Influence of a Short-Term Study Abroad Experience on Professional Competencies and Career Aspirations of Graduate Students in Student Affairs

Building Resilience Through Strengths-Based Learning During Graduate Study Abroad: An Exploratory Study

“…Fine and McNamara (2011) argue that students who participate in a short-term study abroad program develop reflection and critical thinking skills, confidence in meeting challenges, and the ability to question previously held beliefs. Witkowsky and Mendez (2018) found that graduate students benefit academically and professionally from short-term study abroad experiences grounded in experiential education. The widespread development and use of experiential learning theory led to experiential education practice, which is a philosophy delineated by the Association for Experiential Education (n.d.) as a process "in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities" (para.…”

“…While the two traditions are contrasting, they both "share a concern with the psychological and social dimensions of learning in/from experience" (p. 13). Experiential education can manifest in a variety of ways, including study abroad (Witkowsky & Mendez, 2018), internships, and community service, and has been linked to increased academic performance and development of transferrable skills, including communication and social skills (Fede, Gorman, & Cimini, 2018).…”

Study Abroad Programs for Intercultural Competence, Equity Pedagogy, and Social Justice in US Educational Leadership Students: An Example from Ireland and Northern Ireland

“…Cushner and Mahon (2009) argued that "many teachers continue to graduate from preparatory institutions and settle into careers without the requisite competencies to ensure the educational equity that enables all students to attain their personal and professional goals in this global, postmodern world" (p. 307). This statement is also true of educational leaders (Witkowsky & Mendez, 2018). Study abroad programs are designed to increase intercultural competencies in participants and provide them with a deeper understanding of issues of equity and inclusion globally (ASHE, 2012).…”

“…Multiple studies document how international and intercultural, bilateral relationships designed to allow the student to absorb the culture have significant personal and professional effects, particularly in relation to self-efficacy and global mindedness (Cushner & Mahon, 2002Quezada & Alfaro, 2007;Stachowski, 2007). Marx and Moss (2011) and Witkowsky and Mendez (2018) discussed the need for purposeful and organized immersion experiences for study abroad to truly develop intercultural competency. The immersion could take many forms, including taking courses at a host university, obtaining housing with a host resident or family, service-learning in the area, and internships within the host country (Marx & Moss, 2011).…”

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“…Additionally, students learn first-hand about other people and cultures and develop an appreciation for perspectives and approaches that differ from their own. Bai et al, 2016;Berg, 2007;Cadd, 2012;Conner et al, 2016;Farrell & Suvedi, 2002;Foronda & Belknap, 2012;Goldoni, 2013;Hernandez-Diaz et al, 2016;Lane-Toomey & Lane, 2012;McGowan, 2007;Pedersen, 2010;Pedersen et al, 2010;Salisbury et al, 2011;Trilokekar & Kukar, 2011;Varela, 2017;Witkowsky & Mendez, 2019;Wright, 2010 2. Gain worldly perspective/global mindedness/worldmindedness 14Alexis Bruening, 2001;Coker & Porter, 2016;Dwyer, 2004;Farrell & Suvedi, 2002;Interis et al, 2018;Lane-Toomey & Lane, 2012;McGowan, 2007;Nyaupane et al, 2011;Pedersen et al, 2010;Snyder et al, 2012;Sutton & Rubin, 2004;Van Hoof & Verbeeten, 2005;Zhai & Scheer, 2002 3.…”