Short‐term study abroad: a transformational approach to global business education

Hallows, Karen; Wolf, Paige Porter; Marks, Michelle A.

doi:10.1108/18363261111189504

Cited by 27 publications

(25 citation statements)

References 19 publications

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“…Critics of experiential learning theory also point out that context is slightly considered. However, the study abroad experience provided the needed context for the student to be able to immerge into a social, cultural, and environmental unique context in order for the student to conduct effective reflective learning (Hallows et al, 2011). However, it was noticed that in some cases the context could have induced “undesirable noise” by distracting students from the main purpose of some of the activities.…”

Section: Discussionmentioning

confidence: 99%

“…The domino effect of human actions can only be appreciated in many instances if sustainability students have the opportunity to experience how other cultures and geographical regions deal with the same issues (Hallows et al, 2011). Therefore, study abroad programs could provide students with a great dose of experiential learning and even bigger opportunities to immerse in another culture (Hopkins, 1999; Minnich, 1999).…”

mentioning

confidence: 99%

“…geographical regions deal with the same issues (Hallows et al, 2011). Therefore, study abroad programs could provide students with a great dose of experiential learning and even bigger opportunities to immerse in another culture (Hopkins, 1999;Minnich, 1999).…”

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confidence: 99%

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Incorporating Experiential Learning and Education for Sustainable Development into Study Abroad Programs

Quesada-Pineda

Haviarová

2014

Natural Sciences Education

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The main challenge for university teachers is to create a course that is meaningful from the student's personal, civic, and academic perspectives where students can learn to develop critical reflection and potentially engage in sustainability actions. The incorporation of education for sustainable development and experiential learning theory into a study abroad program has positive impact on the effectiveness of learning sustainability. A study abroad course was designed based on experiential learning theory and education for sustainable development principles. The effectiveness in learning sustainability of each activity was ranked by the students using a Likert scale. Dominant learning styles were determined for each student to develop correlations. Statistical tests indicated that accommodating (concrete experience and active experimentation) was the most common dominant learning style in the group. Results of the student perceptions on the learning effectiveness of the course activities show that 4 activities were rated as moderately effective and 21 were rated as highly effective in helping the students to understand sustainability. This work successfully demonstrated the incorporation of experiential learning theory and education for sustainable development principles in a study abroad program. Also, the article provides a template for other potential study abroad programs that center on the teaching of sustainability.

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Section: Discussionmentioning

confidence: 99%

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Incorporating Experiential Learning and Education for Sustainable Development into Study Abroad Programs

Quesada-Pineda

Haviarová

2014

Natural Sciences Education

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“…Discussions premised on these metrics may suffer from at least two major concerns: First, they tend to focus on a small subset of STFLSA programs, typically those in which the authors themselves were involved (e.g. Hallows et al ; Tarrant and Sessions ; cf. Interis et al ).…”

Section: Historical and Theoretical Backgroundmentioning

confidence: 99%

Either Here or There: Short‐Term Study Abroad and the Discourse of Going

Barkin

2018

Anthropology & Edu Quarterly

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This article examines practices surrounding short-term study abroad, focusing on how its outsourcing to professional agencies can shape student encounters abroad. Through ethnographic work in Southeast Asia, I explore the "exposure model" of intercultural learning relied on by many programs. I argue that for-profit providers, catering to administrative and neoliberal exigencies in higher education, have fostered an uncritical "discourse of going," which subordinates consideration of pedagogical goals and outcomes to the imperative of increasing participation. [Experiential education; intercultural learning; short-term study abroad; Southeast Asia; study abroad] Over the past fifteen years, study abroad at American institutions of higher education has shifted dramatically away from semester-long programs that are commonly connected with overseas universities, and toward short-term programs (Institute of International Education and Farrugia 2018), which demonstrate much greater variability of pedagogical approach and practice (Mercer 2015; Tarrant, Rubin, and Stoner 2014; Willis and Beyene 2018). This change has been wrapped in a narrative of progress and accomplishment that originates both from scholars and practitioners (e.g. Bellamy and Weinberg 2006;Chieffo and Griffiths 2004;DeLoach et al. 2003), many of whom are themselves involved in directing short-term programs, or who have taken on the objective of "internationalization" for their campuses (Fischer 2008;Kreber 2009). This project takes as foundational the belief that getting students out of the country-as part of an academic agenda, broadly construed-should be the primary goal of internationalization advocates at American colleges and universities, and that the nature of that academic agenda is at best a secondary consideration. In this article, I argue that the rise of this "discourse of going" is best understood as another dimension of the shift toward a discursively corporate lens and the neoliberal model of higher education that Readings (1996) termed the "university in ruins." Unlike practices generally opposed by faculty, such as the market-based ranking of scholars or increasing reliance on adjunct instructors, that are commonly associated with Readings' discussion (Vora 2015), this shift depends on a less visible penetration of the market via the promotion and "provision" of short-term faculty-led study abroad (hereafter STFLSA), which is often endorsed and celebrated by faculty as part of an undifferentiated advocacy for international education. This shift toward short-term programs depends on a powerful lacuna in the oversight of pedagogy abroad (Lemmons 2013) which not only transpires in a literal and figurative "overseas" space, but trades on the unrevised conception of travel as inherently educational and conferring of status. This conflation travel with global citizenship and experiential learning (Bennett 2012;Brodsky-Porges 1981;Robalik 2006) mirrors what La Brack and Bathurst term the "contact hypothesis" (2012, 208). In this article, I f...

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“…In an increasingly global environment, the ability to communicate effectively with those of different cultures is becoming a vital requisite in many fields including marketing (Jones, 2003), engineering (Klahr and Ratti, 2000), and business (Tarrant, 2010;Hallows et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Concerns and expectations of students participating in study abroad programmes: Blogging to reveal the dynamic student voice

Bell

2016

Jnl of Research in Internatl Education

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Study abroad programmes (SAP) have become increasingly popular with university students and within academia. They are often seen as an experiential opportunity to expand student learning and development, including increases in global, international, and intercultural competences. However, despite the increasing popularity of and participation in study abroad programmes, many student concerns and uncertainties remain. This research investigates initial pre-departure concerns and apprehensions of students undertaking a one-semester study abroad programme and uses these as context for an examination of violated expectations of students during their programme. The research uses interpretative phenomenological analysis to interpret data collected from regularly-updated blogs composed by students throughout their SAP experience. The process of using blogs to collect data is less formalised than many other approaches of interpretative phenomenological analysis, enabling 'in the moment' feedback during the SAP and lending greater depth to the understanding of student perceptions.

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Short‐term study abroad: a transformational approach to global business education

Cited by 27 publications

References 19 publications

Incorporating Experiential Learning and Education for Sustainable Development into Study Abroad Programs

Incorporating Experiential Learning and Education for Sustainable Development into Study Abroad Programs

Either Here or There: Short‐Term Study Abroad and the Discourse of Going

Concerns and expectations of students participating in study abroad programmes: Blogging to reveal the dynamic student voice

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