Beyond “It was Great”? Not so Fast!
DOI:
https://doi.org/10.36366/frontiers.v26i1.362Keywords:
Study abroad, Education abroad, Intervention, Intercultural competence, AssessmentAbstract
This article is a response to “Beyond It Was Great” argument that dominates much of the recent study abroad research literature. This argument is based on assertions: growth in students’ intercultural competence is disappointing, and students’ intercultural competence is best developed when experts intervene and students engage in deliberate reflection. I point to results from large study abroad studies to raise questions about assertions that student growth is “disappointing” and that the interventionist approach is the best approach to developing students’ intercultural competence. I question the term “intervention” and the assumptions it carries about students becoming more interculturally competent. I describe two alternatives to the interventionist approach that have a distinctly different view of how intercultural competence develops and the respective roles of the teacher and students. I conclude that diversity of assessments and instructional approaches is critical for the future of research and practice in the relatively young field of study abroad.
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References
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.
Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience. Yarmouth, ME: Intercultural Press.
Braskamp, L. A., Braskamp, D. C., & Merrill, K. (2009). Assessing Progress in Global Learning and Development of Students with Education Abroad Experiences. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 101-118.
Brockington, J. L., & Wiedenhoeft, M. D. (2009). The liberal arts and global citizenship: Fostering intercultural engagement through integrative experiences and structured reflection. In R. Lewin (Ed.), The Handbook of Practice and Research in Study Abroad. New York: Routledge.
Carlson, J. S., Burn, B. B., Useem, J., & Yachimowicz, D. (1990). Study Abroad: The Experience of American Undergraduates. Westport, CT: Greenwood.
Collegiate Employment Research Institute (1999). Recruiting Trends 1999-2000. East Lansing, MI: Michigan State University.
Che, S. M., Spearman, M., & Manizade, A. (2009). Constructive disequilibrium: Cognitive and emotional development through dissonant experiences in less familiar destinations. In R. Lewin (Ed.), The Handbook of Practice and Research in Study Abroad. New York: Routledge.
Chieffo, L., & Griffiths, L. (2009). Here to stay: Increasing acceptance of short-term study abroad programs. In R. Lewin (Ed.), The Handbook of Practice and Research in Study Abroad. New York: Routledge.
Clarke, Flaherty, Wright, & McMillen, (2009). In R. Lewin (Ed.), The Handbook of Practice and Research in Study Abroad. New York: Routledge.
Cohen, A. D., Paige, R. M., Kappler, B., Chi, J.C., & Lassegard, J. P. (2005). Maximizing Study Abroad Through Language and Culture Strategies: Research on Students, Study Abroad Program Professionals, and Language Instructors. Center for Advanced Research on Language Acquisition. University of MN.
Deardorff, D. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education,10, 241.
Dewey, J. (1938). Experience and Education. New York: Macmillan.
Engle, personal communication, March, 2014. The Forum Conference on Education Abroad. San Diego, CA.
Engle, L. (2013). What do we know now and where do we go from here? Opening Plenary. Forum on Education Abroad, Chicago.
Engle, J., & Engle, L. (1999). Program intervention in the process of cultural integration: The example of French practicum. Frontiers: The Interdisciplinary Journal of Study Abroad, 5, 39-60.
Fantini, A. (2009). Assessing intercultural competence: Issues and tools. In D. K. Deardorff (Ed.), The SAGE Handbook of Intercultural Competence. Thousand Oaks, Calif.: Sage.
Gardner, P., Gross, L., & Steglitz, I. (2008). Unpacking your study abroad experience: Critical reflection for workplace competencies. College Employment Research Institute Research Brief, 1(1). East Lansing, MI: Michigan State University.
Gaw, K. F. (2000). Reverse culture shock in students returning from overseas.
International Journal of Intercultural Relations, 24(1), 83-104.
Hammer, M., Bennett, M., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International Journal of Intercultural Relations, 27(4), 421–443.
Kolb. D. A. and Fry, R. (1975) ‘Toward an applied theory of experiential learning;, in C. Cooper (ed.) Theories of Group Process, London: John Wiley.
Cushner, K., & Karim, A. U. (2004). Study abroad at the university level. In D. Landis, J. M. Bennett, & M. J. Bennett (Eds.), Handbook of intercultural training, 3rd Edition (pp. 289 - 308). Thousand Oaks, CA: Sage Publications.
