A Longitudinal Study of Student Outcomes from Participation in an International Study Tour: Some Preliminary Findings

Autor/inn/en	Tucker, Mark; Weaver, Debbi
Titel	A Longitudinal Study of Student Outcomes from Participation in an International Study Tour: Some Preliminary Findings
Quelle	In: Journal of University Teaching and Learning Practice, 10 (2013) 2, Artikel 6 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Foreign Countries; Longitudinal Studies; Interviews; Student Attitudes; Program Effectiveness; Program Evaluation; Interdisciplinary Approach; Undergraduate Students; Skill Development; Employment Potential; Individual Development; Interpersonal Relationship; Outcomes of Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Schülerverhalten; Programme evaluation; Programmevaluation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kompetenzentwicklung; Qualifikationsentwicklung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Individuelle Entwicklung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernleistung; Schulerfolg; Australien
Abstract	Students returning from an international business study tour program were interviewed about their experiences and perceptions of the professional and personal impact of the program. When interviews were conducted within 3-4 months of the students' return, mixed responses were received, with some students highly positive about their experiences, but other students highly distressed about the level of independence required of them. When students were consulted two to six years after the completion of the program, including re-interviewing the initial study participants, students appeared more able to appreciate the benefits of the program. This was evident in their responses that highlighted an improvement in discipline-based knowledge, a better understanding of personal and intercultural issues, and the further development of their generic academic skills. Negative emotions had all but disappeared from students' responses. While these findings are from small sample sizes and are not conclusive, the results raise important questions about the timing of critical program evaluations. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10