Short-Term Study Abroad Program Research Articles

International Field Experience in Social Work: Outcomes of a Short-Term Study Abroad Programme to India

This paper describes the development of an accessible, short-term (two-week) international field experience programme for distance education and on-campus social work students at a regional university in Australia. Pre-programme and post-programme evaluation surveys were undertaken and results indicate that the international study experience had significant positive impacts on student learning, student group cohesion, professional commitment and motivation as well as an enhanced appreciation of international social work, grassroots community development work, cultural diversity, human rights and social justice issues. Other positive impacts included ongoing relationships with social justice projects in India and positive, practical contributions to placement agencies during the active phase of the programme. The need for adequate academic preparation, reciprocity, as well as ongoing academic support and facilitation of short-term study abroad programmes is reinforced.

The pedagogy of Short-Term Study-Abroad Programs

This paper focuses on establishing guidelines on the pedagogy of short term study abroad programs. This study follows 33 students who participated in a short-term study-abroad program to India with the researcher from 2006 through 2011. The study relies heavily on the student reflections and expressions as they experienced them. It is qualitative in nature. Focus groups were the main method of data collection, where participants were invited to reflect, express, and share their experiences with one another. This provided an opportunity for the participants to come together, relive their experiences, and help provide information as to how and what type of an influence this short-term study-abroad program provided.

Nordic Experiences: Participants' Expectations and Experiences of Short-Term Study Abroad Programs

The purpose of this study was to investigate Finnish high school students' and teachers' perceptions of the effects of short-term Nordic study abroad programs in which they had participated. The data presented were based on a mixed-methods strategy. The data set consisted of responses from 158 students and 92 teachers to a specifically developed Study Abroad Assessment (SAA) instrument. These data were analyzed quantitatively and, in part, also qualitatively. Additional qualitative data in the form of interviews with six participants were also analyzed. Four factors emerged from the analysis which represented dimensions of what a short-term study abroad (SA) program may offer to its participants. These dimensions were named “Personal growth,” “Social connectedness,” “Development of Nordic awareness,” and “Impact on career or study opportunities.” Composite variables were created on the basis of these factors. The analysis revealed some statistically significant differences between the groups (Period Scholars; Scholars to Sweden; Teachers) concerning the composite variables. The qualitative part of the study provided information on the benefits and challenges of short-term study abroad that were compatible with previous studies. There is evidence that even short-term study abroad programs in a Nordic context provide participants with some core skills needed later in life, and the benefits of SA were perceived to be greater by those who spent more time in the new environment.

Developing Short-Term Study Abroad Programs: Achieving Successful International Student Experiences

Most business schools in the U.S. are employing various initiatives to “internationalize” their curriculum in order to prepare students to participate more effectively in a globally interconnected business world. An integral part of these initiatives is to encourage more students to participate in study abroad programs. Though it may be optimal for students to study abroad for a semester or more, many students do not have the time, resources or confidence to commit to a long-term experience. Consequently, short-term two to three week study abroad programs (SSA) are often a viable and worthwhile experiential alternative. Often, the process of developing a short-term study abroad experience can be daunting. We use a case study approach to examine how short-term study programs were initiated, planned, organized and implemented in five countries - Malaysia, Singapore, Chile, Germany and Australia. These programs were led by business faculty, at an AACSB accredited Midwestern University, each of whom also had prior experience in conducting study abroad programs. These faculty leaders provided detailed accounts related to each of the programs. A guide using probing questions was prepared through a triangulation process that included the faculty leaders and an administrator that had reviewed and audited 12 previous short-term study abroad programs. Drawing on actual SSA experiences and outcomes, this paper proposes a SSA framework consisting of planning, marketing, conducting and evaluating stages that can make the study abroad process understandable, efficient and easier to implement.

Learning Leadership Abroad: An Overview of a Short-Term Leadership-Focused Study Abroad Program in Italy

We provide a brief description of a leadership-oriented short-term (nine days) study abroad program offered in May 2012. The program centered in Rome, Italy, combined classroom curricula with field experiences in the city as well as in Bologna and Florence. Initial quantitative and qualitative assessment suggested the program helped student development both in their leadership practices as well as their personal development.

India and Us: Student Development of Professional Social Work Identity through a Short-term Study Abroad Program

This paper highlights ways in which a two-week international study abroad program to India contributed to professional identity development for a group of participating Australian social work students. A mixed methods approach was used to assess the impacts of the program overall. Pre-program and post-program evaluation surveys along with reflective workshops were used to explore students' perceptions of social justice, human rights, gender, environment, international social work and professional identity. Focusing on a sub-set of these data on professional identity, this paper explores the rich descriptions of experiences and how students' understanding of their own professional identity was influenced as a result of participation in the two-week program. The paper concludes by highlighting some implications for social work educators and students interested in the potential value of short-term study abroad programs.

