Intercultural Development in the Short-Term Study Abroad Context: A Comparative Case Study Analysis of Global Seminars in Asia (Thailand and Laos) and in Europe (Netherlands) A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Kyoung-Ah Nam IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Gerald W. Fry, Adviser R. Michael Paige, Co-adviser April 2011 © Kyoung-Ah Nam 2011 ACKNOWLEDGEMENTS I have to confess that this acknowledgements section was one of the most difficult parts of the dissertation to write because it is not possible to sufficiently express my deep appreciation to so many people in such a limited space. First of all, I would like to express my sincere appreciation and respect to my committee members: Dr. Gerald Fry, Dr. Michael Paige, Dr. David Chapman, and Dr. Gary McLean. I have known Dr. Fry for more than ten years since he served on my master’s thesis committee at the University of Oregon. While I was working in the corporate business sector after completing my master’s degree, Dr. Fry continuously encouraged me to continue my Ph.D. studies, and provided generous and consistent support throughout my doctoral program. I deeply appreciate his devotion, care, and endless support, and admire his own desire to constantly learn new things. My position at the School of International Service at American University will start next semester, and I hope I can transfer the knowledge and dedication I have received from him to my own students. Dr. Paige, a key intercultural expert in the field, also guided me in many ways with his sharp perspectives and in-depth intercultural knowledge. I also appreciate his sense of humor and wisdom outside of the academic world, and his willingness to share even his musical and ice fishing talents. One of the key goals for my future academic journey is to build bridges between different cultures, between different perspectives, and between academic research and its practical implications. I am grateful for Dr. Chapman’s keen insights and knowledge about how to apply and transfer rigorous academic research to practical contexts. In the same practical vein, Dr. Gary McLean was always available no matter what time and on which continent he was located and willing to offer his in-depth knowledge and hands-on experience. I feel extremely lucky to have been able to receive such detailed and dedicated guidance from him in so many valuable areas. Thanks also to Dr. Mitch Hammer for sharing his knowledge about the Intercultural Development Inventory and to Dr. Deanna Robinson, who was my MA advisor at the University of Oregon, for such warm support during my first experiences as a graduate student in the United States. I also would like to thank Dr. Carl Brant and University of Minnesota Global Seminar participants who have willingly participated in my surveys and Intercultural Development Inventory assessments, and shared their candid feelings and experiences through in-depth interviews. Without their trust, open mindedness and support, my dissertation could not have been completed. I am grateful to Colleen Meyers who has been such a dedicated teacher and supporter during my time in Minnesota. I also would like to offer my sincere thanks to Dr. Ernest Gundling for his valuable mentorship and support. He was very generous with his time and guided me with sharp and insightful advice. I would also like to indicate my special thanks to the i Intercultural Communication Institute and Dr. Janet Bennett. The knowledge and insights I have gained as a Fellow at the Summer Institute for Intercultural Communication over the last six years have been invaluable and helped to shape my understanding of the foundations of the intercultural field. Finally, I would like to offer my deep appreciation to my parents in Seoul, Korea. Completing a doctoral degree in a second language in another country was definitely not an easy journey, and I was only able to become who I am today thanks to their endless love, big hearts, and unconditional support. I feel extremely lucky to have such wonderful parents, professors, friends, and colleagues in my life. Now, I feel it is my turn to hand the favor and support down to my students, colleagues, friends, and family. 감사합니다! ii ABSTRACT With the rapidly increasing emphasis on the internationalization of higher education, study abroad is emerging as one of the major ways to enhance students’ intercultural competence. While national study abroad enrollment trends have shown significantly increasing numbers of students in shorter-term programs, the impact of short-term programs is largely unexplored. The objective of this comparative case study is to assess the major program components that participants found the most valuable, and investigate the impact of their short-term study abroad experiences in two different locations (Thailand/Laos and the Netherlands). A mixed methods approach is utilized, including quantitative measures from pre- and post-survey questionnaires, pre- and post-sojourn assessments using the Intercultural Development Inventory (IDI), and qualitative data obtained from in-depth interviews. The theoretical frameworks used include social contact theory (Allport, 1954; Pettigrew & Tropp, 2006), transformational learning theory (Mezirow, 1991), the Developmental Model of Intercultural Sensitivity (Bennett, 1993), intercultural communication theories (Hall, 1956, 1976; Hofstede & Hofstede, 2005; Hofstede, Hofstede, & Minkov, 2010), and cultural intensity factors (Paige, 1993). Findings suggest that a three-week short-term study abroad program can have a positive impact on participants’ intercultural sensitivity as well as professional and personal development, including career goals, educational aspirations, self-awareness, worldview and perspective change, global engagement, critical thinking skills, and motivation related to international affairs. Other benefits are that students who otherwise may not have had the time, financial resources, or inclination to participate in study abroad programs are able to gain a “foot in the door” in terms of international/intercultural experience. Variety in curricula including extensive field trips, the roles of on-site mentors, and the opportunity to interact with locals were major components that participants found valuable. A total of 56% of participants showed enhanced intercultural sensitivity (as measured by the IDI) after completing the program. The statistical results, combined with interview data, suggest that factors such as individual readiness, the nature of activities in the host country, and the degree of difference between home and host country cultures all have an impact on intercultural development. These findings have important implications for the design of short-term programs, and inform study abroad theories, policy, and practice. Overall findings show that what counts the most is how the program is designed and facilitated rather than how long the iii program is. Students learn effectively only if the program is structured appropriately before, during, and after their experiences abroad. Since transformative learning does not occur without appropriate intervention and facilitation, it is essential to focus on the quality of the experience. Particularly important are the developments of constructive field trips, the emphasis of in-depth debriefing and critical reflection, and the need for appropriate training for program leaders. The results of this study provide empirical support for the benefits of short-term study abroad. Short-term study abroad can make a difference; when it is appropriately designed, effectively implemented, learner centered, and responsibly assessed. With the dramatic increase of short-term programs nationwide, it is imperative to enhance program quality through creative, innovative, and systematic curricular designs that foster transformative and intercultural learning. iv TABLE OF CONTENTS ACKNOWLEDGEMENTS ...............................................................................................i ABSTRACT ......................................................................................................................iii TABLE OF CONTENTS ..................................................................................................v LIST OF TABLES ..........................................................................................................vii LIST OF FIGURES......................................................................................................... viii CHAPTER 1: INTRODUCTION .................................................................................... 1 Statement of the Problem ................................................................................................ 1 The Purpose of the Study ................................................................................................ 4 CHAPTER 2: LITERATURE REVIEW ....................................................................... 8 Overview of Study Abroad ............................................................................................. 8 Duration of Study Abroad ............................................................................................. 13 Short-Term Study Abroad ..................................................................................... 14 Issues with Current Study Abroad Programs ...............................................................