In this report, which serves as a meta-analysis of one year’s short-term study abroad outcomes at a public land-grant university, qualitative methods were used to analyze program leaders’ professional practice.
Listed in Reports/White Papers
Version 1.0 - published on 21 Apr 2020
Licensed under CC0 - Creative Commons
A corpus of ninety-one leader reports, received at the conclusion of a spring break or summer study abroad program, forms our data set, which was deductively analyzed in conjunction with a four-stage model of experiential learning. Among these leaders, approximately one-third had recently received training in reflective intercultural pedagogies, one-third had received training in a previous year and one-third had not yet participated in the training. Results support last year’s findings, which, looking exclusively at student outcomes, suggested that leader training supports more effective teaching and learning.
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