Does Faculty-Led Short-Term Study Abroad Improve Students’ Global Competence? Findings From a Systematic Review and Evidence Gap Map

Authors

  • Colleen Fisher University of Alabama at Birmingham
  • Laurel Iverson Hitchcock University of Alabama at Birmingham
  • Stacy Moak University of Alabama at Birmingham
  • Ashley Neyer University of Alabama at Birmingham
  • Sarah Moore University of North Texas
  • Scott Marsalis University of Minnesota

DOI:

https://doi.org/10.36366/frontiers.v35i1.727

Keywords:

Global competence, faculty-led, short-term study abroad, systematic review

Abstract

As a high-impact pedagogical practice, study abroad is frequently utilized as an internationalization strategy to build post-secondary students’ global competence, but the impact of faculty-led short-term study abroad may vary widely across outcomes of interest. An understanding of student learning outcomes is especially needed now as COVID-19 begins to shift from pandemic to endemic and universities restart international initiatives. This systematic review synthesized and mapped evidence on global competence outcomes of short-term study abroad for undergraduate and graduate students. Studies (n=92) reported a total of 215 outcomes representing the three global competence domains of knowledge (41.4% of all outcomes), attitudes (38.1%), and skills (20.5%). Data sources used to assess global competence outcomes included self-administered surveys (40.1% of assessments), student journals (24.9%), and qualitative interviews (13.6%). While findings from this sample of studies offer evidence of positive impact of short-term study abroad on students’ global competence, the substantive and methodological evidence gaps identified can help to build conceptual clarity and guide design of future assessment approaches.

Abstract in Spanish

Como práctica pedagógica de alto impacto, estudiar en el extranjero se utiliza con frecuencia como una estrategia de internacionalización para desarrollar la competencia global de los estudiantes postsecundarios, pero el impacto de los estudios a corto plazo dirigidos por profesores en el extranjero puede variar ampliamente según los resultados de interés. La comprensión de los resultados de aprendizaje de los estudiantes es especialmente necesaria hoy en día que COVID-19 comienza a cambiar de pandemia a endémica y las universidades reinician las iniciativas internacionales. Esta revisión sistemática sintetizó y mapeó la evidencia sobre los resultados de competencia global de los estudios a corto plazo en el extranjero para estudiantes de pregrado y posgrado. Los estudios (n = 92) informaron un total de 215 resultados que representan los tres dominios de competencia global de conocimiento (41,4% de todos los resultados), actitudes (38,1%) y habilidades (20,5%). Las fuentes de datos utilizadas para evaluar los resultados de competencia global incluyeron encuestas autoadministradas (40,1% de las evaluaciones), revistas estudiantiles (24,9%) y entrevistas cualitativas (13,6%). Mientras los hallazgos de esta muestra de estudios ofrecen evidencia del impacto positivo de los estudios a corto plazo en el extranjero en la competencia global de los estudiantes, las brechas de evidencia sustantiva y metodológica identificadas pueden ayudar a construir claridad conceptual y guiar el diseño de futuros enfoques de evaluación.

Downloads

Download data is not yet available.

Author Biographies

Colleen Fisher, University of Alabama at Birmingham

Colleen Fisher is Associate Professor of Social Work and MSW Program Director at the University of Alabama at Birmingham and a recent Fulbright Scholar to India. Dr. Fisher’s research focuses on health equity, both in the U.S. and in the Global South, social and structural factors that promote or hinder health and wellbeing among marginalized and vulnerable populations. She regularly teaches faculty-led short-term study abroad courses and has published several articles on the topic.

Laurel Iverson Hitchcock, University of Alabama at Birmingham

Laurel Iverson Hitchcock is Associate Professor and Undergraduate Program Director in the Department of Social Work at the University of Alabama at Birmingham. Her research interests include in social work education, technology and social media, interprofessional education, and public health social work. Her current work examines the use of high-impact teaching practices (service learning, education abroad and simulations) with social work students. She blogs at www.laureliversonhitchcock.org.

