Comparing the transformative experiences of engineering students in short-term study abroad in France and Ghana

Authors

  • Sukeerti Shandliya University of Cincinnati
  • Jutshi Agarwal University at Buffalo, SUNY
  • Cedrick A. K. Kwuimy University of Cincinnati

DOI:

https://doi.org/10.36366/frontiers.v38i1.1025

Keywords:

Impact of geographical distance, short-term study abroad, transformative Learning

Abstract

Short-term study abroad programs (STSAs) have become increasingly popular in the United States. They are designed to promote global-mindedness, intercultural awareness, and transformative learning among participants. At the same time, they aim to reduce financial, academic, and personal barriers to make participation more accessible, particularly for students from minoritized backgrounds.  However, there exists gap in the literature regarding the impact of study abroad destinations on shaping the degree of transformative learning experiences that students have during short-term study abroad programs. This paper explores the transformative journey from study abroad, in two culturally different destinations – France and Ghana, using mixed methods research. Data was collected through a post-program survey from 15 students of the Ghana cohort and 17 students of the France cohort. Both the study abroad programs lasted 10 days and were comprised of similar programmatic components. The results obtained indicated that students who went to Ghana were more likely to experience profound transformation and changes in their habits of mind as compared to those who went to France. Evidence in the article suggests that study abroad destinations having higher cultural distances from the host institution might offer greater opportunities for impactful experiences in a shorter amount of time.

Abstract in French

Les programmes d’études à l’étranger de courte durée (Short-Term Study Abroad, STSA) connaissent une popularité croissante aux États-Unis. Ils visent à favoriser l’ouverture internationale, la sensibilité interculturelle et l’apprentissage chez les participants. Parallèlement, ils visent à réduire les barrières financières, académiques et personnelles, rendant ces expériences plus accessibles, notamment pour les étudiants issus de groupes sous-représentés. Cependant, la littérature présente un manque de travaux portant sur l’influence du lieu de destination sur le degré d’apprentissage vécu par les étudiants dans ces programmes. Cet article utilise la theorie de Mezirow pour examiner les trajectoires de transformation d’étudiants en ingénierie participant à des programmes d’études à l’étranger dans deux contextes culturels distincts : la France et le Ghana, en s’appuyant sur une approche méthodologique mixte. Les données ont été recueillies à l’aide d’un questionnaire administré après le programme auprès de 15 étudiants du groupe Ghana et de 17 étudiants du groupe France. Les deux programmes, d’une durée de huit jours, reposaient sur des composantes pédagogiques similaires. Les résultats indiquent que les étudiants ayant participé au programme au Ghana sont plus susceptibles de vivre des transformations profondes, notamment des changements dans leurs leurs habitudes de pensée, comparativement à ceux ayant participé au programme en France. Les résultats suggèrent que les destinations présentant une plus grande distance culturelle par rapport à l’institution d’origine offrent davantage d’opportunités de transformation significative, même sur une courte durée.

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Author Biographies

Sukeerti Shandliya, University of Cincinnati

Sukeerti Shandliya holds a Ph.D in Engineering and Computing Education from University of Cincinnati. Her research focuses on understanding the nature and extent of transformative learning experiences of engineering students within various experiential programs. She utilizes mixed method research designs to investigate the factors influencing varying outcomes related to transformative learning across programs. Her work aims to promote the holistic development of engineering students and foster inclusive pedagogies.

Jutshi Agarwal, University at Buffalo, SUNY

Jutshi Agarwal, PhD, is a Research Scientist with the Department of Engineering Education, University at Buffalo, SUNY. Her research is focused on the teaching preparation of graduate students as future engineering faculty, agency of students in open-ended problems, and the professional development of K-12 teachers for teaching engineering design. She strives to identify, adopt, or adapt knowledge from different discipline-based education research (DBER) literature to promote better preparedness and efficacy of educators in engineering at different levels.

Cedrick A. K. Kwuimy, University of Cincinnati

Cedrick A. K. Kwuimy, PhD, is an Associate Professor–Educator in the Department of Engineering & Computing Education at the University of Cincinnati. His work sits at the intersection of engineering education, experiential and transformative learning, and global workforce development. He leads and studies international and experiential programs—including study abroad, virtual international collaboration, and international research experiences—focused on how engineers develop professional identity, judgment, and habits of mind in complex, cross-cultural contexts. A Fulbright Scholar and Carnegie African Diaspora Fellow, Dr. Kwuimy has designed and led capacity-building workshops in Africa and the United States.

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Published

2026-04-23

How to Cite

Shandliya, S., Agarwal, J., & Kwuimy, C. (2026). Comparing the transformative experiences of engineering students in short-term study abroad in France and Ghana. Frontiers: The Interdisciplinary Journal of Study Abroad, 38(1), 101–137. https://doi.org/10.36366/frontiers.v38i1.1025

Issue

Vol. 38 No. 1 (2026): April 2026

Section

Research Articles

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Copyright (c) 2026 Sukeerti Shandliya, Jutshi Agarwal, CEDRICK KWUIMY

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