Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/326097 
Year of Publication: 
2024
Citation: 
[Journal:] Cogent Business & Management [ISSN:] 2331-1975 [Volume:] 11 [Issue:] 1 [Article No.:] 2319393 [Year:] 2024 [Pages:] 1-16
Publisher: 
Taylor & Francis, Abingdon
Abstract: 
Study abroad experiences are highly valuable as internationalization plays an increasingly important role in the higher education curriculum and business (Ghemawat & Bastian, 2017). Business schools have long recognized the value of the study abroad experience for both students and faculty (Black & Duhon, 2006). Given these conditions, one would expect best practices to be widely applied in the execution of short-term study abroad programs. Yet, this study’s review and analysis of faculty-led study abroad proposal guidelines did not find this to be the case. Content analysis was used on 396 pages of university faculty-led study abroad proposal guidelines from 19 randomly chosen universities in the United States to determine what best practices are being communicated to faculty. Our findings suggest that there is little evidence-based guidance on creating, planning, and executing a short-term faculty-led study abroad course. Building on this finding, we provide a review of the best practices literature and use this corpus to anchor a tutorial for designing a faculty-led study abroad course. These instructions provide business faculty with the information necessary to design a successful evidence-based short-term study abroad program.
Subjects: 
Study abroad
evidence-based course design
business
marketing
Persistent Identifier of the first edition: 
Creative Commons License: 
cc-by Logo
Document Type: 
Article

Files in This Item:
File
Size





Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.