Student Learning on Faculty-Led Study Abroad: A Qualitative Study of Stakeholder Views

University of Minnesota Ph.D. dissertation. 2019. Major: Organizational Leadership, Policy, and Development. Advisor: Deanne Magnusson. 1 computer file (PDF); 243 pages.This is a study of intercultural learning and teaching through study abroad programs at one four-year public higher education institution in the United States. The purpose of this study is to determine stakeholder views of factors influencing student learning in faculty-led study abroad programs. Using a constructivist grounded theory methodology and qualitative methods, the researcher explored with faculty study abroad leaders and returned study abroad students their experiences with intercultural learning, and from the collected data, constructed themes related the two research questions. The first question was: 1) In what ways do student and faculty stakeholders describe the student learning outcomes achieved through participation in faculty-led study abroad programs? Themes related to student learning outcomes include applied learning of course content, professional development, comparative understanding of cultures, personal growth, and understanding of identity-related issues. The second question was: 2) What do faculty and students view as factors influencing student learning outcomes in faculty-led study abroad programs? Key factors suggested by students and faculty related to student-centered teaching and learning, instructor expertise, student behaviors, and institutional support of faculty. Several implications for pedagogy and professional practice in the field of study abroad also emerged from this study. These related to faculty and student mutual definition of student learning outcomes; incorporation of authentic student-centered pedagogical practices, and related faculty professional development. Study findings also illustrate the need for institutional support for faculty engagement in study abroad programs