The study buddy effect: studying abroad with a close friend and the development of cultural agility

Abstract

This study examines whether preexisting close friendships facilitate students’ cultural agility development during short-term international study abroad experiences. Using a longitudinal design, we found that study abroad students who had a close friend accompanying them on the experience (i.e., an “international study buddy”) had lower cultural agility at the onset of the experience but had a higher level of cultural agility development upon return, compared with those without a friend on the trip. Those who did not travel with friends demonstrated no significant cross-cultural competency development. Our findings suggest that contextual novelty is independently determined, and the presence of a trusted friend may help reduce the novelty enough such that students with lower predeparture cultural agility can comfortably gain from the experience. At the same time, for development to occur, students with higher cultural agility may need more contextual novelty than the short-term study abroad experience provides.

The impact of COVID-19 Epidemic on Teaching and Learning

“…If a student does not show up at a meeting, he will be contacted by his buddy. The concept study-buddy is known from literature in social psychology [15]. By the introduction of distant learning courses as MOOCs a new phenomenon appears.…”

The impact of Leadershift on cultural agility policy: The search for effective ways of mindfulness

“…Literature defines Cultural Agility as the knowledge, attitudes, and skills needed to effectively lead in a diversified community (Traylor & Caligiuri, 2019). Whether state-owned enterprises or private institutions, restructuring companies entails a change curve in both leadership positions and leadership styles.…”

What's my intention?: how male undergraduate students make sense of study abroad

“…Most notably, Ishaan's excitement for bonding with his university cohort abroad rested upon the expectation of their shared participation in cultural exploration and immersion in their host country. Such enthusiasm offers indirect support to research showing that participation in a study-abroad experience with a friend results in higher attainment of learning outcomes (DeJordy et al, 2020;Traylor & Caligiuri, 2019). After all, it is reasonable to assume that this desire for friendship made through shared experience will empower students' willingness to engage with opportunities that advance cross-cultural learning.…”