Content area
Full Text
Introduction
Engaging college of business students in high-impact practices (HIPs) is a proven path to success in the 21st century. HIPs means deep learning approaches, integrating ideas and diverse perspectives, discussing ideas with faculty and peers analyzing and synthesizing ideas, applying theories, judging the value of information and one's views and trying to understand others' perspectives (Kuh, 2008). According to Kuh (2008), using HIPs, “students tend to earn higher grades and retain, integrate, and transfer information at higher rates” (14). Success in producing HIPs requires providing transformative learning experiences (TLEs). TLEs are “a constructivist orientation which holds that the way learners interpret and reinterpret their sense experience is central to making meaning and hence learning” (Mezirow, 1994, 222). TLEs require providing a safe space where students can learn through various lenses. TLEs involve active learning that encourages seeing new things, seeing old things differently and re-conceptualizing mindsets that occur when an educator creates a shared vision.
International learning experiences afford college students opportunities to gain insights into a new culture that may be considerably different from their own (Henthorne et al., 2001). The essence of studying abroad, a HIP, consists of living and learning in a new environment where different attitudes, beliefs and judgments may exist. A high-impact study abroad experience that incorporates TLEs facilitates meaningful learning for students through experiential learning and group discussions and provides opportunities to critically reflect on, apply and synthesize diverse ideas (Strange and Gibson, 2017). TLEs consist of four learning modes (i.e. concrete experiences – a foundation for reflective observations observed and refined and lead to abstract concepts that are actively tested in an experience abroad environment and adds value to learning beyond textbooks and lectures; Curtis and Ledgerwood, 2018). When coupled with group discussions, experiential learning opportunities add value to experiences abroad by bringing varying perspectives into the TLE.
Even high-quality, pedagogically sound TLEs are not enough if, during an experience abroad, there are distractors (e.g. delivery system/operational failures). Therefore, to provide non-indigenous educators the time and resources needed to create and deliver quality TLEs, the researchers propose that it is beneficial to contract with an SAA skilled in customized study abroad experience (i.e. an expert host-country service provider). Agencies are experts who provide services that free...