Short-term faculty-led study abroad programs are high-impact pedagogical practices designed to enhance students' global competency. However, there is a gap in our understanding regarding the specific educational components of short-term faculty-led study abroad programs that promote global competency. This systematic review examined nearly two decades of research on such programs (n=86) to assess the educational components associated with increases in students' global competencies using Steinberg's (2017) educational components as a framework. Results indicated that the educational components included in global competency-building education abroad courses varied substantially across programs and global regions. The components most strongly supporting enhanced global competency were pre/post program sessions and meeting with experts in the host country. Overall, the study findings offer educators and administrators insights into best practices for designing, implementing, and evaluating short-term study abroad courses designed to enhance global competence among undergraduate and graduate students.
Fisher, Colleen; Hitchcock, Laurel Iverson; Neyer, Ashley; Moak, Stacy C.; Moore, Sarah; and Marsalis, Scott
"Contextualizing the Impact of Faculty-Led Short-Term Study Abroad on Students’ Global Competence: Characteristics of Effective Programs,"
Journal of Global Awareness: Vol. 3:
1, Article 3.
Available at: https://scholar.stjohns.edu/jga/vol3/iss1/3
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