IN-PERSON: Applying Education

Abstract

In Japan, the Ministry of Education, Culture, Sports, Sciences and Technology (MEXT) is actively pushing for graduates with increased linguistic, communicative, and global abilities to improve Japan’s economic competitiveness and to help build stronger cross-cultural ties in the global arena (MEXT, 2014). Given this push, short-term study-abroad (STSA) programs are popular in Japanese higher education; however, participating students’ experiences are under-researched. This study empirically assessed the impact of a six-week US-based academic program (conducted online due to the COVID-19 pandemic) on sophomore Japanese university students’ global-mindedness (GM). Theoretical principles from Deardorff’s Process Model of Intercultural Competence (2006, 2009), and virtual exchange principles defined by O’Dowd (2018), helped to inform this research design. This mixed-methods study employed experimental (N = 53) and control (N = 82) groups to investigate the following research question: What is the impact of an online STSA program on the GM of participating students? Quantitative data were collected at three time periods (pre/post/post-post) using a modified version of the 30-item, five-factor Global-Mindedness Scale (GMS) (Hett, 1993). Descriptive statistics and two-way ANOVA analyses revealed a significant increase in the experimental group’s post-program GMS results, which then leveled off over six months due factors related to student agency and the need for sanctioned support by academic facilitators. Reflection papers, surveys, and semi-structured interviews informed the qualitative perspective, which suggest a need for better post-program support to help maintain students’ GM. Practical suggestions for increasing students’ global-mindedness will be offered at points preceding, during, and following study-abroad programs.