Study Abroad Participants' Reflections on Relationship Development: The Role of Context, Curriculum, and Community Engagement

Autor/inn/en	Lolkus, Michael; Duke, Laura; Newton, Jill
Titel	Study Abroad Participants' Reflections on Relationship Development: The Role of Context, Curriculum, and Community Engagement
Quelle	In: Frontiers: The Interdisciplinary Journal of Study Abroad, 34 (2022) 4, S.53-90 (38 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lolkus, Michael) ORCID (Duke, Laura) ORCID (Newton, Jill)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4568
Schlagwörter	Study Abroad; College Students; Interpersonal Relationship; Community Involvement; School Community Relationship; Foreign Countries; Curriculum Development; Intercultural Communication; Cultural Awareness; Developing Nations; Service Learning; Student Attitudes; Tanzania; United States + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Collegestudent; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Developing country; Developing countries; Entwicklungsland; Service-Learning; Schülerverhalten; Tansania; USA
Abstract	University students often share that studying abroad was a life-changing experience. We explored how one short-term, faculty-led study abroad, Tanzania Study Abroad Program (TSAP), contributed to the participants' lives after their experience. Through a web-based survey, we collected responses from 82 former TSAP participants. We used corpus and thematic analysis to determine prominent themes of participants' memories and perceptions of how TSAP impacted their lives. Respondents reflected on the people they interacted with throughout their study abroad experiences, both with those abroad and their peers. Furthermore, the program leaders' intentional actions in the planning of the context, curriculum, and community engagement informed participants' opportunities to develop relationships that were non-transactional in nature. Participants also reported that their cross-cultural relationships with Tanzanians positively influenced their subsequent interactions with people from diverse communities. Prioritizing relationships with host community members and peers on study abroad shows promise for supporting participants' intercultural development. (As Provided).
Anmerkungen	Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: https://www.frontiersjournal.org/index.php/Frontiers
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01