Stacy Moak, University of Alabama at Birmingham

Stacy Moak is a professor in the department of Political Science and Public Administration at the University of Alabama Birmingham. She holds a juris doctorate from Loyola University New Orleans and a PhD in Urban Studies from the University of New Orleans. Dr. Moak has been recognized by her university as an outstanding faculty member in Education Abroad. Her primary research focus concerns offender reentry and the scholarship of teaching and learning.

Ashley Neyer, University of Alabama at Birmingham

Ashley Neyer is the Director of the Office of Education Abroad at the University of Alabama at Birmingham. She has served in the field of international education for over a decade, prioritizing student accessibility, diversity, and cultural learning in program development and outreach efforts. She has accomplished strategic growth for faculty engagement in internationalization through innovative programming that prioritizes enhancing students’ global competency skills.

Sarah Moore, University of North Texas

Sarah Moore is an Assistant Professor in the Social Work Department at the University of North Texas. Her research focuses on international social work practice and education—encompassing refugee and immigrant populations, survivors of torture, and the Ethiopian immigrant community. She serves on the Board for the Global Awareness Society International and was a 2022 recipient of a Fulbright-Hays Seminar Abroad award to Norway.

Scott Marsalis, University of Minnesota

Scott Marsalis is Interim Director, Research Services, Sciences, Agriculture, & Engineering, in the University of Minnesota Libraries as well as a social sciences librarian primarily supporting Social Work, Family Social Science, and Kinesiology. He is an instructor for the IMLS-grant funded Evidence Synthesis Institute, training librarians in how to best support evidence synthesis. His research focuses on supporting and evaluating the quality of evidence synthesis reviews in the social sciences.

References

Andha, A., Yuksel, P., & Nascimento, F. (2020). Forging multicultural sensitivity: How short-term study abroad experiences can help college students engage in a global society: Research Article. FIRE: Futuristic Implementations of Research in Education, 1(1), 13–21.

American Council on Education (n.d.). Handbook for ePortfolio Raters FIPSE/ACE: Lessons Learned in Assessing International Learning. Working document. https://5y1.org/info/successful-online-student-characteristics_3_7eba3c.html

Ananiadoui, K., & Claro, M. (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries. Working Paper. OECD.

Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2000). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, Abridged Edition (1st ed.). Pearson.

Aromataris, E., & Pearson, A. (2014). Systematic Reviews, Step by Step: The Systematic Review: An Overview. The American Journal of Nursing, 114(3), 53–58. http://www.jstor.org/stable/24466465 DOI: https://doi.org/10.1097/01.NAJ.0000444496.24228.2c

Assaf, L.C., O'Donnell Lussier, K., Furness, S., & Hoff, M. (2019). Exploring how a study abroad and international service-learning project shaped preservice teachers' understanding of humanizing pedagogy. Teacher Educator, 54(2), 105-124. https://doi.org/10.1080/08878730.2018.1520376 DOI: https://doi.org/10.1080/08878730.2018.1520376

American Association of Colleges and Universities. (2014). Global Learning VALUE rubric. https://www.aacu.org/initiatives/value-initiative/value-rubrics/value-rubrics-GLOBAL-learning

Auld, E., & Morris, P. (2019). Science by streetlight and the OECD’s measure of global competence: A new yardstick for internationalisation? Policy Futures in Education, 17(6), 677–698. https://doi.org/10.1177/1478210318819246 DOI: https://doi.org/10.1177/1478210318819246

Baraka, M. L. K., Yoder, L. S. M., Jones, A. H., & Huff, J. G. (2019). Cultivating Lifelong Commitments to Cultural Humility in an Undergraduate Study-Abroad Program. Reflections: Narratives of Professional Helping, 25(1), 42–48.