International Service Learning and Short-Term Business Study Abroad Programs: A Case Study

A service learning project was recently incorporated into a short-term business study abroad program. The main objective was to assess whether there is a place for service learning projects and how they should be integrated into the program. A combination of two surveys were used, one taken before the project and one after. Reflection papers were also analyzed. The findings revealed the effectiveness of service learning in making business students not only aware, but also sensitive to poverty in a developing country. As a result, students may approach business decisions with a greater understanding of their impact on poverty and society.

Maximizing Short-Term Study Abroad Programs Offered by State Comprehensive Universities

Study abroad experiences off er a wide range of growth opportunities to participating students. From heightened independence and personal confidence to an enhanced understanding of the host culture to a greater awareness of cross-cultural and global citizenship, the benefits of well-run study abroad programs have been assessed through survey questions, interviews, faculty observations, and student testimonials (Forsey, Broomhall & Davis, 2012; Dwyer & Peters, 2004; Gorka & Niesenbaum, 2001). In addition, students returning from study abroad programs tend to rethink the goals of their undergraduate education, often taking more interdisciplinary courses and courses involving cross-cultural components, and many travel or plan to travel internationally again (Lewis & Niesenbaum, 2005). Their home campuses benefit, too, from students sharing their global engagement through civic commitment, extra- and co-curricular activities, motivation for cross-cultural study, and heightened cultural awareness in discussions both in and outside the classroom. At four-year colleges and universities, these programs enjoy continuing popularity: according to the most recent Open Doors report (Institute of International Education, 2012), nearly 234,000, or 13.8%, of US students earning bachelor’s degrees traveled abroad during the 2010-2011 school year. By contrast, that number represents only 1.4% of students enrolled in any type of higher education program, suggesting a correlation between students seeking bachelor’s degrees and students seeking the personal and pre-professional benefits of study abroad programs (Institute of International Education, 2012).

Toward a New Practice of Internationalization: A Case Study on a Short-Term Study Abroad Program at European Institutions of Higher Education

This case study describes the development of a short-term study abroad program for business students at two European universities that had previously not cooperated with each other. It explains that the two institutions of higher education first organized a joint summer school and after positively evaluating its outcome decided to continue this cooperation by organizing so-called Marketing Weeks. The Marketing Weeks would take place one semester at the institution in France and the next semester it would take place at the other institution in Germany. The participants were asked to complete questionnaires about the Marketing Weeks after each event. Based on their answers, the Marketing Weeks were adapted each time. The paper explores the positive as well as the downsides of such a business-themed short-term study abroad program. Based on the analysis of the findings, the author gives recommendations for other institutions that seek to establish similar programs.

The Effect of Advertising-Focused, Short-Term Study Abroad Programs on Students’ Worldviews

Global employers in the advertising industry are increasingly interested in hiring students with intercultural communication skills and cultural experience. While the benefits of long-term study abroad programs are well documented, this study focuses on advertising-specific, short-term study abroad programs. The purpose was to explore the effectiveness of such programs on students’ worldviews using a mixed methods design. The results show that students displayed lower levels of ethnocentrism after participating in short-term, advertising-focused study abroad programs. In addition, five qualitative themes emerged: an awareness of and appreciation for the out-group, an increased awareness of the in-group, the importance of communication, a positive effect on professional goals, and opportunities for personal growth and inspiration to explore cultures in more depth.

Student Engagement and Study Abroad

In this study the authors assessed student engagement during a short-term study-abroad program using the National Survey of Student Engagement (NSSE). Data were collected from a group of Canadian undergraduates spending six weeks in Mexico. Their program included a 10-day bus tour, three half-credit courses, and accommodations with local families. The authors administered the NSSE twice: once at the conclusion of the students’ current school year and six weeks later at the end of their study-abroad program. A comparison of responses from the two administrations of the NSSE indicates an advantage, though modest, for the study-abroad setting. Study abroad’s stature in higher education as a high-impact learning activity received moderate support from the data. The authors encourage administrators and researchers to use student engagement and the NSSE to refine study-abroad programs.

Examining Intercultural Growth for Business Students in Short-Term Study Abroad Programs: Too Good to Be True?

