three models of short term study abroad

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Daniel Sachau, Niel Brasher and Scott FeeThree Models for Short-Term Study Abroad

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Three Models for Short-Term Study Abroad

Daniel Sachau1, Niel Brasher2 and Scott Fee1

Abstract

Nearly 250,000 U.S. college students participate in study abroad programs each year. A growing proportion of students are participating in short-term study abroad programs. Despite the large number of students in these programs, there are relatively few articles that describe how to start or manage a short-term, business-related, study abroad program. With this in mind, this article includes three examples of short-term study abroad programs: the summer semester abroad, the study tour, and the service-learning trip. Benefits of short-term study abroad programs are discussed. The article also includes tips for designing and managing the programs. The article is intended as a resource for faculty who are considering taking students abroad.

Keywords

study abroad, service learning, cross-cultural education

More than 85% of U.S. colleges and universities offer some form of study abroad program (Whalen, 2008). During the 2005-2006 school year, 223,534 U.S. students participated in these programs (Open Doors, 2007). Year-long

1Minnesota State University2Shippensburg University

corresponding Author: Dan Sachau, Department of Psychology, Minnesota State University, Mankato, MN 56001; Email: [email protected].



646 Journal of Management Education 34(5)

and semester-long study abroad programs are popular, but not all students have the time or money to participate in long-term trips. In response, many universities are now offering short-term study abroad programs (Arenson, 2003; Koernig, 2007). The popularity of these programs has grown greatly over the past 10 years. In 2007, just more than 50% of all study abroad pro-grams were short-term trips lasting fewer than 8 weeks (Open Doors, 2007).

Researchers have demonstrated a wide variety of benefits from short-term study abroad. These programs can increase cultural sensitivity (Anderson, Lawton, Rexeisen, & Hubbard, 2006), improve student confidence, heighten an appreciation for other cultures (Pence & Macgillivray, 2008), increase international functional knowledge (Chieffo & Griffiths, 2004), deepen an understanding of global interdependence (Sutton & Rubin, 2004), increase interest in working in a foreign country (Orahood, Kruze, & Easley Pearson, 2004), enhance interest in further study abroad, and spark interest in inter-disciplinary studies (Lewis & Niesenbaum, 2005).

Despite the large number of students participating in short-term study abroad programs, there are only a small number of articles that describe how to start or manage a program. Even fewer papers describe how to manage a business-related program. The exceptions include articles by Brokaw (1996), Duke (2000), Gordon and Smith (1992), and Toncar and Cudmore (2000) who offer advice for managing marketing trips. Bosselman, Fernsten, Manning, and Kisseleff, (1989) describe a tour for students enrolled in a hospitality program. Schuster, Zimmerman, Schertzer, and Beamish (1998) and Tchaicha and Davis (2005) discuss short-term programs for MBA students.

Because there are so few hands-on guides for managing programs, we present three sample formats for short-term study abroad. We discuss the sum-mer semester abroad, the study tour, and the service-learning trip. We also discuss educational goals, logistical tips, and we provide examples from our own trips. We suspect that most faculty understand the benefits of study abroad, but what discourages educators from organizing trips is a lack of information about trip logistics. Consequently, our goal is to provide how-to advice to faculty who are considering and/or developing a short-term study abroad course.

Educational GoalsThe first step in organizing a trip is to develop educational goals for the trip. When we design study abroad trips, we have three categories of goals in mind: increasing knowledge, shaping attitudes, and building confidence. In the next sections, we examine these goals.



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Increasing Knowledge

The primary goal of most academic trips is to help students gain a deeper understanding of a specific course topic. The benefit of study abroad is that the course topic can dovetail with locations that students visit. The location helps bring the academic topic to life. There are many possible educational themes for trips. For example, in the Czech Republic and Vietnam, our stu-dents studied the transition from socialism to free market economies. In South Africa and Thailand, students examined the economics of poverty and rural development. In Singapore and Hong Kong, we studied issues related to the expatriate workforce. In Portugal and Brussels, we investigated European perspectives on industrial/organizational psychology. In Brussels, we studied the role of EU, globalization, and United States–European economic rela-tions. We also looked at regional and global security through the political and military eyes of NATO. Finally, in Geneva, we examined the growing role and challenges of international government and nongovernmental organiza-tions (NGOs).

Another knowledge-related goal is to help students understand the culture of the host country. The benefits of cross-cultural business education are well documented (cf. Adler & Gundersen, 2007; Boyacigiller, Goodman, & Phillips, 2004; Ferraro, 2006; Hofstede, 1991).

The cultural scanning technique developed by Phillips and Boyacigiller (2004) is a clever tool for examining the dimensions along which cultures dif-fer. The technique is based on their Integrated Framework for Cultural Analy-sis. The IFCA encompasses a variety of popular cultural analysis frameworks including those developed by Kluckhohn and Strodtbeck (1961), Hofstede (1980), Schein (1990), Hall and Hall (1990), and Trompenaars (1993).

When performing a culture scan, students assess a culture’s artifacts (phys-ical, behavioral, and verbal representations of the culture) and values (pre-ferred or ideal behaviors, objectives and outcomes; Phillips & Boyacigiller, 2004, p. 2) in seven categories. These categories include

• Free will—To what extent do people feel they can control their fate? How much uncertainty are they willing to tolerate?

