Short-Term Study Abroad Leads to Impactful Learning

• Immersive short-term study abroad experiences help students build cultural awareness, and these programs are more affordable and accessible than traditional semesterlong options.
• At Stephens College, students who take study abroad electives spend three days in an orientation session, two weeks abroad participating in lectures and activities, and one week at home in reflection.
• The coursework also covers ethical decision-making and social responsibility to encourage students to become thoughtful, principled leaders.

 
In an increasingly interconnected world, employers need workers with enhanced global awareness and strong cross-cultural competency, and study abroad is one of the most effective methods for developing these skills. Research has shown that study abroad students experience higher levels of personal development, improved problem-solving skills, and increased intercultural understanding.

However, traditional study abroad programs, which typically last a semester or an entire year, are not accessible to all students. According to one study, one of the primary barriers preventing students from participating in study abroad is the cost, followed by concerns about missing critical coursework. Other students can’t travel because of family or work commitments.

Short-term study abroad programs have emerged as a solution to these challenges. These programs offer many of the same benefits as longer-term programs, such as increased intercultural competence, but within a compressed time frame that is easier for students to manage. Research has shown that even brief periods of study abroad can have lasting impacts on students’ global awareness and professional skills.

At Stephens College in Columbia, Missouri, we have taken steps to provide students with opportunities to study abroad in a condensed period of time. In the fall of 2024, we instituted a three-and-a-half-week block schedule model across the entire college. Students take one class at a time for 18 days; after a four-day break, they take another class. There are four blocks each semester.

At least one international experience is offered as an elective during each block, which means students have eight international opportunities every year. Because the international electives also emphasize ethical decision-making, students are encouraged to consider how their actions affect global communities and contribute to societal responsibility.

How It Works

Professors who teach study abroad electives choose travel destinations that align with the academic content of their courses. They devote the first three days of the class to an intensive orientation that includes both academic and cultural content so students will be well-prepared for their travel.

Students spend the next two weeks abroad, participating in lectures, field trips, and hands-on learning opportunities with local businesses, universities, and communities. This immersion phase is designed to combine real-world experiences with academic learning, giving students a deeper understanding of global issues, business practices, and societal challenges.

After students return home for the final week, they complete group projects in which they apply their learning through research and analysis, then make presentations to the class. During this week, they also engage in reflection to retain academic knowledge and consider the global implications of their experiences.

Research has shown that even brief periods of study abroad can have lasting impacts on students’ global awareness and professional skills.

Students can take as many study abroad electives as their schedules will allow, provided they meet course prerequisites and space is available in the cohort. Typically, each cohort consists of 12 to 14 students, a manageable group size that ensures a personalized learning experience. Because study abroad programs are often cross-referenced as general electives, students outside the business program also can sign up, which broadens the diversity of the group.

Students are required to pay the travel, accommodation, and program-related expenses for international travel. However, Stephens College recognizes that financial barriers can prevent some students from participating. The college offers scholarships and grants to help offset costs, and it also works with students to explore external funding sources. The financial assistance available varies each year, with a portion of the college’s budget specifically allocated to support global learning initiatives. Institutional scholarships are limited to one trip for each student.

The Ethical Angle

Because we want our students to become principled leaders, we incorporate ethical decision-making and social responsibility into the classroom content as well as the study abroad experience. Our goal is to foster leadership that is grounded in empathy, respect for diverse perspectives, and a commitment to positive societal impact.

During the pre-departure orientation, students learn about concepts such as environmental sustainability, human rights, and social justice. Through lectures, readings, and case studies, they explore the ethical challenges that leaders face, which gives them an understanding of how businesses and individuals can act responsibly in an increasingly complex world.

During the two weeks that they’re abroad, students have opportunities to observe first-hand how communities, businesses, and institutions in other countries address—or ignore—ethical issues.

Once students have returned home for the final week of class, they use their group projects to apply ethical reasoning to a specific global issue. In this way, they learn to draw connections between the academic content, their study abroad experiences, and the implications of their decisions in both personal and professional settings.

As an example, during a recent trip to Italy, students not only learned about the Italian economic system, but also explored how businesses in Italy are integrating ethical practices into their operations. As part of a workshop provided by the University of Roma Tre, students heard a lecture on Italy’s economic structure. They learned about the challenges facing Italian businesses, particularly relating to corporate responsibility and sustainable economic development.

To ensure our students become principled leaders, we incorporate ethical decision-making and social responsibility into the classroom content as well as the study abroad experience.

Students also visited local businesses and engaged with entrepreneurs who shared experiences around fair trade, environmental sustainability, and labor rights. For instance, students spent time working with a local vineyard that practices sustainable farming. Students learned how the vineyard balances business goals with environmental stewardship and fair labor practices even as it competes in a global market. This hands-on experience provided them with a tangible understanding of how a business’s decisions can affect both the bottom line and the broader community.

Additionally, students visited the U.S. Embassy in Rome, where representatives discussed the impact of international trade agreements on developing countries and the responsibilities of multinational corporations.

These interactions helped students appreciate the broader implications of their future professional decisions and the role ethics play in shaping global policies and business practices. Students had opportunities to reflect critically on their personal values and consider how these values might guide them in their own decision-making.

Our goal is to ensure that students are prepared to be responsible global leaders who are equipped to make a positive impact on the world. Students leave the program with a deeper understanding of societal challenges and a commitment to acting with integrity.

Evidence of Success

We have just completed our first year operating on a block schedule, and students across the college have reported high levels of satisfaction with the format. Those who took study abroad electives cited both the immersive nature of the experience and the academic rigor of the coursework as key highlights. They also noted that course content dedicated to ethical reasoning challenged them to think critically about global issues and their own roles in shaping societal outcomes.

In a survey, students who participated in international travel said they saw benefits in three distinct areas:

Global awareness. Ninety-two percent felt that, through their interactions with local communities, they had developed a deeper understanding of global issues such as sustainability, human rights, and economic development.

Students said they saw benefits in three distinct areas: global awareness, communication skills, and career-relevant skills.

Communication skills. Eighty-seven percent indicated that their communication skills had improved as a result of interacting with individuals from diverse cultural backgrounds. They cited the ability to engage in meaningful cross-cultural conversations as one of the most valuable aspects of the program.

Career-relevant skills. Eighty percent said that the program helped them develop skills such as adaptability, leadership, and intercultural communication. Many students also noted that the experience had strengthened their résumés and made them more competitive in the job market. They also reported feeling more equipped to address ethical issues in their future careers and expected that they would be able to align their professional goals with societal responsibility.

Practical Recommendations

Based on our experience, we offer four recommendations to other institutions considering the adoption of condensed global learning formats:

Collaborate with international universities, organizations, and communities. Such partnerships will provide students with high-quality experiences that enable them to develop a deep understanding of local cultures and issues.

Immerse students in the culture prior to departure. Deliver coursework relevant to the location and context of the destination early in the program, to ensure students are prepared to engage with the host country.

Provide financial support. While brief study abroad options can be more affordable than traditional semesterlong programs, they still can present financial barriers. Seek funding sources to help offset costs so programs are accessible to as many students as possible.

Focus on reflection. Provide structured opportunities for students to reflect on their experiences. This helps them process what they’ve learned and apply it to their future endeavors. Encourage them to integrate insights about ethical reasoning and societal responsibility into their reflections.

We believe that short-term, immersive international experiences don’t just enhance students’ global awareness and intercultural communication skills. Such opportunities also prepare them to be successful leaders in a complex and interconnected world.