Aligning the Goals of the University with Opportunities in Education Abroad

Chris McGrew, Zachariah Mathew, John Conant

Abstract


This quantitative study was conducted at a large four year, high undergraduate, public university (for this article, called Midwest University) to compare and assess the perceived benefit of traditional study abroad and short-term, faculty-led study abroad on participants’ employability skills, cultural competency and global citizenship.

Participants reported their education abroad experience enhanced their understanding of course content as well as their views about global citizenship. The survey collected data about participants’ perceptions about social responsibility, global competency, and global civic engagement. In addition, the survey collected data about career competency skills such as teamwork, interpersonal communication, networking ability, leadership, problem solving and foreign language skills.

The study defined education abroad at Midwest University and determined how well the program delivered on the Midwest University promise of social and economic mobility. Given that the resources devoted to a short-term, faculty-led experience are significantly lower than in a traditional study abroad program, the authors argue that this type of experience is more accessible to the students and participants at Midwest University. 


Keywords


Education Abroad, Global Citizenship, Global Competency, Global Civic Engagement and Social Responsibility, Career Competency, Student Mobility

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