From Experience to Practice: The Effects of Study Abroad Experiences on Faculty and Staff’s Internationalization Practices

Abstract

Background: This study examines the role of faculty and staff preparedness in fostering global competencies among students within the context of internationalization in higher education. Despite the proven benefits of study abroad experiences for students, including enhanced global competency and professional skills, there remains a significant gap in research addressing how these experiences affect faculty and staff’s work in internationalization and their pedagogical practices. Purpose: The purpose of this study is to explore how faculty and staff integrate intercultural learning and pedagogical skills that are developed through studying abroad into their professional role at an urban university. Methods: This research utilizes a case study method grounded in Kolb’s Experiential Learning Theory to explore how faculty and staff experiences during study abroad programs influence their understanding of global competency and their professional goals moving forward. The research questions focus on the changes in faculty and staff perceptions regarding global competency, their understanding of its relevance to student development, and the adjustments they make in their daily practices post-experience. Results: The results found that after a study abroad program to China, participants returned with expanded views of global competency and internationalization that impacted their own careers and their interactions with their student populations. Faculty and staff had expanded views in global humility, awareness and respect and found that self-reflection was critical to this development. Additionally, through community building and mentorship, faculty and staff created more opportunities for internationalization at their institution through teaching global courses, leading study abroad programs, or developing international research initatives. Conclusion: The findings highlight the necessity of intentional faculty development initiatives that empower educators to better prepare students for global citizenship and to become effective advocates for internationalization, ensuring that global competency development is prioritized in the educational landscape