• Sources of truth—Where is the source of truth (science, mysticism, tradition) and how universal is that truth across contexts?

• Time—Where do people focus their attention (past, present, future) and how important are schedules?

• Human nature—Are people individualistic or collectivist? Are they inherently good?




• Work relationships—How formal, familial, and status-oriented is the culture?

• Purpose of work—To what extent do people value competition, growth, extrinsic rewards, and quality of work life?

• Communications—How openly, concisely, and quickly is informa-tion communicated? What are the nonverbal behaviors associated with a language?

It is useful to ask students to complete a cultural scan three times: before they travel, while they are in the host country, and then when they return. The cultural scan technique sensitizes students to subtle differences between cultures that they might not otherwise discover. For more inf or-mation on cultural scanning and the integrated framework for cultural ana-lysis, see Phillips and Boyacigiller (2004), Boyacigiller, Kleinberg, Phillips, and Sackmann, (1996). Additional resources for cross-cultural education are included in Table 1.

Even though short-term trips provide only brief exposure to the values, beliefs, and behaviors of people in the host country, there are a number of experiential ways that trip leaders can facilitate meaningful contact. For example, leaders can set up homestays or they can plan stops in small towns

Table 1. References for Cross-Cultural Business Education

Adler, N. J., and Gundersen, A. (2007).Boyacigiller et al. (2004).Cushner, K. H., and Brislin, R. W. (1996).Earley, P. C., Ang, S., and Tan, J. S. (2006).Ferraro, G. P. (2006).Hofstede, G. H. (1982).Hofstede, G. H. (1991).Gannon, M. (2003).Lane, H. W., Distefano, J. J., and Maznevski, M. L. (2000).Lane, H. W., Maznevski, M., Mendenhall, M. E., and McNett, J. (2004).Landis, D., Bennett, J., and Bennett, M. (2004).Mead, R. (2005).Mendenhall, M., Osland, J., Bird, A., Oddou, G., and Maznevski, M. (Eds.).Oddou, G., and Mendenhall, M. (1999).Samovar, L. A., and Porter, R. E. (2001).Samovar, L. A., Porter, R. E., and McDaniel, E. R. (2006).Trompenaars, F., and C. Hampden-Turner. (1998).Walker, D. M., Walker, T., and Schmitz, J. (2003).



Sachau et al. 649

that are less likely to be visited by tourists. Leaders can arrange for participation in local, traditional, social activities such as drumming, dancing, or church services. Trip leaders can arrange internships or job-shadow projects (where students follow a person through an entire day at work). Leaders can also invite students from a university in the host country to participate in the course(s) and field trips.

For trips where students will be interacting with students in the host coun-try, an effective way that trip leaders can facilitate early and lasting connec-tions between the students is by using the social networking tools that most college students already use. Facebook, MySpace, blogs, Twitter, and e-mail can be employed months before the trip to start building relationships. Stu-dents can get to know each other by using these free online tools to exchange personal profile information and photos. In addition, students can share information about their political views, school interests, and musical tastes. These online social exchanges not only help the students get to know each other before the trip, but they can also be used to maintain relationships after the trip.

Even foods and beverages provide important links to culture. A group dinner where students have the opportunity to interact with chefs and grow-ers is an easy way to provide a cultural link. For example, in Ho Chi Minh City, we took students to a cooking school. In Brussels, we met with the managers of a small brewery, who despite increasing challenges, cling to brewing tradition. Students were thus exposed to an example of the cultural clash between globalization and local customs. In Italy, we had a dinner where the entire meal was made from products grown on the farm. Here, the farmer explained the historical and contemporary importance of wine, olive oil, and local produce.

Another important knowledge-related goal is to help students under-stand their own culture. It is difficult for students to gain perspective on their home country if they have never left it. Many of the students who have participated in our trips had never had their fundamental assumptions about personal freedom, wealth, religion, or capitalism tested. For example, our students had all heard the term inalienable rights, but because they had never been to a place where rights are not assumed to be inalienable, few of our students had ever been challenged to think critically about those rights. Therefore, exposure to another culture can help students reexamine their own assumptions and values. Equally important is the opportunity to see the United States through the lens of non-Americans. Speakers, host fami-lies, students, and tavern patrons all have their perspectives on our culture and are eager to share.




Shaping Attitudes

In addition to knowledge goals, we set goals for attitude change. These goals include increasing interest in the course topic, increasing interest in interna-tional travel, and increasing interest in the host country and its people. Because short-term trips are, by definition, short, the trips limit the depth and breadth of exposure to a country’s, region’s, or city’s culture. Consequently, these trips may have a more lasting effect on attitudes and interests than on knowl-edge. This does not mean that short-term trips are not useful. On the contrary, years after traveling to Brussels, students may not remember all they once read about the EU’s monetary policy—but they will still like Belgium. Long after students forget details from a lecture on Ho Chi Minh, they will still be interested in reading about political developments in Vietnam. In other words, even if a trip does not allow enough time for students to either become experts on a topic or to become fully immersed in a culture, a short-term trip can spark a curiosity that will last a lifetime.

