Exploring the Process and Outcomes of Leading a Study Abroad Program Using Real-Time Perspectives

Abstract

A study abroad program can be a transformative experience for students, but these programs rely on the support of program leaders who play a crucial mentoring role. Program leaders can also learn from their experiences abroad, but their experiences are less studied than those of students. To better prepare future program leaders, this paper describes the experiences of program leaders during a two-week study abroad program. We introduce a novel data collection approach, autonomous focus groups, to capture real-time perspectives. Through the lens of Kolb’s Experiential Learning Theory, we characterize the process of leading a study abroad program and the conceptualizations that program leaders form about students during their time abroad. Our findings provide a more nuanced view of the day-to-day experience of leading a study abroad program than previous studies, which can inform the preparation and training provided to program leaders. Abstract in Spanish Los programas de estudio en el extranjero pueden ser una experienca transformadora para los estudiantes, sin embargo, estos programas dependen de los líderes quienes tienen un rol fundamental en la tutoría de los estudiantes. Los líderes de estos programas pueden también aprender de estas experiencias en el extranjero, aunque estas experiencias no han sido estudiadas al mismo nivel de detalle como han sido estudiadas las experiencias de los estudiantes. Para preparar mejor a los futuros líderes de estos programas, este artículo describe las experiencias de líderes en un programa de estudio en el extranjero que duró dos semanas. En este trabajo presentamos una innovadora forma de recolectar data, como son los grupos focales autónomos, donde capturamos las perspectivas de los participantes en tiempo real. Usando el lente de la Teoría de Aprendizaje Experiencial de Kolb, caracterizamos los procesos involucrados en dirigir un programa de estudio en el extranjero, así como las conceptualizaciones que los líderes del programa formaron sobre los estudiantes durante el tiempo que estuvieron de viaje. Nuestros resultados ofrecen una manera más adecuada de entender las experiencias en el día a día cuando se supervisa un programa de estudio en el extranjero, estos resultados pueden ayudar a preparar y entrenar futuros lideres de programas de estudio en el extranjero.

“Experiential Learning” Is What Faculty Makes of It: Creating New Models of Understanding for Experiencing and Interpreting on Faculty-Led Short-Term Study Abroad Programs

“…These forms of experiential learning impact a student's learning outcome for the better. For instance, FLPs have been demonstrated to have measurable improvement for leadership outcomes (Davis et al, 2022). Other FLP research has shown that these experiences improve students' broadening of their global perspectives.…”

“…Faculty-led short-term study-abroad programs (FLP) are part of the evergrowing field of experiential learning classroom design. Undergraduate students benefit from the global exposure, the immersion into new cultures, and the encounters with new people and places, equipping them with global learning skills, which empower them not only professionally for the increasingly globalized economy but also foster self-growth (Davis et al, 2022;Shostaya & Morreale, 2017). Research within the field of FLPs has been devoted to addressing obstacles and challenges faculty and students may encounter on these programs, including logistical, technical, and cultural issues, as well as student learning challenges and outcomes ).…”