PSY 399 Chapter Notes - Chapter 16: Experiential Education, Capital Formation, Intercultural Competence
21 May 2018
School
Department
Course
Professor
Class 16: May 23
Tarrant et al. Added
value of study abroad:
Fostering a global
citizenry.
● Education abroad has value to higher education through
enabling a multitude of learning outcomes
○ Extent to which this education approach adds value
beyond typical courses remains relatively unknown
● Demonstrated that study abroad alone is not optimal for
nurturing a global citizenry
○ Has the potential to do so when academic content and
pedagogical delivery is offered in synergistic fashion
● Funds should be targeted toward programs that promote
demonstrable and specific learning outcomes
○ Not all programs should be structured exactly same
● Short-term, faculty-led, field-based programs can have an
important role in fostering some of outcomes
○ For national security, globalization and global
competitiveness, and social norms
● “Study abroad and experiential education are natural partners
because they share common goal of empowering students”
○ “Preparing them to become responsible global
citizens”
● Neither “formal classroom instruction [nor] experiences such
as travel and social encounters alone may be insufficient”
○ “In guiding students to think with more complexity
and to view themselves as global citizens with a sense
of responsibility”
● Encourage faculty to incorporate field-based learning in
study abroad curricula
○ To consider their role as facilitators of citizen
activism
○ Promoting opportunities for civic engagement,
responsibility, and global awareness
● Challenge is to develop programs in a measured and
effective way
○ Must be attractive to student, but must not turn the
travel experience into a tourism money trip
● Short-term programs are likely to remain only realistic option
for many undergraduate students
○ Potentially least expensive medium for democratizing
study abroad
● If U.S. legislation is ever passed and funded, imperative to
understand the quality of outcomes produced
○ Modify the breadth and diversity of programs
accordingly
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● Colleges and universities to expand diversity and number of
their students overseas
○ Study abroad advisers should recognize value added
by different programs
● One-size-fits-all approach cannot be justified in study abroad
○ Advisers should attend to needs of students beyond
desired country of destination and academic goals
● Should include professional development (including higher
order outcomes such as global citizenry)
○ Rather than encouraging students to simply go abroad
● Short-term study abroad programs with sustainability and
delivered via experiential education promoted global
citizenship scores beyond that obtained either through
○ An on-campus sustainability-related course
○ A study abroad program that did not address
sustainability nor delivered experientially
● Incorporating such personal transformational changes into
core objectives of study abroad courses
○ May encourage faculty to acknowledge added value
of study abroad beyond the classroom
● It is only in study abroad environment that most dramatic
advances
○ In promoting global citizenry are likely to be
achieved
Schmidt, et al.
Contribution of study
abroad to human capital
formation.
● Results showed that students who study abroad have future
incomes very similar
○ To those of students who study solely at their home
institutions
● Findings imply that educational advantages of study abroad
are roughly balanced by challenges that study abroad creates
○ Sample was from one college, therefore can’t
generalize
● Results suggest that students who study abroad do not
accumulate more human capital
○ Nor do they accumulate less human capital than
students who do not study abroad
● Human capital formed while studying abroad was, at least
approximately, equal to human capital
○ That would have been formed had the student stayed
in residence for one additional term
● Given the known value of college study in forming human
capital, results show that study abroad is also valuable
○ Just not more valuable than study at home
● Could be taken to mean that study abroad is no different
from study at the home campus
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Document Summary
Education abroad has value to higher education through enabling a multitude of learning outcomes. Extent to which this education approach adds value beyond typical courses remains relatively unknown. Demonstrated that study abroad alone is not optimal for. Fostering a global citizenry. nurturing a global citizenry. Has the potential to do so when academic content and pedagogical delivery is offered in synergistic fashion. Funds should be targeted toward programs that promote demonstrable and specific learning outcomes. Not all programs should be structured exactly same. Short-term, faculty-led, field-based programs can have an important role in fostering some of outcomes. For national security, globalization and global competitiveness, and social norms. Study abroad and experiential education are natural partners because they share common goal of empowering students . Preparing them to become responsible global citizens . Neither formal classroom instruction [nor] experiences such as travel and social encounters alone may be insufficient .
