Lumley, Daniel
(2020)
Personal growth and change on study abroad programmes: Managing expectations and maximising outcomes.
Doctor of Education thesis, University of Liverpool.
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Abstract
The exploratory interview study presented in this thesis was conducted in a university in Japan, and investigates both outcomes related to personal growth and change as a result of participation in a study abroad programme, and how an institution can manage expectations and maximise experiences for participants. Prior to departure, study abroad students in many institutions around the world usually take part in a pre-departure training programme, though the quality of these programmes have been described as “woefully inadequate” (Jackson, 2008, p. 222). Drawing a link between the preparation programme and the outcomes achieved by participants, this thesis proposes a four-strand preparation programme aimed at maximising participant experiences on study abroad programmes. The data for this exploratory interview study was collected in two semi-structured interviews with 16 participants, before and after participation in a study abroad programme, and was analysed using thematic analysis. The theoretical framework for this exploratory interview study was Transformative Learning Theory, a theory of adult learning which describes how a learner’s perspective can be transformed. This begins with a moment of emotional stress, known as a disorienting dilemma, and through a process of reflection and testing of new perspectives, the learner’s perspective can be transformed. The themes found within the data identify some potential outcomes for participation in a study abroad programme, including a growth in understanding of Japanese culture, a change in understanding of stereotypes, and a growth in maturity. With regards to study abroad preparation, two themes were identified; a theme regarding sources of influence on participant expectations, and a theme related to participant perceptions of the current preparation programme in their institution. The discussion of these themes found that prior to departure, participant expectations were fairly undeveloped, focussing generally on curriculum-related outcomes, and in some cases were unrealistic. Upon their return, some participants were able to identify ways in which the study abroad experiences had an impact upon their worldview and self-image, and it was found that social interaction during the study abroad programme plays a large role in these outcomes. Finally, it was found that unrealistic, ill-defined goals at the outset of the programme can cause participants to withdraw from social interaction once they are in the host country, thus impacting on outcomes related to personal growth and change. As a result, the conclusion to this thesis recommends a four-strand curriculum which can help both Japanese and international institutions running study abroad programmes to manage study abroad student expectations and maximise their experiences. These four strands aim to prepare students for social interaction and reduce the possibility of withdrawal from social interactions by focussing on due diligence, language preparation, goal setting, and managing expectations.
| Item Type: | Thesis (Doctor of Education) |
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| Uncontrolled Keywords: | Study Abroad, Outcomes of study abroad, Study abroad preparation, Intercultural competencies, Exploratory interview study |
| Divisions: | Faculty of Humanities and Social Sciences > School of Histories, Languages and Cultures |
| Depositing User: | Symplectic Admin |
| Date Deposited: | 08 Mar 2021 15:32 |
| Last Modified: | 18 Jan 2023 22:58 |
| DOI: | 10.17638/03116027 |
| Supervisors: |
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| URI: | https://livrepository.liverpool.ac.uk/id/eprint/3116027 |
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