Building ConfidenceThe third type of goal we focus on is helping students gain confidence as travelers. As we mentioned, many of the students who participate in our trips have never left the United States. We want our students to finish the trip feel-ing like they could travel on their own. Experience in a short-term study abroad trip can eliminate uncertainties about passports, visas, subways, train stations, currency exchange, hostels, border crossings, food, tipping, and com-municating with locals. Not one of these worries would, by itself, stop most people from traveling. However, collectively, concern about small details can add up. A trip taken with faculty and friends is a safe way to develop basic international travel skills.

In the next sections, we discuss three formats for short-term study abroad. We chose formats that worked well for us, so the models are by no means the final word on any one of the formats we discuss. Our intent is to offer the examples as a starting point for designing a trip.

Summer Semester AbroadThe summer semester abroad is a 6- to 12-week program where students live on campus and take multiple classes. The basic format of the summer session includes class sessions 4 days per week and free time for independent travel 3 days per week. The primary educational goals for this type of trip include



Sachau et al. 651

helping student gain in-depth information about the course topic and increas-ing student interest in the local country, sites, and people. Furthermore, the trip lasts long enough that it should increase students’ confidence in their ability to travel abroad and it may increase their confidence to live abroad.

The trip leader’s first step is to create a base camp for classes and travel. The easiest way to do accomplish this step is to find a college that will rent classroom and dormitory space. Many international universities rent space during the summer session. In London, for example, King’s College and the London School of Economics open their dorms to groups in July and August. Another option is to approach a North American university that leases year-round space for their study abroad program. For instance, the University of Wisconsin system leases sites all over the world. These spaces are occupied during fall and spring sessions, but they are open to university tour groups during the summer.

Next, a trip leader should consider inviting one or two professors from his or her school to participate on the trip. A team of instructors can offer multiple courses. Offering multiple courses will allow students to take a full course load for the summer session. The courses can all be from the same major or they can include a mix of general education courses. The advantage of offering general education courses is that students from a variety of majors can participate in the trip. Furthermore, it is easy to integrate course content and visits when partnered with political science, history, or fine arts professors.

Two months before the course begins, trip leaders should hold two or three orientation sessions. Leaders can use these sessions to assign readings, set expectations, and help students get to know each other. As Koernig (2007) points out, the students’ primary worries are not being able to communicate in the host country language, anti-American sentiments among residents in the host country, and not having enough time to experience the culture of the country (p. 212). To supplement the orientation, it is beneficial to set up an online module with course information, readings, discussion boards, and chat rooms.

Once abroad, class sessions involve a combination of lectures, guest speak-ers, and site visits. Normally, we minimize the use of traditional lectures in favor of speakers and site visits. We try to spend as much time as possible visiting local organizations. When this is not possible, we invite speakers to campus. Many large organizations such as the EU and the United Nations have site officers who coordinate seminars and visitor groups. Many contacts can be found by searching membership directories of professional organiza-tions (Academy of Management, Society for Human Resource Management,




American Management Association, Society for Industrial & Organizational Psychology, etc.). Fortunately, it is relatively easy to set up site visits. We have found that people are usually flattered when you say, “a group of inter-national college students would like to hear what you think about . . . ” In fact, it is surprising who will cooperate. Our students have met with corpo-rate vice presidents, embassy officials, government officials, museum direc-tors, even political celebrities. During a guest lecture, Jamie Shea, the Chief Spokesman for NATO, began his lecture with, “I was in the office of your President Clinton last week and he mentioned that . . . ”

From our experience, housing is one of the facets of the trip that has the most direct effect on the mood of the students. Although dormitories can be used to house students, homestays are a nice option. Homestays, where stu-dents live in the home of a local family, provide greater opportunity for cul-tural immersion than dorm stays because homestay students dine, entertain, and occasionally travel with host families. Students are typically apprehen-sive about the homestays at the beginning of the trip. However, by the end of the trip, students usually report that the homestay is one of the most valuable aspects of the study abroad experience.

A popular aspect of the summer abroad program is free time for indepen-dent travel. Many students want the adventure but not the uncertainty of a backpack and youth hostel tour. For these students, the summer abroad pro-gram is a nice option because the format gives students structure during the week, a comfortable home base from which to explore, and a class roster of travel companions. For example, during summer sessions in Belgium, our students spent Monday through Thursday in Brussels. They then organized into small groups and spent weekends traveling to Paris, London, Amsterdam, and Cologne. Independent student travel can be an important part of the stu-dent growth process. Students with free time will find museums, castles, tem-ples, campuses, beaches, parks, bicycle tours, boat trips, and shopping.

During the summer semester abroad, instructors typically teach estab-lished courses. These classes are augmented with site visits and guest lec-tures. Because the courses are established and students have a classroom and a standard schedule, it is easy to use tests and quizzes to assess learning. The major point of departure from a tradition course is the numerous real-life examples students are able to tie to theoretical material. However, as stu-dents are learning much more than the course content, we ask students to keep a trip journal. The purpose of the journal is to get students to reflect on the local culture, customs, people, and events. The journal can include obs-ervations, questions, frustrations, and praise. In fact, the journals can take many forms, and the following authors provide excellent suggestions for



Sachau et al. 653

journal assignments: Duke (2000), Moncrief, Shipp, and Lamb (1995), and Varner and Peck (2003).

