TY - GEN
T1 - Influence of Short-Term Study Abroad Program Design in Adjustment Experiences
AU - Melchor-Bazalar, Ariana
AU - Vargas-Sardon, Jorge Lucas
AU - Gallardo-Echenique, Eliana
N1 - Publisher Copyright:
© 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
PY - 2022
Y1 - 2022
N2 - The increasingly interconnected world and the demands for internationally educated graduates have had a major impact on higher education and have catalyzed the trend of short-term studies abroad. Differences in the program design- like duration, involvement in cultural integration, support groups and other features- may have varying implications on student learning outcomes. This study aims to analyze the influence of the program design in the adjustment experience of the students from the Iacocca Global Village 2018 edition. A qualitative case study design was chosen and fifteen semi-structured interviews with 19 open-ended questions were conducted followed by thematic analysis. Findings show there is a need for intentional pedagogy focused on intercultural outcomes supported by: (a) ongoing mentoring, (b) mandatory involvement in cultural integration and support groups, (c) pressure for real work and accountability as a prerequisite to leave the comfort zone and foster intercultural encounters and (d) that alumni networks can contribute to keep the sense of belonging developed in the program.
AB - The increasingly interconnected world and the demands for internationally educated graduates have had a major impact on higher education and have catalyzed the trend of short-term studies abroad. Differences in the program design- like duration, involvement in cultural integration, support groups and other features- may have varying implications on student learning outcomes. This study aims to analyze the influence of the program design in the adjustment experience of the students from the Iacocca Global Village 2018 edition. A qualitative case study design was chosen and fifteen semi-structured interviews with 19 open-ended questions were conducted followed by thematic analysis. Findings show there is a need for intentional pedagogy focused on intercultural outcomes supported by: (a) ongoing mentoring, (b) mandatory involvement in cultural integration and support groups, (c) pressure for real work and accountability as a prerequisite to leave the comfort zone and foster intercultural encounters and (d) that alumni networks can contribute to keep the sense of belonging developed in the program.
KW - Education abroad
KW - Intercultural adjustment
KW - Intercultural communication
KW - Program design
KW - Study abroad
UR - https://www.scopus.com/pages/publications/85116910475
U2 - 10.1007/978-981-16-5792-4_52
DO - 10.1007/978-981-16-5792-4_52
M3 - Contribución a la conferencia
AN - SCOPUS:85116910475
SN - 9789811657917
T3 - Smart Innovation, Systems and Technologies
SP - 524
EP - 533
BT - Communication and Smart Technologies - Proceedings of ICOMTA 2021
A2 - Rocha, Álvaro
A2 - Barredo, Daniel
A2 - López-López, Paulo Carlos
A2 - Puentes-Rivera, Iván
PB - Springer Science and Business Media Deutschland GmbH
T2 - International Conference on Communication and Applied Technologies, ICOMTA 2021
Y2 - 1 September 2021 through 3 September 2021
ER -