Foreign study

This mixed methods study explored and measured the multi-dimensional
construct of global-mindedness as it applies to the study abroad professional and defines
the term study abroad professional. Hett’s (1993) Global-Mindedness Scale and the five
dimensions of responsibility, cultural pluralism, efficacy, globalcentrism, and
interconnectedness was utilized to determine the global-mindedness of study abroad
professionals. Additionally, open and closed-ended questions were used to identify
similarities across the study abroad professionals and to help define and give meaning to
the term study abroad professional.
Research findings lead to the identification of four themes. Theme one focused on
characteristics that lend themselves to defining the term study abroad professionals.
Theme two focused on the individual characteristics and their association with Hett’s five
dimensions of global-mindedness. Qualitative data were used to support the various
research questions whose answers became part of the working definition for a study abroad professional. Theme three focused on study abroad. And, theme four focused on
evolving job announcements.
International education, specifically study abroad, has become a specialized and
recognized profession. What has emerged are specific academic requirements,
professional training, and various professional and personal experiences being a
requirement for entry into the field. Individuals entering the study abroad profession
need to have an advanced degree, most likely in education or international/global studies
(although other majors are acceptable), they will have studied, interned, volunteered,
worked, or lived abroad, they will have good communication skills, be open-minded,
organized, flexible, patient, empathetic, culturally sensitive, interculturally competent,
and will have previous experience in the field. These findings have led to the definition of
a study abroad professional. a study abroad professional is a globally-minded
administrator or advisor with international and professional experiences, educational
credentials, and personal traits that help them to relate to, communicate with, and support
students, faculty, and staff, while fostering a safe study abroad environment that meets
the needs of the institution and diverse student populations.

Purpose. The purpose of this investigation was to evaluate the effects of a six-week overseas study-tour program on attitudes of worldmindedness. Also investigated were the relationships existing between worldmindedness and students' variables, including the participants' satisfaction with the program. Methodology. From Broward Community College, Florida, 53 students were selected to form the sample population which consisted of (a) an experimental group of 19 students who participated in the overseas program, (b) a control group of 19 non-overseas students who attended a course in Beginning French, and (c) a control group of 15 non-overseas students who were enrolled in American Literature. The three groups responded to biographical questions and were administered the Sampson and Smith (1957) Worldmindedness Scale at the beginning of the experiment, and again at the end, six weeks later. Participants in the tour were also given two questionnaires developed by the investigator to evaluate their satisfaction with the program and perceptions gained overseas. The results were computed using the analysis of variance, t test for correlated means, multiple linear regression, and Spearman Rho techniques. Findings. The findings shows that: (a) There was no significant difference in mean scores between the overseas students and their non-overseas peers as measured by the Worldmindedness Scale. (b) There was no significant difference between the overseas students' pretest and posttest mean scores as measured by the Worldmindedness Scale. However, through subsidiary hypotheses involved in subgroup comparisons, it was found that the students classified as antiworldminded on the pretest scored significantly higher on the posttest. (c) Number of weeks spent abroad was the most significant independent variable accounting for changing attitudes of worldmindedness. Sex and socioeconomic status, although significantly related to worldmindedness, were not considered important. (d) There was low correlation between the participants' satisfaction with the program and worldmindedness even though degrees of satisfaction fluctuated from good to excellent. (e) Finally, factors such as language barrier and cultural shock appeared not to have affected the participants' perceptions during the overseas tour. Conclusions. The lack of positive findings indicated that the overseas program was not successful in promoting attitudes of worldmindedness. However, when considering the experimental group, the results revealed that the overseas experience had been most profitable to the antiworldminded participants. Additional findings showed that among the students' variables selected for the study, number of weeks spent abroad previous to the experiment was the variable influencing a large portion of attitudes of worldmindedness. Finally, high degrees of satisfaction with the program and favorable perceptions acquired toward other cultures lent support to the assumption that overseas programs are among the best means developed to promote international understanding. Discussion. Despite the lack of positive findings--a lack mostly attributed to the shortness of the tour--overseas study-tour programs should be expanded in order to help the antiworldminded individuals to gain a deeper understanding of the world, and efforts to increase cultural interactions while traveling abroad should be emphasized in order to realize the social expectations of the worldminded participants.