In the first level, known as the “Study Tour”, are very small limited durations abroad in another country. This would include field trips or small site visits. These are very short visits and have minimal exposure to the country’s culture. An example of this would at the D’Amore-McKim’s school of business at Northern University. The students in the MBA program can do a trip to Greece and Turkey. The visit is a one-week field studies trip to Greece and Turkey. The trip visits four companies in certain cities, and According to their website, the students get a chance to explore the cultural and historical sites of these two ancient cities.
The second level is “Short Term Study”. This level is mostly just a few weeks long and provides more exposure to cultural interactions than the “study tour” level. An example of this would be at Brooklyn College, in which there is a summer study abroad program in locations like China. The program is only a few weeks during the summer in China in which, the program is supposed to provide “an extensive cultural and historical exploration of China, allowing students an opportunity to experience this unique country and culture through observation and interaction with local people and places.”
The third level is “Cross-cultural contact Program”. In this level, the students usually spend a semester abroad but mostly taking courses in English. An example of this would be the Uganda Studies Program at Wheaton University. According to their website, this program is in English and while abroad they aim to “Encourage students to participate in Ugandan life and explore the intricacy of cross-cultural relationships...these relationships encourage deeper thought about your own cultural identity and how you engage with the world around you”.
The Fourth level is the “Cross-cultural Encounter Program”. This level is similar to level four except that the students are more exposed to courses in another language other than English. An example of this is the Paris Exchange program at Queens College. The students are required to have passed three college level courses in French before approval.
The fifth level is the “Cross-cultural Immersion Program”. In this level, the course is in the host language and can include internships or professional projects abroad. An example of this is The Lang Global Immersion Program in the New School. In the program, the students live with a host family in Costa Rica and study at the Institute for Central American Development Studies. According to their website, while studying abroad students are to “carry out brief social and ecological research projects while living and traveling together primarily in rural communities”.
Level
|
Example
|
Description
|
“Study Tour”
|
D'Amore-McKim’s school of business at
Northern University
|
One week trip to Greece and Turkey
|
“Short Term Study”
|
Brooklyn College- Study Abroad in China
|
A few weeks in the Summer studying in China.
|
“Cross-cultural contact Program”
|
Uganda Studies Program at Wheaton University
|
A Full Semester in Uganda studying in English while experience
Ugandan Culture.
|
“Cross-cultural Encounter Program”
|
Paris Exchange program at Queens College
|
A full semester in France. Must have passed 3 college level courses
in French.
|
“Cross-cultural Immersion Program”
|
The Lang Global Immersion Program in the New
School
|
Living with host family and working in ecological research projects
|
The International Plan at Georgia Tech
The International Plan at Georgia Tech had several study abroad programs when it was first initiated; however, many individuals began to question whether the program was generating student to be “global competent”. As the program was intended to prepare graduates to become “global citizens”, it was argued that the program structure at the time was not meeting this goal. The International Plan originally offered courses abroad which were mostly summer programs that lasted 6 - 11 weeks. While abroad, the students lived together, had limited contact with local cultures, and they were taught by faculty members from Georgia Tech. According to Rollins (2009), “We came to the conclusion that simply sending student to spend a period of time studying in another country, especially as it is typically done, is not sufficient, in and of itself, to produce graduates who are globally competent” (p. 425).
The International Plan at Georgia Tech see’s “global competence” as having an understanding of globalization, awareness and adaptability to diverse cultures, and ultimately carry the ability to “collaborate across cultures and to effectively participate in social and business settings in other countries” (Rollins, 2009, p. 426).
In order to meet these goals Georgia Tech developed a new approach to the International Plan program. The revised program requires students to be proficient in a second language, take a capstone class, and meet the international experience requirement. The capstone class evaluates students whether or not they are able to shift cultural frames to solve problems in their disciple, function in multicultural work environments, and have knowledge of global systems. In order for students to meet the international experience requirement, students are to spend at least 26 weeks overseas and participate in a research project or work overseas.
Engle and Engle would classify The International Plan at Georgia Tech as shifting from a “Short Term Study” program to a “Cross-cultural Immersion Program”. In my opinion, although the program is now more intense, it is in the best interest of the students because they will truly be closer to being “globally competent”.
Engle, L., & Engle, J.
(2003). Study abroad levels: Toward a classification of program types. Frontiers: The interdisciplinary journal of
study abroad, 9(1), 1-20.
Rollins, H. (2009). Georgia
Tech’s Comprehensive and Integrated Approach to Developing Global Competence’. The Handbook of Practice & Research in
Study Abroad: Higher Education and the Quest for Global Citizenship, Routledge,
New York.
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