The Study TourThe study tour is a 7- to 28-day trip where participants travel from city to city and visit sites along the way. Participants usually travel by bus or train and stay in hotels. Of the three models discussed in this article, this format is clos-est to traditional tourist travel, but the trip is tailored to a course theme. The primary educational goals for this trip are similar to the goals for the summer semester abroad; however, there is less time for in-depth exploration of sites and course topics. Nonetheless, this type of trip can increase interest in the course topics, country, people, and it can help students gain the confidence they need to travel and vacation abroad.

The first step in developing a study tour is to choose locations that fit with the trip leaders’ area of expertise. This process is easier if the trip leader can find sample itineraries from university trips. The easiest way to find these itineraries is to search Web sites of university international travel or study abroad program offices. The Web sites for these offices describe trips in detail and provide contact information for trip leaders. Michigan State, New York University, Ohio State University, Penn State, UCLA, University of Florida, University of Georgia, University of Illinois, University of Minnesota, and the University of Texas have the largest study abroad programs in the United States (Open Doors, 2007) and are an excellent resource for sample itineraries.

The next step is to set up a formal course for the trip. Tying the trip to a course has a number of advantages. First, course credit is an added incentive for students to participate in the trip. Second, a formal course makes it pos-sible for students to apply for financial aid. Third, the course will provide the faculty member(s) with compensation for the time they spend planning and running the trip. Finally, a course will put the students under the legal umbrella of the educational institution, and this may protect the instructor from litiga-tion should there be any accidents.

Next, the leader has to set an enrollment target for the course. That target will depend on three factors. The first is the number of students needed to cover the instructors’ trip costs. Most faculty do not pay their own travel expenses so the trip leader’s costs are usually added to the students’ trip costs—obviously, the larger the group, the smaller the cost per student. The second issue that determines the size of the tour is the size of the tour bus. Buses come in a variety of standard sizes (15, 30, 45, or 55 passengers). For




the most cost-efficient trip, fill a bus. The final issue when deciding the size of the trip is the trip leader’s tolerance for chaos. Fifty-five participants do everything more slowly than 15 participants do. In short, big groups are less expensive but small groups are easier to manage. In summary, programs with numerous fixed costs (e.g., busses, guides, translators, classroom rental) typi-cally need to be larger than those that have mostly variable costs (e.g., use public transportation and audio guides.)

Once the trip leader has identified places to visit, either the leader can plan all the hotels, transportation, tours, and activities himself or herself, or the leader can contact a travel agent who specializes in international travel for college students. Travel agents make the planning process much easier. For example, Seminars and Performing Arts International, and EF Educational Tours manage group travel for colleges and universities. They can arrange all transportation, guides, tours, hotels, and meals. They also take care of all bill-ing. A trip managed by a travel agency is a little more expensive than a trip arranged by the trip leader. However, travel agents save the trip leader work and the agents have insights into locations that first-time visitors could not have (best hotel locations, best time to travel, most reasonable schedule). Furthermore, travel agents are a single point source for help if there are any transportation, dining, or hotel mix-ups.

When the basic outline of the itinerary is established, the trip leaders can fit course-related site visits into the schedule. That is, many preestablished itineraries are built around tours to cultural sites (itineraries set by history or language professors). It is convenient to use these itineraries and then find course-related sites near the cultural sites.

Site visits usually last an hour or two. Trip leaders will have to contact the sites 2 or 3 months in advance to set up a visit. During the typical day, it is possible to visit one historical/cultural site and one course-related site. At most, students can only effectively absorb information for three modules per day. Of course, leaders do not have to visit cultural sites but, frankly, it would be a shame to visit a second factory if this means missing the Vatican. Hav-ing stated this, here is a sample of the organizations that have hosted our groups. The list may prompt ideas for other business-related sites: Bain & Company—Singapore; Center for Creative Leadership—Singapore; Drake Beam Morin—Ho Chi Minh City; European Congress on Work & Organiza-tional Psychology—Lisbon; Ford Motor Company—Belgium; International Confederation of Free Trade Unions—Brussels; JVR & Partners Consulting—Cape Town; Kmart Corporation—Prague; Kenexa Consulting—Hong Kong; New Lanark Factory Historical Village—England; Oxford University; Per-sonnel Decision Inc.—Brussels; Royal Navy Human Factors Lab—England;



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Singapore Management University; United Distilleries—Edinburgh; Tavis-tock Institute—London; and many U.S. consulates.

We recommend that trip leaders pack the travel tour itinerary and, as dra-conian as this may sound, give students very little discretion about modifying the daily schedule. Thirty people cannot make quick decision about restau-rants, menus, or schedules. Furthermore, once students have a vote in the day’s activities, the students with the minority vote will be upset. If trip leaders want to get student input, it is best to do so before the trip begins. A good way to give students some discretion is to include 1 or 2 days for independent travel.

