| Abstract | According to most recent figures reported by the Institute of International Education (2014), the majority of American students (60.3%) are choosing to participate in short-term study abroad programs. Considering the role that short-term programs play in institutional goals related to global citizenship and intercultural competency, this mixed-methods study examines possible gains and factors influencing such gains that are made in students overall intercultural competency following participation. This research endeavor involved pre-testing, post-testing, and follow up three months later which analyzed data for fifty-five students across eight different short-term programs at three distinct institutions within the state of Texas. The Intercultural Effectiveness Scale (IES) survey was used as a quantitative instrument for assessing intercultural competency. In addition, in-depth interviews and document analysis of program syllabi and participant photographs provided qualitative narratives on student perceptions of intercultural growth. Findings indicate the capacity of short-term study abroad programs ranging from two to five weeks to provide formative experiences and have significant impacts on students self-perceived intercultural competency. There is a clear implication that components of intercultural competency are most affected by intentional structures, which support recommended practices of incorporating intercultural objectives alongside discipline related goals, preparing students for change, structuring activities with guided reflection, and providing opportunities for meaningful and immersive local interaction. Although study limitations make it difficult to presume certainty, this research reveals important areas for future research in terms development of intercultural competency and how educational leaders might begin to address such goals at both the programmatic and institutional levels. |
