Duration Matters. Separating the Impact of Depth and Duration in Study Abroad Programs.

Autor/inn/en	DeLoach, Stephen B.; Kurt, Mark R.; Olitsky, Neal H.
Titel	Duration Matters. Separating the Impact of Depth and Duration in Study Abroad Programs.
Quelle	In: Journal of studies in international education, 25 (2021) 1, S. 100-118Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1028-3153; 1552-7808
DOI	10.1177/1028315319887389
Schlagwörter	Faktorenanalyse; Auslandsstudium; Faktorenanalyse; Interkulturelle Kompetenz; Interkulturelle Kompetenz; Auslandsstudium; Aufenthaltsdauer; Effekt
Abstract	Study abroad participation has increased dramatically over the past two decades, primarily through the growth of short-term study abroad experiences. Given this, it is logical to ask whether short-term experiences are capable of delivering student learning outcomes equivalent to those of long-term experiences. The research presented in this article addresses this question by asking if program duration (i.e., temporal length of the academic program) or depth (i.e., focused and reflective interaction with the destination culture) has a greater impact on changes in students' global awareness. A longitudinal study across 80 study abroad programs from a single institution, measured global awareness pre- and post-abroad experience. This design controlled for preexisting differences (self-selection) and allowed us to rigorously estimate the relative effects of depth and duration across four dimensions of global awareness. Results show that a longer duration was associated with significant changes in three out of the four global awareness dimensions measured. The only depth measure that positively and significantly impacted global awareness was when the study abroad destination was a non-English speaking country. Even in this instance, the impact non-English speaking destination was increased further for longer durations. (HoF/text adopted).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg
Update	2021/3