benefits students may have before, during, and after the study abroad experience. Not surprisingly, the percentage of undergraduate students who study abroad continues to increase. While there are certainly benefits to studying abroad, few studies have emerged that highlight the negative effects of study abroad. This study focuses on the potential adversity the study abroad experience may have on students, specifically in terms of identity-sense making prior to, during, and after their study abroad programs. This paper argues that by focusing on adversity with the study abroad experience, institutions can better prepare students for both the negative and positive outcomes of international education. The results of this study suggest that, with more resources that engage in identity sense-making, students will have the tools to mitigate negative international experiences.

Exploring the Influence of an Ethiopian Short-Term Study Abroad Experience on Pre-Service Teachers’ transformative Learning and Reflection Skills

This case study explores the transformative learning of pre-service teachers that occurred during a short-term study abroad trip to Ethiopia. During this study abroad trip, students participated in a variety of experiences that led to transformative learning. These included teaching lessons in primary classrooms with Ethiopian children, participating in cultural excursions, and engaging in critical reflection throughout the trip. Data sources for this case study include students’ blogs and journals, university faculty’s anecdotal notes, and a focus group with students a year after the trip. Findings from this study suggest students faced disorienting dilemmas, emotional disequilibrium, and exploration of new roles and situations that all led to transformative learning. This case study adds to the body of research supporting the benefits of short-term study abroad trips on students’ learning. Recommendations for study abroad organizers and faculty are provided.

Virtual teaching abroad during initial teacher education: pre-service teachers’ professional learning

ABSTRACT In-person teaching abroad experiences, where pre-service teachers spend a defined period teaching in schools in a foreign country, have received considerable research attention in recent years. However, virtual alternatives have yet to be explored. This exploratory study sought to understand the effects a virtual teaching abroad experience had on pre-service teachers’ professional learning. Data included teaching logs and reflective writings of two groups of pre-service teachers from Hong Kong who participated in a virtual teaching abroad experience hosted by a university in the United Kingdom and interviews with their course coordinators. The findings suggest that the PSTs found the virtual teaching abroad experience novel and unique, contributing to professional learning. Specifically, the experience (a) increased the PSTs’ confidence and flexibility; (b) improved their synchronous online teaching skills; (c) gave them greater awareness of learner differences and needs; and (d) exposed them to innovative pedagogical approaches. The study suggests that virtual teaching abroad experiences could have a place within initial teacher education, especially as the financial costs associated with them are lower than in-person experiences. However, they do not seem adequate to replace a sustained period immersed in an overseas school context.

Influencing the Next Agriculturalists: Impacts of Study Abroad Experiences in Agricultural Education Classrooms

With the increasing globalization of companies and the workforce, specifically within the agricultural industry, educators seek to prepare workers with technical and soft skills that will allow employability in multicultural environments. Using the lens of Transformative Learning Theory and Self Determination Theory, we examined how a study abroad experience as an undergraduate student impacted agricultural educators′ motivation to incorporate global awareness into their curricula. A basic qualitative approach guided the study with twelve current agricultural educators to derive meaning and understanding from their experiences. Semi-structured interviews yielded the emergence of six themes: Power of Storytelling, Broadened Perspective, Influence of People, 21st Century Skills, Reflection and Application, and Food and Agriculture as a Universal Language. “A-ha” moments during their study abroad gave teachers the initial reflection leading to the need to apply international agriculture concepts within their curriculum. Today, these current teachers desire to lead their own students through those “a-ha” moments while also encouraging them to participate in a study abroad experience just as they were influenced to participate. Further, through their exposure to diverse perspectives, these teachers see the value in teaching students from diverse backgrounds and cultures.

