The number of study abroad programs has increased in the past decade significantly (Anderson and Lawton 86). In essence, Anderson and Lawton have projected a growth of eight percent annually (86). Colleges and universities have traditionally enrolled students in overseas institutions in an effort to improve their performance (Franklin 170). In addition, Rexeisen et al. have asserted that most employers prefer candidates with cross-cultural communication competencies (4). The essence of the preceding assertion is that economic globalization has enhanced cultural diversification in the contemporary society (Anderson and Lawton 90). Overseas education is a critical component of professional growth because it facilitates the development of intercultural competencies.
Intercultural development is attracting immense interest in academic institutions and discourses. Universities and colleges have increased the number of international education programs consistently over the past decade to improve performance among students (Rexeisen et al. 4-7). In addition to their educational goals, study abroad initiatives increase the level of achievement (Cubillos and Ilvento 496). Results from a survey conducted by Cai, Li and Liu have shown that the students who participate in the study abroad opportunities registered significant improvements in their overall development score. The score increased from 88.3 percent to 93.3 percent after attending one semester in an overseas university (520-521). These higher scores highlight the significance of enrolling in a study abroad program.
Findings from multiple studies have highlighted the benefits of studying abroad based on different viewpoints. Economic globalization has supported the expansion of companies in international markets (Franklin 172). According to Murphy et al., the capacity to meet the demands of a culturally diverse clientele influences the (6). Consequently, employees are increasingly searching for candidates with overseas work experience who can network proficiently (Cubillos and Ilvento 502). Franklin has examined the relationship between studying abroad and professional development. According to Franklin, students who participate in the study abroad programs become productive employees because they can interact with customers competently (182-184).
The current job market is very competitive considering the number of qualified candidates that enter the marketplace each year. Applicants who take part in the academic exchange initiatives have a comparative advantage in the highly competitive workplace than those who do not (Franklin 174-175). The previous discussions have underscored the diversification of global cultures because of globalization. Employers are searching for job applicants who can interact with clients from different cultures efficiently (Rexeisen et al. 8-9). Cai, Li, and Liu have found out that students improve their language fluency and cross-cultural communication when they study overseas (508-510). For instance, an American student can perfect his confidence in speaking French when he enrolls to study in France for one semester.
The institutions of higher education have traditionally employed the study abroad opportunities to enable their students to learn about foreign cultures and languages. These initiatives are crucial in helping the participants to enhance their linguistic competencies (Cai, Li, and Liu 508). The ability of employees, especially health care professionals, to interact effectively is essential to ensure inclusivity in the delivery of services (Rexeisen et al. 8-10). The fact that disparities exist in the America health care system is indisputable. Public health organizations have even called for the incorporation of multicultural competencies into training courses (Cai, Li, and Liu 508). For instance, nurses and doctors can develop their intercultural communication skills by working with communities in foreign countries.
The issue of language proficiencies has received significant attention in the literature. For example, Cai, Li, and Liu conducted a case study to determine the merits of the study abroad programs. This research assessed the linguistic and academic gains that university students accrue after the successful completion of a semester-long education program in a foreign university (506). The main findings from the study indicated that these students expanded their knowledge base by pursuing courses not offered at their home institutions (514-516). Most of the study participants identified the ability to take international modules as the principal benefit of studying abroad. The students improved their interpersonal skills and thinking capacity by interacting with people from distinctive environments (520).
In relation to communication capabilities, Franklin has demonstrated that the individuals who pursue courses abroad gain comprehensive proficiencies in native languages (174). Cai, Li, and Liu have found out that the process of learning a new language becomes simpler when individuals interact with the local communities (516). For example, it is much easier to understand the Italian language and culture while studying in Rome rather than the United States. Despite these gains, Anderson and Lawton have underscored the essence of making prior preparations before going abroad (89). Students experience a myriad of challenges during the adjustment period. Disregarding these difficulties, studying abroad becomes more productive once the students assimilate into the foreign culture (Anderson and Lawton 90-92).
Self-efficacy is another critical component that determines the extent to which education influences people’s lives. The elemental goal of education is to ensure that students are confident in their ability to complete workplace responsibilities (Franklin 182). Cubillos and Ilvento investigated the relationship between study abroad experiences and self-efficacy perceptions among foreign language (FL) learners. Findings from this study reported a remarkable increase in the FLs’ beliefs about self-efficacy (507-510). In the same vein, Rexeisen et al. have found out that continuous interaction with the local community improves self-worth. The more the students interact with the locals, the more they gain self-confidence (14-17).
Students derive long-term social effects from studying abroad. Murphy et al. have examined these achievements by focusing on civic engagement in both domestic and international issues. The alumni who had studied abroad were more likely to participate in civic engagement on matters of local and international import than those who had not. Such issues included social and political discussions, active participation in leadership, and involvement in public protests (17-22). In addition, volunteering has emerged as another long-term effect of studying abroad. While participants in the no-abroad study participate more in youth volunteering prospects, those in the overseas study volunteer more in organizations (Anderson and Lawton 91-94).
The unprecedented advances in technology, coupled with an increase in international travel have rendered the world a global village. In addition, the rising trend of economic globalization has augmented the interdependence of world economies. As such, faculties and schools have now recognized the significance of enhancing the capacity of students to function efficiently in a global community. The essence of the study abroad programs is that they provide the effectual means through which individuals can acquire the competencies required in a competitive job market. Students who participate in the study abroad initiatives develop academic and intercultural skills, which prepare them to become multifunctional citizens. Every student should aspire to take part in these opportunities before completing their respective courses.
Works Cited
Anderson, Phillip H., and Leigh Lawton. “Intercultural Development: Study Abroad Vs. On-Campus Study.” Interdisciplinary Journal of Study Abroad 21 (2011): 86-108. Print.
Cai, Wei, Xiangrong Li, and Meihua Liu. “Academic and Linguistic Gains during a Semester-Long Study Abroad: A Cohort Case Study.” Studies in Second Language Learning and Teaching (2013): 505-522. Print.
Cubillos, Jorge H., and Thomas Ilvento. “The Impact of Study Abroad on Students’ Self-Efficacy Perceptions.” Foreign Language Annals 45.4 (2013): 494-511. Print.
Franklin, Kimberly. “Long-Term Career Impact and Professional Applicability of the Study Abroad Experience.” Interdisciplinary Journal of Study Abroad 19 (2010): 169-190. Print.
Murphy, Dianna, Narek Sahakyan, DouaYong-Yi, and Sally Sieloff Magnan. “The Impact of Study Abroad on the Global Engagement of University Graduates.” Interdisciplinary Journal of Study Abroad 24 (2014): 1-24. Print.
Rexeisen, Richard J., Phillip H. Anderson, Leigh Lawton, and Ann C. Hubbard. “Study Abroad and Intercultural Development: A Longitudinal Study.” Interdisciplinary Journal of Study Abroad 17 (2008): 1-20. Print.