Changes in ethnocentrism, intercultural communication apprehension, international awareness and activities were examined in business students participating in a 16-day consulting program abroad and compared to a control group of students at the home university. Anticipated changes in the study abroad students were found; however, when compared to the control group, the changes had little significance. Study abroad students had higher ethnocentrism, intercultural communication apprehension and lower intercultural awareness prior to going abroad; thus, the study abroad experience brought the STSA participants to the post-test levels of the control group. Implications for STSA programs and directions for future research are discussed.

The Educational Value of Short-Term Study Abroad Programs as Course Components

Short-term study abroad programs as course components provide educators with opportunities to practice holistic education, design significant learning experiences, and promote transformative learning. A short-term study abroad component incorporated in a sustainable tourism development course designed to understand the social, environmental, and economic sustainability of tourism development in developing countries gave an opportunity to 16 senior undergraduates and graduate students to travel to Costa Rica. Analysis of data collected during the trip validates the educational value of short-term study abroad programs as course components and suggests how educators can plan significant learning experiences, practice holistic education, and promote transformative learning.

Providing International Opportunities For Business Students: A Guide To Planning A Short-Term Study Abroad Program At Regional And Small Universities

In recent years the perceived value and interest in participating in study abroad programs among college students has been increasing. Faculty who endeavor to develop study abroad programs face many challenges, particularly at smaller universities where resources may be very limited. This article offers recommendations to help faculty of regional and small universities who are considering developing a new direct-enrollment short-term program. The article addresses several pertinent issues including: the suitability of faculty, selecting a location, designing the course content, and post-trip evaluation.

Extending the Stay: Using Community-Based Research and Service Learning to Enhance Short-Term Study Abroad

Short-term study abroad (STSA) is an important alternative for students not likely to participate in semester-long or yearlong international study abroad programs. The authors present an assessment of their short-term study abroad program, Environmental and Cultural Conservation in Latin America. The authors show that STSA programs appeal to students not currently choosing to go abroad. The authors use four specific strategies to create outcomes that allow them to meet some of the goals of longer term study abroad. These strategies include (a) making links to campus coursework, (b) conducting community-based research, (c) participating in community service learning, and (d) emphasizing research skills and interdisciplinary connections. The assessment showed that STSA resulted in altered course of study, subsequent travel or study abroad, increased interest in interdisciplinary studies, and influenced perceptions regarding globalization.

Large-Scale Assessment of Student Attitudes after a Short-Term Study Abroad Program

The team’s primary interest in conceiving this research project was to determine whether students taking courses abroad, regardless of the nature of their particular program, acquire “global awareness” to a greater extent than those who enroll in similar courses on campus and whether, at the end of the session, there was a statistically significant difference between the two groups. The project was also influenced by previous work done by the University of Georgia’s Office of International Education on study abroad outcomes assessment. (See www.usg.edu/oie/initiatives/ for details.)

Introduction

Introduction

Short-Term Study-Abroad Experience in Ireland: An Exercise in Cross-Cultural Counseling

International exchanges or study-abroad experiences can have lifelong impacts on students from various disciplines. This article describes the integration of a short-term study-abroad program to Ireland into two socio-cultural courses. The experience also offers course credit for major requirements in two programs. Through this two-week travel experience students are brought into intensive contact with educators, scholars, and community activists in Ireland and Northern Ireland and weigh differences and similarities in the social issues and services among the three countries. While the course is aimed at students in the counseling field, it also appeals to students majoring in criminal justice, sociology, women's studies, international studies, and political science.

Short-Term Study-Abroad Programs–A Professional Development Tool for International Business Faculty

In this article, the authors describe how faculty participation in a short-term study-abroad program contributed to faculty members' international professional development and teaching effectiveness. The academic program and development experience described occurred within the context of a graduate economics course that was developed in Japan and conducted on several occasions. The faculty who participated in this program assumed the role of student, not program leader, instructor, or coordinator. In this juxtapositional role, numerous experiential benefits, skills, and knowledge were acquired that otherwise would not have been possible. The intent of this article was to identify specific areas in which international professional development takes place and demonstrate how this international experience ultimately contributes to academic improvement.

Beyond the Language Requirement: Interdisciplinary Short-Term Study-Abroad Programs in Spanish

In order to show students the interdisciplinary relevance of language study and to encourage non- language majors to study abroad in programs where English is not the principal language of instruction, we propose the development of interdisciplinary short-term study-abroad programs. Using our course in cultural and environmental conservation in Latin America as a model, we offer evidence that short-term programs can provide students with an initial exposure to Latin American culture and diversity, give them a different per- spective on their own field of study, spark their interest in further language study, and inspire them to find a way to fit a semester- or year-long study-abroad experience into their academic careers.