Evaluating the impact of a short-term international experience on the intercultural learning and cross-cultural adaptability of undergraduates

• In Event: International research partnerships as internationalization initiatives in research universities

Proposal

Today, employers increasingly expect incoming graduates to possess intercultural skills and knowledge necessary to succeed in a global world. Students pursuing graduate studies or employment in a collaborative field “must be able to operate effectively in teams with partners from different nations and cultural backgrounds” (NSF, 2018). This study seeks to evaluate the impact of a seven-week international research experience on the intercultural learning and development of cross-cultural adaptability skills of university undergraduates. In this study, cross-cultural adaptability is expressed as the ability to adapt living in another culture and to effectively interact with people different from oneself (Kelley and Meyers, 1995). Based on the literature, a primary skill of cross-cultural adaptability is emotional resilience or coping with the challenges and confusion of living in a foreign setting (Hammer, Gudykunst, and Wiseman, 1978; Ting-Toomey, 1999). Flexibility and open-mindedness are other essential skills needed in adjusting to culturally diverse contexts (Kelley and Meyers, 1995).

The study adopts a mixed-methods approach to understand how participants of a research experience in Taiwan develop cross-cultural adaptability skills, through the use of pre and post questionnaires, one-on-one interviews, and field observations. The sample consisted of ten (six females and four males) full-time Atmospheric Science undergraduates at the University of Albany and Howard University. Students were selected by PIRE (Partnerships for International Research and Education) program instructors based on academic qualifications and prior experiences. For the quantitative measure, pre and posttest survey results were exported to a spreadsheet for comparison of group and individual totals utilizing the four CCAI scale dimensions. Open coding and thematic analysis were used to assess the qualitative data.

The findings suggest that students perceived themselves to be more flexible and open to new experiences. Field observations and student responses indicated improved abilities in adjusting to the challenges associated with living in a foreign environment. Students also demonstrated an increased awareness of cultural differences and displayed greater self-efficacy navigating challenges by the end of the seven-week program in Taiwan.

Overall, the results indicate participation in a short-term international research experience had a positive impact on students’ intercultural learning and cross-cultural adaptability skills development. The findings suggest non-study abroad international experiences support students in building intercultural awareness and necessary workforce skills, such as openness towards cultural differences and working in diverse team settings. However, the quantitative findings reveal different gains in cross-cultural adaptability skills compared to the qualitative results, demonstrating the challenges of assessing program effectiveness and cross-cultural learning. Further research may be conducted to identify the specific variables that enhance learning to inform future program designs.

Author

• Jennifer Fong, State University of New York at Albany