Predictors of Preference for the Exported Campus Model of Study Abroad

Abstract

There is considerable debate in the study abroad community about the efficacy of exported campus or “island” programs in which students and faculty are transported from their home campus to a largely self-contained community within the host culture. One uninvestigated aspect of this issue is the degree to which there are pre-existing differences between students who prefer such programs and those attracted to more immersive experiences. This study used discriminant analysis of data from a questionnaire administered to 174 undergraduates to identify demographic, personality, and intercultural predictors of preference for the exported campus model. Results showed that those who preferred the exported campus model scored significantly higher on ethnocentrism and lower on measures of language learning interest, motivational and metacognitive cultural intelligence, and the Five Factor Model adventurousness facet. Discussion focuses on implications for advising potential study abroad students, conducting pre-departure training, and developing in-country programming.

Interacting With Competence: A Validation Study of the Self-Efficacy in Intercultural Communication Scale-Short Form

“…Their study showed potential applications for SEIC in a sample of professionals with overseas sojourning and teaching experience. However, the original scale development attempt used a relatively modest sample size (N = 213) of former sojourning teachers and ended with preliminary checks for internal validity, likely contributing to some hesitancy to select or adopt the instrument in related assessment research (Goldstein, 2015). This report offers numerous positions in favor of the approach and instrument taken by Peterson et al (2011) with further theoretical support due to the usefulness of an SEIC construct in applied settings and addresses questions of validity to evaluate its potential as a tool for evaluators and educators.…”

“… Mak and Tran (2001) assigned direct applications of self-efficacy to language and intercultural competence according to the criteria put forth by Bandura ( Li and Gasser, 2005 ), such that domain-specific self-efficacy for language learners involves engaging actively in controlled cross-cultural interactions of social significance, observing peers perform in these interactions, seeking constructive feedback, and overcoming emotional arousal to enhance performance. Self-efficacy has also been tagged as a factor influencing sojourner and intercultural adjustment ( Hechanova-Alampay et al, 2002 ) for both domestic and international sojourners ( Goldstein, 2015 ). In a meta-analysis reporting a moderate effect size, cross-cultural self-efficacy change from intercultural adjustment was observed longitudinally and opposed measures of anxiety ( Wilson et al, 2013 ), indicating its crosscutting role as a situational factor in these applications.…”

“…For those earlier in training such as students obtaining work experience, service learning is a growing area where linguistic competence is meaningfully applied ( Rebstock, 2017 ) and could be observed as a factor sensitive to longitudinal change. In fact, such implications for professional self-efficacy were a point of reference in a study of relevant attitudes by Harrison (2006) , who acknowledged relationships between cultural connectivity and professional development, and in another study by Goldstein (2015) who reported shortcomings in variable selections from an implemented reliance of a general rather than domain-specific self-efficacy scale, specifically citing Peterson et al (2011) as a logical next step for investigation. This is in line with the fact that, while formulations of the theory of self-efficacy have been pursued as a general capacity, task-related self-efficacy in applied psychology contexts is especially endorsed ( Carr, 2013 ) and has been key for aligning with Bandura’s prescription that self-efficacy beliefs are best delineated under specific domains ( Bandura, 2006 ).…”

Teaching a Psychology-Based Study Abroad Pre-Departure Course

“…A positive attitude toward language learning is predictive of interest in study abroad (Goldstein & Kim, 2006) and preference for a more immersive study abroad experience (Goldstein, 2015). Furthermore, proficiency in one's host culture language is associated with a number of positive study abroad outcomes, including early sociocultural adaptation and higher levels of psychological well-being (Savicki, 2011).…”

“…Changes in personal, ethnic/racial, and national identity are a common outcome of study abroad (Savicki & Cooley, 2011), yet students may fail to anticipate these changes (Goldstein & Keller, 2015). Psychology instructors can assist students in understanding the concept of identity and exploring potential changes in self-concept that may result from their study abroad experience.…”