Concepedia

“I Came Back as a New Human Being”

Journal of Studies in International Education · 2012 · 112 citations · 25 references

TL;DR

Education abroad programs aim to enhance intercultural competence, yet critics argue they often lack sufficient preparation. This study investigates what students learn from such programs and how their narratives highlight the need for pre‑ and post‑departure training. The authors analyze reflective papers from 18 returning students using intercultural competence theory. Results show that while abroad experiences improve cognitive, affective, and behavioral skills, they do not necessarily deepen intercultural competence, indicating immersion alone is insufficient and suggesting ways intercultural communication courses can better integrate students’ experiences.

Abstract

While education abroad programs are part of an emphasis to prepare university students to be more interculturally competent, one criticism is that programs often send students overseas without adequate preparation. This study aims to explore what students have learned from education abroad programs and how their stories might reveal the need for predeparture and postdeparture training. Using the concept of intercultural competence from the field of intercultural communication, this study analyzes reflective papers of 18 students who have returned from education abroad programs. The results indicate that while experiences abroad have an obvious impact on students’ cognitive, affective, and behavioral skills, they do not necessarily help to develop deeper levels of intercultural competence. This study concludes that immersion into the culture alone may not increase intercultural competence. Ways in which intercultural communication courses can leverage the students’ experiences in education abroad programs are also discussed.