University of Illinois Urbana-Champaign

Global Pursuits: Student Reflections on Short-term Learning Abroad Experiences

Hurley, Walter L.

Content Files
NACTA_08_2_poster.pdf

Permalink

https://hdl.handle.net/2142/9629

Description

Title
Global Pursuits: Student Reflections on Short-term Learning Abroad Experiences
Author(s)
Hurley, Walter L.
Contributor(s)
Sunderman, Judith A., Kesler, Darrel
Issue Date
2008
Keyword(s)
  • abroad
  • reflections
Date of Ingest
2009-02-25T17:14:41Z
Abstract
This research was undertaken to develop a better understanding of how students think about their study abroad experiences. What meaning do students attribute to their international experiences? How can the benefits of international study be more effectively incorporated into the classroom? Global interdependence has created new circumstances requiring educational opportunities that cultivate lasting skill sets applicable to international environments and the ability to appreciate other cultural perspectives. Institutional programming designed to instill international competencies in undergraduates needs to be based on a clear understanding of the nature, durability, and process through which international experiences are integrated into the academic and personal lives of students. To address these questions, an experimental course was developed to gather qualitative data in the form of reflections from students who had participated in learning abroad programs during the previous year. Results of the analysis validated previous research on the four generally recognized categories of study abroad benefits: academic commitment, global perspective, personal development, and career focus. A further finding revealed patterns in the way that students thought about their international experiences and recognized the effects of their experiences. Four patterns in thinking about the personal impact of study abroad were observed: 1) confronting issues of identity and self-understanding; 2) recognizing new knowledge and insights about abilities and competencies; 3) sharing and using new knowledge; 4) integrating new knowledge and understanding into personal identity. These findings reveal the emergence of multicultural perspectives and illustrate the nature of student thinking arising from international experiences.
Type of Resource
text
Genre of Resource
Conference Poster
Language
en
Permalink
http://hdl.handle.net/2142/9629

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