Translating Research to Practice for Latinx Students’ Study Abroad Experiences

Translating Research to Practice for Latinx Students’ Study Abroad Experiences

Considering LGBTQ+ Students’ Study Abroad Experiences Across Research and Practice

Considering LGBTQ+ Students’ Study Abroad Experiences Across Research and Practice

The Study Abroad Experiences of Secondary Agriculture, Food and Natural Resources Students

The purpose of this research was to explore the study abroad experiences of secondary school Agriculture, Food, and Natural Resources (AFNR) students as they relate to career determination, self-awareness, cultural awareness, and global competence. There were two distinct samples from which data were collected: (a) students who participated in a secondary school study abroad experience and (b) a comparison group of undergraduate students at [University] enrolled in AFNR Education without secondary school AFNR study abroad experience. Both groups were given a survey measuring number of countries visited, career determination, self-awareness, cultural awareness, global competence, and demographics. Results illuminate several trends worthy of further consideration, including AFNR travelers reported higher levels of global competency and cultural awareness when juxtaposed to the comparison group. Examining the relationships among variables, cultural awareness and number of countries visited yielded the strongest relationship. None of the correlations were statistically significant; therefore, potential conclusions are limited. From this exploration, encouraging both students and teachers in natural sciences programs to explore opportunities for international study abroad focused on AFNR, especially when programmatic objectives include student development of global competence and cultural awareness, is recommended.

Fellowship in the United States as an exceptionally qualified applicant.

International medical graduates (IMGs) play an important role in the United States healthcare as they make up more than a quarter of the medical workforce. Some of these IMGs have significant experience abroad and are eligible to join fellowships in the United States after meeting certain requirements through the Exceptionally Qualified Candidate Pathway designed by the Accreditation Council (ACGME), While this is a great opportunity to train in the United States healthcare system, awareness remains lacking about this pathway. This is especially important given the growing shortage of physicians in the United States and unfilled positions in several fellowships where physicians are urgently needed. This article demonstrates the crisis in several fellowship programs and aims to increase awareness of this ACGME training pathway. It will also provide a deeper understanding of this fellowship path way in the United States, which may be useful to as piring fellowship candidates as well as underfilled fellowship programs. It also highlights potential opportunities and pathways leading to practice after the fellowship, current limitations in this process and provides several recommendations for success.

Subject in motion: (de)capitalization and coping strategies of Tibetan "Sea Turtles" in China.

Previous studies on Chinese overseas students have generally presumed a smooth transition from mobility to mobility capital and have lacked an ethnic perspective. In this study, we adopt mobility capital as an analytical lens to explore the life trajectories of a group of Tibetans with studying abroad experiences. Drawing on qualitative data through multiple methods, we find a shift from collective-oriented expectations regarding studying abroad to individualist life planning and lifestyles after returning to work in the Tibet Autonomous Region (TAR). Before studying abroad, the informants viewed such experiences as important capital that could be later used to make a change for the Tibetan group, their local societies, and the state. Those views met a different reality after returning to TAR because the informants generally felt they were being viewed as potentially risk subjects in the workplace, which significantly impeded the capitalization of educational mobility at the institutional level. However, the informants developed coping strategies to find self-worth in private life by capitalizing on educational mobility. By addressing the subjective experiences of Tibetan informants in TAR and their associations with institutional contexts, this article not only engages an ethnicity-sensitive perspective to understand the politics of international educational mobility but also extends the discussion on individuals' experiences of educational mobility to the successional stage upon returning to their home societies. This article ultimately emphasizes the need for more culturally and politically reflexive policies that can sustain the flow of ethnic talents and help them realize their self-worth.

Facilitating Multicultural and Social Justice Development through Immersion and Study Abroad Experiences

Mental health training programs are required to train students to become competent clinical professionals wherein they learn multicultural competencies, including social justice perspectives, and develop multicultural orientation. A growing trend in multicultural competence development and multicultural orientation understanding, embraced both by training programs and professional mental health organizations, is cultural immersion and study abroad experiences. These provide opportunities for personal growth, firsthand cultural learning, and exposure to global mental health matters from diverse perspectives. In addition, studying abroad allows for increased knowledge, emotional and empathic development, and spiritual formation which can lead to personal transformative development. Spirituality is a common element within study abroad, multicultural competency, and multicultural orientation, all of which are unique in all persons as a natural aspect of personal development. Through studying abroad, students can cultivate multicultural, spiritual, and values understanding, as well as encounter serendipitous learning opportunities that lead to transformative development and social justice advocacy opportunities.