Battelle for Kids. (2019.). Framework for 21st Century Learning. https://static.battelleforkids.org/documents/p21/P21_Framework_Brief.pdf

Bell, H. L., Gibson, H. J., Tarrant, M. A., Perry, L. G., III, & Stoner, L. (2016). Transformational learning through study abroad: US students’ reflections on learning about sustainability in the South Pacific. Leisure Studies, 35(4), 389-405, doi: 10.1080/02614367.2014.962585. DOI: https://doi.org/10.1080/02614367.2014.962585

Bolen, M. C. (Ed.). (2007). A Guide to Outcomes Assessment in Education Abroad. Forum on Education Abroad. DOI: https://doi.org/10.36366/B.AGTOA.01012007

Bott-Knutson, R. C., Clay, S., Gonda, M., Walker, J., & Thaler, R. (2019). Assessing learning outcomes of a two-week agricultural study abroad experience to China. NACTA Journal, 63, 44-51.

Braskamp, L.A. (2010). Being effective interventionists to foster student global citizenship. Journal of College and Character, 11(1): 1-6. https://doi.org/10.2202/1940-1639.1014 DOI: https://doi.org/10.2202/1940-1639.1014

Braskamp, L.A., Braskamp, D. & 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. https://doi.org/10.36366/frontiers.v18i1.256 DOI: https://doi.org/10.36366/frontiers.v18i1.256

Cade, M. A. (2015). Heritage Seekers Not on Purpose: A Phenomenological Case Study Exploring the Lived Experiences of African American Students Who Studied Abroad to Ghana, West Africa. ProQuest LLC.

Chickering, A., & Braskamp, L. A. (2009). Developing a global perspective for personal and social responsibility. Peer Review, 11(4), 27–31.

Clifford, V. & Montgomery, C. (2014). Challenging conceptions of Western higher education and promoting graduates as global citizens. Higher Education Quarterly, 68(1), 28-45. https://doi.org/10.1111/hequ.12029 DOI: https://doi.org/10.1111/hequ.12029

Deardorff, D.K. (2006). Assessing intercultural competence in study abroad students. In Living and Studying Abroad: Research and Practice, M. Byram & A. Feng (Eds.), pp. 232-256. Multilingual Matters. DOI: https://doi.org/10.21832/9781853599125-013

Deardorff, D.K. (2009). The Sage Handbook of Intercultural Competence. Sage. DOI: https://doi.org/10.4135/9781071872987

Deruy, E. (2016, May 27). Colleges plan to send more students abroad.” The Atlantic. https://www.theatlantic.com/education/archive/2016/05/colleges-pledge-to-send-morestudents-abroad/484589/

Dwyer, M.M. & Peters, C.K. (2004). The benefits of study abroad. Transitions Abroad, 37(5), 56-58.

Earley, P. C., & Ang, S. (2003). Cultural Intelligence: Individual Interactions across Cultures. Stanford University Press. DOI: https://doi.org/10.1515/9780804766005

Farrugia, C. & Sanger, J. (2017). Gaining an employment edge: The impact of study abroad on 21st century skills & career prospects in the United States. IIE Center for Academic Mobility.

Fisher, C.M., Hitchcock, L.I., Neyer, A., Moak, S.M., Moore, S. & Marsalis, S.E. (2022). Contextualizing the impact of faculty-led short-term study abroad on students’ global competence: Characteristics of effective programs. Journal of Global Awareness, 3(1), Article 3. DOI: https://doi.org/10.24073/jga/3/01/03 DOI: https://doi.org/10.24073/jga/3/01/03

Fisher, C.M. & Grettenberger, S.E. (2015). Community-based participatory study abroad: A proposed model for social work education. Journal of Social Work Education, 51(3), 566-582. https://doi.org/10.1080/10437797.2015.1046342 DOI: https://doi.org/10.1080/10437797.2015.1046342

Fowler, Jr., F. J. (2013). Survey Research Methods. SAGE Publications.

