International Exchange as a Transformative Learning Experience: A Case Study

Abstract

This study examines the role of international exchange programs on the transformative learning of English-speaking students. A student exchange program at a South Korean university is used for this case study. It explores how learning experiences are translated by participants onto their perceptions about the host country. An analysis of a pre- and postsurvey suggests that transformative learning of the students is reflected in two overarching themes: (1) intercultural understanding and (2) global perspectives. Through their participation in the program, students developed a deeper understanding of their own and the host country's cultures and an enhanced appreciation for broadening their global perspectives. This study concludes that international exchange programs have a fundamental importance in educating students to become global citizens and leaders.

Assessing transformative learning in international education: Critiques and new directions based on a systematic review of literature

“…Regarding data collection, qualitative studies used methods including interviews, blogs, narratives, observation, reflection, open-ended questions, structured dialogue, self-study notes, self-narratives, focus groups, and visual metaphor. All quantitative studies used prevalidated survey tools except for Choi et al (2012), who designed an instrument for the study. Validated surveys were used either fully or partially to assess specific constructs such as intercultural competence and global citizenship.…”

“…For instance, although Fasching-Varner et al (2018) had a large sample size (n = 221) for mixed methods, the authors predominantly analyzed qualitative data and offered only percentage counts for the quantitative component. Similarly, a quantitative study by Choi et al (2012) only examined percentage variation between the pre-and post-tests without inferential analyses.…”

“…Similarly, a quantitative study by Choi et al. (2012) only examined percentage variation between the pre‐ and post‐tests without inferential analyses.…”

“…All quantitative studies used pre‐validated survey tools except for Choi et al. (2012), who designed an instrument for the study. Validated surveys were used either fully or partially to assess specific constructs such as intercultural competence and global citizenship.…”

Exploring Transformative Learning at the Cultural Interface: Insights From Successful Aboriginal University Students

“…While some studies focus on particular types of learners, for example, African American women undertaking remedial literacy studies (Bridwell, 2013), Emirati women undertaking a college education (Madsen, 2009), students from non-English speaking backgrounds (Jeyaraj & Harland, 2014), British Afro-Caribbean University students (Gordon, 2006) or nontraditional students in the Australian higher education system (Benson, Heageny, Hewitt, Crosling, Devos, 2014), research is rarely conducted from a crosscultural perspective. Where there is a crosscultural element to studies in transformative learning, there is a tendency in the literature to analyse the impact on Anglo/European students’ engagement within a foreign cultural context (Bell, Gibson, Tarrant, Perry & Stoner, 2016; Choi, Slaubaugh & Kim, 2012; Collins & Geste, 2016; Scoffham & Barnes, 2009).…”