Learning Leadership Abroad: An Overview of a Short-Term Leadership-Focused Study Abroad Program in Italy

Abstract

We provide a brief description of a leadership-oriented short-term (nine days) study abroad program offered in May 2012. The program centered in Rome, Italy, combined classroom curricula with field experiences in the city as well as in Bologna and Florence. Initial quantitative and qualitative assessment suggested the program helped student development both in their leadership practices as well as their personal development.Dr. Paige Haber-Curran is an assistant professor in Student Affairs in Higher Education at Texas State University, San Marcos, Texas.

The effect of short-term study abroad experience on American students’ leadership skills and career aspirations

“…Because short-term programs are a relatively new area of research, quantitative data are limited. One study (Rosch and Haber-Curran, 2013), however, attempts to provide quantitative results to measure the impact of short-term study abroad programs on students’ leadership skills. They surveyed ten students who participated in a leadership focused study abroad in Italy for nine days.…”

Exploring Leadership Learning Through Short-Term Study Abroad Experiences

“…Existing literature on study abroad experiences, student benefits, and personal development is vast and expansive (Rosch & Haber-Curran, 2013;Martinez, 2012;Montgomery & Arensdorf, 2012;Pederson, 2009). While many studies examine cultural competencies, there is a wide array of effects from student travel outside of the United States (Gasman et al, 2015;Watson et al, 2013).…”

“…Executing effective leadership pedagogies and hands-on learning is essential for leadership learning outcomes (Guthrie & Bertrand Jones, 2012;Meixner & Rosch, 2011). Leadership education researchers have examined transformational leadership learning strategies that include study abroad, problem-based learning, peer education, service-learning, critical reflection, and contemplative practices (Guthrie & Jenkins, 2018;Meixner & Rosch, 2011;Rosch & Haber-Curran, 2013). Using evidence-based leadership teaching approaches that are student-centered is critical for learners to develop leadership identities and capacities (Andenoro et al, 2013;Bertrand Jones et al, 2016;Seemiller, 2014).…”

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Pre COVID-19 there were a growing number of opportunities for study abroad across higher education in the United States, (Rosch & Haber-Curran, 2013;Martinez, 2012). This paper aims to examine phenomena surrounding outcomes of student abroad experiences while centering students' leadership learning.

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Fostering leadership learning for applied problem‐solving: Navigating the crossroads of the sustainable development goals and immersive experiential learning

“…When done well, immersive experiences can be transformational for learners, creating a powerful foundation for their future leadership practice (Earnest, 2003; Montgomery & Arensdorf, 2012; Rosch & Haber‐Curran, 2013), and can have significant benefit for the host communities (Schroeder et al., 2009; Wood et al., 2011). However, when facilitated poorly, the experience can further perpetuate social paradigms grounded in privilege and contribute to the erosion of economic viability through non‐sustainable aid (Andenoro & Bletscher, 2012; Woolf, 2011).…”