Facilitating student access to global internships and study abroad: The value of high impact practices
DOI:
https://doi.org/10.36366/frontiers.v2iForumEATLT2.1093Keywords:
Credit recognition, financial opportunities, international internships, multicultural skills, study abroadAbstract
This case study documents student feedback on financial challenges and some of the benefits of a global internship at a large study center. The global internship experience was part of study abroad initiatives in Spain led by a large research university in the state of Florida over the summer months. The case study reviews students’ input on financial opportunities offered by the institution. It also presents student views on the linguistic and cultural advantages of the global internship experience. Adapting from Tiv et al.’s (2022) Systemic Framework to an internship setting, we argue that the impact of the experience on student interns is moderated by interpersonal, ecological, social and temporal factors. Pedagogical implications are provided to inform study abroad academic leaders and to encourage student participation in future global internships abroad.
Downloads
References
Aw, F., & Torres, M. A. (2024, February 26). US college students need to go away: Why study abroad is essential to our future. The Hill. https://thehill.com/opinion/4490110-us-college-students-need-to-go-away-why-study-abroad-is-essential-to-our-future/
Baert, S., Neyt, B., Siedler, T., Tobback, I., & Verhaest, D. (2021). Student internships and employment opportunities after graduation: A field experiment. Economics of Education Review, 83, 1-11, https://doi.org/10.1016/j.econedurev.2021.102141
Davis, K. A., & Knight, D. B. (2021). Comparing students’ study abroad experiences and outcomes across global contexts. International Journal of Intercultural Relations, 83, 114-127. https://doi.org/10.1016/j.ijintrel.2021.05.003
Diskin, C. (2020). New speakers in the Irish context: Heritage language maintenance among multilingual migrants in Dublin, Ireland. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00163
Finley, A.P. (2025). The agility imperative: How employer view preparation for an uncertain future. American Association of Colleges and Universities. https://www.aacu.org/research/the-agility-imperative
Kuh, G. (2008). High-Impact educational practices: what they are, who has access to them, and why they matter. American Association of Colleges and Universities. https://www.aacu.org/publication/high-impact-educational-practices-what-they-are-who-has-access-to-them-and-why-they-matter
Llombart-Huesca, A., & Gaytán-Soto, L.D. (2023). Spanish heritage languages learners’ reading accuracy and spelling difficulties. Spanish as a Heritage Language, 3(2): Selected papers from the 9th National Symposium on Spanish as a Heritage Language, 65-87. https://doi.org/10.5744/shl.2023.1947
Luxton, I., Valdes-Vazquez, R., Egemen, O., & Thornes, L. (2022). High Impact Learning in a short-term study abroad program. Frontiers: The Interdisciplinary Journal of Study Abroad., 34(1), 97-130a. DOI: 10.36366/frontiers.v34i1.541
Netz, N. (2021). Who benefits most from studying abroad? A conceptual and empirical overview. Higher Education, 82, 1049-1069. https://doi.org/10.1007/s10734-021-00760-1
Nunley, J.M., Pugh, A., Romero, N., & Seals, R. A. (2015). College major, internship experience and employment opportunities: Estimates from a résumé audit. Labour Econommics, 38, 37-46. https://doi.org/10.1016/j.labeco.2015.11.002
Pascual y Cabo, D., & Torres, J. (2021). Aproximaciones al estudio del español como lengua de herencia. Routledge. First Edition Book series: Advances in Spanish Language Teaching. https://doi.org/10.4324/9780429443657
Polinsky, M. (2022). Some remarks on Spanish in the bilingual world. Journal of World Languages, 9(1), 15-26. https://doi.org/10.1515/jwl-2022-0053
Quan, T., Diao, W., & Trentman, E. (2023). Returning to normal?: Reimagining study abroad and language learning for a sustainable and equitable future. L2 Journal, 15(2), 145-159. https://doi.or/10.5070/L215260152
Rider, R., & Miller-Perrin, C. (2023). Sense of community as a mediator between study abroad experiences and perceived well-being. Modern Psychological Studies, 29(1), 1-25. https://scholar.utc.edu/mps/vol29/iss1/28
Rivas Hermann, R., Amaral, M., & Bonzanini Bossle, M. (2022). Integrating problem-based learning with international internships in business education. Journal of Teaching in International Business, 32(3-4), 202-235, DOI: 10.1080/08975930.2022.2033667
Segalowitz, N., Freed, B., Collentine, J., Lafford, B., Lazar, N., & Díaz-Campos, M. (2004). A comparison of Spanish second language acquisition in two different learning contexts: Study abroad and the domestic classroom. Frontiers: The Interdisciplinary Journal of Study Abroad, 10(1), 1-18. https://doi.org/10.36366/frontiers.v10i1.130
Titone, D. A., & Tiv, M. (2022). Rethinking multilingual experience through a Systems Framework of Bilingualism. Bilingualism: Language and Cognition, 26(1). 1-16. https://doi.org/10.1017/S1366728921001127
Tiv, M., Kutlu, E., Gullifer, J. W., Feng, R. Y., Doucerain, M. M., & Titone, D. A. (2022). Bridging interpersonal and ecological dynamics of cognition through a systems framework of bilingualism. Journal of Experimental Psychology: General, 151(9), 2128-2143. https://doi.org/10.1037/xge0001174
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Estrella, Quynh
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