Gundersen, K.J. (2014, February 13). Why don’t we study abroad? The Harvard Crimson. https://www.thecrimson.com/article/2014/2/13/why-not-study-abroad/

Haas, B. W. (2018). The impact of study abroad on improved cultural awareness: A quantitative review. Intercultural Education, 29(5–6), 571–588. https://doi.org/10.1080/14675986.2018.1495319 DOI: https://doi.org/10.1080/14675986.2018.1495319

Horey, D., Fortune, T., Nicolacopoulos, T., Kashima, E., & Mathisen, B. (2018). Global Citizenship and Higher Education: A Scoping Review of the Empirical Evidence. Journal of Studies in International Education, 22(5), 472–492. https://doi.org/10.1177/1028315318786443 DOI: https://doi.org/10.1177/1028315318786443

Hunter, W. D. (2004). Knowledge, skills, attitudes, and experiences necessary to become globally competent (Publication No. 3147319). Doctoral dissertation, Lehigh University. ProQuest.

Hunter, B., White, G. P., & Godbey, G. C. (2006). What does it mean to be globally competent? Journal of Studies in International education, 10(3), 267-285. https://doi.org/10.1177/1028315306286930 DOI: https://doi.org/10.1177/1028315306286930

Institute of International Education. (2021). “Detailed duration of US study abroad, 2005/06 2019/20” Open Doors report on international educational exchange. https://opendoorsdata.org/

Institute of International Education. (2020). Open Doors Report on International Educational Exchange. https://opendoorsdata.org/

Jacoby, B. (2015). Service-Learning Essentials: Questions, Answers, and Lessons Learned. Jossey-Bass.

Jansa, T. & Anderson, D.L. (2021). Socially Responsive Leadershipfor Post-Pandemic International Higher Education: Theoretical Considerations and Practical Implications. Institute of International Education. https://www.iie.org/Research-and-Insights/Publications/Member-Voices---Socially-Responsive-Leadership

Krishnan, L. A., & Jin, L. (2022). Long-Term Impact of Study Abroad on Intercultural Development. Perspectives of the ASHA Special Interest Groups, 7(2), 560–573. https://doi.org/10.1044/2021_PERSP-21-00128 DOI: https://doi.org/10.1044/2021_PERSP-21-00128

Krishnan, L. A., Richards, K. A. R., & Simpson, J. M. (2016). Outcomes of an international audiology service-learning study-abroad program. American Journal of Audiology, 25(1), 1-13. DOI: https://doi.org/10.1044/2015_AJA-15-0054

Kohli Bagwe, T., & Haskollar, E. (2020). Variables Impacting Intercultural Competence: A Systematic Literature Review. Journal of Intercultural Communication Research, 49(4), 346–371. https://doi.org/10.1080/17475759.2020.1771751 DOI: https://doi.org/10.1080/17475759.2020.1771751

Kosman, B. A., Etxebarria, N., & Chipchase, L. S. (2021). The impact of learning abroad programs in developing countries: A scoping review. Nurse Education Today, 97, 104716. https://doi.org/10.1016/j.nedt.2020.104716 DOI: https://doi.org/10.1016/j.nedt.2020.104716

Kuh, G. D. (2008). High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Association of American Colleges & Universities. https://www.aacu.org/leap/hips

Le, Q. V., Raven, P. V., & Chen, S. (2013). International service learning and short-term business study abroad programs: A case study. Journal of Education for Business, 88(5), 301-306. https://doi.org/10.1080/08832323.2012.697927 DOI: https://doi.org/10.1080/08832323.2012.697927

Lewis, T. & Niesenbaum, R.A. (2005). The benefits of short-term study-abroad. Chronicle of Higher Education, 51(39), B20.

