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.