Student Learning Objectives: What Instructors Emphasize in Short-Term Study Abroad

Abstract

Given that higher education institutions are increasingly utilizing short term study abroad courses as a means to develop students’ intercultural competency, it is important to determine if and how the instructors leading these programs are incorporating intercultural learning into their courses. By examining learning objectives embedded within syllabi from short term study abroad courses, the purpose of this study was to identify the relative extent to which instructors emphasize disciplinary and intercultural learning in teaching short term study abroad courses, and to examine the types of intercultural learning that instructors are explicitly including in their courses. Findings point to a wide diversity of emphasis on disciplinary cont ent and intercultural learning, with slightly more courses emphasizing disciplinary content than intercultural learning. Of those learning objectives that focus on intercultural learning, the vast majority focused on intercultural knowledge rather than skills or attitudes.

A catalyst for learning or reinforcement of inequities: Using a critical hope lens to understand the potential and limitations of short-term study abroad in fostering students’ ability to effectively interact across differences.

“…Many faculty members indicate cultural learning is the most important goal of their STSA (Niehaus & Wegener, 2018). Stated learning objectives for STSA courses, however, tend to focus on cultural knowledge acquisition over other forms of cultural learning (Niehaus et al, 2019), reflecting the consumerist approach to STSA; the goal is for students to extract knowledge, rather than develop skills or change attitudes. Research on students’ intercultural learning similarly highlights that most learning in STSA seems to focus on cultural knowledge (e.g., Engle & Crowne, 2014; Gaia, 2015; Niehaus & Nyunt, 2020).…”

Survey of International Experience Opportunities for Athletic Training Students and Faculty

“…Opportunities should provide a comparative approach to enhance disciplinespecific learning. 21 We cannot simply take what we do in the United States and teach in the same way, just in a different country. Typically, the content and purpose of international experiences are determined by individual faculty members.…”

“…Only through conscious awareness can we avoid this pitfall. 21 One summary of the literature in this area concluded that faculty leading such international opportunities must explicitly incorporate intercultural learning and intentionally engage students in cross-cultural learning opportunities to effectively develop global competence. 21 Those involved in future international experience in athletic training should keep these recommendations in mind.…”

Study Abroad: Benefits, Concerns, Who Goes and Why?

“…A large body of literature has highlighted the benefits of globalization and increased intercultural connectedness (Amuzie & Winke, 2009;Behrnd & Porzelt, 2012;Fairchild et al, 2009;Fine & McNamara, 2011;Gaia, 2015;Goldoni, 2013;Gow-Hogge, 2020;Kurt et al, 2013;Niehaus et al, 2019;Tarchi & Surian, 2021). Other major motivating factors for students in "Western countries" such as the United States to travel abroad are the ability to gain international experiences, develop personally, and gain a competitive advantage in the labor market (Beerkens et al, 2016;Findlay & King, 2010;Partlo & Ampaw, 2018).…”