Abstract
Short-term learning abroad programs are fast-growing in higher education, with international student mobility viewed as critical to the development of students’ cultural and global competencies. National governments in developed countries invest substantial funding to support these programs, resulting in an increased number of higher education students participating in these programs. However, the rapid increase in the number of students undertaking a learning abroad program and travelling to communities in developing countries has raised concerns that they may have the potential to exploit or harm these communities. To date, the existing literature has focused almost exclusively on the students participating in these programs. The current literature is missing the voice and insights of two stakeholder groups who are involved directly in the implementation of the programs – the in-country partners, and the academic and professional staff.Therefore, the aim of this research program was to investigate how in-country partners, and academic and professional staff perceive and experience higher education healthcare learning abroad programs, and to provide staff with an assessment tool to measure the effectiveness of pre-departure preparation and evaluate the impact the programs have on students.
This research employed an exploratory qualitative research design drawing upon a social constructionist interpretive perspective. Initially, a scoping review of the literature assisted with integrating the knowledge from the existing research and informed the mapping of the consequent studies. Four separate studies were then conducted, with three studies using a qualitative methodology, and the fourth using the qualitative Delphi technique, with all methodologies adequately aligned with the aims of each study.
One of the most significant findings of this research program was that instead of being harmed by their involvement with higher education learning abroad programs, in-country partners were actively agreeing to participate in these programs. In-country partners report to benefit from professional networks and the development of a pool of advocates for their country when students visit them. However, the in-country partners were concerned their input was limited during the crucial initial phases of program design and planning, or in the critically important pre-departure cultural preparation of the participating students. Furthermore, the research revealed that academic and professional staff involved with learning abroad programs report an ad hoc (unstructured) approach to program design and implementation, considerable variation in the pre-departure preparation provided to participating students by academic and professional staff, and no consensus on the topics to be included in that preparation. This outcome highlights the lack of a valid method to assess the effectiveness of the pre-departure preparation on the participating students, which led to the development of a holistic and valid assessment tool. The tool will provide institutions with access to timely data on the concerns and expectations of the participating students prior to students travelling. In turn, this timely data capture will allow academic and professional staff the opportunity to address these concerns thus facilitating more effective learning abroad programs. The final contribution of this research relates to the increasing offering of virtual learning abroad programs due to the impact of the Covid-19 pandemic on international travel. The research reveals that the virtual programs provide a positive and transformative learning experience for the students, but fail to replicate the intercultural or global competencies that in-country programs offer to students.
This innovative research includes the perspectives of in-country partners, and academic and professional staff. This newly included voice from the in-country partner is in direct contrast to the existing literature where the focus has been almost solely on the participating students. Including the perceptions and insights of these two key learning abroad stakeholders, deepens our understanding of these programs and provides key strategies for the design and development of future programs. This research unveils a strong passion and belief in the benefits learning abroad programs provide, not just to students, but also to in-country partners. The in-country partners welcome discovering new and innovative ways of problem solving, celebrating their country and culture, and gaining access to an extended professional network. Future programs would, however, benefit from including contributions from the in-country partners during program design, planning, and in the critically important cultural pre-departure preparation of the students, a more structured approach to program design and development, and a more bilateral arrangement between the in-country partners and the sending institutions.
Countries such as Australia, the United Kingdom, and the United States have indicated they intend to grow the number of higher education students participating in a learning abroad program to above pre-Covid levels. This research offers insights into how higher education institutions can improve the design and development of future learning abroad programs so that they include the voice and perspective of the two key stakeholder groups who are responsible for the implementation of the programs – the in-country partners, and the academic and professional staff.
| Date of Award | 2024 |
|---|---|
| Original language | English |
| Supervisor | Naroa ETXEBARRIA (Supervisor), Cathy KNIGHT-AGARWAL (Supervisor), Lucy CHIPCHASE (Supervisor) & Daniela CASTRO DE JONG (Supervisor) |