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Short-Term Study Abroad Programs: Where They Came

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Short-Term Study Abroad Programs: Where They Came SHORT-TERM STUDY ABROAD PROGRAMS: WHERE THEY CAME FROM, HOW THEY WORK, AND WHY THEY OFTEN DON’T A Dissertation by KELLY KRISTOPHER LEMMONS Submitted to the Office of Graduate and Professional Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Chair of Committee, Jonathan Smith Committee Members, Sarah Bednarz Robert Bednarz Christian Brannstrom Michael Greenwald Head of Department, Vatche Tchakerian December 2013 Major Subject: Geography Copyright 2013 Kelly Kristopher Lemmons ABSTRACT This dissertation shows that the ideology of liberalism formed the basis of the Doctrine of Study Abroad (DSA). The DSA was formed in the 1940s and 1950s and teaches that any time spent studying abroad is beneficial and increases tolerance and world peace. The DSA was established by liberal policy makers within institutions of higher education as a method of liberal education to instill the principles of liberalism in the rising generation. The historically established DSA and its assumptions were tested against the contemporary short-term study abroad movement using three study abroad groups from Texas A&M University. Based on the results it is shown that short-term study abroad does not hold up to the assumptions of the DSA. It is therefore concluded that culture is not inherent in study abroad, that students only make shallow observations and interpretations of potentially meaningful cultural interactions when left to their own devices. It is suggested that “interventions,” such as “cultural coaching” and time set aside for focus and directed reflection be made within the process of student learning while abroad to enable students to have meaningful cultural interactions. This dissertation argues that suggestions proposed in this research and by the “learning centered” movement will not be incorporated into study abroad programs due to the historical inertia of the DSA and its influence within institutions of higher education. ii The dissertation concludes that it is necessary to take a critical attitude toward the fundamental presuppositions of the educational paradigm one is investigating, that education research is important because education policy is prone to wishful thinking, and that making critical investigations are necessary to expose flaws in order to correct them. iii Dedicated to my wife, Brody, V., and possibly three, whom make me more than a “dissertationist” iv ACKNOWLEDGEMENTS I would like to acknowledge Dr. Jonathan Smith for his patience and guidance in writing this dissertation, I look up to you as a mentor. Thank you to Dr. Sarah Bednarz for bringing me into the program and get things started. Thank you to Dr. Christian Brannstrom for supporting me during sojourns abroad and data collection. I would also like to acknowledge that a portion of the dissertation was supported by Mitchell R. Hammer, PhD., IDI, LLC. v TABLE OF CONTENTS Page ABSTRACT .................................................................................................................... ii DEDICATION ................................................................................................................ iv ACKNOWLEDGEMENTS ............................................................................................ v TABLE OF CONTENTS ................................................................................................ vi LIST OF FIGURES ........................................................................................................ viii LIST OF TABLES … ....................................................................................................... ix CHAPTER I INTRODUCTION TO THE DISSERTATION .......................................... 1 Research Objectives and Hypotheses ............................................................................. 1 Previous Research and Study Abroad ............................................................................ 2 Brief Study Abroad History ......................................................................................... 10 CHAPTER II METHODOLOGY: MIXED METHODS TO MEASURE INTERCULTURAL COMPETENCE ............................................................................. 21 Methodology ................................................................................................................ 21 CHAPTER III THE AIMS OF LIBERALISM: FROM EMANCIPATION TO CULTURAL CONDITIONING ...................................................................................... 45 Liberalism..................................................................................................................... 46 Evaluation of Liberalism .............................................................................................. 54 Liberalism Conclusion ................................................................................................. 68 CHAPTER IV LIBERAL EDUCATION: THE PROGRAM TO PRODUCE LIBERAL SUBJECTS ..................................................................................................... 69 Section 1: Freedom from Religious Education ............................................................ 70 Section 2: Neoterism .................................................................................................... 84 Section 3: Universalism ............................................................................................... 89 Section 4: Establishing a National Education .............................................................. 95 Section 5: Creating Liberal Subjects .......................................................................... 100 Liberal Education Conclusion .................................................................................... 106 vi CHAPTER V THE DOCTRINE OF STUDY ABROAD: AS AN EXPRESSION OF LIBERAL IDEALS .................................................................................................. 107 The Doctrine ............................................................................................................... 107 Phase 1: Experimentation ........................................................................................... 109 Phase 2: Development of the Doctrine of Study Abroad ........................................... 121 Phase 3: Establishment of the Doctrine of Study Abroad in Higher Education ........ 126 Phase 4: Evolution of Study Abroad within Higher Education ................................. 136 DSA Conclusion ......................................................................................................... 142 CHAPTER VI RESULTS: ACQUISITION OF INTERCULTURAL COMPETENCE ON THREE SHORT-TERM STUDY ABROAD COURSES ........... 143 Quantitative Data Results ........................................................................................... 144 Quantitative Data Conclusion .................................................................................... 153 Qualitative Data Results ............................................................................................. 154 Pre-Trip Focus Group Conclusion ............................................................................. 162 Post-trip Focus Group ................................................................................................ 162 Post-trip Focus Group Conclusion ............................................................................. 168 Post-trip Interviews .................................................................................................... 168 Focus Group and Interview Conclusions ................................................................... 176 Participant Observation .............................................................................................. 176 Participant Observation Conclusion ........................................................................... 188 Mixed Methods Results .............................................................................................. 188 Individual Qualitative and Quantitative Results ........................................................ 197 Conclusion of Qualitative and Quantitative ............................................................... 198 Overall Results Conclusion ........................................................................................ 198 CHAPTER VII DISCUSSION: TRADITIONALISTS VS INTERVENTIONISTS .... 200 Discussion Shortcomings ........................................................................................... 201 Discussion Conclusion ............................................................................................... 228 CHAPTER VIII CONCLUSIONS ................................................................................. 230 Summary of Research Findings ................................................................................. 232 General Reflections on this Research Experience...................................................... 237 REFERENCES ............................................................................................................... 241 vii LIST OF FIGURES Page Figure 1 Depiction of the five categories of the IDI ........................................................ 25 Figure 2 Second depiction of the five categories of the IDI.. .......................................... 31 Figure 3 Brazil pre-trip IDI score ................................................................................... 147 Figure 4 Brazil post-trip
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