Transformational Learning: Researching the Impact of International Study Abroad Programs

Overview: The presentation examines student reflections on the impact of the study abroad experience in areas such as cultural awareness and humility, professional and personal growth, and most impactful and transformative experiences. It will discuss considerations in planning, teaching, and/or leading the in-country experience for two international study abroad programs.Proposal text: CSWE and the social work profession have long recognized the importance of human rights and engaging in anti-racism, diversity equity, and inclusion (CSWE, 2021). Gaining a perspective on global human rights requires, at a minimum, information about the world and, ideally, experiences beyond the USA. Past studies indicate social work students gain more from study abroad compared to travel abroad (Kim, 2015). Although study abroad programs for social work students have existed for decades, a recent review of the literature characterized this research as “nascent (Gearing et al., 2020). From this paucity of literature, there is general agreement that study abroad has both high costs and significant positive outcomes. A common thread in both social work international field placements and study abroad is student transformation which represents a life-changing, personal, and professional experience (Colton & Thompson, 2017; Lough, 2009).
Given the possibility of student transformation through study abroad, social work educators need to know more about the types of transformation that students experience, and the factors linked to such transformation. Also, while the topic of diversity among students who participate in study abroad and differences in their experiences has been explored by Chang (2017) and Salisbury and colleagues (2011), there is limited research exploring the transformative nature of study abroad trips among diverse students. Much existing research is limited to one study abroad site and often only one trip.
The panel will present a content analysis of over 40 MSW student reflections after a study abroad experience. The students are from a Hispanic Serving Institution in a large southwestern state with a diverse student population and a high percentage of first-generation students. The sample covers three years and two study abroad sites. One study abroad site was in a relatively poor country (Panama) while the other was in a relatively well-resourced country (Italy). The panel will discuss results from the content analysis involving the following themes: (1) Community, (2) Adaptation, (3) Empowerment / Inspiration / Transformation, & (4) Culture.
All presenters/researchers on the panel participated in planning, teaching and/or leading the in-country experience for one or both sites. The panel includes an international partner (Italy), a field director, and multi-national/multi-lingual faculty members. The model for the course is classroom content on global social issues and human rights during the academic term followed by a twelve-day immersion in a country that includes various social service agency visits as well as cultural and recreational excursions. The panel will discuss how the aforementioned themes emerged from analyses of student presentations regarding what types of study abroad experiences were the most impactful and transformational. Specific areas covered are (1) types of experiences that had the largest impact on social work student professional and personal growth, (2) the study abroad experience’s effect on students' cultural humility and sensitivity, (3) differences in transformative experiences, if any, comparing study abroad in relatively better or worse resourced countries and (4) unexpected experiences from the trip that significantly affected students.