A Case Study of Global Perspective Change From Selected Study Abroad Program Participation

Abstract

This study examined selected components of faculty-led study abroad programs and determined students’ changes in global perspectives after participating in faculty-led study abroad programs. A census of the population of interest (N=19), included undergraduate and graduate students enrolled in the Texas A&M Namibia Technological Change and Agricultural Communications and the Texas A&M Guatemala Agricultural Leadership and Service Learning study abroad programs. Participants were asked to complete a study abroad course evaluation upon return to the university during class time. The researcher-developed course evaluation included items to measure students’ perspectives of orientation sessions, course delivery methods, program type, program staff, and individual development. The Global Perspective Inventory (GPI) was administered during pre-departure class meetings using the General Student Form. Post-experience administration class sessions were used to collect participants’ global perspectives using the Study Abroad Post Test form. The GPI tests measured changes in global perspectives along three learning dimensions; cognitive, intrapersonal, and interpersonal. Descriptive statistics (mean, frequencies, and standard deviation) were used to report the data.

The results showed that (1) the academic programs were intellectually stimulating; (2) student’s individual development consisted of being more receptive to different ideas; and (3) student’s improved their global perspective with regards to cognitive and intrapersonal development.