Living out global mindedness? A meta-analysis of qualitative empirical accounts of study abroad experiences

Abstract

As study abroad activities regain their popularity in a post-pandemic world, questions and debates continue regarding the value of a study abroad experience. Focusing on the development of global mindedness, this qualitative meta-analysis explores university students’ experience of study abroad. Drawing on data from 22 primary qualitative studies, the findings reveal that while many participants demonstrated enhanced self-awareness, expanded worldviews, and renewed perspectives, others showed limited growth, underscoring the nuanced and complex nature of global mindedness. Commonly reported experiences influencing its development include navigating emotional distress, confronting discrimination, overcoming language barriers, and engaging in immersive learning and intercultural interactions. While confirming the valuable learning opportunities that study abroad can offer, this study also raises concerns about the limitations and problematic assumptions associated with these experiences, highlighting the need for a deeper examination of study abroad practices. These findings offer valuable insights for educators involved in designing, coordinating, and evaluating study abroad programs, as well as for researchers who are interested in the values, potential, and impacts of study abroad on students.