Study Abroad and Intercultural Development: A Longitudinal Study

Abstract

When evaluating the effectiveness of study abroad programs, students overwhelmingly report that they continue to develop their self-confidence and world view as a result of their study abroad experience once they return home. This article presents a study that uses the intercultural development inventory (IDI) to address whether or not students' cultural learning continued to improve four months after returning from their study abroad experience.

Evaluating the Role of Edu Tourism In Achieving Sustainability Applied On Mansoura University

“…(Yfantidou & Goulimaris, 2018). Educational tourism can take a variety of directions and serve a diversity of visitors interests such as satisfying curiosity about other people with their cultures, heritage, (Ingraham & Peterson, 2004., Rexeisen et al, 2008 historic places, natural environments, folklore, arts, languages…etc., throughout organized learning. (Kalnowski & Weiler, 1992., Stone & Petrick, 2013).…”

The Value of Study Abroad Experience in the Labor Market: Findings from a Resume Audit Experiment

“…Prior research suggests that study abroad programs enhance skills such as intercultural understanding, foreign language fluency, interpersonal skills, tolerance, self-confidence, independence, adaptability, and openness to learning. (Anderson et al, 2006;Bachner & Zeutschel, 2009;Cheiffo, 2007;Dwyer, 2004a;Farrugia & Sanger, 2017;Heinzmann et al, 2015;Murphy et al, 2014;Paige, Cohen, & Shively;2004;Rexeisen et al, 2008;Stone & Petrick, 2013;Sutton & Rubin, 2004). Students who participated in programs of longer-durations tend to exhibit higher levels of these characteristics (Engle & Engle, 2004;Dwyer, 2004b;Ingraham & Peterson, 2004).…”

“…Some recent studies have used a pre-post design, collecting outcomes measures both at baseline and after the study abroad trip. Of these studies, some include a control group of students who do not study abroad, while others do not (Anderson et al, 2006;O'rear et al, 2012;Rexeisen et al, 2008). Despite the addition of controlling for baseline measures of the outcome variables of interest as well as other demographic control variables that potentially explain selection into study abroad programs, these studies are still correlational in nature.…”

“…Study abroad continues to be promoted by postsecondary institutions because it presumably enhances intercultural competence, self-confidence, civic dispositions, and other skills or knowledge that translate into higher educational attainment and greater success in the labor market. Prior research has indeed documented these differences between students with and without study abroad experience (Dwyer, 2004a, Engle & Engle, 2004Heinzmann et al, 2013;Murphy et al, 2014;Norris & Gillespie, 2008;Orahood, Kruze, & Pearson, 2004;Orahood, Woolf, & Kruze, 2008;O'Rear, Sutton, & Rubin, 2012;Paige et al, 2004;Paige et al, 2009;Rexeisen et al, 2008;Van Hoof & Verbeeten, 2005). However, these studies are limited by research designs that do not sufficiently account for selection bias, casting doubt on claims that study abroad experiences directly cause these changes in students Thus, it is unclear whether differences between students with and without study abroad experience are attributable to the study abroad experience itself or another unobserved difference between them.…”

The Long-Term Impact of a Short-Term Study Abroad Program: Perspectives on Global Citizenship

“…It is not uncommon for such studies to use pre-and post-test assessment tools: the pre-test being given just prior to leaving on the short-term study abroad program, while the post-test is given immediately after returning or within a few weeks after return. A variety of measurement instruments have been used to analyze the impact of study abroad programs including the Cross-Cultural Adaptability Inventory (Mapp, 2012;Kitsantas, 2004), the Intercultural Development Inventory (IDI) (Kelley & Meyers, 1993;Anderson, 2006;Rexeisen, 2008;Hammer et al, 2002Hammer et al, , 2003Jackson, 2008). The IDI is based on the Developmental Model of Intercultural Sensitivity (Bennett, 1993), which measures a respondent's developmental stage in guiding and limiting interaction across difference.…”