Modes of Study Abroad Learning: Toward Short-Term Study Abroad Program Designs Beyond the Study Abroad Effect


  • Neriko Doerr Ramapo College



Academic rigor, short-term, study abroad, study abroad effects, the United States


When a class is considered a study abroad rather than on-campus course, new criteria of learning, evaluation, and vocabulary often apply. Calling it “study abroad effects”, this article examines such effects on short-term study abroad programs in the US by introducing the notion of the “mode of study abroad learning”, a kind of study abroad effect that guides how students’ study during study abroad. The article investigates three syllabi and identifies four modes of study abroad learning: the course content without specificity, the use of the notion of immersion, the lack of theoretical engagement, and the use of non-academic vocabulary. Arguing that short-term study abroad programs are often positioned nominally as “academic” but substantially as “non-academic”, this article suggests ways to make such programs academically rigorous.


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Author Biography

Neriko Doerr, Ramapo College

Neriko Musha Doerr received a Ph.D. in cultural anthropology from Cornell University. Her research interests include study abroad, politics of difference, language and power, civic engagement, and politics of education in Japan, Aotearoa/New Zealand, and the United States. Her publications include Transforming Study Abroad: A Handbook, and The Global Education Effect and Japan: Constructing New Borders and Identification Practices, and articles in various peer-reviewed journals. She currently teaches at Ramapo College in New Jersey, U.S.A.


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How to Cite

Doerr, N. (2022). Modes of Study Abroad Learning: Toward Short-Term Study Abroad Program Designs Beyond the Study Abroad Effect. Frontiers: The Interdisciplinary Journal of Study Abroad, 34(2), 112–132.



Research Articles