Maximizing Cross-Cultural Learning From Exchange Study Abroad Programs: Transformative Learning Theory

Abstract

While some institutions require their students to spend a semester abroad as a prerequisite to earning a business degree, academics challenge the view that travel abroad helps students become culturally competent. Many students admit that they failed to immerse themselves in a cross-cultural environment. Therefore, the purpose of this study is to identify the components of exchange study abroad programs (ESP) that facilitate student cross-cultural learning (CCL). Building on the transformative learning theory (TLT), we propose and test a conceptual model of relationships between different components of exchange programs and student CCL. The data collected from more than 700 students participating in a semester and two-semester-long programs are analyzed through logistic regression. This research contributes to the literature on the effectiveness of ESP by identifying the key components that maximize positive outcomes for students. By building on the TLT, it reveals the importance of getting out of one’s comfort zone and providing students with support during the ESP. This study bears practical implications as it provides academic institutions and students with important insights that help maximize student CCL.

Public Diplomacy and Social Impact of Australian Student Mobility to the Indo-Pacific: Host Countries’ Perspectives on Hosting New Colombo Plan Students

“…Examples of these learning abroad programs that are driven by strategic government agendas include the Erasmus Mundus project in Europe, the Fulbright program in the United States, and the NCP in Australia. Learning abroad programs are reported to enable students to enhance intercultural understandings and adaptability (Chwialkowska, 2020;Dall'Alba & Sidhu, 2015;Tran et al, 2021), develop international and inter-personal skills (Dall'Alba & Sidhu, 2015;Tran & Vu, 2018), and acquire global competencies (Whatley et al, 2021). These developments are believed to subsequently increase students' employability skills and employment prospects (Tran et al, 2019).…”

Student Mobility in Transnational Higher Education: Study Abroad at International Branch Campuses

“…Such risks include the commodification and commercialization of study abroad programs, erosion of national cultural identity, as well as students’ frustration and failures when trying to adapt to a new cultural environment. Although students may regard study abroad as an exciting opportunity for international travel, while overseas, many students stick with their peers in the comfort zone of their own culture, rather than seeking to experience a new culture in any meaningful ways (Chwialkowska, 2020). Supporters of study abroad often argue that dealing with the challenges of living and studying in a foreign country are a necessary part of the learning process for students (Engle & Engle, 2003; Knight, 2012).…”

Listening to the Voices of Students Who Studied Abroad

“…First is intercultural learning in which there is "the acquisition of generalizable (transferrable) intercultural competence" (Bennett, 2012, p. 91). The second is personal growth (Chwialkowska, 2020) that includes creating a sense of belonging (Wick et al, 2019) and using agency to build personal identity (Zamani-Gallaher et al, 2016). The final is growth that emerges from uncovering hegemonic assumptions related to power and inequity that forces the student to reinterpret what they thought was the norm (Hartman et al, 2020, p. 76).…”