Business Study Abroad Tours for Non-Traditional Students: An Outcomes Assessment

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Autor/in	Peppas, Spero C.
Titel	Business Study Abroad Tours for Non-Traditional Students: An Outcomes Assessment
Quelle	In: Frontiers: The Interdisciplinary Journal of Study Abroad, 11 (2005), S.143-163 (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4568
Schlagwörter	College Students; Employees; International Education; International Educational Exchange; Educational Objectives; Outcomes of Education; Cultural Awareness; Global Approach; Adult Students; Study Abroad; Role; Program Effectiveness; Skill Development; Business Education; Education Work Relationship; Foreign Countries; Graduate Students; Age; Ethnicity; Race; Gender Differences; Statistical Analysis + Suchen Sie Ihr Suchwort? Collegestudent; Employee; Arbeitnehmer; Beschäftigter; Internationale Erziehung; Internationaler Austausch; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Cultural identity; Kulturelle Identität; Globales Denken; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Studies abroad; Auslandsstudium; Rollen; Kompetenzentwicklung; Qualifikationsentwicklung; Wirtschaftserziehung; Wirtschaftspädagogik; Ausland; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Alter; Lebensalter; Ethnizität; Rasse; Abstammung; Geschlechterkonflikt; Statistische Analyse
Abstract	Globalization is here to stay and companies across the world are realizing the importance of having employees with a global mindset. As companies cut costs, many provide little or no on-the-job training to hone employees' cross-border skills. It is thus the task of colleges and universities to prepare students to function and excel in the new and challenging global business environment of the 21st century. While there are a variety of forms that study abroad programs may take, study abroad has often been associated primarily with semester- or year-long stays in foreign countries, with students enrolled in programs offered by the home university or through arrangements with host foreign universities. Unfortunately, this type of program is often not a viable option for non-traditional business students. These working adults, attending classes in the evenings or on weekends, are seldom able to take much time away from their jobs and, hence, are usually precluded from the benefits of such programs. In an effort to respond to the needs of these learners, many business schools have included short-term programs, often referred to as study abroad tours, in their curricula. These courses are usually taught by professors from the home institution and include on-site visits, over a one- to three-week period, to businesses in one or multiple destination countries. This research assesses empirically the perceived benefits of a business study tour course in terms of business educational outcomes, cultural awareness and sensitivity, and work-related gains. This study fills a gap in the business-school-related literature by focusing on outcomes of study abroad tours for non-traditional, working adult students. According to the Institute of International Education, assessments of study abroad programs by their sponsors focus, for the most part, on student satisfaction and gains in language proficiency. Interestingly, intercultural proficiency and career-related outcomes are assessed by few institutions and the results of these studies are seldom accessible to individuals outside the sponsoring institution. As no published information could be found on the assessment of business-school study abroad tours for non-traditional students, the findings of this exploratory study should prove useful to business persons and academicians alike in understanding the role and effectiveness of study abroad tours in better preparing adult students to succeed in a global environment. (Contains 9 tables.) (ERIC).
Anmerkungen	Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: http://www.frontiersjournal.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10