The study tour is a good format when trip leaders have a limited amount of time to travel and leaders would like to visit a variety of cities. The study tour is particularly well-suited for travel in developing nations. For example, we recently used the travel tour format on a tour of Vietnam. We chose Viet-nam because, behind China, Vietnam is the fastest growing economy in Asia. Vietnam is going through a dramatic transformation from socialism to capi-talism, and our students were interested in the way that Vietnamese compa-nies were dealing with human resource policies and practices. Seminars International arranged transportation, hotels, and guides. They also assigned a Vietnamese-speaking guide for the entire trip. In addition, they arranged a charter bus in every city we visited, and they booked air travel between cities (Ho Chi Minh City, Da Nang, and Nah Trang). We started with an itinerary that included a variety of interesting historical/cultural sites (borrowed from a sociology professor), and we inserted visits with business leaders, govern-ment officials, and professors.

Assessment of learning objectives for a study tour can usually be accom-plished with a journal. Instructors can also include readings and tests, but it is best to complete the readings before the trip begins. The study tour is fast paced and tiring. Bus rides provide a venue for discussion and short quizzes, but there is little time, and no location for long tests. For more information, Amel and Uhrskov (2002) offer tips for designing study abroad courses. Duke (2000) provides an overview of useful learning activities and test alter-natives for study abroad programs. For more information about the study tour format, see Koernig (2007). He offers hands-on advice for managing the details of a study tour.

The Service-Learning TripThe service-learning trip is a 2- to 6-week trip that includes international travel and volunteer work. Service learning is a form of experiential learning (Dewey, 1938) that integrates coursework and community service. In other




words, service-learning links the work students do in the classroom to real-world problems and world needs (American Association of Higher Education, 2003). Service-learning trips can enrich learning, teach civic responsibility, and strengthen communities (Fiske, 2001). In terms of the educational goals we discussed above, the service-learning trip will help students understand specific social problems and the process of lending assistance. The service-learning trip can also increase student interest in service, the host country, and its people. Finally, the service-learning trip can help students gain confi-dence to travel and help abroad. Of the three formats we describe, the service-learning trip is the most challenging for faculty and students (Clark, 2000), but it can also be the most rewarding.

Over the past decade, there has been increased interest in service-learning projects. Business educators have extolled the virtues of including service-learning projects in a wide variety of courses including accounting (Gujarathi & McQuade, 2002), compensation and benefits (Madsen & Turnbull, 2006), con-sulting (Kenworthy-U’Ren, 2000), ethics (Vega, 2007), marketing (Hagenbuch, 2006), and project management (Brown, 2000).

The first step in organizing a service-learning trip is to find an NGO that promotes service-learning projects. For example, The National Service-Learning Clearinghouse, the Jimmy and Rosalynn Carter Partnership Founda-tion, The International Partnership for Service-Learning and Leadership, and Teach-a-Man-to-Fish promote international service-learning projects. These organizations have programs in place and they can help trip leaders think about how to serve in a location that does not have an established program.

The next step is to find an on-site contact who has the power to make change. If, for example, a trip leader is planning projects at a school or public-service organization, the trip leader will need a contact at the senior leader-ship level. It is important that the local contact establish very specific projects that can be completed during the trip. These projects might include teaching classes, painting projects, construction projects, small business planning, or job coaching. There will inevitably be some confusion and delays (especially by Western standards), so specific projects with specific goals are more likely to be completed than general projects.

The next step is to find housing that is close to the site where students will work. This can be tricky because some service-learning sites are in remote locations. The remote location also means that trip leaders need to organize transportation to and from the site. Again, travel agencies that specialize in student programs can help with housing and transportation.

Finally, trip leaders will need a pool of money they can use to pay for local projects. It is best to come to the sites with money in hand rather than rely



Sachau et al. 657

solely on the NGO for cash. We recommend that students lead fund-raising projects at home before the trip. Arriving with funds raised in advance gives students a sense of ownership of the projects.

We recently completed a trip to South Africa where we spent 10 days working on construction projects and 6 days traveling. We worked with stu-dents at Eden Campus, a new school in Karatara, South Africa. The school is designed to give students from low-income townships the opportunity to develop basic business skills. The founder of the school, Steve Carver, opened the school in hopes that graduates would return to their townships and start small businesses.

To facilitate student interaction, we started a pen pal project where we teamed each Minnesota State University student with an Eden Campus stu-dent. The students interacted over e-mail and Facebook for 2 months before the trip.

In the months before the trip, our students also organized a variety of fund-raising projects to help Eden Campus. First, students mailed a donation request to alumni. The letter described the trip to Eden Campus and requested money for very specific Eden Campus needs (i.e., cost of classroom remodel, teaching materials, athletic equipment). Then students approached regional business leaders and asked if the leaders would donate outdated laptop computers. Students asked for computers that were too old to run the most recent version of Windows, but new enough to run Ubuntu, a freeware oper-ating system based on Linux. Ubuntu is a streamlined program that is popular in developing nations. This computer-recycling project netted 22 laptops.

Once in South Africa, students worked on a variety of painting, construc-tion, and remodeling projects on campus. An Eden Campus student was assigned to lead each project. It is noteworthy that many of the Eden Campus students had never had a job, so they had no supervisory experience. In other words, this was the first time that they had been in the role of supervisor.

