Changing lives through short-term study abroad: A transformative experience?

Abstract

The purpose of this phenomenological inquiry was to increase the knowledge base of how students who engage in short-term study abroad (2 to 4 weeks), particularly concerning the possibility for intellectual and education growth. This research also examined the possibility for a change of perspective of students attending a Midwestern university. Nineteen students participated in interviews. Semi-structured interviews were utilized to acquire the necessary data. The themes that emerged from the interview process demonstrated that central to the learning process for students, who are abroad, is the role of emotions, not only on their learning, but on their abilities to handle different sorts of experiences in a positive and constructive manner. The findings suggest the importance of emotions on the results of learning while abroad. The literature on short-term study abroad has increased over the past few years. Yet, the influence of emotions on learning was deemed, by the participants, as fundamental to their experiences abroad. The sojourn produced emotions of anxiety, shame, fear, and hesitation, with ensuing positive feelings of excitement, resolve, attraction, and engagement. Furthermore, the nature of the emotions was recursive, that is to say, the similar and opposing emotions repeated themselves as a result of external stimuli. Other themes also evolved from the data: perspective transformation and a new sense of self; the educational value of everyday learning; and a short but important sojourn. In connection with the emotional facets of studying abroad, a new sense of self emerged where the participants stated feeling more empathetic toward others as well as acknowledging a growth in self-worth. Additionally, the value of learning in a foreign environment was both challenging and rewarding. Unique situations were experienced away from the classroom. These experiences were deemed, by the participants, as more valuable than the actual educational agenda. As little research exists to offer enlightenment to the primacy of emotions on study abroad, this research has provided groundwork for further exploration into the role of emotions and learning in a study abroad context. Given the perceived value of study abroad programs in general, and the mounting difficulty of managing and funding longterm programs, more research is necessary to assess the value of emotions on learning.