Jackson, J. 167-188
Lave, Jean; Wenger, Etienne (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Lewin. R. (2009). The Handbook of Practice and Research in Study Abroad. R. Lewin (Ed.). New York: Routledge.
Miville, M. L., Gelso, C. J., Pannu, R., Liu, W., Touradji, P., Hollowa, P., & Fuertes, J. N. (1999). Appreciating similarities and valuing differences: The Miville-Guzman Universality Diversity Scale. Journal of Counseling Psychology, 46(3), 291–307.
Paige, R. M. (2004). Instrumentation in intercultural training. In D. Landis, J. M. Bennett, & M. J. Bennett (Eds), Handbook of Intercultural Training (3rd. ed., pp. 85-128). Newbury Park, CA: Sage.
Paige, R. M., Fry, G. M., Stallman, E. M., Josic, J., & Jon, J. (2009). Study abroad for global engagement: The long-term impact of mobility experiences. Intercultural Education, 20, 29 - 44.
Paige, R. M., Cohen, A. D., Kappler, B., Chi, J.C., & Lassegard, J. P. (2002). Maximizing Study Abroad: A Program Professionals’ Guide to Strategies for Language and Culture Learning and Use. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota.
Salisbury,M.H.,An,B.P.,& Pascarella,E.T.(2013). The effect of study abroad on intercultural competence among undergraduate college students. Journal of Student Affairs Research and Practice, 50(1), 1–20.
Sutton, R. C., and Rubin, D. L. (2004). The GLOSSARI Project: Initial findings from a sys- tem-wide research initiative on study abroad learning outcomes. Frontiers: The Interdisci- plinary Journal of Study Abroad, 10, 65–82.
Sutton, R. C., and Rubin, D. L. (2010). Documenting the academic impact of study abroad. Final report of the GLOSSARI project. Paper presented at the NAFSA Annual Confer- ence, Kansas City, MO.
Twombly, S. B., Salisbury, M. H., Tumanut, S. D., & Klute, P. (2012). Study abroad in a new global century. Renewing the promise; Refining the purpose. ASHE Higher Education Report, 38, 4.
Vande Berg. M. (2007). Intervening in the learning of U.S. students abroad. Journal of Studies in International Education, 11(3-4), 392-399.
Vande Berg, M., Connor-Linton, J., & Paige, R. M. (2009). The Georgetown Consortium Report: Interventions for student learning abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 1-75.
Vande Berg, M., Paige, R. M., & Lou, K. H. (2012). Student Learning Abroad: What Our Students Are Learning, What They’re Not, and What We Can Do About It. Sterling, VA: Stylus.
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.
Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience. Yarmouth, ME: Intercultural Press.
Braskamp, L. A., Braskamp, D. C., & Merrill, K. (2009). Assessing Progress in Global Learning and Development of Students with Education Abroad Experiences. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 101-118.
Brockington, J. L., & Wiedenhoeft, M. D. (2009). The liberal arts and global citizenship: Fostering intercultural engagement through integrative experiences and structured reflection. In R. Lewin (Ed.), The Handbook of Practice and Research in Study Abroad. New York: Routledge.
Carlson, J. S., Burn, B. B., Useem, J., & Yachimowicz, D. (1990). Study Abroad: The Experience of American Undergraduates. Westport, CT: Greenwood.
Collegiate Employment Research Institute (1999). Recruiting Trends 1999-2000. East Lansing, MI: Michigan State University.
Che, S. M., Spearman, M., & Manizade, A. (2009). Constructive disequilibrium: Cognitive and emotional development through dissonant experiences in less familiar destinations. In R. Lewin (Ed.), The Handbook of Practice and Research in Study Abroad. New York: Routledge.
Chieffo, L., & Griffiths, L. (2009). Here to stay: Increasing acceptance of short-term study abroad programs. In R. Lewin (Ed.), The Handbook of Practice and Research in Study Abroad. New York: Routledge.
Clarke, Flaherty, Wright, & McMillen, (2009). In R. Lewin (Ed.), The Handbook of Practice and Research in Study Abroad. New York: Routledge.
Cohen, A. D., Paige, R. M., Kappler, B., Chi, J.C., & Lassegard, J. P. (2005). Maximizing Study Abroad Through Language and Culture Strategies: Research on Students, Study Abroad Program Professionals, and Language Instructors. Center for Advanced Research on Language Acquisition. University of MN.
Deardorff, D. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education,10, 241.
Dewey, J. (1938). Experience and Education. New York: Macmillan.
