Choosing the Right Program
Kikuyu Classmates I
Ngurumo Primary School, Kenya
Photograph by Ron Moffatt (in remembrance)
- Your study abroad experience has the great potential to bring about enduring transformations in your life.
- The most effective programs to achieve these transformations are the ones that go beyond academic tourism and force students not just to go into another culture but to enter into this other culture and be part of this other culture (Berry , 2002).
Why is it important?
The world in which today's students will make choices and compose lives is:
- One of disruption rather than certainty, and
- One of interdependence rather than insularity.
To succeed in a chaotic environment, graduates will need to be:
- Intellectually resilient.
- Cross-culturally and scientifically literate.
- Technologically adept.
- Ethically anchored.
- Fully prepared for a future of continuous and cross-disciplinary learning.
(College Learning for the New Global Century, 2007).
Therefore, the most important characteristic needed for the challenges of the 21st century "is the ability to deal with serious worldwide problems as a member of a worldwide society" (Parker, Ninomiya, and Cogan 1999, 125).
Your study abroad can give you the tools to face these challenges by helping you to develop cultural competencies as describe by The Developmental Model of Intercultural Sensitivity (DMIS):
Milton J. Bennett's Developmental Model of Intercultural Sensitivity (DMIS)
|Ethnocentric Stages||Ethnorelative Stages|
- People are not born interculturally competent; culture learning is a process that takes time and effort (like learning a language).
- What is cultural competency and when do you know if you are competent in a host culture?
- Milton Bennett’s DMIS is one way of looking at intercultural competency.
- Bennett examines the attitudes and degrees of awareness toward cultural differences on a continuum.
- As a person’s experience of cultural difference becomes more complex and sophisticated, the greater increase in intercultural competency.
- Learn how to determine your level of intercultural sensitivity and facilitate activities to move you through the various stages
Materials taken from Paige, Cohen, Kappler, Chi, Lassegard (2002). Maximizing Study Abroad. University of Minnesota.
Which types of programs are more likely to move you along this continuum ?
Assessing The Study Abroad Experience
Intensity Factor Index
- Factor Index (Assessing the Study Abroad Experience using the Intensity Factor Index).
- The Intensity Factor Index is a tool for evaluation the psychological intensity of intercultural environments for students based on these 10 cross-cultural stress factors.
|Factors||Less Intense <----------------------------> More Intense|
|Prior Intercultural Experience||1||2||3||4||5||6||7||8||9||10|
|Visibility / Invisibility||1||2||3||4||5||6||7||8||9||10|
|Power and Control||1||2||3||4||5||6||7||8||9||10|
|Overall Intensity||Score: ___________|
Seven Components of Overseas Programs for Level Classification
- Another way to analyze your study abroad programs will be the program components and levels or classification.
These seven components interact in various and complex ways and the different blends of these components constitute different levels (Engle & Engle, 2003)
|Seven Components of Overseas Program||Level Classification|
|1. Length of student sojourn||Level One: Study Tour|
|2. Entry target language competence||Level Two: Short-term Study|
|3. Language used in course work||Level Three: Cross-Cultural Contact Program|
|4. Context of academic work||Level Four: Cross-Cultural Encounter Program|
|5. Types of student housing||Level Five: Cross-Cultural Immersion Program|
|6. Provisions for guided/structured cultural interaction|
|7. Guided reflection on cultural experiences|
|Duration|| Several days
to few weeks.
| 3 to 8 weeks,
|Semester|| Semester to
| Semester to
| Entry target-language
| Elementary to
| Elementary to
| Elementary to
| Pre-advance to
| Language used in course
|English|| English and target-
| English and
| Target-language in
all curricular and
|Academic work context|| Home institution
| In-house or institute
for foreign students
| Student group or
| In house students
| Local norms, partial
or complete direct
|Housing||Collective|| Collective and/or
| Collective, home stay
visit, home stay
| Home stay rental
or integration home
| Individual integration
| Provisions for cultural
interaction, experiential learning
|None||None||None or limited|| Optional participa-
tion in occasional
| Required regular
participation in cultural
extensive direct cultural
contact via service
learning, work internship
| Guided reflection on cultural
|None||Orientation program||Orientation program|| Orientation program,
initial and ongoing
| Orientation program,
orientation or course in
reflective writing and research
But intercultural competency or awareness of others is not and end in itself, "but rather the first step in the development of an intellectual process by which the students will be able to approach social and political problems" (Brewer, 2004, p. 10).
Therefore, FCB expects that graduates who study abroad should have:
- Ability to look at and approach problems as a member of a global society.
- Ability to work with others in a cooperative way and to take responsibility for one's roles/duties within society.
- Ability to understand, accept, appreciate, and tolerate cultural differences.
- Capacity to think in a critical and systemic way.
- Willingness to resolve conflict in a nonviolent manner.
- Willingness and ability to participate in politics at local, national, and international levels.
- Willingness to change one's lifestyle and consumption habits to protect the environment.
- Ability to be sensitive toward and to defend human rights (e.g., rights of women, ethnic minorities). *
* Source: Parker, W. C., Ninomiya, A. & Cogan, J. (1999). Educating World Citizens: Toward Multinational Curriculum Development. American Educational Research Journal, 36 (2), 117-145.