Liu, Y. & Shirley, T. (2021). Without crossing a border: Exploring the impact of shifting study abroad online on students’ learning and intercultural competence development during the COVID-19 pandemic. Online Learning, 25(1), 182-194. https://doi.org/10.24059/olj.v25i1.2471 DOI: https://doi.org/10.24059/olj.v25i1.2471

Lutterman-Aguilar, A., & Gingerich, O. (2002). Experiential pedagogy for study abroad: Educating for global citizenship. Frontiers: The Interdisciplinary Journal of Study Abroad, 8(1), 41-82. https://doi.org/10.36366/frontiers.v8i1.94 DOI: https://doi.org/10.36366/frontiers.v8i1.94

Mansilla, V. B., & Jackson, A. (2011). Educating for global competency. New York: Asia Society. http://asiasociety.org/files/book-globalcompetence.pdf

Mason, N. A., Brunner, R. M., Ballen, C. J., & Lovette, I. J. (2018). Cognitive and social benefits among underrepresented first-year biology students in a field course: A case study of experiential learning in the Galápagos. Frontiers: The Interdisciplinary Journal of Study Abroad, 30(3), 1-19. https://doi.org/10.36366/frontiers.v30i3.422 DOI: https://doi.org/10.36366/frontiers.v30i3.422

Moher, D., Liberati, A., Tetzlaff, J., Altman, D.G., The PRISMA Group (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA Statement. PLOS Medicine, 6(7): e1000097. https://doi.org/10.1371/journal.pmed.1000097 DOI: https://doi.org/10.1371/journal.pmed.1000097

Murray-García, J., & Tervalon, M. (2017). Rethinking intercultural competence: Cultural humility in internationalising higher education. In Deardorff, D., & Arasaratnam-Smith, L. (Eds.), Intercultural Competence in Higher Education (ch. 2). Routledge. https://doi.org/10.4324/9781315529257 DOI: https://doi.org/10.4324/9781315529257-3

National Association of Colleges & Employers. (2021a). Job Outlook 2022. https://www.naceweb.org/store/2021/job-outlook-2022/

National Association of Colleges & Employers. (2021b). Competencies for a Career-Ready Workforce. https://www.naceweb.org/uploadedfiles/files/2021/resources/nace-career-readiness-competencies-revised-apr-2021.pdf

National Center for Education Statistics. (2010). The Classification of Instructional Programs. https://nces.ed.gov/ipeds/cipcode/browse.aspx?y=55

Nordmeyer, K., Teig, T., & Bedera, N. (2017). "Gender utopias?": U.S. student reflections on

studying abroad in Norway and Sweden. Teaching Sociology, 45(4), 324-333. https://doi.org/10.1177/0092055X16667537 DOI: https://doi.org/10.1177/0092055X16667537

Ogden, A. C., & Streitwieser, B. (2016). Research on US Education Abroad: A Concise Overview. In Handbook of Research on Study Abroad Programs and Outbound Mobility (pp. 1–39). IGI Global. https://doi.org/10.4018/978-1-5225-0169-5.ch001 DOI: https://doi.org/10.4018/978-1-5225-0169-5.ch001

Open Doors. (2020). All Destinations: U.S. Study Abroad Data from the 2020 Open Doors Report. https://opendoorsdata.org/data/us-study-abroad/all-destinations/

Organization for Economic Cooperation and Development. (2018). PISA- Preparing our youth for an inclusive and sustainable world: The OECD PISA Global Competence Framework. https://www.oecd.org/pisa/Handbook-PISA-2018-Global-Competence.pdf

Paige, M.R., Cohen, A. & Shively, R. (2004). Assessing the impact of a strategies-based curriculum on language and culture learning abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 253-276. https://doi.org/10.36366/frontiers.v10i1.144 DOI: https://doi.org/10.36366/frontiers.v10i1.144

Parker, B., & Dautoff, D. A. (2007). Service-learning and study abroad: Synergistic learning opportunities. Michigan Journal of Community Service Learning, 13, 40-52.