Nidhi Chaitow, a South African management consultant, served as tour guide and group process facilitator. Nidhi arranged nightly team-building exercises, including discussion circles and drumming sessions. In addition, she met one-on-one with our students and asked the students to discuss their perceptions of South Africa.

Similar to the other two study abroad models, it is best to tie the service-learning trip to a course. For our trip to South Africa, the classroom compo-nent included readings about South Africa (Africans and Americans: Embracing Cultural Differences by Joseph Mbele, 2005) a reading about service (Giv-ing: How Each of Us Can Change the World by Bill Clinton, 2007), speakers who discussed poverty, and background information about Eden Campus. In




addition, we encouraged the students to learn about Eden Campus through the campus Web site (www.EdenCampus.org) and related online articles. Just as for the other trips, we held class sessions at home to set expectations, answer questions, and provide background information. Our goal was to complete the reading before we left. In a service-learning environment, nei-ther the students nor the faculty are likely to prioritize reading and studying over working on projects or interacting with the locals.

For this trip, we surveyed participants after they returned to the United States. We found that the trip increased students’ interest in South African political issues, apartheid, service projects, and green business. The trip posi-tively affected students’ intentions to learn more about South Africa, return to South Africa, remain in contact with newly formed friends, and follow the success of Eden Campus. In addition, the trip helped students understand the complexities of service projects, social problems, technological change, and business education (Fee, Chaitow, & Sachau, 2009; Sachau, 2008).

Another encouraging outcome from this trip was that students established online communities. For months after the trip, the students continued to share in each other’s lives by regularly posting photos and comments to their online accounts. By encouraging continued communication between the partici-pants, we were able to extend the impact of the international experience well beyond the duration of the trip. In short, even though students only spent 2 weeks in South Africa, the trip deepened students’ knowledge, shaped their attitudes, and affected their intentions to travel.

General SuggestionsIn this section, we offer a variety of suggestions that apply to all of the trip formats. These are tips we learned through trial and, usually, errors.

PlanningWe included a Gantt chart for trip planning in Figure 1. Readers will notice that it is best to start planning early. A word of caution for faculty consider-ing a trip: Cynics may suggest that trip leaders are getting paid to go on vacation. People who lead trips know otherwise. Organizing a trip is very time consuming. In addition to holding class sessions, a trip leader will spend time applying for university approval, recruiting students, dealing with the financial aid office, arranging transportation, reserving housing, planning meals, identifying site visits, scheduling speakers, and arranging guides. Once the trip starts, the trip leader is either with the students or “on call” 24 hours a day. Assuming a conservative schedule filled with 8-hour days (travel-days



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are usually longer), a 2-week trip involves 112 hours of direct contact with students and an additional 168 hours on call. In contrast, a 15-week class-room course will meet for a total of 45 hours and faculty will be on call during 15 office hours.

Tour GuidesWe have found that it is usually best to hire a guide when visiting historical/cultural sites. Many guides specialize in educational groups, and they can modify the tour to the specific objectives of the trip course. The guides pro-vide a wealth of information, they focus the students’ attention on the most important aspects of the sites, and they expedite entrance.

Bus DriversMost bus drivers (or “coach” drivers as they prefer) have a wealth of infor-mation about historical sites, restaurants, shopping, and nightlife. The typical

Figure 1. Gantt Chart for Trip Planning




coach driver has listened to countless tour guides while driving tourists. Fur-thermore, while tour guides take tourists into a site, coach drivers have free time to explore. Thus, many drivers understand the nuances of the sites and the community that surrounds the site. In fact, some drivers are so good that when we return to locations we occasionally contract with drivers rather than travel agents to manage travel, guides, and housing details.

Location, Location, LocationFinding a hotel that is close to the center of activities and nightlife is impor-tant. This is especially true for short trips. Hotels outside the tourist locations are less expensive, but travel to and from the city center consumes valuable time and has a cost of its own.

Villa HousingAn interesting alternative to dormitories, hotels, and hostels is to rent a vaca-tion home. Eight to 10 people can stay in a house for less (per person) than the price of a hotel. A large number of “vacation home” or “summer villa” rental agencies can be found on the Web.

InsuranceWe require students to buy an International Student Identity Card from Inter-national Student Travel Confederation (ISTC.org). The card gives students a discount on museums, restaurants, local transportation, and attractions. More important, the card provides a short-term health insurance policy that includes coverage for evacuation to the United States for any major health problems. In addition, most universities have standard forms for collecting important health-related information (allergies, etc.). It is a good idea to have this infor-mation accessible during the trip.

LiabilityMany schools ask students to sign a liability waiver. This reduces the likeli-hood that the instructor and the university will be held liable in case students are hurt. The waiver is obviously a good idea.

Leaders will also have to decide if they are willing to take participants who are not enrolled in the college/university. Friends and family often ask to come on the trips. The leader should check with university legal services



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regarding the status of nonstudents on the trip. See Stevenson (2008) for more about legal risks of the trip.

