Study Abroad Course Development: Pre-Departure Sessions

Study abroad is a highly encouraged component of the undergrad business program at Bella Lake University, with the large majority of undergraduate students choosing to study and live in a foreign country to expand on their international experiences. Currently, there is no learning structure or learning outcome expectation for students that will participate in the study abroad experience. This project focuses on the development of a course that supports students in the pre-departure phase of their study abroad journey and prepares them to set goals, understand the learning process and the practices of experiential learning to encourage students to achieve both personal and professional goals, and encourage the development of intercultural competence. The discourse surrounding the perceptions and efficacy of the course development is based on a self-assessment survey completed by 121 undergraduate business students that participated in the pre-departure sessions prior to leaving for study abroad in March 2016. The self-assessment results overall showed that the course achieved its aims with the majority of students rating that they were more likely to understand and engage in experiential learning, set goals for their study abroad experience and felt more prepared for study abroad after attending the pre-departure sessions. The project concludes that in order for the pre-departure course to maintain its value, the conversation with students surrounding experiential learning in study abroad needs to continue with further course development focusing on both during and post-study abroad. Further exploration can also be done to find varying ways to motivate different students to engage in the learning potential of study abroad.

MNEMOSYNE: NARRATING A PAKHTUN STUDENT’S FOREIGN CURRICULAR EXPERIENCE

Studying abroad is generally viewed as an opportunity for personal and educational transformation for students. In recent years, various studies have been conducted in the area of study abroad. Most of these studies primarily involve quantitative analyses, and do not fully explore the lived experience of this opportunity. Recently, researchers have started exploring the qualitative aspects and impact of studying abroad, but from an external perspective. This study attends to the phenomenon of a foreign curricular experience from an insider’s perspective and explicates the experience through a personal narrative. Countries usually have educational curricula that serve their particular needs. The rise of the number of students studying abroad has made study abroad a lucrative industry but it has also increasingly exposed foreign students to curricula that are different than those of their countries of origin. Subjecting students to dissimilar, and sometimes competing, curricula interrupts their habitual ways of knowing and being. My study is a qualitative study that explores the foreign curricular experience of one Pakhtun student. Specifically, through an autobiography, this study aims to explore how a foreign curricular experience acts as a ‘transitional space’ for a student and how it deeply affects her learning self and identity. This study contributes to the body of literature on the effects of a foreign curriculum on study abroad students by adding narrative to explain the lived experience of studying abroad.