Transforming the international learning experience for students: Moving beyond the principle of accompaniment

Abstract

Evidence exists that international learning experiences provide undergraduate and graduate students with opportunities to develop intercultural competence and global perspectives. This development is grounded in the idea of accompaniment that is prevalent in study abroad programs and international service experiences at the higher education level. Accompaniment is firmly planted in the idea of mutual relationships and sharing culture. However, it only creates a superficial understanding of the community and fails to address and implement systems of sustainable practice. This theoretical supposition challenges educators to go beyond the foundation of accompaniment and explore innovative practice that can benefit the development of intercultural competence in students and promote sustainability in the international contexts that these academic‐based international service programs work with. The authors detail suggestions that educators can use as a framework for transforming international service experiences, their students, and the communities they serve.

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

“…In addition, the use of FLPs to address the SDGs provides accessibility to leadership students. Accessibility can be a powerful tool in cultivating a predisposition for service aligned with the advancement of the SDGs, organizational commitment, and community development within leadership students (Andenoro & Bletscher, 2012; Bell et al., 2016; Di Gregorio, 2015; Earnest, 2003; Irving, 2010; Lokkesmoe et al., 2016; Montgomery & Arensdorf, 2012). This has the potential to be transformative for the leadership student, as once someone has access to leadership learning there is a tendency to explore other opportunities that might exist to continue growing in this direction.…”

“…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). Thus, it is critical for leadership educators to approach immersive experiences and leadership learning cautious of the pitfalls that may exist.…”

‘Out of Place around Other People’: Experiences of Young People Who Live with Food Insecurity

“…The purpose of the current study, conducted in the state of Missouri in the midwestern United States, was to explore what it is like for rural middle school students (young people who are generally between the ages 11 and 14) who live with food insecurity. This study will facilitate the understanding of an important programme delivery audience, which is prerequisite to considering, developing and implementing effective interventions (Andenoro and Bletscher, ). Insight gained from this study will help inform best practices in the development, delivery and evaluation of both formal and non‐formal educational programmes that include young people who live with food insecurity.…”