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Comparing the transformative experiences of engineering students in short-term study abroad in France and Ghana.

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Title: Comparing the transformative experiences of engineering students in short-term study abroad in France and Ghana.
Authors: Shandliya, Sukeerti1, Agarwal, Jutshi2, Kwuimy, Cedrick1 cedrick.kwuimy@uc.edu
Source: Frontiers: The Interdisciplinary Journal of Study Abroad. Apr2026, Vol. 38 Issue 1, p101-137. 37p.
Subject Terms: *Transformative learning, *Foreign study, *Engineering students, *Cultural awareness, Sociocultural factors, Countries, Ghanaians
Geographic Terms: Ghana, France
Abstract (English): Short-term study abroad programs (STSAs) have become increasingly popular in the United States. They are designed to promote global-mindedness, intercultural awareness, and transformative learning among participants. At the same time, they aim to reduce financial, academic, and personal barriers to make participation more accessible, particularly for students from minoritized backgrounds. However, there exists gap in the literature regarding the impact of study abroad destinations on shaping the degree of transformative learning experiences that students have during short-term study abroad programs. This paper explores the transformative journey from study abroad, in two culturally different destinations - France and Ghana, using mixed methods research. Data was collected through a post-program survey from 15 students of the Ghana cohort and 17 students of the France cohort. Both the study abroad programs lasted 10 days and were comprised of similar programmatic components. The results obtained indicated that students who went to Ghana were more likely to experience profound transformation and changes in their habits of mind as compared to those who went to France. Evidence in the article suggests that study abroad destinations having higher cultural distances from the host institution might offer greater opportunities for impactful experiences in a shorter amount of time. [ABSTRACT FROM AUTHOR]
Abstract (French): Les programmes d'études à l'étranger de courte durée (Short-Term Study Abroad, STSA) connaissent une popularité croissante aux États-Unis. Ils visent à favoriser l'ouverture internationale, la sensibilité interculturelle et l'apprentissage chez les participants. Parallèlement, ils visent à réduire les barrières financières, académiques et personnelles, rendant ces expériences plus accessibles, notamment pour les étudiants issus de groupes sous-représentés. Cependant, la littérature présente un manque de travaux portant sur l'influence du lieu de destination sur le degré d'apprentissage vécu par les étudiants dans ces programmes. Cet article utilise la theorie de Mezirow pour examiner les trajectoires de transformation d'étudiants en ingénierie participant à des programmes d'études à l'étranger dans deux contextes culturels distincts: la France et le Ghana, en s'appuyant sur une approche méthodologique mixte. Les données ont été recueillies à l'aide d'un questionnaire administré après le programme auprès de 15 étudiants du groupe Ghana et de 17 étudiants du groupe France. Les deux programmes, d'une durée de huit jours, reposaient sur des composantes pédagogiques similaires. Les résultats indiquent que les étudiants ayant participé au programme au Ghana sont plus susceptibles de vivre des transformations profondes, notamment des changements dans leurs leurs habitudes de pensée, comparativement à ceux ayant participé au programme en France. Les résultats suggèrent que les destinations présentant une plus grande distance culturelle par rapport à l'institution d'origine offrent davantage d'opportunités de transformation significative, même sur une courte durée. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Short-term study abroad programs (STSAs) have become increasingly popular in the United States. They are designed to promote global-mindedness, intercultural awareness, and transformative learning among participants. At the same time, they aim to reduce financial, academic, and personal barriers to make participation more accessible, particularly for students from minoritized backgrounds. However, there exists gap in the literature regarding the impact of study abroad destinations on shaping the degree of transformative learning experiences that students have during short-term study abroad programs. This paper explores the transformative journey from study abroad, in two culturally different destinations - France and Ghana, using mixed methods research. Data was collected through a post-program survey from 15 students of the Ghana cohort and 17 students of the France cohort. Both the study abroad programs lasted 10 days and were comprised of similar programmatic components. The results obtained indicated that students who went to Ghana were more likely to experience profound transformation and changes in their habits of mind as compared to those who went to France. Evidence in the article suggests that study abroad destinations having higher cultural distances from the host institution might offer greater opportunities for impactful experiences in a shorter amount of time. [ABSTRACT FROM AUTHOR]
ISSN:10854568
DOI:10.36366/frontiers.v38i1.1025