In their piece Graduate
Student Learning Abroad: Emerging Trend? from the fall 2014 volume of
International Higher Education, John M. Dirkx, Kristin Janka Millar, Brett
Berquist, and Gina Vizvary survey the current landscape of study abroad at the
graduate level. They begin by pointing
out that study abroad at the graduate level should be, and is, fundamentally
different than at the undergraduate level.
They then go on to discuss the work of a new project at Michigan State
University, the Graduate Learning Experiences and Outcomes study, which was
formed to investigate “the landscape of international learning opportunities
offered at the graduate level.” From a
recent survey of 15 US research universities that the study ran, it was discovered
that most of the graduate-level study abroad programs were short-term (four
weeks or less), faculty-led, and made up of 6-20 students. Program costs are almost always covered by
the students. The universities surveyed
offered programs to 59 different countries, with China being the most frequent
destination. The programs do not
typically feature homestays; the students usually stay in tourist accommodations. The programs themselves usually consist of a
mix of lectures and experiential activities, such as field trips, research, and
volunteer service. The faculty leaders
who were surveyed expressed their goals for the program to include
international collaboration, preparing students for international careers,
creating a global presence for their university, and challenging students’
perceptions of the world. They use these
trends to frame a call to action for greater research into how to administer
graduate-level study abroad. They
conclude that “Graduate study-abroad experiences should complement and deepen
the learning that occurs within a student’s graduate program,” but go on to
pose several questions that must be explored further by the international
education community. Most importantly,
what are the indicators of a successful study abroad experience at the graduate
level, and how can we know that these programs are achieving the outcomes that
we desire?
This piece poses some important and thought-provoking
questions. The Committee for Economic
Development’s 2006 report, Education for
Global Leadership, claims that “It is becoming increasingly important for
U.S. companies of all sizes to succeed in overseas markets,” and as a result,
warns that US students will need improved cross-cultural skills and foreign
language competencies to compete in the global marketplace. As the Michigan State survey showed, one of
the main reasons that faculty lead graduate-level study abroad courses is to
help students prepare for international careers. This outcome plays right into the CED report’s
call for global competence education. In
order to ensure that we effectively instill these competencies, we must heed
the call of the Dirkx et. al piece and continue to question whether these
programs are truly achieving our desired outcomes, and how these programs can
be used to address future challenges and priorities. Furthermore, we must continue to monitor the
programs to make sure they are most beneficial to graduate students, and not
just undergraduate programs that happen to be attended by graduate
students. If properly researched and
monitored, graduate-level study abroad programs can lead to a new generation of
advancements in global competence education, and therefore continued US
economic security.
References:
Dirkx, J. M., Millar, K. J., Berquist, B., & Vizvary, G.
(2014). Graduate Student Learning Abroad: Emerging Trend?. International Higher
Education, (77), 14-15.
Heintz, S., & Isaacson, W. (2006). Education for global
leadership: The importance of international studies and foreign language
education for US economic and national security.
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