Short-term Faculty-led Study Abroad Programs Enhance Cultural Exchange and Self-Awareness
Keywords:
study abroad, intercultural education, international educationAbstract
Though many experts argue that semester or year abroad study is the optimal path, short-term programs meet the needs of students who would not otherwise study abroad and can be effective at increasing intercultural competency. The present study describes one type of short-term program—the embedded faculty-led model—and provides evidence that programs three weeks or less may be practical and affordable. Participants (N=136) in short-term faculty-led study abroad courses completed the Global Perspectives Inventory in a pre-post test format. Results indicated that these short-term programs enhanced participants’ understanding and awareness of other cultures and languages, appreciation of the impact of other cultures on the world, and awareness of their own identity. However, these programs may need to address more fully the value of living in complex situations, respect and acceptance of varying cultural perspectives, and a greater sense of responsibility to others. This model can be used with students from a variety of cultures.
Downloads
Published
Issue
Section
License
The International Education Journal: Comparative Perspectives is the official journal of the Oceania Comparative and International Education Society. The IEJ, (ISSN 1443-1475), publishes a general volume bi-annually in July and December and also publishes Special Editions occasionally. It is a free, open-access scholarly journal, managed by volunteers. There are no article processing charges, or any charges to authors.
In relation to intellectual property, as of 2020, the IEJ: CP claims only first publication rights; copyright of all work published in the journal remains with the authors under Creative Commons copyright license CC-BY-ND (4.0). Author(s) retain all rights to their works, ensuring that reference to the International Education Journal: Comparative Perspectives is clearly stated on any copies made or distribution. Submissions must not involve third parties with a claim to copyright, and be the sole work of the author(s). It is the responsibility of the author(s) to secure permission to reproduce photographs, illustrations, figures or tables. Single images, tables or figures can be re-used . If more than a single image or table are to be re-used authors must attribute first publication to IEJ: CP notify the IEJ: CP Editor. Authors may also make derivative works which are subject to these limitations.
See https://creativecommons.org/licenses/by-nd/4.0/ for more detail.
Re-distributed or used material must be referenced to the International Education Journal: Comparative Perspectives.