Engle, personal communication, March, 2014. The Forum Conference on Education Abroad. San Diego, CA.
Engle, L. (2013). What do we know now and where do we go from here? Opening Plenary. Forum on Education Abroad, Chicago.
Engle, J., & Engle, L. (1999). Program intervention in the process of cultural integration: The example of French practicum. Frontiers: The Interdisciplinary Journal of Study Abroad, 5, 39-60.
Fantini, A. (2009). Assessing intercultural competence: Issues and tools. In D. K. Deardorff (Ed.), The SAGE Handbook of Intercultural Competence. Thousand Oaks, Calif.: Sage.
Gardner, P., Gross, L., & Steglitz, I. (2008). Unpacking your study abroad experience: Critical reflection for workplace competencies. College Employment Research Institute Research Brief, 1(1). East Lansing, MI: Michigan State University.
Gaw, K. F. (2000). Reverse culture shock in students returning from overseas.
International Journal of Intercultural Relations, 24(1), 83-104.
Hammer, M., Bennett, M., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International Journal of Intercultural Relations, 27(4), 421–443.
Kolb. D. A. and Fry, R. (1975) ‘Toward an applied theory of experiential learning;, in C. Cooper (ed.) Theories of Group Process, London: John Wiley.
Cushner, K., & Karim, A. U. (2004). Study abroad at the university level. In D. Landis, J. M. Bennett, & M. J. Bennett (Eds.), Handbook of intercultural training, 3rd Edition (pp. 289 - 308). Thousand Oaks, CA: Sage Publications.
Jackson, J. 167-188
Lave, Jean; Wenger, Etienne (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Lewin. R. (2009). The Handbook of Practice and Research in Study Abroad. R. Lewin (Ed.). New York: Routledge.
Miville, M. L., Gelso, C. J., Pannu, R., Liu, W., Touradji, P., Hollowa, P., & Fuertes, J. N. (1999). Appreciating similarities and valuing differences: The Miville-Guzman Universality Diversity Scale. Journal of Counseling Psychology, 46(3), 291–307.
Paige, R. M. (2004). Instrumentation in intercultural training. In D. Landis, J. M. Bennett, & M. J. Bennett (Eds), Handbook of Intercultural Training (3rd. ed., pp. 85-128). Newbury Park, CA: Sage.
Paige, R. M., Fry, G. M., Stallman, E. M., Josic, J., & Jon, J. (2009). Study abroad for global engagement: The long-term impact of mobility experiences. Intercultural Education, 20, 29 - 44.
Paige, R. M., Cohen, A. D., Kappler, B., Chi, J.C., & Lassegard, J. P. (2002). Maximizing Study Abroad: A Program Professionals’ Guide to Strategies for Language and Culture Learning and Use. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota.
Salisbury,M.H.,An,B.P.,& Pascarella,E.T.(2013). The effect of study abroad on intercultural competence among undergraduate college students. Journal of Student Affairs Research and Practice, 50(1), 1–20.
Sutton, R. C., and Rubin, D. L. (2004). The GLOSSARI Project: Initial findings from a sys- tem-wide research initiative on study abroad learning outcomes. Frontiers: The Interdisci- plinary Journal of Study Abroad, 10, 65–82.
Sutton, R. C., and Rubin, D. L. (2010). Documenting the academic impact of study abroad. Final report of the GLOSSARI project. Paper presented at the NAFSA Annual Confer- ence, Kansas City, MO.
Twombly, S. B., Salisbury, M. H., Tumanut, S. D., & Klute, P. (2012). Study abroad in a new global century. Renewing the promise; Refining the purpose. ASHE Higher Education Report, 38, 4.
Vande Berg. M. (2007). Intervening in the learning of U.S. students abroad. Journal of Studies in International Education, 11(3-4), 392-399.
Vande Berg, M., Connor-Linton, J., & Paige, R. M. (2009). The Georgetown Consortium Report: Interventions for student learning abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 1-75.
Vande Berg, M., Paige, R. M., & Lou, K. H. (2012). Student Learning Abroad: What Our Students Are Learning, What They’re Not, and What We Can Do About It. Sterling, VA: Stylus.
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Published
2015-11-11
How to Cite
Wong, E. D. (2015). Beyond “It was Great”? Not so Fast!. Frontiers: The Interdisciplinary Journal of Study Abroad, 26(1), 121–135. https://doi.org/10.36366/frontiers.v26i1.362
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