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ERIC Number: EJ1380132
Record Type: Journal
Publication Date: 2023-Apr
Pages: 36
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1085-4568
EISSN: EISSN-2380-8144
Does Faculty-Led Short-Term Study Abroad Improve Students' Global Competence? Findings from a Systematic Review and Evidence Gap Map
Fisher, Colleen; Iverson Hitchcock, Laurel; Moak, Stacy; Neyer, Ashley; Moore, Sarah; Marsalis, Scott
Frontiers: The Interdisciplinary Journal of Study Abroad, v35 n1 p417-452 Apr 2023
As a high-impact pedagogical practice, study abroad is frequently utilized as an internationalization strategy to build post-secondary students' global competence, but the impact of faculty-led short-term study abroad may vary widely across outcomes of interest. An understanding of student learning outcomes is especially needed now as COVID-19 begins to shift from pandemic to endemic and universities restart international initiatives. This systematic review synthesized and mapped evidence on global competence outcomes of short-term study abroad for undergraduate and graduate students. Studies (n=92) reported a total of 215 outcomes representing the three global competence domains of knowledge (41.4% of all outcomes), attitudes (38.1%), and skills (20.5%). Data sources used to assess global competence outcomes included self-administered surveys (40.1% of assessments), student journals (24.9%), and qualitative interviews (13.6%). While findings from this sample of studies offer evidence of positive impact of short-term study abroad on students' global competence, the substantive and methodological evidence gaps identified can help to build conceptual clarity and guide design of future assessment approaches.
Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: https://www.frontiersjournal.org/index.php/Frontiers
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A