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Short-Term Education Abroad and Global Competence: Assessing Student Outcomes and Program Impact.

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Title: Short-Term Education Abroad and Global Competence: Assessing Student Outcomes and Program Impact.
Authors: Chieffo, Lisa lchieffo@udel.edu, Ammigan, Ravichandran1 rammigan@udel.edu, Fan, Meng2 fanmeng2046@gmail.com, Wei, Rujia3 andrea.rujia.wei@gmail.com, Shadowen, Noel L.4 nshadow@udel.edu
Source: Journal of Interdisciplinary Studies in Education. 2026, Vol. 15 Issue 2, p17-34. 18p.
Subject Terms: *Foreign study, *Global studies, *Student development, *Ambiguity tolerance, *Cultural relations, *Diversity in the workplace, *Educational evaluation, Cultural competence
Abstract: This study examines the impact of short-term education abroad programs on the global competencies of 829 undergraduate students at a U.S. mid-sized public university. Students participated in three- to four-week international education programs during the winter of 2023 and were asked to complete pre- and postprogram self-rated measures of their attitudes, knowledge, and awareness regarding cultural engagement, diversity tolerance, ambiguity tolerance, knowledge of the host site, and perceived resilience. The results showed that during their short-term experience, students reported increased competencies in all areas except for perceived resilience. The combination of host-country language and language of instruction (English or another language) minimally influences results in a few areas, including ambiguity tolerance and diversity openness. The implications of these results for short-term education abroad programs are examined and directions for future study are proposed. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:This study examines the impact of short-term education abroad programs on the global competencies of 829 undergraduate students at a U.S. mid-sized public university. Students participated in three- to four-week international education programs during the winter of 2023 and were asked to complete pre- and postprogram self-rated measures of their attitudes, knowledge, and awareness regarding cultural engagement, diversity tolerance, ambiguity tolerance, knowledge of the host site, and perceived resilience. The results showed that during their short-term experience, students reported increased competencies in all areas except for perceived resilience. The combination of host-country language and language of instruction (English or another language) minimally influences results in a few areas, including ambiguity tolerance and diversity openness. The implications of these results for short-term education abroad programs are examined and directions for future study are proposed. [ABSTRACT FROM AUTHOR]
ISSN:21662681
DOI:10.32674/c15fjm84