The differences between students’ fixed and growth mindsets: a case of study tour between Hong Kong and Canada

Abstract

PurposeThe paper aims to address the gap in the literature related to students’ mindsets and learning activities through investigation of the differences in students’ expectations of, feelings towards, and perceptions of an overseas study tour based on their mindset. The study provides an in-depth analysis of students with different mindsets and proposes the use of overseas tours and intercultural learning to foster students’ growth mindset.Design/methodology/approachAn overseas study tour hosted by a self-financing tertiary institution in Hong Kong was selected for investigation. 13 sub-degree students participated in the study tour during the summer term in 2018. Two types of primary data – quantitative (i.e., a questionnaire survey) and qualitative (i.e., in-depth interviews) – of fixed mindset and growth mindset students were collected for analysis.FindingsThe findings indicate differences in students’ expectations of, feelings towards, and perceptions of an overseas study tour depending on whether they demonstrate a fixed or growth mindset. The growth mindset students had more and higher expectations of the study tour, all of which were related to personal growth and development. The fixed mindset students did not have as much of a desire for personal development and their expectations were easily met. Both growth and fixed mindset students had positive feelings and perceptions of the tour.Originality/valueResearch on the application value of overseas study tours in helping students from self-financing tertiary institutions develop a growth mindset is scarce, and thus warrants further investigation.

Implementation of Outcome-Based Education in a Leading High School (a Case Study at SMA Taruna Bakti Bandung)

“…Students will also gain new and memorable experiences through study tours because they can exchange ideas with peers from different environments. This effort is in line with the principle of the learning pyramid, where teaching others is the highest level of learning and helps to instill a more positive learning attitude in line with the goals and ambitions of students [21].…”

Studying the motivations in choosing study tour destinations: evidence from Asian university students

“…They are socio-psychological concepts. On the other hand, the pull motivational factors rather represent more about the destination attributes and cultural motives that attract tourists’ attention towards their vacation and visit decision-making (Crompton, 1979; Kim et al , 2007; Kim and Jeong, 2018; Dabamona and Cater, 2019; Sum et al , 2022). But which factors that students emphasise more in their study tour programme and destination selections need to be uncovered to fill the research gap.…”

“…Higher education institutions may organise short-term overseas study tours for their students as a type of experiential learning strategy to attain pedagogical goals (Xu and Ho, 2021). The study tours are specific travel chances for students who could study overseas within a short period, normally ranging from a few days to a few weeks (Sum et al , 2022). The study tour is integrated with tourism; thus, a series of tour activities are usually organised at historical sites, scenic spots, technology centres and science museums.…”

“…Nevertheless, it rapidly extended to research pedagogical outcomes, for example, personal development, and cultural learning (Evans et al , 2008; Tucker and Weaver, 2013; Hanis-Wesson and Appleby, 2017). Recently, this specific research area further explored the learning effect on students who participate in study tours for global citizenship, intercultural awareness and the advancement of transferable employability skills for job readiness (Hanis-Wesson and Appleby, 2017; Dorsett et al , 2019; Hanis-Wesson and Ji, 2020; Sum et al , 2022). Surprisingly, there is relatively little research about university students’ motivations for selecting study tour destinations, taking the lens of niche tourism, or particularly, educational tourism.…”