Travel WarningsU.S. citizens should check with the U.S. Department of State for travel warnings before planning an international trip (Travel.state.gov.). The State Dep artment posts up-to-date crime, terrorism, war, and health information for each country. Some state universities will not release travel funds for coun-tries where the State Department has issued travel warnings. For additional advice, Nelson and Ornstein (2002), and Fischer (2007) provide suggestions for managing problems that may arise during a trip.

Financial AidOne of the roadblocks to study abroad is the cost of the trip. This problem is made more complex by rules that financial aid offices must follow. Students can apply for financial aid before they go on a trip, but they will not receive the financial aid until they are on the trip. Unfortunately, students usually have to pay for the trip weeks before they leave on the trip. For many students this means that they will have to get a loan from a family member or bank. There does not seem to be an easy way around this problem. We would like to see the financial aid system modified to accommodate international travel. Because of the complexity of financial aid issues, trip leaders should check with the financial aid office well before they travel.

Compensation, Credit, and CooperationWhen students participate in a trip they typically pay a fee to a travel agent (or university business office) to cover their trip expenses. They also pay tuition. The trip leader is compensated for leading the trip with tuition. How-ever, tuition is not usually sufficient to cover all the faculty member’s travel expenses, so the leaders’ transportation/housing/activity expenses are added to the students’ trip expenses. When two or more schools share responsibility for a trip, the complexities of tuition, compensation, and travel fees increase. For instance, schools that partner on a trip may have dramatically different tuition structures. This means that some of the participants on the trip will be paying much more for the trip than others. The same is true for compensa-tion. Instructors from two schools may receive different pay for serving as instructors. The problem is exacerbated when schools have different policies




regarding the leaders’ travel expenses. Some school charge enough tuition that tuition will cover the entire cost of the leaders’ trip. Other schools require that the leader pay for his or her own travel expenses. Some schools require that the trip be arranged through an external travel agency. Some schools handle these arrangements internally. Some schools establish criteria for faculty who must qualify to teach international courses. Other schools have no qualifying standards; yet when schools partner, instructors from each school are responsible for teaching students from both schools.

The problems of cooperation become even more complex when students and faculty from the host country participate in the trip. International exchange of credit, compensation, costs, and tuition can be tricky. There are currently no easy answers to the administrative problems associated with university partnerships on trips. Administrators who are interested in fostering collabo-ration between universities will need to tackle these problems.

PackingEven though packing is one of the most manageable aspects of the trip, every student has questions about it. We encourage students to pack lightly, share whatever they can with their roommates, and lower their standards for, “being seen in the same outfit twice.” We ask students to pack enough for 1 week of travel. We give students time each week to visit a laundry. Our recommended packing list appears in Table 2.

Other ResourcesFaculty who are interested in short-term study abroad can find useful advice from the following groups: National Association of International Educators (NAFSA.org), Open Doors: Institute of International Educators (opendoors.iienetwork.org), International Study Abroad Programs (IIEPasport.org), and the Forum on Education Abroad (forumea.org). In addition, Peterson’s Short Term Study Abroad (Peterson’s, 2008) series and Spencer and Tuma’s (2002) Guide to Successful Short-Term Programs Abroad, are useful publications. Rick Steves, a popular travel author, offers excellent advice for travelers on a budget (ricksteves.com).

conclusionStudy abroad programs are increasingly popular among business majors. About 18% of all the U.S. students who participate in study abroad programs are business/management majors. Behind social sciences majors (with 21.7%),



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Table 2. Packing List for Short-Term Study Abroad

Luggage1 Large suitcase (up to 5,000 cubic inches). Wheeled, travel backpacks are idealCheck airline weight limits—especially for small, international airlines1 Daypack (up to 2,000 cubic inches). This will serve as carry-on bag and will substitute for a purse1 Empty duffle bag. Rolled, packed, and used to carry purchases home3 Durable luggage tags. The tags make it easier for porters, bus drivers, and airline personnel to move luggage. Colored tape or ribbons make it easy to identify bags of people traveling together

Documents and essentialsPassport (P)Insurance information (P)ATM card. ATMs are everywhere and they make traveler’s checks unnecessary (P)Map. Always carry small city maps. Pick them up when you arrive (P)Credit or debit card. Credit cards offer very good exchange rates. Tell your credit card company that you are traveling overseas or they may freeze the card when they see international purchases (P)Photocopy of passport and credit cards. Include phone numbers to cancel lost cards. Swap this with a friend who is also on the trip (DP)Itinerary (DP)

Clothing. Enough for 6 days’ travel and then a trip to the laundry1 Waterproof jacket (DP)1 Sweater or sweatshirt or lightweight fleece jacket (DP)1 Pair sandals1 Pair high-quality walking shoes. Dressy enough to pass as business casual1 Belt2 Business casual shirts3 Causal shirts1 Tee shirt. This will make dress shirt rewearable1 Pair business casual trousers1 Pair casual trousers2 Pairs shorts. Multiple zippered pockets are helpful1 Pair shorts for sleeping or nightshirt1 Swimsuit6 Pairs socks6 Sets underwear. Consider packing old underwear and socks and then throwing them away after you use them on the trip. This creates luggage space for purchases

EquipmentUS$50 for airports and emergencies (P)Inexpensive wristwatch. There will be many occasions when participants must convene (DP)MP3 (DP)Sunglasses (DP)Camera, extra memory card, extra batteries (DP)

(continued)




business majors represent the largest number of majors participating in these programs (Open Doors, 2007). Surprisingly, there are few articles in man-agement journals that describe the logistics of running a short-term study abroad program.