Philips, L., Bloom, T., Gainey, T., & Chiocca, E. (2017). Influence of short-term study abroad experiences on community health baccalaureate students. Journal of Nursing Education, 56(9), 528-533. https://doi.org/10.3928/01484834-20170817-03 DOI: https://doi.org/10.3928/01484834-20170817-03

Phillion, J., Malewski, E. L., Sharma, S., & Wang, Y. (2009). Reimagining the Curriculum in Study Abroad: Globalizing Multiculturalism to Prepare Future Teachers. Frontiers: The Interdisciplinary Journal of Study Abroad, 18(1), 323–339. https://doi.org/10.36366/frontiers.v18i1.269 DOI: https://doi.org/10.36366/frontiers.v18i1.269

Rethlefsen, M., Kirtley, S., Waffenschmidt, S., Ayala, A. P., Moher, D., Page, M. J., & Koffel, J. (2019). PRISMA-S: An Extension to the PRISMA Statement for reporting literature searches in systematic reviews. https://doi.org/10.1186/s13643-020-01542-z DOI: https://doi.org/10.31219/osf.io/sfc38

Richards, C.A. & Doorenbos, A. (2016). Intercultural competency development of health professions students during study abroad in India. Journal of nursing education and practice, 6(12), 89-98. https://doi.org/10.5430/jnep.v6n12p89 DOI: https://doi.org/10.5430/jnep.v6n12p89

Reimers, F. M. (2009). Global competency. Harvard International Review, 30(4), 24-27.

Reysen, S., & Katzarska-Miller, I. (2018). The Psychology of Global Citizenship: A Review of Theory and Research. Rowman & Littlefield.

Rogers, A. (2020). Internationalizing the Campus at Home: Campus Globalization in the Context of COVID-19. IIE Network Briefing. Available: https://www.iie.org/Research-and-Insights/Publications/Internationalizing-the-Campus-at-Home

Roy, P., Wandschneider, E., & Steglitz, I. (2014). Assessing Education Abroad Outcomes: A Review of the BEVI, IDI, and GPI. White Paper. Michigan State University Office of Study Abroad.

Rustambekov, E., & Mohan, R. (2017). Cultural immersion trip to Southeast Asia: A study of cross-cultural intelligence. Journal of Teaching in International Business, 28(2), 87-103. https://doi.org/10.1080/08975930.2017.1359768 DOI: https://doi.org/10.1080/08975930.2017.1359768

Schrader, P. G., & Lawless, K. A. (2004). The knowledge, attitudes, & behaviors approach: How to evaluate performance and learning in complex environments. Performance Improvement, 43(9), 8–15. https://doi.org/10.1002/pfi.4140430905 DOI: https://doi.org/10.1002/pfi.4140430905

Schenker, T. (2019). Fostering global competence through short-term study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 31(2), 139-157. https://doi.org/10.36366/frontiers.v31i2.459 DOI: https://doi.org/10.36366/frontiers.v31i2.459

Snilstveit, B., Vojtkova, M., Bhavsar, A., Stevenson, J., & Gaarder, M. (2016). Evidence & Gap Maps: A tool for promoting evidence informed policy and strategic research agendas. Journal of clinical epidemiology, 79, 120-129. https://doi.org/10.1016/j.jclinepi.2016.05.015 DOI: https://doi.org/10.1016/j.jclinepi.2016.05.015

Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117–125. DOI: https://doi.org/10.1353/hpu.2010.0233

Tijsma, G., Hilverda, F., Scheffelaar, A., Alders, S., Schoonmade, L., Blignaut, N., & Zweekhorst, M. (2020). Becoming productive 21st century citizens: A systematic review uncovering design principles for integrating community service learning into higher education courses. Educational Research, 62(4), 390–413. https://doi.org/10.1080/00131881.2020.1836987 DOI: https://doi.org/10.1080/00131881.2020.1836987

Trilling, B., & Fadel, C. (2009). 21st Century Skills, Enhanced Edition: Learning for Life in Our Times. John Wiley & Sons.