From our experience, each of the three study abroad models has advan-tages. The primary advantage of the summer abroad program is that the pro-gram makes housing, dining, courses, and classrooms easy to manage. The summer session also allows students to take multiple courses and to travel on their own. The principal advantage of the travel tour is that students get the opportunity to see a large number of sites in a short amount of time. The travel tour is a sprint compared with the summer abroad marathon. The pri-mary advantage of the service-learning trip is that students get a rich cultural experience, and they have the have the opportunity to serve others. Table 3 contains a comparison of the trip formats.

Table 2. (continued)

Address booklet for letter writing (DP)Journal (DP)A notebook and pens (DP)Thin, inexpensive calculator for calculating exchange rates (Share) (DP)Good paperback (DP)2 large Ziplock plastic bagsSmall flashlight and batteries. Small headlamp style flashlights are remarkably helpfulSmall unwrapped gifts for host family. Pick objects that reflect your homeAlarm clock (battery-operated) (Share)Phone card, SIM card, or disposable cell phone. Purchase when you arrive (Share)Power converters and adaptor plugs for electrical appliances (Share)

Medical/toiletriesPrescription medicine in original containers, plus written prescriptions (DP)Eyeglasses or contacts, spare pair (DP)Roll of toilet paper (DP)Motion sickness medicine (DP)Medium-sized towelLiquid body wash soapToothbrush and toothpasteHair drier (Share)Small containers of shampoo, deodorant, hair care products, feminine hygiene productsSmall containers of over-the-counter medications, such as pain relievers, cold/ allergy medicine, antihistamines, vitamins, medication for diarrhea and constipation, decongestants (Share)

Note: (Share) = Share with a partner on the trip; (DP) = Carry in daypack on travel days; (P) = Carry in pockets. Do not get separated from these things.



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Table 3. Summary of Short-term Study Abroad Formats

ParticipantsDuration (weeks)Housing

Cultural exposure

Pretrip sessions

Courses

On-site sessions

Knowledge goal

Attitude goal

Confidence goal

Independent travel

Timing

Summer Semester

10-12 per course6-12Dorm, villa, or

homestay within 30-minute commute of major sites

Moderate exposure

Orientation

Regular courses: Organizational behavior, economics, international entrepreneurship

Lectures, invited speakers, site visits, tours, tests, journals

In-depth information about course topic, and sites

Increase interest in course topics, country, people

Confidence to travel and live abroad

3 days per week

Summer

Study Tour Abroad

10-302-3Hotels and hostels

within walking distance of major sites

Minimal exposure

Orientation, class sessions, ice breakers/group process

Special topics courses related to the location: HR Management in Asia

Site visits, tours, quizzes, journals

Information about course topic and sites

Increase interest in course topics, country, people

Confidence to travel and vacation abroad

1 day per week

J Term, Spring break, Summer

Service-Learning Trip

10-151-6Local housing as

close as possible to service site

Moderate exposure but limited to subset of culture

Orientation, class sessions, ice breakers/group process

Special topics courses related to service-learning: Sustainable development, green business, poverty

Evening discussions, journals

Information about specific social problem and service

Increase interest in service, people, host country

Confidence to travel and help abroad

Before or after project

Spring break, J term, Summer




All the trip formats can help students understand course-related material. It is easier for a student to grasp the challenges of economic development after visiting a shantytown. Coca-Cola’s worldwide influence becomes more than a set of statistics when students can find a Coke any place in the Mekong Delta. Insurance is more exciting when standing on the trading floor at Lloyds of London. Job satisfaction takes on new meaning in an auto factory.

Beyond the course material, the trips help students understand the sub-tleties of culture in ways they could not easily get from a book. For exam-ple, our students were perplexed by South Africans who would not allow barbers to keep cut hair for fear that a witch would use the hair to cast a spell. In turn, Thai villagers were puzzled by our students’ descriptions of communion. While Belgians could not understand our students’ desire to own handguns, our students could not understand why many French- and Dutch-speaking Belgians resent each other over a battle that occurred more than 500 years ago.

Finally, a short-term study abroad program can help students understand themselves and their homes. It was fascinating to see students’ implicit val-ues become manifest when students started arguing with a British manager who did not hold the core American belief that anyone can rise above the social class into which they are born. More dramatically, students touring South East Asia who were concerned about lingering resentment over the Vietnam War reframed the war when they met a local who quipped, “Why would we be mad about the American War? We won.”

We encourage faculty who have not lead an international trip to consider taking students abroad. The trips provide rich learning opportunities and spark student motivation. A trip abroad will have a lasting impact on students and faculty alike.

Declaration of conflicting Interests

The authors declared no conflicts of interest with respect to the authorship and/or publication of this article.

Funding

The authors received no financial support for the research and/or authorship of this article.

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