Vande Berg, M.J., Balkum, A., Scheid, M. & Whalen, B. (2004). The Georgetown University Consortium Project: A Report at the Halfway Mark. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 101-116. https://doi.org/10.36366/frontiers.v10i1.135 DOI: https://doi.org/10.36366/frontiers.v10i1.135

Vande Berg, M., Connor-Linton, J., & Paige, R. M. (2009). The Georgetown Consortium Project: Interventions for Student Learning Abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 1–75. https://doi.org/10.36366/frontiers.v18i1.251 DOI: https://doi.org/10.36366/frontiers.v18i1.251

Virendrakumar, B., Jolley, E., Gordon, I., Bascaran, C., & Schmidt, E. (2016). Availability of evidence on cataract in low/middle-income settings: a review of reviews using evidence gap maps approach. British Journal of Ophthalmology, 100(11), 1455-1460. https://doi.org/10.1136/bjophthalmol-2015-308156 DOI: https://doi.org/10.1136/bjophthalmol-2015-308156

United Nations Educational, Scientific and Cultural Organization. (2015). Global citizenship education: Topics and learning objectives. https://unesdoc.unesco.org/ark:/48223/pf0000232993.locale=en

Wade, R.C., Boyle-Baise, M. & O’Grady, C (2001). Multicultural service-learning in teacher education (pp. 248-259). In J.B. Anderson, K.J. Swick & Y. Joost (Eds.), Service-Learning in Teacher Education: Enhancing the Growth of New Teachers, Their Students, and Communities. American Association of Colleges for Teacher Education.

Westheimer, J. & Kahne, J. (2004). What kind of citizen: The politics of educating for democracy. American Educational Research Journal, 41(2), 237-269. https://doi.org/10.3102/00028312041002237 DOI: https://doi.org/10.3102/00028312041002237

Whatley, M., Landon, A. C., Tarrant, M. A., & Rubin, D. (2021). Program Design and the Development of Students’ Global Perspectives in Faculty-Led Short-Term Study Abroad. Journal of Studies in International Education, 25(3), 301–318. https://doi.org/10.1177/1028315320906156 DOI: https://doi.org/10.1177/1028315320906156

Zawacki-Richter, O., Kerres, M., Bedenlier, S., Bond, M., & Buntins, K. (Eds.). (2020). Systematic Reviews in Educational Research: Methodology, Perspectives and Application. Springer VS. https://library.oapen.org/bitstream/id/01d50f78-5cbf-4526-8107-b8b66fd5cc6d/1007012.pdf DOI: https://doi.org/10.1007/978-3-658-27602-7

Zhou, L., & Green, C. (2022). A Unified Global Competence Framework for Studying Abroad. In C. R. Glass & K. Bista (Eds.), Reimagining Mobility in Higher Education: For the Future Generations of International Students (pp. 157–167). Springer International Publishing. https://doi.org/10.1007/978-3-030-93865-9_11 DOI: https://doi.org/10.1007/978-3-030-93865-9_11

Downloads

Published

2023-04-10

How to Cite

Fisher, C., Iverson Hitchcock, L., Moak, S., Neyer, A., Moore, S., & Marsalis, S. (2023). Does Faculty-Led Short-Term Study Abroad Improve Students’ Global Competence? Findings From a Systematic Review and Evidence Gap Map. Frontiers: The Interdisciplinary Journal of Study Abroad, 35(1), 417–452. https://doi.org/10.36366/frontiers.v35i1.727

Issue

Vol. 35 No. 1 (2023): April 2023

Section

Research Articles

License

Copyright (c) 2022 Colleen Fisher, Laurel Iverson Hitchcock, Stacy Moak, Ashley Neyer, Sarah Moore, Scott Marsalis

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.